CH-6 Learning and Performance Management – Organizational Behavior: Science, The Real World, and You : Book Guide

6. LEARNING AND PERFORMANCE MANAGEMENT REVIEW QUESTIONS: Suggested Answers Define the terms learning, reinforcement, punishment, and extinction. Answer: Learning is a change in behavior acquired through experience. Reinforcement is the bestowing of positive consequences or withholding of negative consequences to develop desired behavior. Punishment, in contrast, bestows negative consequences or withholds positive consequences to eliminate or weaken undesirable behavior. Extinction is the attempt to weaken a behavior by attaching no consequences to it. What are positive and negative consequences in shaping behavior? How should they be managed? Explain the value of extinction as a strategy. Answer: Managers have access to useful positive and negative reinforcement strategies to assist employees in their pursuit of goals in the workplace. Consequence-related strategies should be matched to the specific personalities and situations involved. Extinction is a low intrusion approach to behavior modification, and an appropriate strategy for situations that allow for patience and time. How can task-specific self-efficacy be enhanced? What are the differences in the way introverted and extraverted and intuitive and sensing people learn? Answer: Task-specific self-efficacy can be enhanced through (1) performance accomplishments, (2) vicarious experiences, (3) verbal persuasion, or (4) emotional arousal. Introverts need quiet time to study, concentrate, and reflect on what they are learning. They think best when they are alone. Extraverts need to interact with other people, learning through the process of expressing themselves and exchanging ideas with others. An intuitive thinker prefers to analyze data and information, looking for the meaning behind the analysis and focusing on the big picture. A sensing feeler prefers to learn through interpersonal involvement and focuses on details and practical applications. What are the five characteristics of well-developed goals? Why is feedback on goal progress important? Answer: Well-developed goals are specific, challenging, measurable, time-bound, and prioritized. Goal acceptance is thought to lead to goal commitment and then to goal accomplishment. Feedback helps employees assess how well their efforts are leading to goal accomplishment. What are the purposes of conducting performance appraisals? What are the benefits of 360-degree feedback? Answer: Accurate appraisals help supervisors fulfill their dual roles as evaluators and coaches. The major functions of performance appraisals are to give employees feedback on performance, to identify the employees' developmental needs, to make promotion and reward decisions, to make demotion and termination decisions, and to develop information relevant to the organization's selection and placement decisions. 360-degree feedback provides performance appraisal information from multiple sources including supervisor, self, peers, and subordinates, resulting in a more well-rounded view of the person being evaluated. What are the two possible attributions of poor performance? What are the implications of each? Answer: Poor performance may be attributed to the person or the situation. If poor performance is attributed to the person, interventions such as training, counseling, or disciplinary action may be appropriate. If poor performance is attributed to the situation, an intervention designed to remove situational constraints on performance may be appropriate. How can managers and supervisors best provide useful performance feedback? Answer: Feedback should be specific and based on observed behavior. The behavior in question should be controllable by the individual, and both leader and follower should have ample time to prepare for the feedback session. How do mentors and peers help people develop and enhance their careers? Answer: Both provide information sharing, career strategizing, job-related feedback, emotional support, and friendship. The key in both mentor and peer relationships is mutual trust. DISCUSSION and communication QUESTIONS: Suggested Answers Which learning approach, the behavioral approach or Bandura's social learning theory, do you find more appropriate for people? Answer: This answer may have to do with how much importance students place on the task-specific self-efficacy aspect of Bandura’s theory. It is obviously a more complex set of dynamics to consider. Students can be encouraged to consider the type of learning (e.g., level of complexity) as another variable. Both the behavioral approach and Bandura's social learning theory have their merits and can be appropriate depending on the context. Here's a comparison to help determine which might be more suitable for different situations: Behavioral Approach • Focus: Emphasizes observable behaviors and the responses to stimuli. • Key Concepts: Conditioning (both classical and operant), reinforcement, punishment. • Application: Effective in situations where specific behaviors need to be taught or modified, such as in classroom management, therapy for certain behavioral disorders, and training animals. • Strengths: Clear, measurable outcomes; effective for immediate behavior change. • Limitations: Does not account for internal thought processes or the influence of social interactions. Bandura's Social Learning Theory • Focus: Emphasizes learning through observation, imitation, and modeling. • Key Concepts: Observational learning, imitation, self-efficacy, reciprocal determinism. • Application: Useful in understanding how people learn from their environment, including through media, peer interactions, and role models. Applicable in educational settings, therapy, and understanding social behaviors. • Strengths: Accounts for cognitive processes, recognizes the importance of social context, and explains the acquisition of complex behaviors. • Limitations: May be less effective for immediate behavior change without reinforcement. Appropriateness • Behavioral Approach: More appropriate when immediate and specific behavior changes are needed, such as in behavior modification programs or skill training where clear reinforcement can be applied. • Bandura's Social Learning Theory: More appropriate in contexts where understanding the influence of social environment and cognitive processes is crucial, such as in educational settings, understanding the impact of media on behavior, and promoting positive role models. In summary, both approaches have their place, but Bandura's social learning theory may be more comprehensive for understanding how people learn and behave in social contexts, while the behavioral approach is effective for immediate behavior modification. Given your personality type, how do you learn best? Do you miss learning some things because of how they are taught? Answer: Students will often be able to determine what they don't like about learning opportunities more readily than they can identify how they would learn more comfortably. It is interesting to ask students whether grading completely through group grades would change their view of individual studying and learning. Many college classes are taught by NTs, who use a particular style. Have students discuss what the NT teaching/learning style is, and how it affects other learning styles. People's learning preferences can vary widely depending on their personality types. Here are some general insights based on different personality traits and how they may affect learning: Extroverted vs. Introverted • Extroverted Learners: Tend to learn best through social interaction, group activities, and discussions. They thrive in collaborative environments and benefit from talking through ideas with others. • Introverted Learners: Often prefer solitary learning, reflection, and quiet environments. They benefit from reading, writing, and working independently. Sensing vs. Intuitive • Sensing Learners: Prefer practical, hands-on learning experiences and concrete information. They excel when lessons are detailed, structured, and related to real-world applications. • Intuitive Learners: Enjoy abstract thinking, theories, and concepts. They thrive on exploring ideas, patterns, and possibilities and may struggle with rigid, detail-oriented instruction. Thinking vs. Feeling • Thinking Learners: Value logic, objectivity, and critical analysis. They learn best through structured, fact-based content and enjoy problem-solving and debating. • Feeling Learners: Prefer learning that involves personal values, empathy, and cooperation. They excel in environments that are supportive, collaborative, and connected to their emotions and experiences. Judging vs. Perceiving • Judging Learners: Like organization, planning, and clear goals. They learn best when there is a structured approach with deadlines and clear expectations. • Perceiving Learners: Prefer flexibility, spontaneity, and open-ended exploration. They thrive in environments that allow for creativity, adaptability, and last-minute changes. Personal Learning Preferences and Challenges • Learning Best: Based on these traits, you might find that you learn best in environments that align with your dominant personality characteristics. For example, if you are an extroverted, intuitive, feeling, and perceiving (ENFP) type, you might excel in creative, collaborative, and flexible learning settings. • Missing Out: You might miss learning some things if they are taught in ways that don't align with your preferences. For instance, if you are an intuitive learner, you might find it challenging to engage with highly detailed, step-by-step instructions. Similarly, if you are an introverted learner, you might struggle in highly social or noisy learning environments. Understanding your personality type can help you adapt your learning strategies to make the most of your strengths and mitigate potential challenges. It can also guide you in seeking out or creating learning environments that better suit your preferences. What goals do you set for yourself at work? In your personal life? Will you know if you achieve them? Answer: Encourage students to discuss this question beyond the obvious, "complete a business degree." They can evaluate their goals using the characteristics of effective goals, and discuss how they get feedback on their goal progress. Setting goals is crucial for personal and professional growth. Here’s a breakdown of how you can set and evaluate goals in both areas: Work Goals 1. Professional Development • Goal: Acquire new skills or certifications relevant to your field. • Measurement: Completion of courses, certifications earned, or skills mastered. 2. Performance Improvement • Goal: Enhance job performance and efficiency. • Measurement: Meeting or exceeding performance targets, receiving positive feedback, or achieving promotions. 3. Project Completion • Goal: Successfully complete specific projects or tasks. • Measurement: Meeting project deadlines, achieving project goals, and receiving satisfactory project evaluations. 4. Networking • Goal: Build and maintain professional relationships. • Measurement: Number of new connections made, participation in networking events, and quality of professional relationships. Personal Life Goals 1. Health and Wellness • Goal: Maintain or improve physical and mental health. • Measurement: Regular exercise, healthy eating habits, and maintaining mental well-being. 2. Personal Development • Goal: Engage in activities that foster personal growth. • Measurement: Learning new hobbies, reading books, or taking up new challenges. 3. Financial Stability • Goal: Achieve financial security and independence. • Measurement: Saving a specific amount of money, reducing debt, or investing wisely. 4. Relationships • Goal: Strengthen personal relationships. • Measurement: Spending quality time with loved ones, improving communication, and resolving conflicts. Knowing If You Achieve Them • Specificity: Make your goals specific and clear. • Measurability: Define metrics to track progress and achievement. • Attainability: Set realistic and achievable goals. • Relevance: Ensure goals are meaningful and aligned with your values. • Time-Bound: Set deadlines or time frames for your goals. By following the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-Bound), you can set clear goals and have a structured way to assess your progress and success. Regularly reviewing and adjusting your goals can also help ensure you stay on track and achieve them. If a conflict occurred between your self-evaluation and the evaluation given to you by your supervisor or instructor, how would you respond? What, specifically, would you do? What have you learned from your supervisor or instructor during the last reporting period? Answer: The key is to gather as much information as possible about the other's position. A key in approaching differing views is preparation. It might be useful to suggest that students respond only after thinking through the information for a day or so. Students can use their knowledge of the perceptual process to analyze this question. Responding to a Conflict Between Self-Evaluation and Supervisor/Instructor Evaluation 1. Stay Calm and Open-Minded • Initial Reaction: Maintain composure and approach the feedback with an open mind, recognizing that the purpose is to help you improve. 2. Seek Clarification • Action: Ask your supervisor or instructor for specific examples and explanations of the feedback points that differ from your self-evaluation. This will help you understand their perspective better. 3. Reflect on the Feedback • Action: Take time to reflect on both evaluations. Consider if there are areas you might have overlooked or misjudged in your self-assessment. 4. Schedule a Follow-Up Meeting • Action: Arrange a meeting to discuss the differences in detail. Use this opportunity to express your viewpoint respectfully and understand theirs. 5. Develop an Action Plan • Action: Collaborate with your supervisor or instructor to create a plan for addressing any areas of improvement highlighted in their evaluation. Set clear, achievable goals and timelines. 6. Continuous Improvement • Action: Implement the action plan and seek regular feedback to ensure you are on the right track. Show your commitment to growth and improvement. Learning from Supervisor/Instructor During the Last Reporting Period 1. Skills and Knowledge Enhancement • Learning: Gained new technical skills, improved understanding of industry trends, or acquired knowledge relevant to your role or studies. 2. Feedback on Performance • Learning: Received constructive feedback on your strengths and areas needing improvement, helping you to focus on key development areas. 3. Communication Skills • Learning: Improved your ability to communicate effectively with team members, clients, or peers through guidance and examples provided by your supervisor or instructor. 4. Time Management and Organization • Learning: Learned techniques for better managing your time and organizing tasks to enhance productivity and efficiency. 5. Problem-Solving Strategies • Learning: Acquired new strategies for tackling challenges and solving problems more effectively, which you have applied to your work or studies. By addressing conflicts in evaluations constructively and leveraging the learning from your supervisor or instructor, you can turn potential disagreements into opportunities for growth and development. What rewards are most important to you? How hard are you willing to work to receive them? Answer: Encourage students to develop a gradual rating of the rewards. Not all of the rewards are necessarily worth the cost. They may have some ethical issues related to high performers. The alternative experiential exercise at the end of Chapter 10, Who Works Saturday Night, compares rewards and how badly individuals want rewards versus balance in their lives. Most Important Rewards 1. Personal Satisfaction and Achievement • Importance: Feeling a sense of accomplishment and pride in your work or studies can be highly motivating and fulfilling. • Willingness to Work: High. You are likely to invest significant effort and dedication to achieve personal goals and milestones. 2. Career Advancement • Importance: Opportunities for promotion, increased responsibilities, and professional growth are crucial for long-term career development. • Willingness to Work: High. You are willing to work diligently, take on challenging projects, and continuously improve your skills to advance in your career. 3. Financial Compensation • Importance: Competitive salary, bonuses, and other financial incentives provide security and recognition for your hard work. • Willingness to Work: High. Financial rewards can motivate you to put in extra hours, take on additional tasks, and strive for excellence. 4. Work-Life Balance • Importance: Maintaining a healthy balance between work and personal life is essential for overall well-being and happiness. • Willingness to Work: Moderate to High. While you are willing to work hard, you also value time for family, hobbies, and relaxation. 5. Recognition and Appreciation • Importance: Receiving acknowledgment and appreciation from supervisors, colleagues, or peers can boost morale and motivation. • Willingness to Work: Moderate to High. Recognition can inspire you to maintain high performance and contribute positively to the team. 6. Learning and Development Opportunities • Importance: Access to training, workshops, and further education helps you grow professionally and personally. • Willingness to Work: High. You are eager to learn and develop new skills, and you are willing to put in the effort to take advantage of these opportunities. Willingness to Work for Rewards Your willingness to work hard for these rewards will depend on your personal goals, values, and priorities. Here are some general approaches: • Setting Clear Goals: Define what you want to achieve and create a plan to reach those milestones. • Balancing Effort: While striving for rewards, ensure that you do not compromise your health or personal life. • Continuous Improvement: Stay committed to learning and growing, both professionally and personally. • Seeking Feedback: Regularly seek feedback to ensure you are on the right track and make necessary adjustments. By understanding what rewards are most important to you and being willing to put in the effort, you can align your actions with your goals and achieve both personal and professional fulfillment. Prepare a memo detailing the consequences of behavior in your work or university environment, e.g., grades, awards, suspensions, and scholarships. In your memo, include your classification of these consequences as positive or negative. Should your organization or university change the way it applies these consequences? Answer: In response to the final question (Should your organization or university change how it applies these consequences?) students should provide support, based on material from the chapter, for why changes should or should not occur. MEMO To: All Employees/Students From: [Your Name] Date: [Date] Subject: Consequences of Behavior in Our Work/University Environment Introduction This memo outlines the various consequences of behavior within our organization/university, classifying them as positive or negative, and evaluating whether changes should be made to the way these consequences are applied. Positive Consequences 1. Grades (University) • Description: High academic performance is rewarded with good grades, which reflect students' understanding and mastery of the subject matter. • Classification: Positive • Impact: Good grades motivate students to work hard and strive for academic excellence. 2. Awards and Recognition (Work/University) • Description: Exceptional performance is acknowledged through awards, certificates, or public recognition. • Classification: Positive • Impact: Recognition boosts morale, encourages high performance, and fosters a positive environment. 3. Scholarships (University) • Description: Financial aid provided to students based on merit or need, helping them to continue their education. • Classification: Positive • Impact: Scholarships reduce financial barriers, allowing students to focus on their studies and achieve their academic goals. 4. Promotions and Bonuses (Work) • Description: Employees who perform well are rewarded with promotions, salary increases, or bonuses. • Classification: Positive • Impact: Financial and career advancement incentives motivate employees to excel in their roles. Negative Consequences 1. Suspensions and Expulsions (University) • Description: Disciplinary actions taken against students for serious violations of university policies. • Classification: Negative • Impact: These actions serve as deterrents but can also severely impact students' academic progress and future opportunities. 2. Warnings and Terminations (Work) • Description: Formal warnings or termination of employment for violating company policies or poor performance. • Classification: Negative • Impact: While necessary for maintaining discipline, these actions can affect employee morale and job security. 3. Probation (Work/University) • Description: Placing employees or students on probation for subpar performance or minor policy violations. • Classification: Negative • Impact: Probation serves as a warning and opportunity for improvement but can be stressful for the individuals involved. Evaluation and Recommendations The current system of consequences serves to maintain a balanced environment of reward and discipline. However, there are areas where improvements can be made: 1. Constructive Feedback and Support • Recommendation: Alongside negative consequences, provide constructive feedback and support to help individuals improve. This can include counseling, additional training, or academic support. 2. Positive Reinforcement • Recommendation: Increase the frequency and visibility of positive reinforcement. Recognize not only exceptional performance but also consistent effort and improvement. 3. Transparent Criteria • Recommendation: Ensure that the criteria for both positive and negative consequences are transparent and well-communicated. This clarity will help individuals understand what is expected of them and the consequences of their actions. 4. Mentorship Programs • Recommendation: Implement mentorship programs to guide students and employees. Mentors can provide valuable advice and support, helping individuals navigate challenges and avoid negative consequences. Conclusion While the current system of consequences effectively maintains order and encourages high performance, integrating more supportive and positive reinforcement measures can enhance the overall environment. By focusing on both discipline and development, we can create a more balanced and motivating atmosphere for everyone. [Your Name] Develop an oral presentation about the most current management practices in employee rewards and performance management. Find out what at least four different companies are doing in this area. Be prepared to discuss their fit with the text materials. Answer: Based on the fit between current management practices identified and text materials, students can discuss how successful they believe the various management practices will be. Oral Presentation: Current Management Practices in Employee Rewards and Performance Management Introduction Good [morning/afternoon/evening], everyone. Today, I will be discussing the most current management practices in employee rewards and performance management. We'll look at how four different companies are implementing these practices and evaluate how well they align with contemporary management theories and text materials. Company 1: Google Reward Practices: • Performance Bonuses: Google offers performance-based bonuses to employees who meet or exceed targets. • Stock Options: Employees receive stock options, aligning their interests with the company's long-term success. • Employee Recognition Programs: Google uses peer-to-peer recognition platforms where employees can appreciate each other's contributions. Performance Management: • OKRs (Objectives and Key Results): Google uses OKRs to set clear, measurable goals and track progress. • Continuous Feedback: Regular check-ins and feedback sessions between employees and managers. • Career Development: Emphasis on continuous learning and development with opportunities for advancement. Fit with Text Materials: • Alignment with Motivation Theories: Google's use of financial and non-financial rewards aligns with Maslow's hierarchy of needs and Herzberg's two-factor theory. • Goal-Setting Theory: The use of OKRs supports Locke and Latham's goal-setting theory, which emphasizes the importance of clear and challenging goals. Company 2: Microsoft Reward Practices: • Merit-Based Pay: Microsoft rewards high performers with merit-based salary increases. • Benefits Package: Comprehensive benefits including health insurance, retirement plans, and wellness programs. • Recognition Programs: "Microsoft Rewards" program where employees earn points for achievements that can be redeemed for various perks. Performance Management: • Growth Mindset: Microsoft promotes a growth mindset culture, encouraging learning from failures. • Performance Reviews: Regular performance reviews with a focus on development rather than just evaluation. • 360-Degree Feedback: Incorporates feedback from peers, subordinates, and supervisors to provide a holistic view of performance. Fit with Text Materials: • Reinforcement Theory: Merit-based pay aligns with reinforcement theory, rewarding desirable behaviors. • 360-Degree Feedback: This aligns with modern performance appraisal methods, providing comprehensive feedback for improvement. Company 3: Adobe Reward Practices: • Spot Bonuses: Adobe gives spot bonuses for exceptional contributions outside of regular performance cycles. • Sabbaticals: Employees receive paid sabbaticals after certain years of service. • Wellness Programs: Comprehensive wellness programs focusing on physical and mental health. Performance Management: • Check-In System: Adobe replaced annual reviews with regular check-ins, focusing on real-time feedback and coaching. • Personal Development Plans: Emphasis on creating individualized development plans for career growth. • Recognition Programs: “Adobe Life” program celebrates employee achievements and milestones. Fit with Text Materials: • Agile Performance Management: Adobe’s check-in system aligns with agile performance management principles, emphasizing flexibility and continuous improvement. • Intrinsic Motivation: Wellness programs and sabbaticals address intrinsic motivation factors, promoting overall well-being and job satisfaction. Company 4: Amazon Reward Practices: • Performance-Based Pay: Amazon offers performance bonuses and stock options based on individual and team performance. • Recognition Programs: "Amazon's Rewards and Recognition Program" includes peer-to-peer recognition and awards for outstanding achievements. • Employee Discounts: Significant discounts on Amazon products and services. Performance Management: • Leadership Principles: Performance management is guided by Amazon’s Leadership Principles, focusing on high standards and accountability. • Performance Improvement Plans (PIPs): Structured plans for employees needing improvement, with clear goals and timelines. • Data-Driven Approach: Utilizes data and metrics to evaluate performance and identify areas for improvement. Fit with Text Materials: • High-Performance Work Systems (HPWS): Amazon’s focus on metrics and high standards aligns with HPWS, aiming to maximize employee performance. • Behavioral Theories: The use of PIPs aligns with behavioral theories, using structured plans to modify behaviors and improve performance. Conclusion In conclusion, these companies showcase a range of innovative practices in employee rewards and performance management. Their approaches align with various management theories and principles discussed in our text materials, such as motivation theories, goal-setting theory, and agile performance management. By examining these real-world examples, we gain valuable insights into how leading organizations are successfully managing and rewarding their employees in today’s dynamic work environment. Thank you for your attention. Any questions or comments? Sources • Company websites and press releases • Harvard Business Review articles on performance management • Textbook: "Organizational Behavior" by Stephen P. Robbins and Timothy A. Judge Interview a manager or supervisor who is responsible for completing performance appraisals on people at work. Ask the manager which aspects of performance appraisal and the performance appraisal interview process are most difficult and how he or she manages these difficulties. Answer: This is also a good opportunity for students to share experiences (both positive and negative) that they have had as employees being appraised. The contrasting perspectives of the managers/supervisors and the students (as employees) should provide for some interesting discussion. Interview with a Manager on Performance Appraisals Introduction I recently had the opportunity to interview [Manager's Name], a manager at [Company Name], who is responsible for completing performance appraisals. We discussed the challenges of the performance appraisal process and how these difficulties are managed. Key Aspects of the Performance Appraisal Process 1. Setting Clear and Realistic Goals • Challenge: Ensuring that the goals set for employees are clear, realistic, and aligned with both individual capabilities and organizational objectives. • Management: The manager emphasizes the importance of the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-Bound) when setting goals. Regular check-ins are conducted to adjust goals as needed. 2. Providing Constructive Feedback • Challenge: Delivering feedback that is both honest and constructive, especially when addressing areas of improvement. • Management: The manager prepares thoroughly for appraisal meetings, using specific examples to illustrate points. Feedback is balanced, highlighting strengths as well as areas for growth, and is delivered with empathy and support. 3. Handling Employee Reactions • Challenge: Managing various emotional reactions from employees, ranging from defensiveness to disappointment. • Management: The manager maintains a calm and professional demeanor, actively listens to employees’ concerns, and encourages an open dialogue. They also provide reassurance and support for developing an improvement plan. 4. Ensuring Fairness and Consistency • Challenge: Maintaining consistency and fairness across all appraisals to avoid any perceptions of bias or favoritism. • Management: The manager uses standardized evaluation criteria and involves multiple reviewers when possible to ensure a balanced perspective. Regular calibration meetings with other managers help maintain consistency across the organization. 5. Time Management • Challenge: The appraisal process is time-consuming, especially for managers with large teams. • Management: The manager schedules appraisal activities well in advance and prioritizes them to ensure they are given the necessary attention. They also delegate some preliminary appraisal tasks, such as gathering peer feedback, to save time. 6. Developing Improvement Plans • Challenge: Creating effective improvement plans that are practical and achievable for the employee. • Management: The manager collaborates with the employee to develop a plan that includes specific actions, resources needed, and a timeline. They also set regular follow-up meetings to monitor progress and provide additional support as needed. Personal Insights from the Manager Question: What do you find most rewarding about the performance appraisal process? • Manager's Response: "Seeing employees grow and improve over time is incredibly rewarding. When they achieve their goals and feel valued and supported, it positively impacts the entire team and contributes to our overall success." Question: How do you stay updated on best practices in performance management? • Manager's Response: "I attend workshops, read industry literature, and participate in professional networks. Staying informed about new trends and techniques helps me continuously improve our appraisal process." Conclusion The performance appraisal process presents several challenges, but with careful planning, empathy, and a commitment to fairness, these difficulties can be managed effectively. The insights from [Manager's Name] highlight the importance of clear communication, consistent practices, and supportive leadership in conducting successful performance appraisals. Acknowledgments I would like to thank [Manager's Name] for their time and valuable insights into the performance appraisal process. ETHICal dilemma Using consequential, rule-based, and character theories, evaluate Margaret’s options. Answer: Margaret’s options are to insist that her sales team use the company’s preferred process for completing expense reports or allow them to continue with the process they are currently using. The choice is to implement a new, more time consuming process that is more accurate but eliminates the “extra money” they are accustomed to getting or to leave the current process in place even though it is less accurate and not the process the company wants them to use. Consequential – Using the new process will likely be unpopular with the sales team because it is more time consuming and eliminates the extra money they have been getting by using the old process. However, it will bring Margaret and her sales team into compliance with the company’s desired process for expense reports, thus saving the company money. Continuing with the old process will be popular with the sales team and will enable them to keep getting extra money, but will keep Margaret and the sales team from complying with management’s wishes. Rule-based – Margaret’s obligation is to comply with the company’s desired method for completing expense reports. She has no obligation to appease her sales team by continuing to use the old method. Character – According to the scenario, the only reason Margaret has been using the current method for completing expense reports is that it is the method she learned when she was new to the company. In other words, she does not seem to be keeping the old system out of any particular loyalty to her sales team. She does seem to care about pleasing her supervisors, as evidenced by her insistence that the sales team complete expense reports on time and her gratification that they do so. Using the new method would also please her boss, whereas not doing so may damage her relationship with her boss. What should Margaret do? Why? Answer: Based largely on the rule-based theory, but also to some extent on the consequential and character theories, Margaret should switch to the new method for completing expense reports. Her sole obligation in this scenario is to comply with the company’s desired method for completing expense reports and it would clearly be unethical for her to continue using a method that results in employees getting more money than they are entitled to in travel reimbursements. Additionally, she can save the company money by changing to the new method, which benefits the entire company, and her desire to please her bosses will be best met by changing to the new method. EXPERIENTIAL EXERCISES 6.1 Positive and Negative Reinforcement Instructor's Notes: The purpose of this exercise is to illustrate the effects of positive and negative reinforcement on behavior change. This exercise is useful when a class seems unruly and needs a change of pace. It is similar to the childhood game most students have played. Students will become very vocal and typically animated. You may want to take care in selecting the volunteers. Discussion Questions: * What were the differences in behavior of the volunteers when different kinds of reinforcement (positive, negative, or both) were used? Answer: Most of the time the individual receiving positive reinforcement will have a number of gestures and nonverbal indicators of success. When positive reinforcement was used, volunteers generally exhibited increased motivation and engagement in the desired behavior. Negative reinforcement led to behavior changes aimed at avoiding unpleasant outcomes. Using both types of reinforcement together often resulted in a more complex response, where volunteers showed both increased engagement and avoidance behaviors. * What were the emotional reactions of the volunteers to the different kinds of reinforcement? Answer: One of the ways to give the volunteers time to reflect and to get out of the spotlight for a moment is to have them go to a board or flip chart and list a series of words that described how they felt. Typical for volunteer #1 will be embarrassment, frustration, quit, etc. Volunteer #3 may have feelings like confusion, frustration, and ambiguity. Volunteers typically felt more satisfied and motivated with positive reinforcement, experiencing increased happiness and enthusiasm. Negative reinforcement often led to stress or discomfort, as volunteers focused on avoiding negative consequences. The combination of both types of reinforcement could cause mixed emotional reactions, balancing motivation with anxiety or pressure. * Which type of reinforcement – positive or negative – is most common in organizations? What effect do you think this has on motivation and productivity? Answer: Students' responses will depend on their exposure to specific instances. Positive reinforcement is more common in organizations as it encourages desired behaviors through rewards and recognition. This approach generally boosts motivation and productivity by creating a supportive and rewarding work environment. In contrast, negative reinforcement, which focuses on avoiding unpleasant outcomes, can reduce morale and lead to stress. 6.2 Correcting Poor Performance Role Descriptions Assistant Director, Academic Computing Service Center You are the assistant director of the university's Academic Computing Service Center. You are a skilled information systems software engineer with twenty years of experience at two different universities. You assumed your current job about three years ago. Within the first year you became very familiar with the entire information systems infrastructure at the university and developed a highly successful relationship with all of the technicians and support staff under your supervision. With a notable downturn in enrollment since you came, it has been a struggle to obtain the financial resources necessary to complete all of the upgrades you think are required for a first rate center and to procure all the latest hardware sought by the faculty, research, and teaching staff across campus. The center services a wide variety of university customers, such as the hard science requirements in engineering, physics, and chemistry for massive data analysis and networking with other universities; the social science requirements in psychology, business, and social work for specific types of statistical analysis packages; the administrative requirements of the registrar and financial services offices; and finally the unique needs of the medical school. Because of the differing needs of these customers, the center experiences conflicting pressures and demands. These customers are not information systems experts, and you take a lead role in attempting to educate them about the competing demands and limitations the center faces. You report directly to the new director of the ACS Center who has been on the job for about seven months. Although the director appears friendly, she also does not seem to be a real information systems expert with the technical expertise you would like a director to have. You are scheduled to meet with a university committee of faculty and staff, although you are not exactly sure why, though you have heard rumors there is some discontent among the center's customers. Role Descriptions University Committee Members You are members of a university committee of faculty and staff that the new director of the Academic Computing Service Center has asked the president to form. You understand that the new director is a rather new graduate of an eastern university with a M.S. degree in information systems and some prior computing and information systems experience prior to going back to graduate school. She has been the director for about seven months, and declines in enrollment which preceded her arrival by several years have taken a toll on the financial and human resources of the university at the same time advances in information systems technology have increased demand for system upgrades and advances across campus. The assistant director of the ACS Center has been in the vice of these forces for several years. The assistant director is a talented, highly proficient information systems expert who grew up through the technical ranks after getting an undergraduate business degree in information systems and management science. His technically superior attitude is apparently evident to the diverse disciplines across campus who see him as increasing the tensions and conflicts flowing from declining resources and increasing demand. The new director seems a little puzzled as to how to sort out all the issues and make appropriate attributions as to the behavior and actions of the various parties involved. A key responsibility for her is getting a clear picture of the performance of her assistant director, who does seem to have some poor performance problems. Alternative Experiential Exercise The Death of Management Instructor's Notes: Since this is an editorial page, this is a logical assignment for students to read as homework. A technique that works to aid in getting to the issues quickly in class is to have the students highlight the most important issues for their position. In class, divide into five groups that will discuss this topic with the speaker when he visits campus. Each group will submit, within 20 minutes, what their issue and discussion question will be, and who is their designated debater. The instructor takes the position of the editorial writer, Robert Samuelson. (You may want to let 5 students take his position, and debate for him). During the debate, students may request assistance from their group, and they will need to reference the book for their support. (1) decide who in your group will be the five students to debate this topic (2) decide which particular point you wish to refute (3) back up you argument with specific references to this chapter (4) prepare your group by defining what you believe Samuelson means by the following words: pseudo skills all-purpose executives general managers skills (5) What would Mr. Samuelson say about the concepts in this chapter? * SOURCE: Robert J. Samuelson, Newsweek, May 10, 1993, 55. The Death of Management We are now witnessing the death of management. By management, I mean the peculiarly American idea (still taught at many business schools) that a "good manager" should be able to manage any enterprise, anywhere, any time. Through incisive analysis and decisive action, our supermanagers supposedly could make any company productive and profitable. The idea has collapsed with failures at companies that once symbolized U.S. management prowess: Sears, Westinghouse, and IBM. With hindsight, we can see the absurdity. We don't imagine a winning football coach switching to basketball, nor a concert pianist becoming a symphony violinist. We don't think an orthopedic surgeon would automatically make a good psychiatrist. We recognize that differences in talent, temperament, knowledge, and experience make some people good at some things and not at others. Somehow, managers were supposed to be immune to this logic. They aren't, of course. Indeed, the people who have created great businesses in recent decades typically confirm the logic. They have not been all-purpose executives, casually changing jobs and succeeding on the strength of dazzling analysis. Instead, they have been semi-fanatics who doggedly pursued a few good ideas. People like Sam Walton (Wal-Mart), Ray Kroc (McDonald's), William McGowan (MCI), and Bill Gates (Microsoft). What seems astonishing is how such a bad idea survived so long. Our infatuation with it partly reflected American's optimism that all problems are amenable to reason. In 1914, Frederick Winslow Taylor's "The Principles of Scientific Management" appeared and set a tone. Taylor pioneered time-and-motion studies, which analyzed how specific jobs might be done more efficiently. But his larger purpose was to "prove that the best management is a true science, resting upon clearly defined laws..." Up to a point, who can quarrel with the resort to reason? The trouble is that it was taken too far and became self-destructive. The problem was not that freelance managers constantly jumped between companies, although that happened. The problem was that the style of running big companies changed for the worse. The belief that all problems could be solved by analysis favored the rise of executives who were adept with numbers and making slick presentations. Huge staffs of analysts served these executives, who created conglomerates on the theory that a good manager could manage anything. With bigger bureaucracies, companies couldn't respond quickly to market changes - new technologies, competitors or customer needs. The more powerful top executives became, the less they knew. Their information was filtered through staff reports and statistical tables. Some executives developed what consultant Mel Stuckey calls a phobia of manufacturing: they didn't know what happened in factories and feared exposing their ignorance. Roger Smith, GM's chairman between 1981 and 1990, exemplified this sort of know-nothing executive. When asked by Fortune to explain what went wrong, he answered, "I don't know. It's a mysterious thing." To fathom what went wrong, Smith truly had to understand how automobiles are designed and made; he apparently never did, despite a career at GM. As a society, we have spent the past decade paying for mistakes like Smith's. Inept management, though not the only cause of corporate, turmoil, has been a major contributor. "Downsizing" and "restructuring" are but the catch phrases for the harsh process by which companies seek to regain their edge. Truly dead? Consider General Electric. A decade ago, it was "choking on its nit-picking systems of formal reviews...which delayed decisions...and often made GE a laggard at bringing new products to market," write Noel Tichy and Stratford Sherman in a new book. The "mastery of arduous procedures had become an art form" necessary for executive advancement. GE chairman John Welch Jr. fired thousands and sold 19 major businesses. Profits rose from $1.7 billion in 1981 to $4.7 billion in 1992, but GE's payroll shrank from 404,000 to 268,000. Such have been the ultimate social consequences of a bad idea. But is the muddled notion of "management" truly dead? You can object on two grounds. First, some generalists still ascend to the top of big companies, the naming of Louis Gerstner - who knows little of computers - to head IBM is a case in point. Well, maybe. But these executives are often specialists of a different sort; they specialize in dismantling conglomerates or top-heavy bureaucracies. Welch played precisely this role at GE; and Christopher Steffen intended to do the same at Kodak. The second objective is more serious: it is that business schools still aim to produce general managers. The present notion of the MBA (Master of Business Administration) is foolish. It is impossible to take people in their mid-20s - without much business experience - and educate them as "managers.” Yet business schools cling to the notion, because to do otherwise would jeopardize their tuition revenues. What's lost is the opportunity for these bright young people to learn something of value - a specific business, a foreign language, an engineering skill - instead of the pseudo skills taught in business school. Until this changes, we shall miseducate a large part of the talent pool for America's business leadership. The one hopeful sign is that the subject now seems open for discussion. Indeed, the Harvard Business Review recently conducted a debate about the MBA degree. Most contributors agreed it is not very useful. MBA graduates are "glib and quick-witted", wrote Henry Mintzberg of McGill University, but are not committed to "particular industries...but to management as a means of personal advancement." A recent MBA graduate said it better, "My main reason for obtaining an MBA, "she admitted, "was not necessarily to improve my business skills but because the degree is required to 'get in the door'." When the Harvard Business School can acknowledge that—and act upon it—American management will have taken a huge stride forward. Mr. Samuelson has been asked to your campus to debate the Phi Beta Kappa honorary business fraternity about the accusations presented in this editorial. Your responsibility as a member of the business school is to practice the question and answer portion of the upcoming event with the individuals selected to talk with him at the open forum. In order to assist your friends, you must: (1) decide who in your group will be the five students to debate this topic (2) decide which particular point you wish to refute (3) back up your argument with specific references to this chapter (4) prepare your group by defining what you believe he means by the following words: pseudo skills all-purpose executives general managers skills EXTRA EXPERIENTIAL EXERCISES The following alternative exercise to supplement the material in the textbook can be obtained from: Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and Cases, 6th Ed. South-Western College Publishing Company, 2001. The Learning Model Instrument. p. 35-41. Time: 30 minutes. Purpose: To help students understand learning style preferences and to determine their own learning style preference. TAKE 2 BIZ FLIX: Take the Lead PPT Slide 37 Organizations Discussed: A South Bronx High School Dance academy owner and instructor Pierre Dulaine (Antonio Banderas) offers to help troubled detention students in a South Bronx high school. His formal ballroom style sharply differs from their hip-hop moves. After watching a hot tango sequence between Pierre and instructor Morgan (Katya Virshilas), the students begin to warm up to Pierre’s approach. His work with the students proves successful and they compete in the 25th Annual Grand Ballroom Competition. Behavior Modification: Learning Ballroom Dancing This film sequence has two parts with a title screen between them. The first part starts with Pierre saying, “So, as your principal has made me your executioner, you will report to me every morning here at 7:30 A.M.” This part ends after Pierre sings, “You’re dancing, you’re dancing...” The second part begins with Pierre saying “The waltz. It cannot be done without trust between partners.” This sequence ends with Rock (Rob Brown) and LaRhette (Yaya DaCosta) continuing with their practice. What to Watch for and Ask Yourself PPT Slide 35 Rock and LaRhette are trying to learn the waltz. Which of the two approaches to learning described earlier in this chapter best apply to this film sequence? Do you see examples of classical conditioning or operant conditioning? Why? Answer: Dulaine’s opening statement is an antecedent to behavior—he sets a clear start time for each day. He also states an antecedent about working out their interpersonal problems. LaRhette and Rock quickly resist (behavior), but Dulaine does not let them persist (consequence). Dulaine continues with his instructions (antecedent) to LaRhette about the man leading the dance. Other antecedents appear in the dance position instructions and walking forward and backward. This chapter discussed strategies of reinforcement, punishment, and extinction. Which of those strategies appear in the film sequence? Give examples from the film sequence to support your answer. Answer: Dulaine uses repeated positive reinforcement (“Here you go.”) as Rock and LaRhette simply learn to walk. Students might think it is extremely mild positive reinforcement and does not have a strong effect. You can note to students that the entire film sequence shows the effects of such mild but repeated positive reinforcement. They waltz and Dulaine closes by saying, “You’re dancing, you’re dancing...,” as a final positive reinforcement. BIZ FLIX: Take the Lead - Slide 37 Organizations Discussed: A South Bronx High School In the film "Take the Lead," dance academy owner and instructor Pierre Dulaine (Antonio Banderas) offers to help troubled detention students at a South Bronx high school. His formal ballroom style sharply contrasts with their hip-hop moves. After watching a hot tango sequence between Pierre and instructor Morgan (Katya Virshilas), the students begin to warm up to Pierre’s approach. His work with the students proves successful, and they eventually compete in the 25th Annual Grand Ballroom Competition. Behavior Modification: Learning Ballroom Dancing This film sequence has two parts with a title screen between them. The first part starts with Pierre saying, “So, as your principal has made me your executioner, you will report to me every morning here at 7:30 A.M.” This part ends after Pierre sings, “You’re dancing, you’re dancing...” The second part begins with Pierre saying, “The waltz. It cannot be done without trust between partners.” This sequence ends with Rock (Rob Brown) and LaRhette (Yaya DaCosta) continuing with their practice. Strategies of Reinforcement, Punishment, and Extinction in the Film Sequence 1. Reinforcement • Positive Reinforcement: Pierre uses positive reinforcement to encourage the students' participation and effort in ballroom dancing. For instance, when students show progress or attempt the dance moves, Pierre praises them, which motivates them to continue improving. • Example: After the students watch the passionate tango between Pierre and Morgan, they are inspired and motivated to try harder. Pierre’s consistent encouragement and praise for their efforts reinforce their desire to learn. • Intrinsic Motivation: The students start experiencing intrinsic rewards from their progress and the enjoyment of dancing. This internal satisfaction reinforces their behavior. 2. Punishment • Discipline and Structure: Initially, the students are required to report to Pierre every morning at 7:30 A.M. as a form of disciplinary action for their detention. This can be seen as a form of punishment for their previous behavior, which requires them to engage in a structured activity (ballroom dancing). • Example: The very act of having to wake up early and report for dance practice serves as a form of punishment aimed at correcting their behavior. 3. Extinction • Eliminating Negative Behavior: Pierre works to extinguish the students' initial resistance and negative attitudes towards ballroom dancing by consistently engaging them and showing the value and excitement of the activity. • Example: Over time, as students begin to enjoy the dancing and see their own progress, their initial resistance and negative behaviors diminish. Pierre’s consistent positive reinforcement helps to extinguish their reluctance and negative attitudes. Conclusion In "Take the Lead," Pierre Dulaine effectively uses strategies of reinforcement, punishment, and extinction to modify the students' behavior and attitudes towards ballroom dancing. Positive reinforcement through praise and encouragement, disciplinary actions as punishment, and the gradual extinction of negative behaviors all contribute to the students' successful transformation and ultimate participation in the Grand Ballroom Competition. Apply the concepts described in the earlier section of this chapter, “Performance: A Key Construct,” to the film sequence. Which performance concepts do you see? Give specific examples of the concepts from the film sequences. Answer: Dulaine clearly states a goal of developing trust between partners. Rock is to take LaRhette on a journey. LaRhette gives a correction (negative reinforcement) and leads to Rock’s improved behavior (desired behavior). They each guide the other to a successful, slow waltz. Performance Concepts in "Take the Lead" Film Sequence 1. Goal Setting: Pierre sets clear goals for the students, such as reporting every morning at 7:30 A.M. and mastering ballroom dance moves. • Example: “The waltz. It cannot be done without trust between partners,” setting a specific performance expectation. 2. Motivation: The students' initial skepticism transforms into motivation after witnessing the passionate tango, inspiring them to engage and improve. • Example: The students' increased effort and enthusiasm after watching Pierre and Morgan's dance. 3. Feedback: Pierre provides ongoing feedback, praising improvements and offering constructive criticism to enhance performance. • Example: Pierre's positive reinforcement during practice sessions, encouraging the students' progress. 4. Skill Development: The dance training enhances the students' technical and interpersonal skills. • Example: Rock and LaRhette's progress in the waltz, showcasing improved trust and coordination. 5. Performance Measurement: Progress is measured through practice sessions and readiness for the Grand Ballroom Competition. • Example: The shift from struggling with basics to preparing for a formal competition. These concepts align with the chapter's emphasis on goal setting, motivation, feedback, skill development, and performance measurement in achieving high performance. WORKPLACE VIDEO: Barcelona Restaurant Group Video Case Synopsis “We're a chain that's not a chain,” Andy Pforzheimer says of Barcelona Restaurant Group, a collection of seven wine and tapas bars located throughout Connecticut and Georgia. Launched in 1995 by Pforzheimer and business partner Sasa Mahr-Batuz, Barcelona is the restaurant of choice for diners who crave flavorful European tapas, sophisticated modern ambience, and the largest collection of Spanish wines of any restaurant group in the country. Barcelona is about more than food: it’s about an experience. According to Pforzheimer, cuisine is only 50 percent of the total Barcelona experience; the other half is made up of intangibles such as lighting, clientele, atmospherics, background music, and conversation with managers and wait staff. “Quality in a restaurant is about lots of tiny details,” Pforzheimer says. The Barcelona owner explains that managing restaurant performance means managing food quality, wait times, hospitality, bussing, restrooms, prices, and more. For Barcelona to be successful, each employee must deliver the European tapas ambience night after night. To achieve consistent quality, Barcelona gauges its performance with the help of multiple feedback loops. First, the establishment participates in a Secret Shoppers program. In this program, undercover restaurant reviewers make unannounced visits each month to dine in and rate Barcelona on 120 points of service. Next, the restaurant solicits comments from regular patrons, and every comment card and email goes straight to Pforzheimer. Finally, managers monitor activities through restaurant surveillance cameras and by walking the floors to interact with customers. According to Pforzheimer, the tactic of “management by walking around” has led to improvements in menu choices, recipes, background music, décor, and more. Although Barcelona’s various feedback loops provide useful data, the owners and managers are the eyes and ears of the company—and nothing escapes Pforzheimer’s watchful eye. In an industry littered with mediocrity, Barcelona stands out for aesthetic and culinary excellence. As Pforzheimer sees it, there’s a lot at stake if Barcelona fails to control its performance; failure involves losing money and losing face. “What’s at stake is my business and my self-respect,” the restaurateur explains. “Making people happy is what motivates chefs.” Discussion Questions and Solutions According to Barcelona owner Andy Pforzheimer, why do so many restaurants go out of business? Answer: Andy Pforzheimer says that restaurants go out of business because they fail to effectively and accurately measure their own performance. They fail to define success, and they fail to appraise themselves in a thorough, ongoing manner. Quantifying service is especially important in the restaurant industry where customer satisfaction depends on intangibles such as pleasant servers, food preparation, and short wait times. What tactics do leaders at Barcelona use to help measure and control the restaurant’s financial performance? Answer: In the video, Barcelona uses multiple methods of controlling financial performance. First, managers hold weekly meetings in which chefs and general managers review key financial data. Group members review P&L numbers for the restaurants, and owner Andy Pforzheimer confronts managers if they let food costs rise above 25 percent. Second, each of Barcelona’s seven restaurants generates monthly financial statements, and managers track their financial progress against the financials of the other Barcelona restaurants. Competition between Barcelona restaurants motivates managers to improve food and service while maintaining low overhead costs. How does Barcelona reward managers and chefs? Answer: In the video, Chief Operating Officer Scott Lawton says that Barcelona managers receive a financial bonus for achieving profitability. In fact, Barcelona offers a 12 percent bonus on annual restaurant sales earned above the company’s base operating profit. The bonus money is significant and can be adjusted upward or downward slightly to reflect the scores from Secret Shopper reports. Lawton says the company does not provide financial bonuses to chefs because chefs would inadvertently compromise quality by having to pinch pennies. During group meetings, Barcelona’s owners offer praise to employees that stand out for good performance as measured by customer feedback and meeting financial targets. Suggested Answers for Discussion Questions Why is the opportunity or freedom to make mistakes crucial to learning? Answer: Although success is positively reinforcing and therefore helps in learning, failure can play a valuable role as well. Success demonstrates what a person does well; failure identifies what an individual does not do well and therefor needs to learn. Failure helps to define one’s current limits and identify areas where further competency development is needed. People who do not experience failure are not fully aware of their developmental needs. James Dyson was well aware of the value of making mistakes and learning from them. This was made clear to him in his first job. Dyson recalls that his first boss, Jeremy Fry, taught him that if people are allowed to make mistakes, they will learn very quickly. Fry also taught Dyson to mistrust experience, especially the experience of entrenched individuals and organizations because they tend to loathe innovation. Often innovation comes about as a consequence of failuresometimes repeated failures. How can the opportunity or freedom to make mistakes contribute to performance improvement? Answer: As indicated in the suggested response to discussion Question 1, making mistakes enables a person to discover first-hand what works and what does not work. Direct experience with making mistakes is a more powerful learning force than is observing others making mistakes. It can also provide for more powerful learning than perpetual success. Making mistakes also serves to identify one’s developmental needs. If people are fearful of making mistakes, they will not take risks, they will not innovate, and they will not experiment. Avoiding risk-taking, innovation and experimentation may make a person feel safer, but are unlikely to improve performance substantially. However, risk taking, innovation, and experimentation are more likely to create the potential for sustained performance improvements. James Dyson, reflecting on his arduous, mistake-laden development of the Dyson vacuum’s dirt collection system, states: “[e]veryone said that the clear bin would repulse people. By that point I'd stopped listening to everyone and went with my instinct. I’m particularly adept at making mistakesit’s a necessity as an engineer. Each iteration of the vacuum came about because of a mistake I needed to fix. What’s important is that I didn’t stop at the first failure, the 50th, or the 5,000thI love mistakes.” The opportunity or freedom to make mistakes fosters a growth mindset, encouraging experimentation and learning. When individuals are not afraid of failure, they are more likely to take risks and explore innovative solutions. Mistakes provide valuable feedback, helping identify areas for improvement and refining skills. This iterative learning process enhances overall performance and leads to continuous improvement and mastery. What advice do you think James Dyson would give to a recent college graduate who is just starting his/her career? Answer: James Dyson probably would stress two things: (a) be willing to make mistakes and learn from them, and (b) persevere, even when the conditions or odds are unfavorable. With regard to learning from mistakes, the students could cite case information that has already been brought up in the suggested responses to Questions 1 and 2. First, Dyson recalls that his first boss taught him that if people are allowed to make mistakes, they will learn very quickly. Second, in recalling the arduous development process for his vacuum cleaner, Dyson, states: “By that point I'd stopped listening to everyone and went with my instinct. I’m particularly adept at making mistakesit’s a necessity as an engineer. Each iteration of the vacuum came about because of a mistake I needed to fix. What’s important is that I didn’t stop at the first failure, the 50th, or the 5,000thI love mistakes.” The advice regarding perseverance also can draw on his experience with making mistakes. Clearly, persisting despite making over 5,000 mistakes is a powerful lesson in perseverance. So is the insight that Dyson shares regarding his childhood passion for running. Quoted on the company’s Web Site, Dyson recalls: “I wanted to give up almost every day. But one of the things I did when I was young was long distance running, from a mile up to ten miles. They wouldn’t let me run more than ten miles at schoolin those days they thought you’d drop down dead or something. And I was quite good at it, not because I was physically good but because I had more determination. I learned determination from it.” Dyson also says: “A lot of people give up when the world seems to be against them, but that’s the point when you should push a little harder. I use the analogy of running a race. It seems as though you can’t carry on, but if you just get through the pain barrier, you’ll see the end and be okay. Often, just around the corner is where the solution will happen.” What advice do you think James Dyson would give to someone would is in charge of training people and evaluating their performance? Answer: The response to this question should build on the suggested response to the preceding question. Most importantly, James Dyson would likely advise trainers and evaluators to give people the freedom to make mistakes and to learn from them. Secondly, he would advise trainers and evaluators to encourage people to work hard and to persist in developing their competencies and achieving their goals. James Dyson, known for his innovative approach to design and engineering, would likely offer the following advice for training and evaluating performance: 1. Emphasize Hands-On Learning: Dyson would advocate for experiential learning where employees engage directly with tasks and challenges, rather than relying solely on theoretical training. Practical experience helps in understanding real-world problems and developing solutions. 2. Encourage Innovation and Experimentation: Foster an environment where employees feel free to experiment and innovate. Dyson believes in learning from failures and iterating on designs. This approach can also apply to training, where trying new methods and learning from mistakes leads to improvement. 3. Set Clear Goals and Expectations: Clearly define what success looks like in training and performance evaluations. Dyson would stress the importance of having specific, measurable objectives to guide employees and evaluate their progress. 4. Provide Constructive Feedback: Offer feedback that is specific, actionable, and focused on improvement. Dyson would recommend creating a feedback culture where employees receive guidance on how to enhance their skills and performance continually. 5. Invest in Continuous Improvement: Training should be an ongoing process, not a one-time event. Dyson would advise regularly updating training programs and performance evaluation criteria to keep pace with industry advancements and evolving job requirements. By applying these principles, you can create a more dynamic, effective training and evaluation system that promotes growth and innovation. SOURCE: This case solution was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business, Valparaiso University. Solution Manual for Organizational Behavior: Science, The Real World, and You Debra L. Nelson, James Campbell Quick 9781111825867