This document provides an overview of feedback, rewards, and positive reinforcement for improving job performance. It discusses the functions and sources of feedback, as well as tips for providing effective feedback. Intrinsic and extrinsic rewards are defined, and it is noted that rewards often fail to motivate due to various factors. The concepts of positive reinforcement, negative reinforcement, punishment, and extinction from behavioral psychology are explained. Methods for effectively shaping behaviors through reinforcement schedules and contingencies are also outlined.
Presents the core features of how to create a Behavioral Safety process. The process is customizable to suit any type of industry / location and is based on a 20 year track record of success on 5 continents.
Presents the core features of how to create a Behavioral Safety process. The process is customizable to suit any type of industry / location and is based on a 20 year track record of success on 5 continents.
Young, new and migrant workers need special attention because it has been shown that they are at more risk of injury than their older or more experienced counterparts, especially in the first four to six months of employment.
In this free webinar, Jan Chappel from CCOHS will discuss how experience has shown that a successful training or outreach program will:
Cover the overall training needs (health and safety rights and responsibilities, hazard recognition and control, preparing for emergencies),
Recognize the difference between education and training, and
Incorporate best practice approach for reaching young, new or migrant workers and acknowledge the differences between these groups.
Tailored, audience-specific approaches that match the needs of the workers are best at achieving higher awareness for health and safety, and fewer accidents or incidents.
About the Presenter
Jan Chappel is a Senior Technical Specialist with the Canadian Centre for Occupational Health and Safety (CCOHS), and is a project leader and author for OSH Answers (fact sheets) and publications.
She also works on a variety of projects including creating e-learning courses, developing OSH educational material for teachers in Ontario and Costa Rica, and projects such as healthy workplaces and designing a national web site for young workers in Canada.
Jan has a background in both Occupational Hygiene from the University of Toronto (MHSc) and Health Studies from the University of Waterloo.
This webinar was presented on May 3, 2011, as part of North American Occupational Safety and Health Week 2011.
A case study examining the actual impact of safety leadership on employee safety behavior in the OIl & Gas construction sector, over a two year period during the roll-out and execution of 'B-Safe', a behavioral safety process.
A Keynote speech by Dr Domininc Cooper CFIOSH C.Psychol examining the 'true' success factors of Behavior-Based Safety from the 1970's to the present day.
Behavio-Based Safety is still evolving to the point where it is effective in all workplaces, all of the time. Many implementations have been successful, but many have failed or faded away over the years. What can we learn from the past and the present to optimize future BBS implementations for the good of all? This tour of BBS examines the evolution of BBS, implementation strategies, and remaining challenges. Issues to be addressed include (but are not limited to):
[1 Where BBS fits in an organizations Safety Culture
[2] Who owns BBS?
[3] The role of employees and managers
[4] BBS design Issues
[5] Integrating BBS into mainstream safety management systems
Overview of WorkPlace Solutions products and services. The Job Function Matching process is a detailed program that helps your company hire the right employee, keep them safe and returns them to work quickly if injuries occur.
The Linde Engineering Behaviour Based Safety ApproachThe Linde Group
BeSafe! Adopting a new approach towards safety, which not only relies upon regulations and instructions, but which actively addresses individuals' behaviours in a positive and motivational manner and by doing so unlocks the potential of the whole organisation including managers, supervisors and workers to proactively contribute to an improved safety performance and culture.
Young, new and migrant workers need special attention because it has been shown that they are at more risk of injury than their older or more experienced counterparts, especially in the first four to six months of employment.
In this free webinar, Jan Chappel from CCOHS will discuss how experience has shown that a successful training or outreach program will:
Cover the overall training needs (health and safety rights and responsibilities, hazard recognition and control, preparing for emergencies),
Recognize the difference between education and training, and
Incorporate best practice approach for reaching young, new or migrant workers and acknowledge the differences between these groups.
Tailored, audience-specific approaches that match the needs of the workers are best at achieving higher awareness for health and safety, and fewer accidents or incidents.
About the Presenter
Jan Chappel is a Senior Technical Specialist with the Canadian Centre for Occupational Health and Safety (CCOHS), and is a project leader and author for OSH Answers (fact sheets) and publications.
She also works on a variety of projects including creating e-learning courses, developing OSH educational material for teachers in Ontario and Costa Rica, and projects such as healthy workplaces and designing a national web site for young workers in Canada.
Jan has a background in both Occupational Hygiene from the University of Toronto (MHSc) and Health Studies from the University of Waterloo.
This webinar was presented on May 3, 2011, as part of North American Occupational Safety and Health Week 2011.
A case study examining the actual impact of safety leadership on employee safety behavior in the OIl & Gas construction sector, over a two year period during the roll-out and execution of 'B-Safe', a behavioral safety process.
A Keynote speech by Dr Domininc Cooper CFIOSH C.Psychol examining the 'true' success factors of Behavior-Based Safety from the 1970's to the present day.
Behavio-Based Safety is still evolving to the point where it is effective in all workplaces, all of the time. Many implementations have been successful, but many have failed or faded away over the years. What can we learn from the past and the present to optimize future BBS implementations for the good of all? This tour of BBS examines the evolution of BBS, implementation strategies, and remaining challenges. Issues to be addressed include (but are not limited to):
[1 Where BBS fits in an organizations Safety Culture
[2] Who owns BBS?
[3] The role of employees and managers
[4] BBS design Issues
[5] Integrating BBS into mainstream safety management systems
Overview of WorkPlace Solutions products and services. The Job Function Matching process is a detailed program that helps your company hire the right employee, keep them safe and returns them to work quickly if injuries occur.
The Linde Engineering Behaviour Based Safety ApproachThe Linde Group
BeSafe! Adopting a new approach towards safety, which not only relies upon regulations and instructions, but which actively addresses individuals' behaviours in a positive and motivational manner and by doing so unlocks the potential of the whole organisation including managers, supervisors and workers to proactively contribute to an improved safety performance and culture.
Discusses how most performance management programs fail because they are trying to solve 21st century problems with 20th century tools, providing insight into how companies can improve both performance and engagement
How to Determine the Root Cause Analysis Techniques in a Management System?PECB
The understanding of these techniques and their effective implementation by the auditee (Process owner) in any Management system audit shall go along way to ensure that the problem does not recur and this improves the customer or stakeholder confidence, ensure safety of personnel and saves the organization money.
Main points covered:
• What is the Root Cause Analysis Technique?
• How to Ensure customers and stakeholder confidence
• Why is important to determine the Root Cause Analysis?
Presenter:
This webinar was presented by Eng. Isaac Mbuvi is an Electrical and communications Engineer. A holder of Master’s Degree in Occupational Safety and Health. He is an Environmental consultant, a certified trainer with PECB for ISO 9001, ISO 14001 and OHSAS 18001 Management systems. He is also a certified Lead Auditor in ISO 9001, ISO 14001 and OHSAS 18001.
He has worked in the Oil and Gas industry for the last 14 years and has built his career in the Management systems as an Lead Auditor, Auditor and auditee for more than seven years in various sectors such as Pipeline transport, Health, Construction, Marine, Energy, etc.
Link of the recorded webinar published on YouTube: https://youtu.be/DBljEiv9tAw
3. 8-3
After reading the material in this chapter,
you should be able to:
• Specify the two basic functions of feedback and
three sources of feedback.
• Define upward feedback and 360-degree
feedback, and summarize the general tips for
giving good feedback.
• Distinguish between extrinsic and intrinsic
rewards, and give a job-related example of each
4. 8-4
After reading the material in this chapter,
you should be able to:
• Summarize the research lessons about pay for
performance, and explain why rewards often fail
to motivate employees.
• State Thorndike’s “law of effect” and explain
Skinner’s distinction between respondent and
operant behavior.
• Demonstrate your knowledge of positive
reinforcement, negative reinforcement,
punishment, and extinction and explain behavior
shaping
5. 8-5
Bolstering the Job Performance Cycle with
Feedback, Rewards, and Reinforcement
Figure 8-1
6. 8-6
Providing Effective Feedback
• Feedback – objective
information about
individual or collective
performance shared
with those in a position
to improve the
situation
7. 8-7
Two Functions of Feedback
• Instructional - clarifies roles or teaches
new behaviors
• Motivational – serves as a reward or
promise of a reward
- Can be significantly enhanced by pairing
specific, challenging goals with specific
feedback about results
8. 8-8
Sources of Feedback
• Others –
- peers, supervisors, lower-level employees,
and outsiders
• Task
• Oneself
- Self-serving bias and other perceptual
problems can contaminate this source
10. 8-10
Nontraditional Feedback
• Upward feedback –
- employees evaluate their boss
• 360-Degree feedback –
- comparison of anonymous feedback from
one’s superior, subordinates, and peers with
self-perceptions
• Typically involve multiple sources of
feedback
11. 8-11
Popularity of Nontraditional Feedback
1. Traditional performance appraisal
systems have created widespread
dissatisfaction.
2. Team-based organization structures are
replacing traditional hierarchies.
3. Multiple-rater systems are said to make
feedback more valid than single-source
feedback.
12. 8-12
Popularity of Nontraditional Feedback
4. Advanced computer network technology (the
Internet and company Intranets) greatly
facilitates multiple-rater systems.
5. Bottom-up feedback meshes nicely with the
trend toward participative management and
employee empowerment.
6. Co-workers and lower-level employees are
said to know more about a manager’s
strengths and limitations than the boss.
13. 8-13
Upward Feedback
• Managers resist upward feedbacks
programs because they believe it erodes
their authority
• Anonymous upward feedback can become
little more than a personality contest
15. 8-15
How to Make Sure Feedback Gets
Results
• Relate feedback to existing performance
goals and clear expectations.
• Give specific feedback tied to observable
behavior or measurable results.
• Channel feedback toward key result areas.
• Give feedback as soon as possible.
16. 8-16
How to Make Sure Feedback Gets
Results
• Give positive feedback for improvement,
not just final results.
• Focus feedback on performance, not
personalities.
• Base feedback on accurate and credible
information.
17. 8-17
Why Feedback Often Fails
1. Feedback is used to punish, embarrass,
or put down employees.
2. Those receiving the feedback see it as
irrelevant to their work.
3. Feedback information is provided too
late to do any good.
18. 8-18
Why Feedback Often Fails
4. People receiving feedback believe it
relates to matters beyond their control.
5. Employees complain about wasting too
much time collecting and recording
feedback data.
6. Feedback recipients complain about
feedback being too complex or difficult to
understand.
20. 8-20
Question?
What type of reward is a self-granted
reward?
A. Distinguished
B. Extrinsic
C. Instinctive
D. Intrinsic
21. 8-21
Types of Rewards
• Extrinsic rewards
– financial, material,
or social rewards
from the
environment
• Intrinsic rewards –
self-granted,
psychic rewards
23. 8-23
Pay for Performance
• Pay for
performance –
monetary incentives
tied to one’s results
or accomplishments
24. 8-24
Why Rewards Fail to Motivate
1. Too much emphasis on monetary
rewards
2. Rewards lack an “appreciation effect”
3. Extensive benefits become entitlements
4. Counterproductive behavior is rewarded
5. Too long a delay between performance
and rewards
25. 8-25
Why Rewards Fail to Motivate
6. Too many one-size-fits-all rewards
7. Use of one-shot rewards with a short-
lived motivational impact
8. Continued use of demotivating practices
such as layoffs, across-the-board raises
and cuts, and excessive executive
compensation
26. 8-26
Positive Reinforcement
• Respondent behavior – Skinner’s term for
unlearned stimulus-response reflexes
• Operant behavior – Skinner’s term for
learned, consequence-shaped behavior
27. 8-27
Thorndike’s Law of Effect
• Behavior with favorable consequences is
repeated; behavior with unfavorable
consequences disappears
Read an article on the “Law
of Effect”
29. 8-29
Question?
What does one use to make behavior occur
less often by ignoring it?
A. Positive reinforcement
B. Punishment
C. Negative reinforcement
D. Extinction
30. 8-30
Contingent Consequences
• Positive reinforcement – making
behavior occur more often by contingently
presenting something positive
• Negative reinforcement – making
behavior occur more often by contingently
withdrawing something negative
31. 8-31
Contingent Consequences
• Punishment – making behavior occur less
often by contingently presenting something
negative or withdrawing something positive
• Extinction – making behavior occur less
often by ignoring or not reinforcing it
32. 8-32
Schedules of Reinforcement
• Continuous reinforcement – reinforcing
every instance of a behavior
• Intermittent reinforcement – reinforcing
some but not all instances of behavior
- Fixed ratio
- Variable ratio
- Fixed interval
- Variable interval
33. 8-33
How to Effectively
Shape Job Behavior
1. Accommodate the process of behavioral
change.
2. Define new behavior patterns
specifically.
3. Give individuals feedback on their
performance.
4. Reinforce behavior as quickly as
possible.
5. Use powerful reinforcement.
34. 8-34
How to Effectively
Shape Job Behavior
6. Use a continuous reinforcement
schedule.
7. Use a variable reinforcement schedule
for maintenance.
8. Reward teamwork—not competition.
9. Make all rewards contingent on
performance.
10.Never take good performance for
granted.
