Opportunity to Perform

8/7/2019 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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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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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.

Documents

Opportunity to Perform