238 PART 1 Individual Behavior
6.6 REINFORCEMENT AND CONSEQUENCES
MAJOR QUESTION
How can I use reinforcement and consequences to improve
performance?
THE BIGGER PICTURE
In this section, you’ll learn about three especially effective and practical means for influenc-
ing your behavior and that of others: (1) the law of effect and the way it relates to respondent
and operant conditioning; (2) common types of reinforcement; and (3) the way managers can
increase the effectiveness of reinforcement using a variety of reinforcement schedules.
Providing consequences is the last stage of the performance management process. Do
managers always get it right? Consider these scenarios:
• You stop making suggestions on how to improve your department because your
boss never acts on your ideas.
• Your colleague, the ultimate political animal in your office, gets a great promotion,
while her more skilled coworkers (like you) scratch their heads and gossip about
the injustice.
In the first instance, a productive behavior faded away for lack of encouragement. In
the second. unproductive behavior was unwittingly rewarded. The way rewards, and con-
sequences more generally, are administered can make or break performance management
efforts. Effective use of these OB tools is particularly important given that pay raises and
promotions are often powerful career outcomes in the Organizing Framework. They often
influence subsequent perceptions of fairness, intentions of quitting, emotions, and a range
of behaviors at work.
The pioneering work of Edward L. Thorndike, B. F. Skinner, and many others since
have outlined behavior modification and reinforcement techniques. These techniques help
managers achieve the desired effect when providing feedback and granting rewards.
The Law of Effect—Linking Consequences
and Behaviors
During the early 1900s, psychologist Edward L. Thorndike observed in his lab that a cat
would behave randomly when placed in a small box with a secret trip lever that opened a
door. However, once the cat had accidentally tripped the lever and escaped, it would go
straight to the lever when placed back in the box. Hence, Thorndike formulated his famous
law of effect, which says behavior with favorable consequences tends to be re-
peated, while behavior with unfavorable consequences tends to disappear.91 This
was a dramatic departure from previous notions that behavior was the product of instincts.
Using Reinforcement to Condition Behavior
B. F. Skinner refined Thorndike’s conclusion that behavior is controlled by its conse-
quences. Skinner’s field of work became known as behaviorism because he dealt strictly
with observable behavior. He believed it was pointless to explain behavior in terms of
unobservable inner states, such as needs, drives, attitudes, or thought processes.92 He
239Performance Management CHAPTER 6
instead drew an important distinction between two types of behavior: respondent and
operant be.
238 PART 1 Individual Behavior6.6 REINFORCEMENT AND CONSEQ.docxdomenicacullison
This document discusses reinforcement and consequences and how they can be used to improve performance. It covers the law of effect, which states that behaviors followed by favorable consequences will be repeated. Reinforcement can be used to strengthen behaviors through positive reinforcement by rewarding desired behaviors or negative reinforcement by removing undesirable stimuli after behaviors. Punishment can weaken behaviors by adding undesirable consequences. Different reinforcement schedules like continuous, fixed ratio, variable ratio, fixed interval and variable interval affect how strongly behaviors are motivated. Variable schedules tend to be the most effective at maintaining behaviors over time.
Punishment vs reinforcement in increasing work performance (1)Luella Mahannah
1) Punishment can negatively impact work performance if not applied properly, while positive reinforcement through rewarding desired behaviors is more effective at motivating employees.
2) Both positive and negative reinforcement can be used to shape employee behavior, but positive reinforcement focusing on rewarding good performance helps develop better habits and is less likely to cause resentment.
3) Ignoring both good and bad behaviors can extinguish them, so managers should provide feedback, both positive and negative, to improve performance and satisfaction.
Punishment vs reinforcement in increasing work performance (1)Luella Mahannah
1) Punishment can negatively impact work performance if not applied properly. It risks fostering resentment and retaliation rather than improved productivity.
2) Reinforcing desired behaviors with rewards is generally more effective than punishing undesired behaviors. Rewarding on-time arrivals and ignoring late arrivals, for example, can significantly increase punctuality.
3) Both positive and negative reinforcement can be used to shape worker behavior, but positive reinforcement tends to result in happier employees who enjoy their work.
The origins of performance management can be traced back to the 1960s when behavioral scientists began applying learning principles to real world performance issues. Traditional performance management methods like quotas, targets, and top-down control are still widely used despite criticism. A new understanding of motivation and responsibility is needed. Problems cannot be solved using the thinking that created them. Key principles of an effective performance management system include analyzing current performance, being specific in goals and standards, measuring performance, providing feedback, and delivering positive consequences for desired behaviors.
This document discusses principles of learning and organizational behavior modification (OB MOD). It explains that learning principles include reinforcement and punishment. There are two types of reinforcement - positive and negative. OB MOD is a program where managers identify critical employee behaviors, measure them, analyze them, develop intervention strategies, and evaluate the results. The goal is to strengthen desirable behaviors and weaken undesirable ones through tools like positive reinforcement.
Reinforcement theory states that an individual's behavior is determined by the consequences of their actions. In the workplace, managers can use positive and negative reinforcement, as well as punishment and extinction, to influence employee behavior according to this theory. Positive reinforcement involves rewarding desired behaviors, while negative reinforcement removes undesired consequences for wanted behaviors. Punishment decreases unwanted actions, and extinction reduces behaviors by withholding rewards. Applying these reinforcement strategies effectively can help build a productive organizational culture by motivating employees.
1) Expectancy theory proposes that motivation is highest when workers believe high effort will lead to high performance and high performance will lead to desired rewards. However, the theory may not account for situations where rewards like promotions require relocation away from family.
2) Observational learning theory suggests people learn new behaviors by watching others, and behaviors are strengthened through reinforcement. Positive reinforcement increases behavior frequency while negative reinforcement decreases it.
3) Goal setting theory claims assigning specific, difficult goals improves performance more than vague goals like "do your best." Goals direct attention and effort but individual goals may conflict with organizational goals.
This document discusses several theories of motivation and behavior modification techniques. It covers Expectancy Theory, which suggests that motivation is highest when workers feel high effort leads to high performance and high performance leads to desired outcomes. Reinforcement Theory holds that behavior is a function of its consequences. Observational Learning Theory explains how people learn from observing and imitating models. Goal Setting Theory indicates that goals motivate people to improve performance. Equity Theory proposes that people evaluate if they are fairly rewarded relative to others. Behavior modification techniques aim to positively influence thoughts and behaviors, such as through punishment, extinction, shaping, timeout, and relaxation methods.
238 PART 1 Individual Behavior6.6 REINFORCEMENT AND CONSEQ.docxdomenicacullison
This document discusses reinforcement and consequences and how they can be used to improve performance. It covers the law of effect, which states that behaviors followed by favorable consequences will be repeated. Reinforcement can be used to strengthen behaviors through positive reinforcement by rewarding desired behaviors or negative reinforcement by removing undesirable stimuli after behaviors. Punishment can weaken behaviors by adding undesirable consequences. Different reinforcement schedules like continuous, fixed ratio, variable ratio, fixed interval and variable interval affect how strongly behaviors are motivated. Variable schedules tend to be the most effective at maintaining behaviors over time.
Punishment vs reinforcement in increasing work performance (1)Luella Mahannah
1) Punishment can negatively impact work performance if not applied properly, while positive reinforcement through rewarding desired behaviors is more effective at motivating employees.
2) Both positive and negative reinforcement can be used to shape employee behavior, but positive reinforcement focusing on rewarding good performance helps develop better habits and is less likely to cause resentment.
3) Ignoring both good and bad behaviors can extinguish them, so managers should provide feedback, both positive and negative, to improve performance and satisfaction.
Punishment vs reinforcement in increasing work performance (1)Luella Mahannah
1) Punishment can negatively impact work performance if not applied properly. It risks fostering resentment and retaliation rather than improved productivity.
2) Reinforcing desired behaviors with rewards is generally more effective than punishing undesired behaviors. Rewarding on-time arrivals and ignoring late arrivals, for example, can significantly increase punctuality.
3) Both positive and negative reinforcement can be used to shape worker behavior, but positive reinforcement tends to result in happier employees who enjoy their work.
The origins of performance management can be traced back to the 1960s when behavioral scientists began applying learning principles to real world performance issues. Traditional performance management methods like quotas, targets, and top-down control are still widely used despite criticism. A new understanding of motivation and responsibility is needed. Problems cannot be solved using the thinking that created them. Key principles of an effective performance management system include analyzing current performance, being specific in goals and standards, measuring performance, providing feedback, and delivering positive consequences for desired behaviors.
This document discusses principles of learning and organizational behavior modification (OB MOD). It explains that learning principles include reinforcement and punishment. There are two types of reinforcement - positive and negative. OB MOD is a program where managers identify critical employee behaviors, measure them, analyze them, develop intervention strategies, and evaluate the results. The goal is to strengthen desirable behaviors and weaken undesirable ones through tools like positive reinforcement.
Reinforcement theory states that an individual's behavior is determined by the consequences of their actions. In the workplace, managers can use positive and negative reinforcement, as well as punishment and extinction, to influence employee behavior according to this theory. Positive reinforcement involves rewarding desired behaviors, while negative reinforcement removes undesired consequences for wanted behaviors. Punishment decreases unwanted actions, and extinction reduces behaviors by withholding rewards. Applying these reinforcement strategies effectively can help build a productive organizational culture by motivating employees.
1) Expectancy theory proposes that motivation is highest when workers believe high effort will lead to high performance and high performance will lead to desired rewards. However, the theory may not account for situations where rewards like promotions require relocation away from family.
2) Observational learning theory suggests people learn new behaviors by watching others, and behaviors are strengthened through reinforcement. Positive reinforcement increases behavior frequency while negative reinforcement decreases it.
3) Goal setting theory claims assigning specific, difficult goals improves performance more than vague goals like "do your best." Goals direct attention and effort but individual goals may conflict with organizational goals.
This document discusses several theories of motivation and behavior modification techniques. It covers Expectancy Theory, which suggests that motivation is highest when workers feel high effort leads to high performance and high performance leads to desired outcomes. Reinforcement Theory holds that behavior is a function of its consequences. Observational Learning Theory explains how people learn from observing and imitating models. Goal Setting Theory indicates that goals motivate people to improve performance. Equity Theory proposes that people evaluate if they are fairly rewarded relative to others. Behavior modification techniques aim to positively influence thoughts and behaviors, such as through punishment, extinction, shaping, timeout, and relaxation methods.
This document discusses employee discipline and provides guidance on developing disciplinary policies and procedures. It defines discipline as training that molds behavior and enforcement of obedience. There are two approaches to discipline - preventive which encourages self-control, and corrective which uses punishment to motivate changed behavior. A progressive discipline system is recommended, starting with oral warnings and escalating to termination if problems persist. Factors to consider include seriousness of violations, communication, and consistency. The goal is to address issues, correct unacceptable behavior, and restore normal work relationships.
This document summarizes key concepts related to individual behavior from chapters 2-5 of an organizational behavior textbook. It discusses how ability, personality traits, values, and biological characteristics can predict employee performance and satisfaction. It also outlines several theories of individual learning and motivation, including classical conditioning, operant conditioning, and reinforcement strategies used by managers. Cultural differences in areas like power distance and individualism are examined, as well as how perception, attitudes, personality, and values shape individual behavior in organizations.
The document discusses learning and different theories of learning, including classical conditioning, operant conditioning, and social learning. It defines learning as a relatively permanent change in behavior resulting from experience. Social learning emphasizes learning through observation and experience, including attention, retention, reproduction of observed behaviors, and reinforcement processes. Methods of shaping behavior include positive reinforcement, negative reinforcement, punishment, and extinction. Schedules of reinforcement like continuous and intermittent reinforcement can influence learned behaviors. Organizational applications include using lotteries to reduce absenteeism and implementing wellness pay programs. Training programs should utilize social learning principles and self-management allows individuals to control their own behaviors.
This is my presentation about, How we as an Manager should motivate our employee.Please have a look of it because it is different the way we think about it.
This document discusses employee separation and retention in human resource management. It distinguishes between involuntary turnover, which is initiated by the organization, and voluntary turnover, which is initiated by employees. It emphasizes the importance of managing both types of turnover strategically in order to gain a competitive advantage. Specifically, it recommends measuring, monitoring, and surveying job satisfaction factors like pay, roles, supervision, and work conditions. Addressing issues found in surveys can help minimize voluntary turnover by increasing retention of valued employees. Procedures for disciplinary actions and dismissals should also consider principles of justice to minimize retaliatory reactions and maintain a productive workforce.
Learning involves a relatively permanent change in behavior or knowledge as a result of experience. There are several theories that explain how learning occurs, including classical conditioning, operant conditioning, cognitive learning, and social learning. For learning to be effective, trainees must be motivated, the information must be meaningful, and feedback should be provided. Reinforcement and punishment can shape behaviors by increasing or decreasing the likelihood they will be repeated.
This document provides an overview of the healthcare industry in India. It discusses that India has a rapidly growing economy projected to grow at 7.8% annually over the next 10 years. This growth is being driven by India's large population and strong services sector. The pharmaceutical industry in India is also growing significantly and is projected to become one of the top 10 pharmaceutical markets globally by 2020, reaching $50 billion in sales. This growth will be supported by India's expanding middle class and increased healthcare spending. The document also notes that price controls exist for some essential drugs in India but drug pricing strategies will need to be aggressive to increase affordability and access to medicines for more of the population.
*
Chapter 10
Motivating Others
[These slides are intended to be used in conjunction with Health Care Management by Donald J. Lombardi and John R. Schermerhorn, Jr. with Brian Kramer (the Text). Please refer to the Text for a more complete explanation of the materials covered herein and for all source material references.]
Copyright by John Wiley and Sons, 2006
Copyright by John Wiley and Sons, 2006
*The term motivation is used in management theory to describe forces within individuals that account for the level, direction, and persistence of effort they expend at work. Simply put, a highly motivated person works hard at a job; an unmotivated person does not. Needs are unfulfilled physiological or psychological desires of an individual. Good managers and leaders establish conditions in which people can satisfy important needs through their work. They also take action to eliminate things that can block the satisfaction of important needs. There are three main theories of motivation based on needs.
Motivation Based on Human Needs
*
Hierarchy of Needs Abraham Maslow’s theory of human needs views people as seeking the satisfaction of the five levels of needs.
Two principles are central to Maslow’s theory:deficit principleprogression principle
*
Two-Factor Theory
Frederick Herzberg’s two-factor theory offers another framework for understanding motivation in the workplace.
*
Acquired Needs Theory David McClelland offers another motivation theory based on individual needs.Need for achievement is the desire to do something better or more efficiently, to solve problems, or to master complex tasks.Need for power is the desire to control other people, to influence their behavior, or to be responsible for them.Need for affiliation is the desire to establish and maintain friendly and warm relations with other people.Managers are encouraged to recognize the strength of each need in themselves and in other people. Attempts can then be made to create work environments responsive to them.
*
Motivation Based on ProcessProcess theories are motivational theories that focus on how people actually make choices to work hard or not, based on their individual preferences, the available rewards, and possible work outcomes.
Equity Theory. The essence of this theory is that perceived inequity is a motivating state – that is, when people believe that they have been inequitably treated in comparison to others, they will try to eliminate the discomfort and restore a sense of equity to the situation. For example, people who feel underpaid and perceive negative inequity, for example, tend to reduce their work efforts to compensate for missing rewards. These workers are less motivated to work hard in the future.
*
Motivation Based on Process (con’t)Expectancy theory. Victor Vroom’s motivation theory based on an individual’s willingness to work hard at tasks important to the organization. Vroom suggests that the motivation to work depend.
Perception and Communications in Business Organization by Ofelia , Jericho & ...Jay Gonzales
Perception and communication are important aspects of organizational behavior. Perception is how individuals interpret and understand their environment in a way that is unique to them and influenced by communication. Factors like attitudes, motives, and expectations can influence an individual's perceptions. Communication allows for information sharing between individuals but can be impacted by issues like selective perception and cultural differences. Effective communication is important for organizations to function properly through information sharing, coordination, and decision making.
This document discusses employee separation and retention. It covers managing both involuntary and voluntary employee turnover. For involuntary turnover, it discusses employment-at-will doctrine, principles of justice in discipline and dismissal cases, and progressive discipline programs. For voluntary turnover, it discusses the causes of job dissatisfaction and withdrawal, sources of job satisfaction, measuring job satisfaction, and using surveys to promote employee retention.
The document summarizes several theories of motivation: Three Need Theory focuses on needs for achievement, affiliation, and power; Goal-Setting Theory ties goals to task performance; Reinforcement Theory states behavior is shaped by consequences; Equity Theory seeks a balance between employee inputs and outputs; and Expectancy Theory links effort, performance, and motivation based on expectations of outcomes. The theories provide frameworks to understand employee motivation and ways for managers to enhance it.
Increase the Effectiveness of Your Compliance Program with Principles of Beha...Lisa_ComplianceWave
Compliance Wave’s research in the Ethics and Compliance industry has shown that E&C professionals desire a combination of three components for their programs which they lack today. These components are as follows:
The ability to deliver multi-media communications on a variety of compliance topics directly to employees’ and third-party agents’ desktops or mobile devices in a way that is high-impact, low-bandwidth, non-intrusive, and interactive.
The ability to track all of that activity – including interactions with recipients – all in one place and report on it as well.
The introduction of proven behavior changing methodologies that will help prevent compliance issues before they occur by impacting how employees think and act.
This document provides an overview of motivation theories and concepts. It discusses:
- Intrinsic and extrinsic motivation
- Expectancy theory, which posits that effort leads to performance and performance leads to outcomes
- Need theories like Maslow's hierarchy of needs and ERG theory
- Equity theory and the importance of fair outcomes
- Goal-setting theory and specific, difficult goals
- Learning theories like operant conditioning and social learning theory
- The relationship between pay and motivation
It provides examples and explanations of key motivation concepts to understand employee motivation.
Bringing out the best in people summary with exampleIlya Sizov
1) When reinforcement of new replacement behaviors is insufficient, old behaviors can resurface, as seen when people try to quit habits like smoking or lose weight.
2) Precisely identifying target results and the specific behaviors needed to achieve them is important for effective management. Short-term results may mask inappropriate behaviors.
3) Positive reinforcement of small, incremental improvements can compound to produce dramatic organizational changes more quickly than seeking large transformations. Celebrating achievements motivates goal attainment.
This document provides an overview of performance management concepts from a textbook. It discusses defining performance through goal setting, monitoring and evaluating performance, reviewing performance through feedback and coaching, and providing consequences through rewards and punishments. Common pitfalls in performance management like biases in evaluations are also addressed. The document contains chapter materials on these performance management elements with examples and best practices. Copyright information is provided at the bottom of most pages.
Learning involves a relatively permanent change in behavior or knowledge as a result of experience. There are several theories that explain how learning occurs, including classical conditioning, operant conditioning, cognitive learning, and social learning. For learning to be effective, trainees must be motivated, the information must be meaningful, learning must be reinforced through feedback, and material should be well-organized. Managers can shape employee behavior using reinforcement strategies like positive reinforcement to increase desirable behaviors and punishment or extinction to reduce undesirable behaviors.
Here We Go Again: Leading in Tough Times (a ChangeThis Manifesto by Lee J. Co...Samuli Pahkala
Here We Go Again: Leading in Tough Times
"Have you been wishing for the good old days lately? Or at least to rewind the economic clock 12 months? Leading a company during a slowing economy has plenty of challenges: What should you change, stop or continue doing?"
This document discusses issues between organizations and individuals. It covers areas of legitimate organizational influence, rights to privacy, and discipline. For organizational influence, it presents a model showing the legitimacy of influence based on whether conduct is job-related and on or off the job. It also discusses rights to privacy in areas like medical exams, computer monitoring, and genetic testing. The document outlines guidelines for privacy policies. Finally, it addresses bases for discrimination, quality of work life dimensions, and mutual responsibilities between individuals and organizations.
3 pagesAfter reading the Cybersecurity Act of 2015, address .docxnovabroom
3 pages
After reading the
Cybersecurity Act of 2015
, address the private/public partnership with the DHS National Cybersecurity and Communications Integration Center (NCCIC), arguably the most important aspect of the act. The Cybersecurity Act of 2015 allows for private and public sharing of cybersecurity threat information.
What should the DHS NCCIC (public) share with private sector organizations? What type of threat information would enable private organizations to better secure their networks?
On the flip side, what should private organizations share with the NCCIC? As it is written, private organization sharing is completely voluntary. Should this be mandatory? If so, what are the implications to the customers' private data?
The government is not allowed to collect data on citizens. How should the act be updated to make it better and more value-added for the public-private partnership in regards to cybersecurity?
.
3 pages, 4 sourcesPaper detailsNeed a full retirement plan p.docxnovabroom
3 pages, 4 sources
Paper details
Need a full retirement plan proposal in excel with cited sources.
My career objective would be to start out of school as an associate accountant, then advance to a Director of Finance until I get promoted as CFO working in the healthcare industry in Las Vegas
.
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This document summarizes key concepts related to individual behavior from chapters 2-5 of an organizational behavior textbook. It discusses how ability, personality traits, values, and biological characteristics can predict employee performance and satisfaction. It also outlines several theories of individual learning and motivation, including classical conditioning, operant conditioning, and reinforcement strategies used by managers. Cultural differences in areas like power distance and individualism are examined, as well as how perception, attitudes, personality, and values shape individual behavior in organizations.
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This is my presentation about, How we as an Manager should motivate our employee.Please have a look of it because it is different the way we think about it.
This document discusses employee separation and retention in human resource management. It distinguishes between involuntary turnover, which is initiated by the organization, and voluntary turnover, which is initiated by employees. It emphasizes the importance of managing both types of turnover strategically in order to gain a competitive advantage. Specifically, it recommends measuring, monitoring, and surveying job satisfaction factors like pay, roles, supervision, and work conditions. Addressing issues found in surveys can help minimize voluntary turnover by increasing retention of valued employees. Procedures for disciplinary actions and dismissals should also consider principles of justice to minimize retaliatory reactions and maintain a productive workforce.
Learning involves a relatively permanent change in behavior or knowledge as a result of experience. There are several theories that explain how learning occurs, including classical conditioning, operant conditioning, cognitive learning, and social learning. For learning to be effective, trainees must be motivated, the information must be meaningful, and feedback should be provided. Reinforcement and punishment can shape behaviors by increasing or decreasing the likelihood they will be repeated.
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*
Chapter 10
Motivating Others
[These slides are intended to be used in conjunction with Health Care Management by Donald J. Lombardi and John R. Schermerhorn, Jr. with Brian Kramer (the Text). Please refer to the Text for a more complete explanation of the materials covered herein and for all source material references.]
Copyright by John Wiley and Sons, 2006
Copyright by John Wiley and Sons, 2006
*The term motivation is used in management theory to describe forces within individuals that account for the level, direction, and persistence of effort they expend at work. Simply put, a highly motivated person works hard at a job; an unmotivated person does not. Needs are unfulfilled physiological or psychological desires of an individual. Good managers and leaders establish conditions in which people can satisfy important needs through their work. They also take action to eliminate things that can block the satisfaction of important needs. There are three main theories of motivation based on needs.
Motivation Based on Human Needs
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Two principles are central to Maslow’s theory:deficit principleprogression principle
*
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*
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The document summarizes several theories of motivation: Three Need Theory focuses on needs for achievement, affiliation, and power; Goal-Setting Theory ties goals to task performance; Reinforcement Theory states behavior is shaped by consequences; Equity Theory seeks a balance between employee inputs and outputs; and Expectancy Theory links effort, performance, and motivation based on expectations of outcomes. The theories provide frameworks to understand employee motivation and ways for managers to enhance it.
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The ability to track all of that activity – including interactions with recipients – all in one place and report on it as well.
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This document provides an overview of motivation theories and concepts. It discusses:
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- Expectancy theory, which posits that effort leads to performance and performance leads to outcomes
- Need theories like Maslow's hierarchy of needs and ERG theory
- Equity theory and the importance of fair outcomes
- Goal-setting theory and specific, difficult goals
- Learning theories like operant conditioning and social learning theory
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1) When reinforcement of new replacement behaviors is insufficient, old behaviors can resurface, as seen when people try to quit habits like smoking or lose weight.
2) Precisely identifying target results and the specific behaviors needed to achieve them is important for effective management. Short-term results may mask inappropriate behaviors.
3) Positive reinforcement of small, incremental improvements can compound to produce dramatic organizational changes more quickly than seeking large transformations. Celebrating achievements motivates goal attainment.
This document provides an overview of performance management concepts from a textbook. It discusses defining performance through goal setting, monitoring and evaluating performance, reviewing performance through feedback and coaching, and providing consequences through rewards and punishments. Common pitfalls in performance management like biases in evaluations are also addressed. The document contains chapter materials on these performance management elements with examples and best practices. Copyright information is provided at the bottom of most pages.
Learning involves a relatively permanent change in behavior or knowledge as a result of experience. There are several theories that explain how learning occurs, including classical conditioning, operant conditioning, cognitive learning, and social learning. For learning to be effective, trainees must be motivated, the information must be meaningful, learning must be reinforced through feedback, and material should be well-organized. Managers can shape employee behavior using reinforcement strategies like positive reinforcement to increase desirable behaviors and punishment or extinction to reduce undesirable behaviors.
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1.
In a 350 word essay, compare and contrast the healthcare system of the United States with the WHO’s Millennium Development Goals. Be sure that you are providing the significant components of the US system as well as the WHO'S Millennium Development Goals.
The essay must be submitted using 12 point times new roman font double spaced in APA format. You must have at least one reference on a separate reference page. The assignment must be submitted in APA format; you do not need an abstract.
2.
Children have always contributed to the total number of migrants crossing the southern border of the United States illegally, but in 2014, a steady overall increase in unaccompanied minors from Central America reached crisis proportions when tens of thousands of children from El Salvador, Guatemala, and Honduras crossed the Rio Grande and overwhelmed border patrols and local infrastructure (Dart 2014).
Since legislators passed the William Wilberforce Trafficking Victims Protection Reauthorization Act of 2008 in the last days of the Bush administration, unaccompanied minors from countries that do not share a border with the United States are guaranteed a hearing with an immigration judge where they may request asylum based on a “credible” fear of persecution or torture (U.S. Congress 2008). In some cases, these children are looking for relatives and can be placed with family while awaiting a hearing on their immigration status; in other cases, they are held in processing centers until the Department of Health and Human Services makes other arrangements (Popescu 2014).
The 2014 surge placed such a strain on state resources that Texas began transferring the children to Immigration and Naturalization facilities in California and elsewhere, without incident for the most part. On July 1, 2014, however, buses carrying the migrant children were blocked by protesters in Murrietta, California, who chanted, "Go home" and "We don’t want you.” (Fox News and Associated Press 2014; Reyes 2014).
A functional perspective theorist might focus on the dysfunctions caused by the sudden influx of underage asylum seekers, while a conflict perspective theorist might look at the way social stratification influences how the members of a developed country are treating the lower-status migrants from less-developed countries in Latin America. An interactionist theorist might see the significance in the attitude of the Murrietta protesters toward the migrant children.
Respond to the following questions in a 350-word essay using 12 point times new roman font double spaced: Given the fact that these children are fleeing various kinds of violence and extreme poverty, how should the U.S. government respond? Should the government pass laws granting a general amnesty? Or should it follow a zero-tolerance policy, automatically returning any and all unaccompanied minor migrants to their countries of origin so as to discourage additional immigration tha.
/
3 Communication Challenges in a Diverse, Global Marketplace
LEARNING OBJECTIVES
After studying this chapter, you will be able to
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Discuss the opportunities and challenges of intercultural communication.
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De�ine culture, explain how culture is learned, and de�ine ethnocentrism and stereotyping.
3 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001b�b#P7001012451000000000000000001BFF)
Explain the importance of recognizing cultural variations, and list eight categories of cultural differences.
4 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001c9b#P7001012451000000000000000001CA0) List
four general guidelines for adapting to any business culture.
5 (http://content.thuzelearning.com/books/Bovee.7626.18.1/sections/p7001012451000000000000000001cc6#P7001012451000000000000000001CCA)
Identify seven steps you can take to improve your intercultural communication skills.
MyBCommLab®
Improve Your Grade!
More than 10 million students improved their results using Pearson MyLabs. Visit mybcommlab.com (http://mybcommlab.com) for simulations, tutorials, and
end-ofchapter problems.
COMMUNICATION CLOSE-UP AT
Kaiser Permanente
kp.org (http://kp.org)
Delivering quality health care is dif�icult enough, given the complexities of technology, government regulations, evolving scienti�ic and medical understanding, and
the variability of human performance. It gets even more daunting when you add the challenges of communication among medical staff and between patients and
their caregivers, which often takes place under stressful circumstances. Those communication efforts are challenging enough in an environment where everyone
speaks the same language and feels at home in a single cultural context—but they’re in�initely more complex in the United States, whose residents identify with
dozens of different cultures and speak several hundred languages.
The Oakland-based health-care system Kaiser Permanente has been embracing the challenges and opportunities of diversity since its founding in 1945. It made a
strong statement with its very �irst hospital when it refused to follow the then-common practice of segregating patients by race. Now, as the largest not-for-pro�it
health system in the United States, Kaiser’s client base includes more than 10 million members from over 100 distinct cultures.
At the core of Kaiser’s approach is culturally competent care, which it de�ines as “health care that acknowledges cultural diversity in the clinical setting, respects
members’ beliefs and practices, and ensures that cultural needs are considered and respected at every point of contact.” These priorities.
2Women with a Parasol-Madame Monet and Her SonClau.docxnovabroom
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Women with a Parasol-Madame Monet and Her Son
Claud Monet (1840-1926)
1875
Oil on Canvas
100 x 81 cm
119.4 x 99.7 cm
Image from National Gallery of Art.
Working thesis statement
- “Woman with a Parasol” is also called “The Stroll”. Painted 1875 (art, n.d.) in France Argenteuil; The character in the paint are Monet’s wife Camille Monet and his 7-year-old son.
- This paint was finished within a day; he was using the fast-visible brushstrokes to create this work. This work witnessed that Monet got away from the Academy style. (Gallery, n.d.) The theme of the paint is one of kind. (Proving the impressionism)
- “Woman with a Parasol” was exhibited in second impressionist exhibition, 1876. (Art)
- The theme and environment in the paint earned many claps and praises. The whole image provides people with a feeling of freedom and kind. (Art, nga.gov, n.d.)
The controversy parts.
· How much contribution that this paint did to the modern art world.
· The affections about the theme in this paint.
· The viewer nowadays is judging the art value of this paint.
Those controversy parts about the paint were making a progress in modern art and improve the development of art.
Bibliography:
1. “Woman with a Parasol - Madame Monet and Her Son.” Modern Painters 29, no. 1 (March 2017): 45. https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=121204182&site=eds-live.
2. Goldwater, Robert. "The Glory that was France." Art News 65 (March 1966):42, repro. cover. 1966
3. Hand, John Oliver. National Gallery of Art: Master Paintings from the Collection. Washington and New York, 2004: 382-383, no. 317, color repro. 2004
4. C. Monet Gallery “Woman with a Parasol”. https://www.cmonetgallery.com/woman-with-a-parasol.aspx
5. Woman with a Parasol, 1875 by Claude Monet, Claude Monet Paintings, biography, and Quotes. https://www.claude-monet.com/woman-with-a-parasol.jsp#prettyPhoto
6. Eelco Kappe. “Woman with a Parasol - Madame Monet and Her Son by Claude onet.” TripImprover, (2019/10/16) https://www.tripimprover.com/blog/woman-with-a-parasol-madame-monet-and-her-son-by-claude-monet#comments
7. Google Art and Culture, National Gallery of Art, Washington DC. https://artsandculture.google.com/asset/woman-with-a-parasol-madame-monet-and-her-son/EwHxeymQQnprMg
8. Charles Saatchi. “Charles Saatchi's Great Masterpieces: when a family scene was an act of rebellion.”19 March 2018. 7:00AMhttps://www.telegraph.co.uk/art/artists/charles-saatchis-great-masterpieces-family-scene-act-rebellion/
9. TotallyHistory. “Woman with a Parasol”. http://totallyhistory.com/woman-with-a-parasol/
10.Peter C. Baker. “THE REAl WORLD OF MONET”, The New York. January 10,2013. https://www.newyorker.com/books/page-turner/the-real-world-of-monet
Improving financial literacy in
college of business students:
modernizing delivery tools
Ronald Kuntze
College of Business, University of New Haven, West Haven, Connecticut, USA
Chen (Ken) Wu and Barbara Ross Wooldridge
Soules Colleg.
2The following is a list of some of the resources availabl.docxnovabroom
2
The following is a list of some of the resources available in the Trident Online Library related to the HR field.
Academic Research
Journal of Applied Psychology
This journal focuses on the applications of psychology research. This research journal is a good source for learning about the latest developments in cognitive, motivational and behavioral psychology and implications for the workplace. It is available through Business Source Complete in the Trident Online Library.
Personnel Psychology: A Journal of Applied Research
This scholarly journal has practical utility in that it centers on personnel psychology. The articles focus on the latest research on selection and recruitment, training, leadership, rewards, and diversity. It is available through Business Source Complete in the Trident Online Library.
Academy of Management Journal
This journal focuses on the management side of psychology. The articles are mainly theoretical. This journal would be a good resource for those researchers looking for new managerial theories and methods. It is available through Business Source Complete in the Trident Online Library.
The Academy of Management Review
This journal also focuses on management psychology. It is regarded as a top journal in its field and publishes theoretical and conceptual articles on management and organization theory. It is available through Business Source Complete in the Trident Online Library.
Professional Journals
Harvard Business Review
Harvard Business Review is a cornerstone business journal that has practical applications for HR professionals. This is a great resource to find case studies and expert insights on business practices. It is available through Business Source Complete in the Trident Online Library.
Human Resource Management Journal
This journal has best practices articles for HR professionals in the workplace. It is available (up to 1 year ago) through Business Source Complete in the Trident Online Library.
HRMagazine
This magazine is published by the Society for Human Resource Management. The articles are a great resource for HR professionals dealing with the most recent issues in the workplace. It is available through Business Source Complete in the Trident Online Library.
TD: Talent Development
The Association for Talent Development publishes this magazine. It is targeted to professionals in the human resource development field. It is available through Business Source Complete in the Trident Online Library.
Workforce
Solution
s Review
This magazine that focuses on many topics within human resource management. The articles included are written by industry experts and academics. They are targeted to HR professionals in the workplace. It is available through Business Source Complete in the Trident Online Library.
Adapted from: PennState University Libraries (2017). Retrieved from http://guides.libraries.psu.edu/human-resources/journals.
Assignment
Select three articles (published within the past five years),.
3 If you like to develop a computer-based DAQ measurement syst.docxnovabroom
3:
If you like to develop a computer-based DAQ measurement system or that can provide several functions in a Smart Home System, such as climate control or gas leakage detection functions, answer the following for the climate control systemfunction:
3.1 Draw the hardware connections of the system focusing on the pin connections of the system components, so that the system can provide the 'Climate Control'
function. The available devices are: (5 marks)
Microprocessor-based system (Laptop/PC).
Interface board: NI USB DAQ.
LM35 Temperature sensor Humidity sensor
Micro-switches Variable resistor LEDs Relays
Multi-output power supply
Include any required passive electronic components
3.2 Draw a flowchart for a program that can achieve both the climate control and gas leakage detection functions. (4 marks)
3.3 What are the factors that should be considered when selecting a DAQ card?
(4 marks)
3.4 Discuss the signal aliasing problem and how you can overcome this effect; supportyour answer with figures and drawings(2 marks)
3.5 What are the steps of conversion of continuous signals to digital values (ADC)?
(2 marks)
3.6 Name four types of ADC’s and choose any two to compare between them; what is the ADC type that is used in NI DAQ’s? support your answer with figures anddrawings(7 marks)
3.7 Compare between RTD (Resistance Type Device) and Thermocouples temperature sensors; support your answer with examples and drawings. The LM35 sensor can be classified as which type of temperature sensors? (5 marks)
3.8 Give examples of DAQ cards that can be used to measure the following properties and discuss the reasons for your selection.?
1- Displacement
2- Vibration
3- Strain (6 marks)
Total 35 marks4:
You are to develop a home security system that can be used to monitor a house of two doors and four windows. The output of the system should present the status of each location independently and should provide an audible warning in case of any problem - including the detection of smoke. The available devices are:
− PIC16F877 Microcontroller (given in Figure 4.1)
− two door push button switches
− four window push button switches
− one Motion Detector
− one smoke detector sensor
− eight LEDs
− one buzzer
− Include any passive electronic components required.
According to your study answer the following questions:
4.1 Draw a block diagram for the complete system. (4 marks)
4.2 Using the PIC16F877A microcontroller shown in Figure 4.1, draw the wiring diagram of the proposed system. Include any necessary electronic components required for the microcontroller to function correctly; state the function of each
element. (8 marks)
4.3 Draw a flowchart for a program that can achieve the above function. (4 marks)
4.4 Given the pin confi.
2BackgroundThe research focuses on investigating leaders fro.docxnovabroom
2
Background
The research focuses on investigating leaders from highly rated managed care organizations based on their leadership practices in comparison to leaders from low rated managed care organizations. High rated organizations are managed care organizations who have attained either 4.5 or 5 Medicare Stars ratings whiles low ratings organizations are organizations who have attained 3 Stars or less.
The research design: Survey was sent to leaders from both high Medicare rated and low rated organizations. I believe I have enough sample size so the result will be significant. I have received 35 response from leaders from high rated organizations and 35 from low rated organizations (35 participants each responded, making 70 participants in total). The goal is to find out if there is a significant difference in leadership practice between leaders from highly rated organizations and low rated organizations.
The survey tool used is Leadership Practice Inventory (LPI), which has a total of 30 behavioral statements that reflect on the practices leaders regularly use in managing their organizations. The leaders were invited to complete the survey online. The 30 survey questions are grouped in 5 Models:
1. Model the Way
1. Inspire a Shared Vision
1. Challenge the Process
1. Enable Others to Act
1. Encourage the Heart
The participants completed the LPI self-test, where they must rate themselves depending on the frequency, which they believe in engaging in each of the five models. They rate themselves on a 10 point likert scale, below.
1-Almost Never
3-Seldom
5-Occasionally
7-Fairly Often
9-Very Frequently
2-Rarely
4-Once in a While
6-Sometimes
8-Usually
10-Almost always
1. Dependent Variable: Attaining high Overall Medicare Star Rating
1. Independent Variables:
1. Leadership practice Practices (Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart)
1. Years of Experience
1. Leadership Style
Abbreviations meaning:
LP- Leadership Practice
MSR – Medicare Stars Ratings
MSROs – Medicare Stars Ratings Organizations
YoE – Years of Experience
The following hypotheses has been tested, analyzed (page 4-23). SPSS software was used for data analysis.
Hypothesis 1 - There is a significant difference in LP between leaders from high (4.5 or 5) MSROs and low (3 Stars or less) MSROs.
Hypothesis 2 – There is a strong relationship between MSRs and the LP of both high and low MSROs
Hypothesis 3 - In comparison to other 4 models (thus Model the Way, Challenge the Process, Enable Others to Act, Encourage the Hearts), practicing the “Inspire A Shared Vision” model is very significant in helping leaders influence the attainment of high MSR in MCOs.
Hypothesis 4 – The leaders’ leadership style contributes to a leader’s ability to influence the achievement of high Medicare ratings for MCO.
Hypothesis 5 – The Leaders’ of Years of Experience (YoE) is effective in enabling leaders influence the attainment o.
2TITLE OF PAPERDavid B. JonesColumbia Southe.docxnovabroom
2
TITLE OF PAPER
David B. Jones
Columbia Southern University
BBA: 3201 Principles of Marketing
Nancy Ely Mount
Month/Date/ 2020
Marketing is
Four Elements of Marketing:
Creating
Communicating
Delivering
Exchanging
Holistic Marketing Concept is a people oriented approach utilizing the four principles of :
Relationship
Integrated
Internal
Performance marketing
.
2To ADD names From ADD name Date ADD date Subject ADD ti.docxnovabroom
2
To: ADD names From: ADD name Date: ADD date Subject: ADD title
Introduction
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum et nisl ante. Etiam pulvinar fringilla ipsum facilisis efficitur. Maecenas volutpat risus dignissim dui euismod auctor. Nulla facilisi. Mauris euismod tellus malesuada dolor egestas, ac vulputate odio suscipit.
Sed pellentesque sagittis diam, sit amet faucibus diam lobortis quis. Sed mattis turpis ligula, in accumsan ante pellentesque eu. Quisque ut nisl leo. Nullam ipsum odio, eleifend non orcinon, volutpat sollicitudin lacus (Cuddy, 2002). Identify Changes
Donec tincidunt ligula eget sollicitudin vehicula. Proin pharetra tellus id lectus mollis sollicitudin. Etiam auctor ligula a nulla posuere, consequat feugiat ex lobortis. Duis eu cursus arcu, congue luctus turpis. Sed dapibus turpis ac diam viverra consectetur. Aliquam placerat molestie eros vel posuere.
This Photo by Unknown Author is licensed under CC BY-SA
Figure 1. Title (Source: www.source-of-graphic.edu )Product Offerings
Sed facilisis, lacus vel accumsan convallis, massa est ullamcorper mauris, quis feugiat eros ligula eget est. Vivamus nunc turpis, lobortis et magna a, convallis aliquam diam. Lorem ipsum dolor sit amet, consectetur adipiscing elit.
Figure 2. Title (Source of data citation)
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum et nisl ante. Etiam pulvinar fringilla ipsum facilisis efficitur. Maecenas volutpat risus dignissim dui euismod auctor. Nulla facilisi. Mauris euismod tellus malesuada dolor egestas, ac vulputate odio suscipit. Capabilities
Donec tincidunt ligula eget sollicitudin vehicula. Proin pharetra tellus id lectus mollis sollicitudin. Etiam auctor ligula a nulla posuere, consequat feugiat ex lobortis. Duis eu cursus arcu, congue luctus turpis. Sed dapibus turpis ac diam viverra consectetur.
References
Basu, K. K. (2015). The Leader's Role in Managing Change: Five Cases of Technology-Enabled Business Transformation. Global Business & Organizational Excellence, 34(3), 28-42. doi:10.1002/joe.21602.
Connelly, B., Dalton, T., Murphy, D., Rosales, D., Sudlow, D., & Havelka, D. (2016). Too Much of a Good Thing: User Leadership at TPAC. Information Systems Education Journal, 14(2), 34-42.
Rouse, M. (2018). Changed Block Tracking. Retrieved from Techtarget Network: https://searchvmware.techtarget.com/definition/Changed-Block-Tracking-CBT
Change the Chart Title to Fit Your Needs
Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5
Assessing Similarities and Differences in Self-Control
between Police Officers and Offenders
Ryan C. Meldrum1 & Christopher M. Donner2 & Shawna Cleary3 &
Andy Hochstetler4 & Matt DeLisi4
Received: 2 August 2019 /Accepted: 21 October 2019 /
Published online: 2 December 2019
# Southern Criminal.
2Megan Bowen02042020 Professor Cozen Comm 146Int.docxnovabroom
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Megan Bowen
02/04/2020
Professor Cozen
Comm 146
Interest Paper- Mental Health in Student Athletes
I am a communication major so must take this class to fulfill my requirements for the course, however, this class will set me up to understand the in-depth reasoning behind communication. The only rhetoric class I have taken in the past is rhetoric in English, not communication; I learnt about Plato, Socrates and all the pervious rhetors that formed the basis on how we communicate today. You could argue that learning it in English and now in communication it could be very similar or the same, but we aren’t focusing on what they wrote or spoke of but why and how. In this paper I chose to analyze a TedX talk from a student athlete Victoria Garrick called ‘Athletes and mental Health: The hidden opponent’, it discusses the challenges that she faced with mental health, and the struggles maintaining a top sport on a colligate team. The reasons behind this are based on the broad ideas and opinions people have on student athletes and mental health separately and together.
College athletics is a huge industry, an incredible achievement to get into a division 1 college on an athletic scholarship, but behind all this there are some dark truths. The TedX talk from Victoria Garrick explains these truths from an athlete’s perspective, this is conflicting to the ideas that an average student or outsider has, it explains what is happening behind closed doors. This artifact was gripping to me, it is something that I completely relate too; the artifact itself is a more personal approach to understand what is happening in regard to mental health in student athletes than just reading an article online. To me personally it is easier to find an artifact that I can easily relate too, something that is grossly underappreciated and classed as embarrassing, such a topic as mental health. There were no obstacles in retrieving artifacts for this interest, it is such a broad area that I am interested in finding more information about. There are artifacts everywhere about topics such as this, articles, speeches, documentaries, all gripping a relatable.
In this class I am aware that I have much to learn, understand the way in which we communicate and why, the best ways to communicate, and the best evidence and artifacts to find for a specific topic. Finding an artifact for a topic that you are deeply invested in is different than having to find one that your heart isn’t in. With regards to this paper I am already thinking about ideas of where I can focus my information on next, where can I understand different political views behind this topic? What are the families of these student athletes going through? Mental health and student athletes separately. With regards to this class I would like to be able to find these sources and write about them in a way that grips a reader and helps me understand the reasoning behind such communication methods.
1
2
Megan Bowen
P.
2From On the Advantage and Disadvantage of History for L.docxnovabroom
2
From On the Advantage and Disadvantage of History for Life, by Friedrich Nietzsche (1874)
Section 1:
CONSIDER the herds that are feeding yonder: they know not the meaning of yesterday or to-day; they graze and ruminate, move or rest, from morning to night, from day to day, taken up with their little loves and hates, at the mercy of the moment, feeling neither melancholy nor satiety. Man cannot see them without regret, for even in the pride of his humanity he looks enviously on the beast's happiness. He wishes simply to live without satiety or pain, like the beast; yet it is all in vain, for he will not change places with it. He may ask the beast—"Why do you look at me and not speak to me of your happiness?" The beast wants to answer—"Because I always forget what I wished to say": but he forgets this answer too, and is silent; and the man is left to wonder.
He wonders also about himself, that he cannot learn to forget, but hangs on the past: however far or fast he run, that chain runs with him. It is matter for wonder: the moment, that is here and gone, that was nothing before and nothing after, returns like a spectre to trouble the quiet of a later moment. A leaf is continually dropping out of the volume of time and fluttering away and suddenly it flutters back into the man's lap. Then he says, "I remember . . . ," and envies the beast, that forgets at once, and sees every moment really die, sink into night and mist, extinguished for ever. The beast lives unhistorically; for it "goes into" the present, like a number, without leaving any curious remainder. It cannot dissimulate, it conceals nothing; at every moment it seems what it actually is, and thus can be nothing that is not honest. But man is always resisting the great and continually increasing weight of the past; it presses him down, and bows his shoulders; he travels with a dark invisible burden that he can plausibly disown, and is only too glad to disown in converse with his fellows—in order to excite their envy. And so it hurts him, like the thought of a lost Paradise, to see a herd grazing, or, nearer still, a child, that has nothing yet of the past to disown, and plays in a happy blindness between the walls of the past and the future. And yet its play must be disturbed, and only too soon will it be summoned from its little kingdom of oblivion. Then it learns to understand the words "once upon a time," the "open sesame" that lets in battle, suffering and weariness on mankind, and reminds them what their existence really is, an imperfect tense that never becomes a present. And when death brings at last the desired forgetfulness, it abolishes life and being together, and sets the seal on the knowledge that "being" is merely a continual "has been," a thing that lives by denying and destroying and contradicting itself.
If happiness and the chase for new happiness keep alive in any sense the will to live, no philosophy has perhaps more truth than the cynic's: for the beast's happine.
257Speaking of researchGuidelines for evaluating resea.docxnovabroom
This document provides guidelines for evaluating research articles. It describes the typical components and structure of journal articles that report empirical research findings, including the title, abstract, introduction, method, results, discussion, and references sections. The document then analyzes each section in detail and provides examples from rehabilitation research articles. It concludes by outlining a framework that can be used to critically analyze and evaluate the scientific merits and practical utility of published rehabilitation research.
2800 word count.APA formatplagiarism free paperThe paper.docxnovabroom
2800 word count.
APA format
plagiarism free paper
The paper should have:
Title with all the authors.
Introduction
Methods/Materials
Results (graphics and tables encouraged)
Discussion and conclusion
Citations.
.
28 CHAPTER 4 THE CARBON FOOTPRINT CONTROVERSY Wha.docxnovabroom
28
CHAPTER 4: THE CARBON FOOTPRINT CONTROVERSY
What is the carbon footprint controversy?
Nearly all humans consume meat, dairy, and egg products in some form. In recent years the
e i me al m eme ha ed he ece i f ed ci g e ca b f i . Ca e
reduce our footprint without changing our diet? Much controversy surrounds that question. One
very extreme view on the political-left is below.
But when it comes to bad for the environment, nothing literally compares with eating meat. The business of raising
animals for food causes about 40 percent more global warming than all cars, trucks, and planes combined. If you care
about the planet, it's actually better to eat a salad in a Hummer than a cheeseburger in a Prius.
Bill Maher, host of HBO talk show Real Time with Bill Maher, writing in the Huffington Post in 2009. Accessed April 25,
2013 at http://www.huffingtonpost.com/bill-maher/new-rule-a-hole-in-one-sh_b_259281.html.
The last decade has seen a movement advocating a vegan diet in order to reduce carbon emissions,
and in some respects the argument is logical. After all, it takes about 3.388 lbs of corn (and many
other inputs) to produce a single pound of retail beef, making meat seem relatively inefficient to
grains, thus leading to a larger carbon footprint.134 So common is this notion that some schools
e c age Mea le M da for the sake of the environment. The Meatless Monday movement
has even been adopted by the Norwegian military.135 Moreover, there is some scientific research
showing that vegan (and vegetarian) diets do result in a smaller carbon footprint.136
When dealing with issues as big as global warming i ea feel hel le , like he e li le e ca d make a
diffe e ce B he mall cha ge e make e e da ca ha e a eme d im ac . Tha h his Meatless Monday
resolution is important. Together we can better our health, the animals and the environment, one plate at a time.
Los Angeles Councilmember Ed Reyes, co-author of a Meatless Monday resolution in 2012.137
However, equally prestigious research shows that vegan diets can result in a higher carbon
footprint.138 How can this be? One reason is that some carbon footprint estimates are wrong, or
rather, interpreted incorrectly. The idea of livestock production being a large carbon emitter began
with a report by the United Nations (UN) suggesting that livestock contributes 18% f he ld
carbon footprint, more than the transportation sector,139 thus giving Bill Maher reason to point the
blame at burgers instead of Hummers.
It turns out that this 18% is fraught with errors, a lea , d e e e e c di i i he U.S.
For instance, the UN did not account for the carbon emissions involved in making the inputs used
in the transportation sector, but they did for livestock. This would be like saying the production of
tires has zero carbon emissions but the production of corn does. Also, that 18% makes a number of
contestable assumptions, especially regardi.
261
Megaregion Planning
and High-Speed Rail
Petra Todorovich
c h a p t e r 2 4
?
On April 16, 2009, President Obama stood before an audience at the Eisenhower
Executive Office Building and made an announcement that signaled a new era of
passenger rail in the United States. Months before, the American Recovery and
Reinvestment Act (ARRA) had provided $8 billion for a new program at the
Federal Railroad Administration (FRA) to issue competitive grants to states to
make capital investments in high-speed and conventional passenger rail. Little did
the president know that providing the single largest boost for intercity rail plan-
ning in this country in a generation had also motivated a sudden and giant leap for-
ward in planning and governing megaregions. Luckily, regional planners had been
studying emerging megaregions for the previous five years, in affiliation with the
New York–based Regional Plan Association’s (RPA) America 2050 program. Again
and again, the planners had identified high-speed rail as the key transportation
investment to serve megaregion economies. But high-speed rail was a distant
dream. That all changed with the passage of ARRA at the nadir of the Great
Recession. Now a federal program exists to support high-speed rail planning
and implementation. Making that program a success will largely depend on the
ability of multiple actors at the local, regional, state, and binational levels to come
together as megaregions to coordinate and leverage federal rail investments.
Revisiting Megalopolis: RPA Resurrects
the Megaregion Idea
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Association 1967). Earlier that decade, French geographer Jean Gottmann had
coined the term “Megalopolis” to describe the same region in his 1961 book,
Megalopolis: The Urbanized Northeastern Seaboard of the United States (Gottmann
1961). The .
250 WORDS Moyer Instruments is a rapidly growing manufacturer .docxnovabroom
Moyer Instruments is a medical device manufacturer that has experienced rapid growth. To improve internal controls as a result, management modified some procedures and practices, upsetting some employees who feel it shows a lack of trust. Required is an explanation of whether the statement "Internal controls exist because most people can't be trusted" is true.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
238 PART 1 Individual Behavior6.6 REINFORCEMENT AND CONSEQ.docx
1. 238 PART 1 Individual Behavior
6.6 REINFORCEMENT AND CONSEQUENCES
MAJOR QUESTION
How can I use reinforcement and consequences to improve
performance?
THE BIGGER PICTURE
In this section, you’ll learn about three especially effective and
practical means for influenc-
ing your behavior and that of others: (1) the law of effect and
the way it relates to respondent
and operant conditioning; (2) common types of reinforcement;
and (3) the way managers can
increase the effectiveness of reinforcement using a variety of
reinforcement schedules.
Providing consequences is the last stage of the performance
management process. Do
managers always get it right? Consider these scenarios:
• You stop making suggestions on how to improve your
department because your
boss never acts on your ideas.
• Your colleague, the ultimate political animal in your
2. office, gets a great promotion,
while her more skilled coworkers (like you) scratch their heads
and gossip about
the injustice.
In the first instance, a productive behavior faded away for lack
of encouragement. In
the second. unproductive behavior was unwittingly rewarded.
The way rewards, and con-
sequences more generally, are administered can make or break
performance management
efforts. Effective use of these OB tools is particularly important
given that pay raises and
promotions are often powerful career outcomes in the
Organizing Framework. They often
influence subsequent perceptions of fairness, intentions of
quitting, emotions, and a range
of behaviors at work.
The pioneering work of Edward L. Thorndike, B. F. Skinner,
and many others since
have outlined behavior modification and reinforcement
techniques. These techniques help
managers achieve the desired effect when providing feedback
and granting rewards.
The Law of Effect—Linking Consequences
and Behaviors
During the early 1900s, psychologist Edward L. Thorndike
observed in his lab that a cat
would behave randomly when placed in a small box with a
secret trip lever that opened a
door. However, once the cat had accidentally tripped the lever
and escaped, it would go
straight to the lever when placed back in the box. Hence,
Thorndike formulated his famous
3. law of effect, which says behavior with favorable consequences
tends to be re-
peated, while behavior with unfavorable consequences tends to
disappear.91 This
was a dramatic departure from previous notions that behavior
was the product of instincts.
Using Reinforcement to Condition Behavior
B. F. Skinner refined Thorndike’s conclusion that behavior is
controlled by its conse-
quences. Skinner’s field of work became known as behaviorism
because he dealt strictly
with observable behavior. He believed it was pointless to
explain behavior in terms of
unobservable inner states, such as needs, drives, attitudes, or
thought processes.92 He
239Performance Management CHAPTER 6
instead drew an important distinction between two types of
behavior: respondent and
operant behavior.93
Skinner labeled unlearned reflexes or stimulus–response (S–R)
connections
respondent behavior. This category of behavior describes a
very small proportion of
adult human behavior, like shedding tears while peeling onions
and reflexively withdraw-
ing your hand from a hot stove.94
Skinner attached the label operant behavior to behavior learned
when we “oper-
ate on” the environment to produce desired consequences. Some
4. call this view the
response–stimulus (R–S) model. Years of controlled
experiments with pigeons in
“Skinner boxes” led to the development of a sophisticated
technology of behavior control,
or operant conditioning.
For example, Skinner taught pigeons how to pace figure eights
and how to bowl by
reinforcing the underweight (and thus hungry) birds with food
whenever they more
closely approximated target behaviors. Skinner’s work has
significant implications for
OB because the vast majority of organizational behavior falls
into the operant category.95
Contingent Consequences
According to Skinner’s operant theory, contingent consequences
control behavior in one
of four ways:
1. Positive reinforcement
2. Negative reinforcement
3. Punishment
4. Extinction
The term contingent here means there is a purposeful if-then
link between the target
behavior and the consequence. So you should first think of the
target behavior and
whether you want to increase or decrease it, and then choose the
appropriate consequence
(see Figure 6.4). We next look more closely at the four
behavioral controls.
Increase Desired Behaviors Positive reinforcement is the
5. process of strength-
ening a behavior by contingently presenting something pleasing.
A behavior is
strengthened when it increases in frequency and weakened when
it decreases in fre-
quency. For instance, in the wake of the BP oil spill in 2010,
newly appointed CEO Bob
Dudley based 100 percent of employees’ variable pay (bonuses)
on safety for the fourth
quarter of 2010.96 This was a reward or reinforcer for safe
behaviors.
FIGURE 6.4 CONTINGENT CONSEQUENCES IN OPERANT
CONDITIONING
Nature of Consequence
Positive or Pleasing Negative or Displeasing
B
eh
av
io
r–
C
on
se
qu
en
ce
R
7. (no contingent consequence)
Extinction
Behavioral outcome:
Target behavior occurs less often
240 PART 1 Individual Behavior
Negative reinforcement also strengthens a desired behavior by
contingently
withdrawing something displeasing. For example, many
probationary periods for new
hires are applications of negative reinforcement. During
probation periods (often your
first 30, 60, or 90 days on a new job) you need to have weekly
meetings with your boss or
have somebody sign off on your work. Once you’ve
demonstrated your skill, these re-
quirements are removed.
It’s easy to confuse negative reinforcement with negative
feedback, which is a form
of punishment. Negative reinforcement, as the word
reinforcement indicates, strengthens
a behavior because it provides relief from something
undesirable (paperwork, meetings,
or yelling).
Decrease Undesired Behaviors Punishment is the process of
weakening be-
havior through either the contingent presentation of something
displeasing or the
contingent withdrawal of something positive. The U.S.
Department of Transportation
8. now fines airlines up to $27,500 per passenger for planes left on
the tarmac for more than
three hours. This policy reduced reported cases from 535 to 12
in the first year it was
implemented.97
And while approximately 69 percent of companies have
employee health and well-
ness programs, and 75 percent of these use incentives,98 some
companies are now punish-
ing employees for unhealthy behaviors. CVS Caremark, for
instance, now requires its
employees to participate in health screenings or pay an extra
$600 for their health care
premiums.99
This practice is supported by research at the University of
Pennsylvania. The admin-
istrators offered different cash incentives for employee
participation in “step programs,”
with a goal that every employee should walk 7,000 steps per
day. The incentives did not
affect goal achievement any better than having no incentives.
However, participants who
would have been penalized for not walking 7,000 steps reached
the goal 55 percent of the
time. A related study produced similar results. Participants who
were at risk of losing
their $550 health insurance premium incentive for
noncompliance with healthy behaviors
were more successful than those that were rewarded for doing
so.100
Weakening a behavior by ignoring it or making sure it is not
reinforced is re-
ferred to as extinction. Discouraging a former boyfriend or
9. girlfriend by blocking
phone calls or texts or unfriending the person on Facebook is an
extinction strategy.
A good analogy for extinction is the fate of your houseplants if
you stopped watering
them. Like a plant without water, a behavior without occasional
reinforcement eventually
dies. Although they are very different processes, both
punishment and extinction have the
same weakening effect on behavior.
The bottom line: Knowing the difference between these various
forms of contingent
consequences provides you with a number of powerful tools
with which to manage your-
self and others. Put another way, you just learned four tools for
influencing behavior.
Most people think of and use only two—positive reinforcement
and punishment (negative
feedback). Apply your knowledge and get ahead!
Positive Reinforcement Schedules
You can supercharge or at least enhance the effectiveness of
positive reinforcement (re-
wards) by managing the timing or schedule of reinforcement.
Continuous and intermit-
tent reinforcement schedules are two common means for timing
the administration of
reinforcers.
Continuous Reinforcement If every instance of a target behavior
is reinforced,
then a continuous reinforcement (CRF) schedule is in effect.
For instance, if you get
paid every time you make a sale, this is a CRF schedule. The
10. sale is the desired behavior
and payment is the reinforcement. CRF is especially useful for
making early links be-
tween desired behaviors and outcomes, but they are susceptible
to perceptions of entitle-
ment and rapid extinction if the link is broken.
241Performance Management CHAPTER 6
Just as you train your dog to do a new
trick by providing a reward each time he or
she does it successfully, CRF schedules are
especially useful when employees learn a
new task or skill. For example, assume you
are asked to conduct an analysis of the indi-
vidual purchasing patterns of your employer’s
largest customers. Your manager could help
you develop this skill by giving you feedback
as you complete the analysis for each cus-
tomer. This feedback and recognition rein-
force your performance on this new task.
However, you can see that while this rein-
forcement is especially helpful and appreci-
ated for the first few customer analyses, it
likely loses its effect after the 10th, 20th, and
30th customer. Enough already!
One way to help guard against the fading
benefit of reinforcers is to use intermittent
schedules.
Intermittent Reinforcement Unlike CRF schedules, intermittent
reinforcement
consists of reinforcement of some but not all instances of a
12. performance and
administer reinforcers (like
money); reinforcers lose
effect over time
Variable ratio Slot machines that pay
after a variable number of
pulls; lotteries that pay
after a variable number of
tickets sold
Strong motivation to continue
until reinforcer is received;
less costly than fixed ratio
Some desired behaviors
will not be rewarded;
potentially long periods
between reinforcers (such
as payouts)
Fixed interval Paychecks (every two
weeks or once a month);
annual bonuses;
probationary periods
Clear and predictable link
between the behavior and
reinforcer; less costly than
fixed ratio
Inconsistent effort and
performance over the
interval (majority of effort/
performance occurs near
reinforcer)
13. Variable interval Random supervisor “pats
on the back”; spot
rewards; random audits
(financial); random drug
tests of athletes and
employees; pop quizzes
Consistent and strong
motivation to perform over
time; least costly schedule
due to relatively little
monitoring and
administration
Some desired behaviors
will not be reinforced;
potentially long periods
between reinforcers
(payouts)
242 PART 1 Individual Behavior
Work Organizations Typically Rely on the
Weakest Schedule
Generally, variable ratio and variable interval schedules of
reinforcement produce the
strongest behaviors that are most resistant to extinction. As
gamblers will attest, variable
schedules hold the promise of reinforcement after the next roll
of the dice, spin of the
wheel, or pull of the lever. In contrast, continuous and fixed
schedules are the least likely
to elicit the desired response over time. Nevertheless, the
14. majority of work organizations
rely on fixed intervals of reinforcement, such as hourly wages
and annual reviews and
raises.
Reinforcement Schedules and Performance Figure 6.5 illustrates
the relative
effect of the schedules on performance over time. Consider
three professors who teach
different sections of the same OB course. Assume their students
are essentially equal in
age, experience, and GPAs across the three sections. This is the
scenario:
• Professor Blue bases student grades solely on short quizzes
given at the beginning
of every class (continuous reinforcement).
• Professor Black bases grades on a midterm and final exams
of equal weight (fixed
interval).
• Professor Red uses a number of unannounced or pop
quizzes (variable interval).
We expect the level of preparation for each class and overall
academic performance
(preparation and learning) to follow the patterns in Figure 6.5.
Professor Blue’s students
will start fast and prepare diligently for each class. However,
they will then settle into a
routine and a common level of preparation. Over time they will
figure out what is re-
quired and do less. Some may even quit preparing once they
have a clear sense of what
their overall grade will be.
15. The pattern for Professor Black’s students is all too common.
They start slowly,
knowing there is plenty of time before the midterm. When it
grows near, the intensity of
their preparation increases and some begin cramming. Once the
midterm passes, they
disconnect for a while until they ramp up again for the final.
In contrast, Professor Red’s students will likely maintain a
higher average level of
preparation throughout the course, because there is a chance
they will have a pop quiz
and be graded in every session.
FIGURE 6.5 REINFORCEMENT SCHEDULES AND
PERFORMANCE
Midterm Exam
30 Days
Time:
Pe
rf
or
m
an
ce
Final Exam
60 Days
Variable
17. effective when ad-
ministered in proximity to the behavior. Effectiveness wears off
as time passes.101
You are unlikely to change your professor’s grading format or
the timing of your
employer’s pay and bonus schedules. However, there are many
ways you can put your
knowledge of positive reinforcement schedules to use within the
confines of existing
practices.
Spot Rewards. At work, spot rewards are highly effective. If
your coworker has
worked hard to make your project a success, recognize her
efforts via an e-mail to the
entire team including your manager. Your manager, in turn, may
decide to give Friday off
to those who complete their current work satisfactorily and
ahead of schedule.
Variable Rewards/Bonuses. Entrepreneurs can especially benefit
from apply-
ing knowledge of reinforcement schedules. Assume you started
your own business
and, like many new businesses owners, you are short on cash.
You would like to
provide regular bonuses and pay raises, but you can afford
monetary rewards only
when your company secures a new customer or a big order. The
variable nature of
these rewards not only recognizes employees’ efforts and
success, but it also moti-
vates them to work hard in the future because they know that
such efforts are recog-
nized and reinforced.
18. Celebrations. When it comes to school, we advocate celebrating
and thus reinforc-
ing “victories,” such as completing a paper, achieving a good
score on an exam, and end-
ing a semester in which you worked hard and performed well.
Scattering these reinforcers
throughout the semester can help motivate and reenergize you to
work hard in the future,
especially if you make these rewards contingent on good
behavior.
All three of these examples apply variable schedules. Think of
your own examples
and consider their effectiveness. Reinforcement schedules, like
the larger process of per-
formance management, are often limited only by your creativity
and willingness to apply
your knowledge. Use the knowledge of PM you gained in this
chapter to better under-
stand existing practices and improve those you control.
244 PART 1 Individual Behavior
In our coverage of performance management, you
learned how you can use goals, feedback, re-
wards, and reinforcement to boost effectiveness.
Reinforce your learning with the Key Points below.
Consolidate it using the Organizing Framework.
Then challenge your mastery of the material by
answering the Major Questions in your own words.
Key Points for Understanding
Chapter 6
You learned the following key points.
19. 6.1 PERFORMANCE
MANAGEMENT PROCESSES
• Effective performance management (PM) is a
process of defining, monitoring, reviewing,
and providing consequences.
• PM is often used for employee-related deci-
sions and development. It also is a powerful
means for signaling what is wanted or not.
• Employee perceptions of the value and effec-
tiveness of PM are often very low.
• Managers and leaders are critical to the per-
ceived and actual success of PM.
6.2 STEP 1: DEFINE
PERFORMANCE—
EXPECTATIONS AND GOALS
• Goal setting is critical to effective PM.
• Both learning and performance goals can be
used.
• SMART goals are more likely to be achieved.
• Goal commitment, support and feedback, and
action plans foster goal achievement.
• PM can be improved using behavioral, objec-
tive, and task/project goals.
6.3 STEP 2: PERFORMANCE
MONITORING AND
20. EVALUATION
• Monitoring performance requires making effec-
tive measurements of progress and/or outcomes,
such as of the timeliness, quality, or quantity.
• Evaluation requires comparing performance
measures to expectations or goals.
• Performance evaluation is often hampered by
perceptual errors.
• Multi-rater or 360-degree feedback can make
performance evaluation more accurate.
6.4 STEP 3: PERFORMANCE
REVIEW, FEEDBACK, AND
COACHING
• Two basic functions of feedback are to in-
struct and motivate.
• Sources of feedback include others, the task,
and yourself.
• Leaders and managers often don’t receive
useful feedback, yet both are critical in ensur-
ing that others do receive it.
• The effectiveness of positive and negative
feedback is greatly influenced by the receiv-
er’s perceptions.
• Coaching helps translate feedback into de-
sired change.
21. 6.5 STEP 4: PROVIDING
REWARDS AND OTHER
CONSEQUENCES
• Rewards can be extrinsic or intrinsic.
• Results, behavior, and nonperformance con-
siderations are common criteria by which re-
wards are distributed.
• Rewards are tools to help achieve desired
outcomes, such as to attract, motivate, retain,
develop, and engage employees.
• Alternate rewards practices increasingly com-
mon today are total rewards, noncash, and
pay for performance.
6.6 REINFORCEMENT AND
CONSEQUENCES
• According to the law of effect, behaviors are
either repeated or diminished depending on
the desirability of the consequences to which
they are linked.
• Providing contingent consequences is funda-
mental to effective reinforcement.
What Did I Learn?
THE YELLOW
WALLPAPER
22. By Charlotte Perkins
Gilman
It is very seldom that mere ordinary people like John and myself
secure ancestral halls for
the summer.
A colonial mansion, a hereditary estate, I would say a haunted
house, and reach the height
of romantic felicity—but that would be asking too much of fate!
Still I will proudly declare that there is something queer about
it.
Else, why should it be let so cheaply? And why have stood so
long untenanted?
John laughs at me, of course, but one expects that in marriage.
John is practical in the extreme. He has no patience with faith,
an intense horror of
superstition, and he scoffs openly at any talk of things not to be
felt and seen and put down in
figures.
John is a physician, and PERHAPS—(I would not say it to a
living soul, of course, but this
is dead paper and a great relief to my mind)—PERHAPS that is
one reason I do not get well
faster.
You see he does not believe I am sick!
And what can one do?
If a physician of high standing, and one's own husband, assures
friends and relatives that
there is really nothing the matter with one but temporary
23. nervous depression—a slight
hysterical tendency—what is one to do?
My brother is also a physician, and also of high standing, and
he says the same thing.
So I take phosphates or phosphites—whichever it is, and tonics,
and journeys, and air, and
exercise, and am absolutely forbidden to "work" until I am well
again.
Personally, I disagree with their ideas.
Personally, I believe that congenial work, with excitement and
change, would do me good.
But what is one to do?
I did write for a while in spite of them; but it DOES exhaust me
a good deal—having to be
so sly about it, or else meet with heavy opposition.
I sometimes fancy that in my condition if I had less opposition
and more society and
stimulus—but John says the very worst thing I can do is to think
about my condition, and I
confess it always makes me feel bad.
�1
So I will let it alone and talk about the house.
The most beautiful place! It is quite alone, standing well back
from the road, quite three
miles from the village. It makes me think of English places that
you read about, for there are
hedges and walls and gates that lock, and lots of separate little
24. houses for the gardeners and
people.
There is a DELICIOUS garden! I never saw such a garden—
large and shady, full of box-
bordered paths, and lined with long grape-covered arbors with
seats under them.
There were greenhouses, too, but they are all broken now.
There was some legal trouble, I believe, something about the
heirs and coheirs; anyhow,
the place has been empty for years.
That spoils my ghostliness, I am afraid, but I don't care—there
is something strange about
the house—I can feel it.
I even said so to John one moonlight evening, but he said what I
felt was a DRAUGHT,
and shut the window.
I get unreasonably angry with John sometimes. I'm sure I never
used to be so sensitive. I
think it is due to this nervous condition.
But John says if I feel so, I shall neglect proper self-control; so
I take pains to control
myself—before him, at least, and that makes me very tired.
I don't like our room a bit. I wanted one downstairs that opened
on the piazza and had
roses all over the window, and such pretty old-fashioned chintz
hangings! but John would not
hear of it.
25. He said there was only one window and not room for two beds,
and no near room for him
if he took another.
He is very careful and loving, and hardly lets me stir without
special direction.
I have a schedule prescription for each hour in the day; he takes
all care from me, and so I
feel basely ungrateful not to value it more.
He said we came here solely on my account, that I was to have
perfect rest and all the air I
could get. "Your exercise depends on your strength, my dear,"
said he, "and your food
somewhat on your appetite; but air you can absorb all the time."
So we took the nursery at
the top of the house.
It is a big, airy room, the whole floor nearly, with windows that
look all ways, and air and
sunshine galore. It was nursery first and then playroom and
gymnasium, I should judge; for
the windows are barred for little children, and there are rings
and things in the walls.
The paint and paper look as if a boys' school had used it. It is
stripped off—the paper—in
great patches all around the head of my bed, about as far as I
can reach, and in a great place
on the other side of the room low down. I never saw a worse
paper in my life.
One of those sprawling flamboyant patterns committing every
artistic sin.
It is dull enough to confuse the eye in following, pronounced
26. enough to constantly irritate
and provoke study, and when you follow the lame uncertain
curves for a little distance they
�2
suddenly commit suicide—plunge off at outrageous angles,
destroy themselves in unheard of
contradictions.
The color is repellent, almost revolting; a smouldering unclean
yellow, strangely faded by
the slow-turning sunlight.
It is a dull yet lurid orange in some places, a sickly sulphur tint
in others.
No wonder the children hated it! I should hate it myself if I had
to live in this room long.
There comes John, and I must put this away,—he hates to have
me write a word.
We have been here two weeks, and I haven't felt like writing
before, since that first day.
I am sitting by the window now, up in this atrocious nursery,
and there is nothing to hinder
my writing as much as I please, save lack of strength.
John is away all day, and even some nights when his cases are
serious.
I am glad my case is not serious!
But these nervous troubles are dreadfully depressing.
John does not know how much I really suffer. He knows there is
no REASON to suffer,
27. and that satisfies him.
Of course it is only nervousness. It does weigh on me so not to
do my duty in any way!
I meant to be such a help to John, such a real rest and comfort,
and here I am a
comparative burden already!
Nobody would believe what an effort it is to do what little I am
able,—to dress and
entertain, and order things.
It is fortunate Mary is so good with the baby. Such a dear baby!
And yet I CANNOT be with him, it makes me so nervous.
I suppose John never was nervous in his life. He laughs at me so
about this wall-paper!
At first he meant to repaper the room, but afterwards he said
that I was letting it get the
better of me, and that nothing was worse for a nervous patient
than to give way to such
fancies.
He said that after the wall-paper was changed it would be the
heavy bedstead, and then the
barred windows, and then that gate at the head of the stairs, and
so on.
"You know the place is doing you good," he said, "and really,
dear, I don't care to renovate
the house just for a three months' rental."
"Then do let us go downstairs," I said, "there are such pretty
rooms there."
Then he took me in his arms and called me a blessed little
goose, and said he would go
28. down to the cellar, if I wished, and have it whitewashed into the
bargain.
But he is right enough about the beds and windows and things.
It is an airy and comfortable room as any one need wish, and, of
course, I would not be so
silly as to make him uncomfortable just for a whim.
I'm really getting quite fond of the big room, all but that horrid
paper.
�3
Out of one window I can see the garden, those mysterious
deepshaded arbors, the riotous
old-fashioned flowers, and bushes and gnarly trees.
Out of another I get a lovely view of the bay and a little private
wharf belonging to the
estate. There is a beautiful shaded lane that runs down there
from the house. I always fancy I
see people walking in these numerous paths and arbors, but
John has cautioned me not to
give way to fancy in the least. He says that with my imaginative
power and habit of story-
making, a nervous weakness like mine is sure to lead to all
manner of excited fancies, and
that I ought to use my will and good sense to check the
tendency. So I try.
I think sometimes that if I were only well enough to write a
little it would relieve the press
of ideas and rest me.
But I find I get pretty tired when I try.
29. It is so discouraging not to have any advice and companionship
about my work. When I
get really well, John says we will ask Cousin Henry and Julia
down for a long visit; but he
says he would as soon put fireworks in my pillow-case as to let
me have those stimulating
people about now.
I wish I could get well faster.
But I must not think about that. This paper looks to me as if it
KNEW what a vicious
influence it had!
There is a recurrent spot where the pattern lolls like a broken
neck and two bulbous eyes
stare at you upside down.
I get positively angry with the impertinence of it and the
everlastingness. Up and down
and sideways they crawl, and those absurd, unblinking eyes are
everywhere. There is one
place where two breadths didn't match, and the eyes go all up
and down the line, one a little
higher than the other.
I never saw so much expression in an inanimate thing before,
and we all know how much
expression they have! I used to lie awake as a child and get
more entertainment and terror out
of blank walls and plain furniture than most children could find
in a toy store.
I remember what a kindly wink the knobs of our big, old bureau
used to have, and there
30. was one chair that always seemed like a strong friend.
I used to feel that if any of the other things looked too fierce I
could always hop into that
chair and be safe.
The furniture in this room is no worse than inharmonious,
however, for we had to bring it
all from downstairs. I suppose when this was used as a
playroom they had to take the nursery
things out, and no wonder! I never saw such ravages as the
children have made here.
The wall-paper, as I said before, is torn off in spots, and it
sticketh closer than a brother—
they must have had perseverance as well as hatred.
Then the floor is scratched and gouged and splintered, the
plaster itself is dug out here and
there, and this great heavy bed which is all we found in the
room, looks as if it had been
through the wars.
But I don't mind it a bit—only the paper.
�4
There comes John's sister. Such a dear girl as she is, and so
careful of me! I must not let
her find me writing.
She is a perfect and enthusiastic housekeeper, and hopes for no
better profession. I verily
believe she thinks it is the writing which made me sick!
31. But I can write when she is out, and see her a long way off from
these windows.
There is one that commands the road, a lovely shaded winding
road, and one that just
looks off over the country. A lovely country, too, full of great
elms and velvet meadows.
This wall-paper has a kind of sub-pattern in a different shade, a
particularly irritating one,
for you can only see it in certain lights, and not clearly then.
But in the places where it isn't faded and where the sun is just
so—I can see a strange,
provoking, formless sort of figure, that seems to skulk about
behind that silly and
conspicuous front design.
There's sister on the stairs!
Well, the Fourth of July is over! The people are gone and I am
tired out. John thought it
might do me good to see a little company, so we just had mother
and Nellie and the children
down for a week.
Of course I didn't do a thing. Jennie sees to everything now.
But it tired me all the same.
John says if I don't pick up faster he shall send me to Weir
Mitchell in the fall.
But I don't want to go there at all. I had a friend who was in his
hands once, and she says
he is just like John and my brother, only more so!
Besides, it is such an undertaking to go so far.
32. I don't feel as if it was worth while to turn my hand over for
anything, and I'm getting
dreadfully fretful and querulous.
I cry at nothing, and cry most of the time.
Of course I don't when John is here, or anybody else, but when I
am alone.
And I am alone a good deal just now. John is kept in town very
often by serious cases, and
Jennie is good and lets me alone when I want her to.
So I walk a little in the garden or down that lovely lane, sit on
the porch under the roses,
and lie down up here a good deal.
I'm getting really fond of the room in spite of the wall-paper.
Perhaps BECAUSE of the
wall-paper.
It dwells in my mind so!
I lie here on this great immovable bed—it is nailed down, I
believe—and follow that
pattern about by the hour. It is as good as gymnastics, I assure
you. I start, we'll say, at the
bottom, down in the corner over there where it has not been
touched, and I determine for the
thousandth time that I WILL follow that pointless pattern to
some sort of a conclusion.
�5
I know a little of the principle of design, and I know this thing
was not arranged on any
33. laws of radiation, or alternation, or repetition, or symmetry, or
anything else that I ever heard
of.
It is repeated, of course, by the breadths, but not otherwise.
Looked at in one way each breadth stands alone, the bloated
curves and flourishes—a kind
of "debased Romanesque" with delirium tremens—go waddling
up and down in isolated
columns of fatuity.
But, on the other hand, they connect diagonally, and the
sprawling outlines run off in great
slanting waves of optic horror, like a lot of wallowing seaweeds
in full chase.
The whole thing goes horizontally, too, at least it seems so, and
I exhaust myself in trying
to distinguish the order of its going in that direction.
They have used a horizontal breadth for a frieze, and that adds
wonderfully to the
confusion.
There is one end of the room where it is almost intact, and
there, when the crosslights fade
and the low sun shines directly upon it, I can almost fancy
radiation after all,—the
interminable grotesques seem to form around a common centre
and rush off in headlong
plunges of equal distraction.
It makes me tired to follow it. I will take a nap I guess.
I don't know why I should write this.
I don't want to.
34. I don't feel able.
And I know John would think it absurd. But I MUST say what I
feel and think in some
way—it is such a relief!
But the effort is getting to be greater than the relief.
Half the time now I am awfully lazy, and lie down ever so
much.
John says I musn't lose my strength, and has me take cod liver
oil and lots of tonics and
things, to say nothing of ale and wine and rare meat.
Dear John! He loves me very dearly, and hates to have me sick.
I tried to have a real
earnest reasonable talk with him the other day, and tell him how
I wish he would let me go
and make a visit to Cousin Henry and Julia.
But he said I wasn't able to go, nor able to stand it after I got
there; and I did not make out
a very good case for myself, for I was crying before I had
finished.
It is getting to be a great effort for me to think straight. Just this
nervous weakness I
suppose.
And dear John gathered me up in his arms, and just carried me
upstairs and laid me on the
bed, and sat by me and read to me till it tired my head.
He said I was his darling and his comfort and all he had, and
that I must take care of
myself for his sake, and keep well.
35. �6
He says no one but myself can help me out of it, that I must use
my will and self-control
and not let any silly fancies run away with me.
There's one comfort, the baby is well and happy, and does not
have to occupy this nursery
with the horrid wall-paper.
If we had not used it, that blessed child would have! What a
fortunate escape! Why, I
wouldn't have a child of mine, an impressionable little thing,
live in such a room for worlds.
I never thought of it before, but it is lucky that John kept me
here after all, I can stand it so
much easier than a baby, you see.
Of course I never mention it to them any more—I am too
wise,—but I keep watch of it all
the same.
There are things in that paper that nobody knows but me, or
ever will.
Behind that outside pattern the dim shapes get clearer every
day.
It is always the same shape, only very numerous.
And it is like a woman stooping down and creeping about
behind that pattern. I don't like it
a bit. I wonder—I begin to think—I wish John would take me
away from here!
It is so hard to talk with John about my case, because he is so
36. wise, and because he loves
me so.
But I tried it last night.
It was moonlight. The moon shines in all around just as the sun
does.
I hate to see it sometimes, it creeps so slowly, and always
comes in by one window or
another.
John was asleep and I hated to waken him, so I kept still and
watched the moonlight on
that undulating wall-paper till I felt creepy.
The faint figure behind seemed to shake the pattern, just as if
she wanted to get out.
I got up softly and went to feel and see if the paper DID move,
and when I came back John
was awake.
"What is it, little girl?" he said. "Don't go walking about like
that—you'll get cold."
I though it was a good time to talk, so I told him that I really
was not gaining here, and that
I wished he would take me away.
"Why darling!" said he, "our lease will be up in three weeks,
and I can't see how to leave
before.
"The repairs are not done at home, and I cannot possibly leave
town just now. Of course if
you were in any danger, I could and would, but you really are
better, dear, whether you can
see it or not. I am a doctor, dear, and I know. You are gaining
37. flesh and color, your appetite is
better, I feel really much easier about you."
"I don't weigh a bit more," said I, "nor as much; and my
appetite may be better in the
evening when you are here, but it is worse in the morning when
you are away!"
"Bless her little heart!" said he with a big hug, "she shall be as
sick as she pleases! But
now let's improve the shining hours by going to sleep, and talk
about it in the morning!"
�7
"And you won't go away?" I asked gloomily.
"Why, how can I, dear? It is only three weeks more and then we
will take a nice little trip
of a few days while Jennie is getting the house ready. Really
dear you are better!"
"Better in body perhaps—" I began, and stopped short, for he
sat up straight and looked at
me with such a stern, reproachful look that I could not say
another word.
"My darling," said he, "I beg of you, for my sake and for our
child's sake, as well as for
your own, that you will never for one instant let that idea enter
your mind! There is nothing
so dangerous, so fascinating, to a temperament like yours. It is a
false and foolish fancy. Can
you not trust me as a physician when I tell you so?"
38. So of course I said no more on that score, and we went to sleep
before long. He thought I
was asleep first, but I wasn't, and lay there for hours trying to
decide whether that front
pattern and the back pattern really did move together or
separately.
On a pattern like this, by daylight, there is a lack of sequence, a
defiance of law, that is a
constant irritant to a normal mind.
The color is hideous enough, and unreliable enough, and
infuriating enough, but the
pattern is torturing.
You think you have mastered it, but just as you get well
underway in following, it turns a
back-somersault and there you are. It slaps you in the face,
knocks you down, and tramples
upon you. It is like a bad dream.
The outside pattern is a florid arabesque, reminding one of a
fungus. If you can imagine a
toadstool in joints, an interminable string of toadstools, budding
and sprouting in endless
convolutions—why, that is something like it.
That is, sometimes!
There is one marked peculiarity about this paper, a thing
nobody seems to notice but
myself, and that is that it changes as the light changes.
When the sun shoots in through the east window—I always
watch for that first long,
39. straight ray—it changes so quickly that I never can quite
believe it.
That is why I watch it always.
By moonlight—the moon shines in all night when there is a
moon—I wouldn't know it
was the same paper.
At night in any kind of light, in twilight, candle light,
lamplight, and worst of all by
moonlight, it becomes bars! The outside pattern I mean, and the
woman behind it is as plain
as can be.
I didn't realize for a long time what the thing was that showed
behind, that dim sub-
pattern, but now I am quite sure it is a woman.
By daylight she is subdued, quiet. I fancy it is the pattern that
keeps her so still. It is so
puzzling. It keeps me quiet by the hour.
I lie down ever so much now. John says it is good for me, and to
sleep all I can.
Indeed he started the habit by making me lie down for an hour
after each meal.
�8
It is a very bad habit I am convinced, for you see I don't sleep.
And that cultivates deceit, for I don't tell them I'm awake—O
no!
The fact is I am getting a little afraid of John.
He seems very queer sometimes, and even Jennie has an
40. inexplicable look.
It strikes me occasionally, just as a scientific hypothesis,—that
perhaps it is the paper!
I have watched John when he did not know I was looking, and
come into the room
suddenly on the most innocent excuses, and I've caught him
several times LOOKING AT
THE PAPER! And Jennie too. I caught Jennie with her hand on
it once.
She didn't know I was in the room, and when I asked her in a
quiet, a very quiet voice,
with the most restrained manner possible, what she was doing
with the paper—she turned
around as if she had been caught stealing, and looked quite
angry—asked me why I should
frighten her so!
Then she said that the paper stained everything it touched, that
she had found yellow
smooches on all my clothes and John's, and she wished we
would be more careful!
Did not that sound innocent? But I know she was studying that
pattern, and I am
determined that nobody shall find it out but myself!
Life is very much more exciting now than it used to be. You see
I have something more to
expect, to look forward to, to watch. I really do eat better, and
am more quiet than I was.
John is so pleased to see me improve! He laughed a little the
other day, and said I seemed
to be flourishing in spite of my wall-paper.
41. I turned it off with a laugh. I had no intention of telling him it
was BECAUSE of the wall-
paper—he would make fun of me. He might even want to take
me away.
I don't want to leave now until I have found it out. There is a
week more, and I think that
will be enough.
I'm feeling ever so much better! I don't sleep much at night, for
it is so interesting to watch
developments; but I sleep a good deal in the daytime.
In the daytime it is tiresome and perplexing.
There are always new shoots on the fungus, and new shades of
yellow all over it. I cannot
keep count of them, though I have tried conscientiously.
It is the strangest yellow, that wall-paper! It makes me think of
all the yellow things I ever
saw—not beautiful ones like buttercups, but old foul, bad
yellow things.
But there is something else about that paper—the smell! I
noticed it the moment we came
into the room, but with so much air and sun it was not bad. Now
we have had a week of fog
and rain, and whether the windows are open or not, the smell is
here.
It creeps all over the house.
I find it hovering in the dining-room, skulking in the parlor,
hiding in the hall, lying in wait
42. for me on the stairs.
It gets into my hair.
Even when I go to ride, if I turn my head suddenly and surprise
it—there is that smell!
�9
Such a peculiar odor, too! I have spent hours in trying to
analyze it, to find what it smelled
like.
It is not bad—at first, and very gentle, but quite the subtlest,
most enduring odor I ever
met.
In this damp weather it is awful, I wake up in the night and find
it hanging over me.
It used to disturb me at first. I thought seriously of burning the
house—to reach the smell.
But now I am used to it. The only thing I can think of that it is
like is the COLOR of the
paper! A yellow smell.
There is a very funny mark on this wall, low down, near the
mopboard. A streak that runs
round the room. It goes behind every piece of furniture, except
the bed, a long, straight, even
SMOOCH, as if it had been rubbed over and over.
I wonder how it was done and who did it, and what they did it
for. Round and round and
round—round and round and round—it makes me dizzy!
43. I really have discovered something at last.
Through watching so much at night, when it changes so, I have
finally found out.
The front pattern DOES move—and no wonder! The woman
behind shakes it!
Sometimes I think there are a great many women behind, and
sometimes only one, and she
crawls around fast, and her crawling shakes it all over.
Then in the very bright spots she keeps still, and in the very
shady spots she just takes hold
of the bars and shakes them hard.
And she is all the time trying to climb through. But nobody
could climb through that
pattern—it strangles so; I think that is why it has so many
heads.
They get through, and then the pattern strangles them off and
turns them upside down, and
makes their eyes white!
If those heads were covered or taken off it would not be half so
bad.
I think that woman gets out in the daytime!
And I'll tell you why—privately—I've seen her!
I can see her out of every one of my windows!
It is the same woman, I know, for she is always creeping, and
most women do not creep by
daylight.
I see her on that long road under the trees, creeping along, and
when a carriage comes she
hides under the blackberry vines.
I don't blame her a bit. It must be very humiliating to be caught
44. creeping by daylight!
I always lock the door when I creep by daylight. I can't do it at
night, for I know John
would suspect something at once.
And John is so queer now, that I don't want to irritate him. I
wish he would take another
room! Besides, I don't want anybody to get that woman out at
night but myself.
I often wonder if I could see her out of all the windows at once.
�10
But, turn as fast as I can, I can only see out of one at one time.
And though I always see her, she MAY be able to creep faster
than I can turn!
I have watched her sometimes away off in the open country,
creeping as fast as a cloud
shadow in a high wind.
If only that top pattern could be gotten off from the under one! I
mean to try it, little by
little.
I have found out another funny thing, but I shan't tell it this
time! It does not do to trust
people too much.
There are only two more days to get this paper off, and I believe
John is beginning to
notice. I don't like the look in his eyes.
And I heard him ask Jennie a lot of professional questions about
45. me. She had a very good
report to give.
She said I slept a good deal in the daytime.
John knows I don't sleep very well at night, for all I'm so quiet!
He asked me all sorts of questions, too, and pretended to be
very loving and kind.
As if I couldn't see through him!
Still, I don't wonder he acts so, sleeping under this paper for
three months.
It only interests me, but I feel sure John and Jennie are secretly
affected by it.
Hurrah! This is the last day, but it is enough. John is to stay in
town over night, and won't
be out until this evening.
Jennie wanted to sleep with me—the sly thing! but I told her I
should undoubtedly rest
better for a night all alone.
That was clever, for really I wasn't alone a bit! As soon as it
was moonlight and that poor
thing began to crawl and shake the pattern, I got up and ran to
help her.
I pulled and she shook, I shook and she pulled, and before
morning we had peeled off
yards of that paper.
A strip about as high as my head and half around the room.
And then when the sun came and that awful pattern began to
laugh at me, I declared I
would finish it to-day!
We go away to-morrow, and they are moving all my furniture
down again to leave things
46. as they were before.
Jennie looked at the wall in amazement, but I told her merrily
that I did it out of pure spite
at the vicious thing.
She laughed and said she wouldn't mind doing it herself, but I
must not get tired.
How she betrayed herself that time!
But I am here, and no person touches this paper but me—not
ALIVE!
�11
She tried to get me out of the room—it was too patent! But I
said it was so quiet and
empty and clean now that I believed I would lie down again and
sleep all I could; and not to
wake me even for dinner—I would call when I woke.
So now she is gone, and the servants are gone, and the things
are gone, and there is
nothing left but that great bedstead nailed down, with the
canvas mattress we found on it.
We shall sleep downstairs to-night, and take the boat home to-
morrow.
I quite enjoy the room, now it is bare again.
How those children did tear about here!
This bedstead is fairly gnawed!
But I must get …
47. 203Performance Management CHAPTER 6
This chapter focuses on improving individual job performance,
notably yours, as well
as on your ability to improve the performance of others. To do
this, you need to draw
on and apply many of the concepts and tools you’ve learned
thus far, such as hard and
soft skills, personality, perceptions, and of course motivation.
The integration and ap-
plication of this knowledge for the purposes of improved
outcomes is called perfor-
mance management.
Performance management (PM) is a set of processes and
managerial behav-
iors that include defining, monitoring, measuring, evaluating,
and providing con-
sequences for performance expectations.4 Defined in this way,
PM is far more than
performance appraisal. Appraisals typically consist only of the
actual performance
review, an event. Effective PM, in contrast, is a continual
process and a critically im-
portant individual-level process. Performance management
typically operates through
an organization’s managers and human resources policies and
practices. You will learn
how it affects outcomes across all levels in the Organizing
Framework, such as indi-
vidual (job satisfaction, OCBs, and turnover), team
(cohesiveness, conflict, and per-
formance), and organizational (reputation, performance,
survival, innovation, and
employer of choice).
48. Effective Performance Management
As illustrated in Figure 6.2, effective PM has four steps:
Step 1: Defining performance.
Step 2: Monitoring and evaluating performance.
Step 3: Reviewing performance.
Step 4: Providing consequences.
Successfully managing performance is a powerful means for
improving individual,
group/team, and organizational effectiveness.5 Effective
performance management
influences important outcomes such as greater employee
engagement and better
MAJOR QUESTION
What are the elements of effective performance management,
and how can this knowledge benefit me?
THE BIGGER PICTURE
Performance management occurs in many arenas of your life,
notably school and work. Be-
cause it is a process that generates grades at school and
promotions and pay at work, it is
important to understand how it works. You’ll learn why
performance management is one of
the most critical and far-reaching processes in the Organizing
Framework. You’ll also see why
opinions about the usefulness and effectiveness of performance
management practices are
49. often negative. However, you’ll also learn how performance
management practices can be
beneficial, such as by helping signal and reinforce desired
behaviors and outcomes across all
levels of OB.
6.1 PERFORMANCE MANAGEMENT PROCESSES
205Performance Management CHAPTER 6
How Much Would You Pay Fannie and Freddie?
Fannie Mae and Freddie Mac are organizations at the heart of
the US housing industry. They buy
mortgages from lenders and either hold them or package and
sell them to investors. They were cen-
tral players in the financial crisis and were subsequently taken
over (bailed out) by the government.
It has been a long road back, and Mel Watt, the regulator who
oversees Fannie and Freddie, recom-
mended that their CEOs each get raises of $3.4 million, taking
their salaries from $600,000 to
$4 million each.
Watt argued that the increases were deserved and necessary. He
said both CEOs have done a
commendable job of turning their organizations around since the
crisis. Some of these reasons
were inspired by Timothy Mayopoulos, CEO of Fannie, when he
expressed concerns about his
present pay. Donald Layton, CEO of Freddie, is likely to retire
50. in the near future, and Watt and other
supporters claimed salaries of this level are necessary to attract
qualified candidates to replace
him. In fact, other senior Fannie and Freddie executives are
paid more than the current CEOs.9 And
earlier Fannie and Freddie CEOs earned $5.3 million and $3.8
million, respectively, as recently
as 2011.10
The proposed raises met with strong opposition. President
Obama and Congress blocked them,
arguing that CEOs of organizations under government control
should not be paid this much. Layton said
in response, “I signed up for this job personally as a public
service matter so compensation wasn’t the
big attraction to me.” As to whether another qualified executive
could be found at the lower pay level,
Layton said, “I am of the belief there are other people like me
who . . . would be willing to do a job as a
public service matter.”11
Problem-Solving Application
What Goes Wrong with Performance Management
Volumes of research and employee surveys report that the
majority of managers and or-
ganizations do a poor job of managing employee performance.
• Fewer than 40% of employees say their systems do not
provide clear goals or gen-
erate honest feedback.12
• 66% of employees say it actually interferes with their
productivity.
• 65% say their company’s practices are irrelevant to what
they actually do in their jobs.13
51. • 58% of 576 HR executives surveyed graded their
company’s performance manage-
ment systems as a C or worse.14
These unfortunate perceptions raise the question: Why do
companies often do so poorly
with performance management?
Apply the 3-Step Problem-Solving Approach
Step 1: Define the problems confronting the regulator Mel Watt.
Step 2: Identify the potential causes of these problems.
Step 3: Make your recommendations.