Opportunity to Perform
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Transcript of Opportunity to Perform
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Performance Management CycleStage 1
Planning thePerformance
Stage 2 Supporting the
Performance
Stage 3
Ongoing PerformanceReview
NeedsDevelopmentRewards
Stage 4
Formal CyclicPerformance
Review
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Supp orting the Performance
Abilityto do
Willingnessto do &appropriatebehaviour
x Opportunityto dox
Degree of control over technology andexternal factors
x
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R ole of Ability in Individ u al Performance
IndividualPerformance
Ability to do
Willingness to do
Opportunity to do
Degree of controlover technology
and externalfactors
Level of masteryover the jobcontents and
application skills
Capacity
of learningthroughexperi-
ence(Tacit
Knowle-dge
Generalmentalability
(wisdom,sagacity,
intelligence)
Academicability
Capacityof
learning
throughtraining &education(ExplicitKnowle-
dge)
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Is com p osition of constit u ents of ability over job dynamic or static?
Ability = Existing level of Explicit Knowledge about a job+ Existing level of Tacit Knowledge about a job
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Is com p osition of constit u ents of ability over jobdynamic or static?
E xplicitKnow-ledge
TacitKnow-ledge
Job contents predominantlyrequiring to be learnt
academically
Job contents predominantlyrequiring to be learnt through
doing and socialization
General Mental Ability
Academic Ability
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y GMA is likely to be highly pertinent in the learning of every new task, because people who have higher GMAare better able to process, integrate, and apply new
information than are people with lower GMA.
y However, GMA loses its consistent contribution in theroutinized tasks.
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y
Explicit Knowledge constitutes the ability to do a jobproportionate to the degree to which the job contentsare required to be learnt academically i.e. training.
y In such situations, academic ability plays a decisive
role.y However, regarding manual and semi-skilled jobs that
are learned predominantly through-doing orsocialization, Tacit Knowledge rather than ExplicitKnowledge is the prime source of ability.
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y In such cases, academic ability is not supposed to becontributing to higher performance.
y In managerial jobs, however, all components of the
ability do matter though with various proportions invarious situations.
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Willingness roadmap in theorganizations
PsychologicalContract
Intendedresults
N on-compliance
LegitimateAuthority
Compliance
Compliance
N on-compliance
Use of rewards,threat, and
manipulation
N on-compliance
Modify
relationships
Compliance
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Psychological Contracty Psychological contract is defined as the beliefs individuals
hold regarding the terms and conditions of the exchangeagreement between themselves and their organisations inwhich the expectations and obligations of both partiesinvolved need to be taken into consideration.
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y It is unspoken agreement between employee and employerthat goes beyond the formal employment contract.
y
This takes the employees ideas about what they expect fromthe organisation and what they feel they owe to theorganisation in return.
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y As a result, the psychological contract may be moreinfluential than the formal contract in affecting howemployees behave from day to day.
y Since all possible aspects of the employment relationshipcannot be addressed in a formal, written contract, thepsychological contract fills the gaps in the relationship.
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y Thus, function of the psychological contract is reductionof uncertainty and invoking intrinsic impetus of theemployees in carrying out the organizational business.
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B ou ndaries of Psychological Contract
P ublic Boundary of P sychologicalContract
Real Boundary of P sychologicalContract
JobDescription
Workingovertime
Working in oddhours and onweekends
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Promoting Willingness to p erform thro u ghreward
M otiveEvaluating
worth of theincentive
Evaluatingthe
resourcesavailable
Action takenProcessstarts again
FailureM odificationin behavior/technique/resources
SuccessContentment
Withdrawal
Rewardoffered
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F ear Powery This is the power to force someone to do something
against their will.
y Demonstrations of harm are often used to illustratewhat will happen if compliance is not gained.
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Promoting Willingness to p erform thro u ghThreat & F ear
M otiveEvaluatinggravity of
threat
Evaluatingthe resourcesavailable to
cope with thethreat
Action taken
Adequateperformance
Inadequateperformance
Resentment/-ive attitude/more fear &dependence
Temporary relief but more fear &
dependence
Penalty
Threatposed
No penalty butno reward
Processcontinues
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y Under such situation, the officials find ways of "beating the system", that is, to act just to the extentof neutralizing the threat and avoiding the pain anddiscomfort.
y Once adopted, such approach requires a continuoususe of fear for compliance; a bigger dose of fear isneeded once people become accustomed to previous
one that has a grave potential of marring thesuperior-subordinate relationship.
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D emerits of pu nishment
y It results in undesirable emotional side effects like anxietyand aggressive feelings toward punishing agent andultimately leads to passivity and withdrawal.
y Punishment has ripple effects and its impact goes into theenvironment enveloping it into pal of gloom regardless toits degree of justification.
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y It breeds feelings of unfairness and inequity becausemost of the time penalty is not for rule breaking ratherfor being caught for rule breaking.
y Above all, who says that punished behavior will bereplaced with the desired behavior? An employeepunished for late coming may become punctual but notnecessarily productive one.
y Impact of punishment is momentary. The stopped behavior may reemerge once threat of punishment isover.
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Merits of pu nishmenty If the punishment is justified it makes the organization
stronger.
y
It has therapeutic impact. It can prevent the rule-abidingemployees from succumbing to temptation.
y Potential harm of remaining silent and doing nothingwhen something wrong has been committed by someoneis greater than the punishment itself as it may causeunhealthy feeling of impunity among the members.
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R eferent Powery Influence over others, acquired from being well liked
and respected by them.
y It is the power of charisma and fame and is wielded bycelebrities as well as more local social leaders.
y Those with referent power can also use it for coercion all it takes is a single word from a social leader for us to be shunned by others in the group.
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O pp ort u nity to Performy Opportunity is a kind of enabling or constraining force that
is beyond the employees controly Following are some of the factors that constitute
opportunity to perform in the organizationsy Being provided with proper assignment commensurate with ones
QSEs.y Being provided with the proper human resources, tools,
equipment, and machinery needed to perform assigned tasks.y Being provided with the budgetary support to complete theassignment
y Being provided with sufficient time to perform critical workactivities.
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R ole of O pp ort u nity in Individ u alPerformance
Performance
H igh
Low
Low H ighOptimum Ability & Willingnessbut Opportunity to work isgradually improving
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R ole of O pp ort u nity in Individ u alPerformance
Performance
H igh
Low
Low H igh
Lower Limit
Upper Limit
Optimum Opportunity
Optimum Ability &Willingness with optimumopportunity at later stage
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D egree of Control over Technology &External F actors
y Technology refers to the methods, tools, facilities andequipment a person uses in performing a task.
y Autoworkers use a complex assembly line with highlyinterdependent activities to manufacture a car. An artiststechnology is a drawing board, paint and a brush.
y Some tasks are dominated by human skill and other tasksare dominated by technology.
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y Ability and motivation has bigger role to play in skilldominated roles. While its role is limited intechnology dominated situations.
y Consider the tennis players. Better equipment willprobably not improve their game, because this is a
skill-dominated task.
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y But contrast this with the assembly-line worker, anexample of technology-dominated work. Perhapsonly limited human skills are required in this job.
y Here the person has to be motivated only enoughto perform at a minimum level to get the
machine running.
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y Once the technology is activated by the person, thenperformance occurs at the required level, so long as the
equipment is running properly.
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R ole of Technology in Individ u al Performance
Performance
H igh
Low
Low H ighOptimum Ability & Willingnessbut technology support towork is gradually improving
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R ole of O pp ort u nity in Individ u alPerformance
Performance
H igh
Low
Low H igh
Lower Limit
Upper Limit
Technology working at optimum level
Optimum Ability &Willingness with optimumopportunity at later stage
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y To expect performance to increase simply because weobtain competent or more motivated people may resultin disappointment when technology is the controlling
variable.
y The most effective method of improving performance intechnology-dominated work would be to make
substantial improvements in the manner in which thetechnology is used.