Evalautions, Feedback and Motivations.

1. EVALUATIONS,
FEEDBACK,
AND REWARDS
A topic presented to Human and Administrative Behavior
Presented by: Kristine Jane Antonio

2. • ORGANIZATIONS- used a variety of
rewards to attract and retain people and to
motivate them to achieve their personal
and organizational goals. The manner and
timing of distributing rewards are important
issues that managers must address almost
daily. Managers distribute such rewards as
pay, transfer, promotions,praise and
recognition. They also help create the
climate that results in more challenging
and satisfying jobs. Because these
rewards are considered important by
employees.

3. • EVALUATION OF PERFORMANCE:
Performance of an individual is the function of
ability, motivation resources available to
perform the task and direction/ target set for
the job.
PURPOSES OF EVALUATION
• Provide a basis for rewards allocation,
including raises, promotions, transfer, layoffs
and so on.
• Identify high-potential employees
• Validate the effectiveness of employee
selection procedures

4. • Stimulate performance improvement.
• Develop ways of overcoming obstacles
and performance barriers.
• Identify training and development
opportunities.
• Establish supervisor-employee agreement
on performance expectations.

5. • Judgmental Orientation-focus on past
performance and provide a basis for
making judgments regarding which
employee should be rewarded and how
effective organizational programs –such as
selecting and training.

6. • Developmental Orientation-
are more concerned with
improving future performance
by insuring expectations are
clear and by identifying ways
to facilitate employee
performance through training.

7. • FOCUS OF EVALUATION
• Effective performance
evaluation is a continuous, ongoing
process and simply stated, involves
asking two questions “Is the work
being done effectively?” and Are
employee skills and abilities being
fully utilized?”

8. •The first question tends
toward a judgmental
orientation, while the second
is more developmental in
nature.

9. EVALUATIONS –should focus on translating the
position responsibilities into each employee’s
day-to-day activities. Position responsibilities are
determined on the basis of a thorough job
analysis.
should assist the employee in understanding
these position responsibilities, the work goals
associated with them, and the degree to which
the goal have been accomplished. Performance
Evaluations should focus on job performance,
not individuals.

10. • RELEVANCY, in the context of
performance evaluation, has three
aspects: deficiency, contamination, and
distortion.
• Deficiency-occurs when the evaluation
does not focus on all aspects of the job,
if certain job responsibilities and
activities are not considered, the
evaluation in deficient.

11. • Contamination can be said to be the
reverse of deficiency, it occurs when
activities not part of the job are
included in the evaluation.
• Distortion takes place in the
evaluation process when an improper
emphasis is given to various job
elements.

12. • IMPROVING EVALUATIONS
• Developing an effective
performance evaluation system
constitutes a critical and challenging
task for management. This means
among other things maximizing the
use and acceptance of the
evaluations while minimizing
dissatisfaction with any aspect of
the system.

13. • Higher levels of employee
participation in the
evaluation process lead to
more satisfaction with the
system.
• Setting specific
performance goals to be
met results in greater
performance improvement
than discussions of more
general goals.

14. • Evaluating subordinates’
performance is an important part of
a supervisor’s job; they should
receive training in the process, and
they should be evaluated on how
effectively they discharge this part of
their job responsibilities.

15. • Systematic evaluation of performance does
little good if the results are not
communicated to employees.
• Performance evaluation feedback should
not focus solely on problem areas; good
performance should be actively recognized
and reinforced.
• Remember that while formal performance
evaluation may take place on a set schedule
effective evaluation is a continuous, ongoing
process.

16. • PERFORMACE EVALUATION
FEEDBACK
• Upon the completion of a
performance evaluation, the manager
usually is expected to provide
feedback. The feedback session
provides information concerning the
rationale for the evaluation to the
individual. If possible, objective
information is used to guide the
evaluated employee to improve or
sustain performance.

17. • The need for feedback among people
on and off the job is significant. People
want to know how they are doing, how
they are being perceived by others,
and how they can make adjustments to
perform better.

18. • PURPOSE OF EVALUATION FEEDBACK
• Performance evaluation feedback can
be instructional and/or motivational to the
receiver. Feedback instructs when it
points out areas for improvement and
teaches new behavior.
• Performance evaluation feedback is
motivational when it provides a reward or
promises a reward.

19. • A FEEDBACK MODEL
• Presents a sample of feedback sources, individual
characteristics, and cognitive evaluation factors
that have an impact on the eventual behavioral
outcomes. People that possess high self-efficacy
are candidates for wanting feedback. They want to
verify and validate their competency or self-
efficacy.
• Points out feedback can result in greater effort, a
desire to make corrective adjustments, and
persistence. These can be very positive behaviors
that ultimately result in better or improved
performance.

20. • MULTISOURCE FEEDBACK: A 360-DEGREE
APPROACH
• An increasing number of firms are using
multisource feedback, instead of using only a
top-down feedback program.
• In a 360-degree program, evaluators could
include credotors, peers or team members
supervisors, subordiantes and the person.
Everyone in the person’s full domain could serve
as an evaluator.

21. • As organizations attempt to improve the impact of
their 360-degree feedback programs several best
practices are being put into use.
• Use 360- degree feedback primarily for individual
development.

22. • Link the feedback process with the overall strategy
and direction of the firm.
• Exert administrative control over every aspect of
the 360-degree process.
• Use senior management as role models.
• Use highly trained internal coaches to leverage the
investment.
• Evaluate the effectiveness or return on investment
of the process.

39. • REINFORCEMENT THEORY
• Reinforcement is an extremely important
principle of conditioning.
• Managers often use positive reinforcers to
influence behavior.
• A positive reinforcers is a stimulus which,
when added to the situation, strengthens
the probability of a behavioral response.

40. • Negative reinforcement refers to an
increase in the frequency of a response
following removal of the negative reinforcer
immediately after the response.
• Punishment is defined as presenting an
uncomfortable or unwanted consequence
for a particular behavior response.

41. • REINFORCEMENT SCHEDULES AND
THEIR EFFECTS ON BEHAVIOR
• Schedules of Reinforcement
• Imagine a rat in a “Skinner box”. In operant
conditioning, if no food pellet is delivered
immediately after the lever is pressed then
after several attempts the rat stops
pressing the lever (how long would
someone continue to go to work if their
employer stopped paying them?). The
behavior has been extinguished.

42. • Behaviorists discovered that different
patterns (or schedules) of
reinforcement had different effects on the
speed of learning and extinction. Ferster
and Skinner (1957) devised different ways
of delivering reinforcement and found that
this had effects on

43. • 1. The Response Rate - The rate at which
the rat pressed the lever (i.e., how hard the
rat worked).
• 2. The Extinction Rate - The rate at which
lever pressing dies out (i.e., how soon the
rat gave up).

44. • Skinner found that the type of
reinforcement which produces the slowest
rate of extinction (i.e., people will go on
repeating the behavior for the longest time
without reinforcement) is variable-ratio
reinforcement. The type of reinforcement
which has the quickest rate of extinction is
continuous reinforcement.

45. • (A) Continuous Reinforcement
• An animal/human is positively reinforced
every time a specific behavior occurs, e.g.,
every time a lever is pressed a pellet is
delivered, and then food delivery is shut
off.
• Response rate is SLOW
• Extinction rate is FAST

46. • (B) Fixed Ratio Reinforcement
• Behavior is reinforced only after the
behavior occurs a specified number of
times. e.g., one reinforcement is given
after every so many correct responses,
e.g., after every 5th response. For
example, a child receives a star for every
five words spelled correctly.
• Response rate is FAST
• Extinction rate is MEDIUM

47. • (C) Fixed Interval Reinforcement
• One reinforcement is given after a fixed
time interval providing at least one correct
response has been made. An example is
being paid by the hour. Another example
would be every 15 minutes (half hour, hour,
etc.) a pellet is delivered (providing at least
one lever press has been made) then food
delivery is shut off.
• Response rate is MEDIUM
• Extinction rate is MEDIUM

48. • (D) Variable Ratio Reinforcement
• Behavior is reinforced after an
unpredictable number of times. For
examples gambling or fishing.
• Response rate is FAST
• Extinction rate is SLOW (very hard to
extinguish because of unpredictability)

49. • (E) Variable Interval Reinforcement
• Providing one correct response has been
made, reinforcement is given after an
unpredictable amount of time has passed,
e.g., on average every 5 minutes. An
example is a self-employed person being
paid at unpredictable times.
• Response rate is FAST
• Extinction rate is SLOW

50. • REWARDS CAN BE EXTRINSIC AND
INTRINSIC IN NATURE.
• EXTRINSIC REWARDS- are initiated from
outside the person. Some primary ones
are:
• Salary and wages- money is a major
extrinsic rewards.

51. • Benefits- usually financial benefits and
usually based on seniority or attendance.
• Interpersonal rewards- Status and
recognition.
• Promotions- performance and seniority are
usually the criteria used in making
promotion decisions.

52. • EXTINCTION – reduces unwanted
behavior. When positive reinforcement for
a learned response is withheld, individuals
will continue to practice the behavior for
some period of time. However, after a
while, if the nonreinforcement continue, the
behavior will decrease in frequency and
intensity and will eventually disappear. The
decline and eventual cessation of the
response rate is known as Extinction.

53. • INTRINSIC REWARDS – are self-
administered by the person. It provides a
sense of satisfaction or gratification and
often a feeling of pride for a job well done.
Some majors are:
• Completion – The ability to start and finish
a project or job.

54. • Achievement- a self –administered reward
received when a challenging goal is
reached.
• Autonomy- The right and privilege of
working and making decisions without
close supervision.
• Personal Growth- Expanding capabilities
via the job.

55. • REINFORCEMENT SCHEDULES
• Continuous reinforcement- It is extremely
important to properly time the rewards or
punishments used in an organization.The
timing of these outcomes is called
reinforcement schedules. In simplest
schedule,the response is reinforced each
time it occurs. This is called

56. • CONTINUOUS REINFORCEMENT.
• A MODEL OF INDIVIDUAL REWARDS- A
reward program’s main objectives are to
attract qualified individuals to join the
organization, to keep employees coming to
work,to motivate employees to perform
well.

57. • According to the model of the reward
process:
• An individual is motivated to perform.
• Performance is affected by abilities, skills,
and experiences.
• Evaluating performance determines
intrinsic and extrinsic rewards.
• These rewards are evaluated by the
employee and result in some degree of
satisfactions, which influences motivation.

58. • ADMINISTERING REWARDS- three
approaches are:
• Reinforcement theory- it is based on the
learning theory of operant conditioning
which attempts to influence behavior by
using rewards and punishments as
consequences.
• Modeling and social imitation-employees
acquire desired behaviors by observational
learning or imitating.
• Expectancy theory-requires that managers.

59. • REWARDING EMPLOYEES: Four aspects
are:
• What to pay
• How to pay
• What benefits to offer
• How to recognize Employees
• Membership/Seniority Based Rewards
• Job Status-Based Rewards
• Competency-Based Rewards
• Performance-Based Rewards
• Individual rewards.

60. References:
• Retrieved from: www.docsity.com
• Retrieved from:
[https://www.simplypsychology.org/operant
-conditioning.html
• Ivancevich,J,M Konopaske,R and
Matterson,M.T (2005) Organizational
Behavior and Management, New York City,
McGrill-hill Corporation, , 7th edition.
•