Human Performance Improvement (HPI) Performance Performance can be an elusive concept. It deals with the outcomes, results, and accomplishments achieved by a person, group, or organization. Too often, the term performance is confused with behavior. In human performance improvement (HPI), there is a clear distinction between these terms. A simple way to distinguish them is to view performance as the end result and behavior as a means to that end. Behaviors are thus the actions that can contribute to accomplishments, but they are not in themselves accomplishments. Stated another way, behaviors are what people take with them and accomplishments are what they leave behind. As an example, Bruce has worked at Futurescape, Inc., a software development firm, for over 10 years. His car is generally parked in the first space in the lot, evidence that he is one of the first employees to arrive at work each day. He frequently works late into the evening, and often comes in on weekends. During a typical day, Bruce appears to be serious and highly productive. He can be seen busily typing away at his computer, working through lunch, speaking with customers on the phone, and hustling from place to place through the office. He often carries a large bundle of file folders, reports, and other documents. Then there’s Stacey. Stacey has less experience than Bruce and has been with Futurescape for a little more than a year. She shows up to work each day promptly, but not a minute before starting time. Stacey works normal hours and only works evenings or weekends when deadlines must be met or when work backs up. She always takes her full lunch hour and on pleasant days takes a brisk walk through the downtown area with several colleagues. Stacey enjoys the people she works with and can often be seen socializing with them about a variety of work- and nonwork-related topics. Consider these two vignettes. What opinions did you form about Bruce and Stacey? For the most part, these brief depictions described behaviors or actions that these people exhibited. Little was said, however, about their performance. Would you be surprised to learn that Stacey consistently outperforms Bruce in virtually all areas? Too often people are judged and rewarded or punished based on the behaviors they display. For example, in many companies, the people who work long hours or appear to be busy are rewarded with promotions and bonuses, even though others who might not demonstrate these behaviors actually produce more and with higher-quality results. Organizations and managers, in many cases, place higher value on behaviors and outward appearances that people exhibit rather than on the results they produce. This is especially true in jobs and work environments where the results may be less tangible and visible, but no less important. For example, it is clearly easier to recognize the results of a salesperson in comparison to a financial analyst. The ultimate focus of HPI is on performance, r ...
Job performance refers to the level to which an employee successfully fulfills the factors included in the job description. For each job, the content of job performance may differ. Measures of job performance include quality and quantity of work performed by the employee, the accuracy and speed with which the job is performed, and the overall effectiveness of the person on the job.
Exercise 2-1: Testing Herzberg's Job Enrichment Theory
This exercise is a reanalysis of Exercise 1-2: A Motivated Time at Work (Workbook 1). It is designed to give you a “hands on” feel for Herzberg's theory by having you apply it to your own work experiences.
Your objective is to determine the degree to which the reasons that contributed to your being highly motivated correspond to Herzberg's motivator/hygiene factors. If Herzberg's theory is correct, then as an aggregate the persons doing Exercise 1-2 should have given more weight to motivator than to hygiene factors in explaining the “motivated time at work.”
Keep in mind that your own results may not fit the theory. Social scientists almost always study aggregate data in order to smooth out the idiosyncrasies of individual responses.
Step 1: Match Reasons to Herzberg’s Factors
For each reason identified in Exercise 1-2, see if you can place it alongside one of Herzberg's lists of motivator/hygiene factors. Do this on the next page. Since it is unlikely that the terms you used in doing Exercise 1-2 correspond exactly with Herzberg's terminology, you will probably have to do some translating. If one of the reasons that you listed in Exercise 1-2 doesn't seem to fit Herzberg's terms, ignore it.
When you enter the reasons from Exercise 1-2 on the lists on the next page, put in the number of the reason as it was listed in 1-2 and the weight assigned to it (e.g., #3(4) represents factor #3 which was given a weight of 4). In this way, the instructor can determine if you are classifying your Exercise 1-2 reasons correctly into Herzberg's motivator/hygiene categories.
Step 2: Total the Factors
Total the number of motivator and hygiene factors and enter the totals in the spaces provided.
Step 3: Total the Weights of the Factors
Add the weights for the motivator and hygiene factors and put the totals in the spaces provided.
Herzberg’s Motivator factors
Factor Number(S) and Weight(S) from Exercise 1-2
Achievement
Recognition
Interesting Work
Responsibility
Challenge
Professional Growth
Total Number of Factors =
Total Number of Factors =Total of Weights =
Hygiene Factors
Factor Number(S) and Weight(S) from Exercise 1-2
Supervision
Working Conditions
Interpersonal Relations
Money, Extrinsic Rewards
Company Policy
Status
Security
Total Number of Factors =
Total of Weights =
Exercise 2-2: The Job Diagnostic Survey
The following survey (modified from Hackman & Oldham, 1980) will be used in conjunction with the main ideas of this workbook. Your answers will be used to compute a score evaluating the quality of the design of the job you are presently holding. Later, you will see how your score matches a number of jobs from the private and public sectors.
As you fill out this survey, remember the primary purpose for doing so is to enhance your own learning. The more honestly you respond to the questions, the more valuable will be your learning experience.
Part 1: Characteristics of Yo.
When you discuss individual differences among your friends, you mi.docxphilipnelson29183
When you discuss individual differences among your friends, you might start by talking about your presonalities, or skills and abilities. We’ll do the same. In the chapter that follows we will discuss these and other differences. We will also discuss emotions, which we consider a key individual level process in response to personal and environmental inputs. By the end of the chapter you will have a much greater understanding of how individual differences and emotions affect a host of outcomes at the individual and group levels of OB. You also will learn some practical tips on how to use this knowledge to improve your success at school, at work, and in your larger life. Page 73 winning at work TO START FAST AND START RIGHT, BE PROACTIVE IN YOUR FIRST 30 DAYS Shannon Deegan, director of People Operations at Google, said: “We tell employees, ‘You own your career.’ . . . If an employee loves part of a job yet wanted to do it on a different team, ‘it’s cool,’ he says.”1 This is a loud endorsement for proactivity at work. And while you may never work for Google, you can still benefit from his advice. Being proactive is a benefit in many arenas of life and can be especially beneficial when starting a new job. Don’t count on your employer to do all the work in the early stages, or onboarding process, of a new job. We’ve listed seven recommendations to help you start fast and start right. SOURCE: From Jennifer King, “6 Things New Hires Should Do in the First 30 Days,” SoftwareAdvice.com, http://blog.softwareadvice.com/articles/hr/new-hire-check-list-1071312/. Reprinted with permission. 1.Come Up with Your Elevator Pitch. You only get one chance to make a first impression. So, before you start introducing yourself to everyone, figure out what you’re going to say when you meet them. 2.Understand Your Role and How You’ll Be Evaluated. The responsibilities of the job you were hired for could change by the time you start work. Reach out to your manager about what may have changed and make sure you have a clear understanding of your current role, responsibilities, and authority before you take on any projects. 3.Learn the Business. Before you can begin to contribute to an organization, you need to figure out how the company works. How does your company do business? What are its objectives? 4.Interview Your Boss. The key to being a successful new employee is helping your boss be successful. Find out what keeps your boss up at night and come up with creative ways to alleviate those worries. 5.Be Ambitious, but Have Restraint. You might be eager to start contributing right away and fixing everything you see wrong with the organization. That intention is good, but tread lightly. As a new hire you won’t have the historical context about why a policy or process may or may not need fixing. 6.Be Proactive about Your Onboarding. One day of orientation and a meet and greet with your team may be the extent of your company’s onboarding program. If so, be proactive with.
DBA 7420, Organizational Behavior and Comparative Mana.docxtienmixon
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
6. Examine how differentiating characteristics factor into organizational behavior.
6.1 Summarize motivation in organizations.
6.2 Assess work-related attitudes such as feelings about the job, organization, and people at work.
6.3 Examine emotions and their impact on the job.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Unit Lesson
Unit VII Annotated Bibliography
6.2
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
6.3
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
Reading Assignment
Chapter 3: Attitudes and Job Satisfaction, pp. 74–94
Chapter 4: Emotions and Moods, pp. 102–128
Unit Lesson
Introduction
As humans, we all deal with an influx of emotions and moods daily. How many times have you heard people
dreading that Monday was approaching? How many times have you overheard people celebrating that Friday
arrived? Life happens, and we all must deal with how we feel about that. We have all heard people identify
some as having a good attitude or a bad attitude, but what does that really mean? Many people think of
outlooks or perspectives about something when thinking about attitudes; however, it is much more complex
than that. In this unit, we will learn about emotions and moods and how they can influence our attitudes. We
will also explore how they impact the workplace and what this means for managers.
Emotions and Moods
As we begin to delve into a discussion on feelings, we need to have a solid understanding of some basic
terminology. Key words include affect, emotions, and moods. Everyone experiences each of these from time
to time; however, few fully understand the difference. Would you know how to distinguish an emotion from a
mood?
UNIT VII STUDY GUIDE
Attitudes, Emotions, and Impacts
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Whenever we experience something, it tends to affect us in some way. The effect can encompass a broad
range of feelings from good to bad. Regardless of where the effect is on the scale, it is how we feel. An
emotion, in this instance, is a short-lived feeling based upon a specific event that occurred in our life (Robbins
& Judge, 2019). In contrast, a mood is more of a longer-term emotion that is less intense and not necessarily
specific to a life event.
When we consider the many events that occur in the workplace, any of these may trigger an emotion or lead
to a mood. What sets many of us apart from others is something known as emotional intelligence. This
emotional intelligence is an ability to not only be in tune with our emotions and that of others. We need to be
able to understand how we should handle and respond to t.
DBA 7420, Organizational Behavior and Comparative Mana.docxmarilynnhoare
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
6. Examine how differentiating characteristics factor into organizational behavior.
6.1 Summarize motivation in organizations.
6.2 Assess work-related attitudes such as feelings about the job, organization, and people at work.
6.3 Examine emotions and their impact on the job.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Unit Lesson
Unit VII Annotated Bibliography
6.2
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
6.3
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
Reading Assignment
Chapter 3: Attitudes and Job Satisfaction, pp. 74–94
Chapter 4: Emotions and Moods, pp. 102–128
Unit Lesson
Introduction
As humans, we all deal with an influx of emotions and moods daily. How many times have you heard people
dreading that Monday was approaching? How many times have you overheard people celebrating that Friday
arrived? Life happens, and we all must deal with how we feel about that. We have all heard people identify
some as having a good attitude or a bad attitude, but what does that really mean? Many people think of
outlooks or perspectives about something when thinking about attitudes; however, it is much more complex
than that. In this unit, we will learn about emotions and moods and how they can influence our attitudes. We
will also explore how they impact the workplace and what this means for managers.
Emotions and Moods
As we begin to delve into a discussion on feelings, we need to have a solid understanding of some basic
terminology. Key words include affect, emotions, and moods. Everyone experiences each of these from time
to time; however, few fully understand the difference. Would you know how to distinguish an emotion from a
mood?
UNIT VII STUDY GUIDE
Attitudes, Emotions, and Impacts
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Whenever we experience something, it tends to affect us in some way. The effect can encompass a broad
range of feelings from good to bad. Regardless of where the effect is on the scale, it is how we feel. An
emotion, in this instance, is a short-lived feeling based upon a specific event that occurred in our life (Robbins
& Judge, 2019). In contrast, a mood is more of a longer-term emotion that is less intense and not necessarily
specific to a life event.
When we consider the many events that occur in the workplace, any of these may trigger an emotion or lead
to a mood. What sets many of us apart from others is something known as emotional intelligence. This
emotional intelligence is an ability to not only be in tune with our emotions and that of others. We need to be
able to understand how we should handle and respond to t.
Assignment 2 1 of 32Exercise 2-1 Testing Herzbergs Job .docxsherni1
Assignment 2 1 of 32
Exercise 2-1: Testing Herzberg's Job Enrichment Theory
This exercise is a reanalysis of Exercise 1-2: A Motivated Time at Work (Workbook 1). It is designed to give you a “hands on” feel for Herzberg's theory by having you apply it to your own work experiences.
Your objective is to determine the degree to which the reasons that contributed to your being highly motivated correspond to Herzberg's motivator/hygiene factors. If Herzberg's theory is correct, then as an aggregate the persons doing Exercise 1-2 should have given more weight to motivator than to hygiene factors in explaining the “motivated time at work.”
Keep in mind that your own results may not fit the theory. Social scientists almost always study aggregate data in order to smooth out the idiosyncrasies of individual responses.
Step 1: Match Reasons to Herzberg’s Factors
For each reason identified in Exercise 1-2, see if you can place it alongside one of Herzberg's lists of motivator/hygiene factors. Do this on the next page. Since it is unlikely that the terms you used in doing Exercise 1-2 correspond exactly with Herzberg's terminology, you will probably have to do some translating. If one of the reasons that you listed in Exercise 1-2 doesn't seem to fit Herzberg's terms, ignore it.
When you enter the reasons from Exercise 1-2 on the lists on the next page, put in the number of the reason as it was listed in 1-2 and the weight assigned to it (e.g., #3(4) represents factor #3 which was given a weight of 4). In this way, the instructor can determine if you are classifying your Exercise 1-2 reasons correctly into Herzberg's motivator/hygiene categories.
Step 2: Total the Factors
Total the number of motivator and hygiene factors and enter the totals in the spaces provided.
Step 3: Total the Weights of the Factors
Add the weights for the motivator and hygiene factors and put the totals in the spaces provided.
Herzberg’s Motivator factors
Factor Number(S) and Weight(S) from Exercise 1-2
Achievement
Recognition
Interesting Work
Responsibility
Challenge
Professional Growth
Total Number of Factors =
Total Number of Factors =Total of Weights =
Hygiene Factors
Factor Number(S) and Weight(S) from Exercise 1-2
Supervision
Working Conditions
Interpersonal Relations
Money, Extrinsic Rewards
Company Policy
Status
Security
Total Number of Factors =
Total of Weights =
Exercise 2-2: The Job Diagnostic Survey
The following survey (modified from Hackman & Oldham, 1980) will be used in conjunction with the main ideas of this workbook. Your answers will be used to compute a score evaluating the quality of the design of the job you are presently holding. Later, you will see how your score matches a number of jobs from the private and public sectors.
As you fill out this survey, remember the primary purpose for doing so is to enhance your own learning. The more honestly you respond to the questions, the more valuable will be your learning experience.
Part 1 ...
The document discusses performance management, which involves defining objectives, reviewing performance, and rewarding achievement. It notes that planning is crucial and stakeholder expectations should drive performance management. A well-implemented process provides benefits like improved performance, training, and equitable compensation. Key factors for success include relevance to strategy, consistent measurement, ability to differentiate performance, and legal compliance. The document then discusses personality traits and their impact in an organizational context.
This document discusses job satisfaction, including its meaning, importance, factors that influence it, and theories about it. Some key points:
- Job satisfaction refers to an employee's general attitude towards their job based on specific attitudes about job factors, the industry, and relationships outside work. It impacts productivity, turnover, absenteeism and morale.
- Important factors that influence job satisfaction include mentally challenging work, equitable rewards like fair pay, supportive working conditions, and supportive colleagues.
- Theories about job satisfaction include Herzberg's two-factor theory which proposes that satisfaction and dissatisfaction are independent, with satisfaction coming from motivators like achievement and dissatisfaction from hygiene factors like pay.
- Job
Job performance refers to the level to which an employee successfully fulfills the factors included in the job description. For each job, the content of job performance may differ. Measures of job performance include quality and quantity of work performed by the employee, the accuracy and speed with which the job is performed, and the overall effectiveness of the person on the job.
Exercise 2-1: Testing Herzberg's Job Enrichment Theory
This exercise is a reanalysis of Exercise 1-2: A Motivated Time at Work (Workbook 1). It is designed to give you a “hands on” feel for Herzberg's theory by having you apply it to your own work experiences.
Your objective is to determine the degree to which the reasons that contributed to your being highly motivated correspond to Herzberg's motivator/hygiene factors. If Herzberg's theory is correct, then as an aggregate the persons doing Exercise 1-2 should have given more weight to motivator than to hygiene factors in explaining the “motivated time at work.”
Keep in mind that your own results may not fit the theory. Social scientists almost always study aggregate data in order to smooth out the idiosyncrasies of individual responses.
Step 1: Match Reasons to Herzberg’s Factors
For each reason identified in Exercise 1-2, see if you can place it alongside one of Herzberg's lists of motivator/hygiene factors. Do this on the next page. Since it is unlikely that the terms you used in doing Exercise 1-2 correspond exactly with Herzberg's terminology, you will probably have to do some translating. If one of the reasons that you listed in Exercise 1-2 doesn't seem to fit Herzberg's terms, ignore it.
When you enter the reasons from Exercise 1-2 on the lists on the next page, put in the number of the reason as it was listed in 1-2 and the weight assigned to it (e.g., #3(4) represents factor #3 which was given a weight of 4). In this way, the instructor can determine if you are classifying your Exercise 1-2 reasons correctly into Herzberg's motivator/hygiene categories.
Step 2: Total the Factors
Total the number of motivator and hygiene factors and enter the totals in the spaces provided.
Step 3: Total the Weights of the Factors
Add the weights for the motivator and hygiene factors and put the totals in the spaces provided.
Herzberg’s Motivator factors
Factor Number(S) and Weight(S) from Exercise 1-2
Achievement
Recognition
Interesting Work
Responsibility
Challenge
Professional Growth
Total Number of Factors =
Total Number of Factors =Total of Weights =
Hygiene Factors
Factor Number(S) and Weight(S) from Exercise 1-2
Supervision
Working Conditions
Interpersonal Relations
Money, Extrinsic Rewards
Company Policy
Status
Security
Total Number of Factors =
Total of Weights =
Exercise 2-2: The Job Diagnostic Survey
The following survey (modified from Hackman & Oldham, 1980) will be used in conjunction with the main ideas of this workbook. Your answers will be used to compute a score evaluating the quality of the design of the job you are presently holding. Later, you will see how your score matches a number of jobs from the private and public sectors.
As you fill out this survey, remember the primary purpose for doing so is to enhance your own learning. The more honestly you respond to the questions, the more valuable will be your learning experience.
Part 1: Characteristics of Yo.
When you discuss individual differences among your friends, you mi.docxphilipnelson29183
When you discuss individual differences among your friends, you might start by talking about your presonalities, or skills and abilities. We’ll do the same. In the chapter that follows we will discuss these and other differences. We will also discuss emotions, which we consider a key individual level process in response to personal and environmental inputs. By the end of the chapter you will have a much greater understanding of how individual differences and emotions affect a host of outcomes at the individual and group levels of OB. You also will learn some practical tips on how to use this knowledge to improve your success at school, at work, and in your larger life. Page 73 winning at work TO START FAST AND START RIGHT, BE PROACTIVE IN YOUR FIRST 30 DAYS Shannon Deegan, director of People Operations at Google, said: “We tell employees, ‘You own your career.’ . . . If an employee loves part of a job yet wanted to do it on a different team, ‘it’s cool,’ he says.”1 This is a loud endorsement for proactivity at work. And while you may never work for Google, you can still benefit from his advice. Being proactive is a benefit in many arenas of life and can be especially beneficial when starting a new job. Don’t count on your employer to do all the work in the early stages, or onboarding process, of a new job. We’ve listed seven recommendations to help you start fast and start right. SOURCE: From Jennifer King, “6 Things New Hires Should Do in the First 30 Days,” SoftwareAdvice.com, http://blog.softwareadvice.com/articles/hr/new-hire-check-list-1071312/. Reprinted with permission. 1.Come Up with Your Elevator Pitch. You only get one chance to make a first impression. So, before you start introducing yourself to everyone, figure out what you’re going to say when you meet them. 2.Understand Your Role and How You’ll Be Evaluated. The responsibilities of the job you were hired for could change by the time you start work. Reach out to your manager about what may have changed and make sure you have a clear understanding of your current role, responsibilities, and authority before you take on any projects. 3.Learn the Business. Before you can begin to contribute to an organization, you need to figure out how the company works. How does your company do business? What are its objectives? 4.Interview Your Boss. The key to being a successful new employee is helping your boss be successful. Find out what keeps your boss up at night and come up with creative ways to alleviate those worries. 5.Be Ambitious, but Have Restraint. You might be eager to start contributing right away and fixing everything you see wrong with the organization. That intention is good, but tread lightly. As a new hire you won’t have the historical context about why a policy or process may or may not need fixing. 6.Be Proactive about Your Onboarding. One day of orientation and a meet and greet with your team may be the extent of your company’s onboarding program. If so, be proactive with.
DBA 7420, Organizational Behavior and Comparative Mana.docxtienmixon
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
6. Examine how differentiating characteristics factor into organizational behavior.
6.1 Summarize motivation in organizations.
6.2 Assess work-related attitudes such as feelings about the job, organization, and people at work.
6.3 Examine emotions and their impact on the job.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Unit Lesson
Unit VII Annotated Bibliography
6.2
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
6.3
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
Reading Assignment
Chapter 3: Attitudes and Job Satisfaction, pp. 74–94
Chapter 4: Emotions and Moods, pp. 102–128
Unit Lesson
Introduction
As humans, we all deal with an influx of emotions and moods daily. How many times have you heard people
dreading that Monday was approaching? How many times have you overheard people celebrating that Friday
arrived? Life happens, and we all must deal with how we feel about that. We have all heard people identify
some as having a good attitude or a bad attitude, but what does that really mean? Many people think of
outlooks or perspectives about something when thinking about attitudes; however, it is much more complex
than that. In this unit, we will learn about emotions and moods and how they can influence our attitudes. We
will also explore how they impact the workplace and what this means for managers.
Emotions and Moods
As we begin to delve into a discussion on feelings, we need to have a solid understanding of some basic
terminology. Key words include affect, emotions, and moods. Everyone experiences each of these from time
to time; however, few fully understand the difference. Would you know how to distinguish an emotion from a
mood?
UNIT VII STUDY GUIDE
Attitudes, Emotions, and Impacts
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Whenever we experience something, it tends to affect us in some way. The effect can encompass a broad
range of feelings from good to bad. Regardless of where the effect is on the scale, it is how we feel. An
emotion, in this instance, is a short-lived feeling based upon a specific event that occurred in our life (Robbins
& Judge, 2019). In contrast, a mood is more of a longer-term emotion that is less intense and not necessarily
specific to a life event.
When we consider the many events that occur in the workplace, any of these may trigger an emotion or lead
to a mood. What sets many of us apart from others is something known as emotional intelligence. This
emotional intelligence is an ability to not only be in tune with our emotions and that of others. We need to be
able to understand how we should handle and respond to t.
DBA 7420, Organizational Behavior and Comparative Mana.docxmarilynnhoare
DBA 7420, Organizational Behavior and Comparative Management 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
6. Examine how differentiating characteristics factor into organizational behavior.
6.1 Summarize motivation in organizations.
6.2 Assess work-related attitudes such as feelings about the job, organization, and people at work.
6.3 Examine emotions and their impact on the job.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Unit Lesson
Unit VII Annotated Bibliography
6.2
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
6.3
Unit Lesson
Chapter 3, pp. 74–94
Chapter 4, pp. 102–128
Unit VII Annotated Bibliography
Reading Assignment
Chapter 3: Attitudes and Job Satisfaction, pp. 74–94
Chapter 4: Emotions and Moods, pp. 102–128
Unit Lesson
Introduction
As humans, we all deal with an influx of emotions and moods daily. How many times have you heard people
dreading that Monday was approaching? How many times have you overheard people celebrating that Friday
arrived? Life happens, and we all must deal with how we feel about that. We have all heard people identify
some as having a good attitude or a bad attitude, but what does that really mean? Many people think of
outlooks or perspectives about something when thinking about attitudes; however, it is much more complex
than that. In this unit, we will learn about emotions and moods and how they can influence our attitudes. We
will also explore how they impact the workplace and what this means for managers.
Emotions and Moods
As we begin to delve into a discussion on feelings, we need to have a solid understanding of some basic
terminology. Key words include affect, emotions, and moods. Everyone experiences each of these from time
to time; however, few fully understand the difference. Would you know how to distinguish an emotion from a
mood?
UNIT VII STUDY GUIDE
Attitudes, Emotions, and Impacts
DBA 7420, Organizational Behavior and Comparative Management 2
UNIT x STUDY GUIDE
Title
Whenever we experience something, it tends to affect us in some way. The effect can encompass a broad
range of feelings from good to bad. Regardless of where the effect is on the scale, it is how we feel. An
emotion, in this instance, is a short-lived feeling based upon a specific event that occurred in our life (Robbins
& Judge, 2019). In contrast, a mood is more of a longer-term emotion that is less intense and not necessarily
specific to a life event.
When we consider the many events that occur in the workplace, any of these may trigger an emotion or lead
to a mood. What sets many of us apart from others is something known as emotional intelligence. This
emotional intelligence is an ability to not only be in tune with our emotions and that of others. We need to be
able to understand how we should handle and respond to t.
Assignment 2 1 of 32Exercise 2-1 Testing Herzbergs Job .docxsherni1
Assignment 2 1 of 32
Exercise 2-1: Testing Herzberg's Job Enrichment Theory
This exercise is a reanalysis of Exercise 1-2: A Motivated Time at Work (Workbook 1). It is designed to give you a “hands on” feel for Herzberg's theory by having you apply it to your own work experiences.
Your objective is to determine the degree to which the reasons that contributed to your being highly motivated correspond to Herzberg's motivator/hygiene factors. If Herzberg's theory is correct, then as an aggregate the persons doing Exercise 1-2 should have given more weight to motivator than to hygiene factors in explaining the “motivated time at work.”
Keep in mind that your own results may not fit the theory. Social scientists almost always study aggregate data in order to smooth out the idiosyncrasies of individual responses.
Step 1: Match Reasons to Herzberg’s Factors
For each reason identified in Exercise 1-2, see if you can place it alongside one of Herzberg's lists of motivator/hygiene factors. Do this on the next page. Since it is unlikely that the terms you used in doing Exercise 1-2 correspond exactly with Herzberg's terminology, you will probably have to do some translating. If one of the reasons that you listed in Exercise 1-2 doesn't seem to fit Herzberg's terms, ignore it.
When you enter the reasons from Exercise 1-2 on the lists on the next page, put in the number of the reason as it was listed in 1-2 and the weight assigned to it (e.g., #3(4) represents factor #3 which was given a weight of 4). In this way, the instructor can determine if you are classifying your Exercise 1-2 reasons correctly into Herzberg's motivator/hygiene categories.
Step 2: Total the Factors
Total the number of motivator and hygiene factors and enter the totals in the spaces provided.
Step 3: Total the Weights of the Factors
Add the weights for the motivator and hygiene factors and put the totals in the spaces provided.
Herzberg’s Motivator factors
Factor Number(S) and Weight(S) from Exercise 1-2
Achievement
Recognition
Interesting Work
Responsibility
Challenge
Professional Growth
Total Number of Factors =
Total Number of Factors =Total of Weights =
Hygiene Factors
Factor Number(S) and Weight(S) from Exercise 1-2
Supervision
Working Conditions
Interpersonal Relations
Money, Extrinsic Rewards
Company Policy
Status
Security
Total Number of Factors =
Total of Weights =
Exercise 2-2: The Job Diagnostic Survey
The following survey (modified from Hackman & Oldham, 1980) will be used in conjunction with the main ideas of this workbook. Your answers will be used to compute a score evaluating the quality of the design of the job you are presently holding. Later, you will see how your score matches a number of jobs from the private and public sectors.
As you fill out this survey, remember the primary purpose for doing so is to enhance your own learning. The more honestly you respond to the questions, the more valuable will be your learning experience.
Part 1 ...
The document discusses performance management, which involves defining objectives, reviewing performance, and rewarding achievement. It notes that planning is crucial and stakeholder expectations should drive performance management. A well-implemented process provides benefits like improved performance, training, and equitable compensation. Key factors for success include relevance to strategy, consistent measurement, ability to differentiate performance, and legal compliance. The document then discusses personality traits and their impact in an organizational context.
This document discusses job satisfaction, including its meaning, importance, factors that influence it, and theories about it. Some key points:
- Job satisfaction refers to an employee's general attitude towards their job based on specific attitudes about job factors, the industry, and relationships outside work. It impacts productivity, turnover, absenteeism and morale.
- Important factors that influence job satisfaction include mentally challenging work, equitable rewards like fair pay, supportive working conditions, and supportive colleagues.
- Theories about job satisfaction include Herzberg's two-factor theory which proposes that satisfaction and dissatisfaction are independent, with satisfaction coming from motivators like achievement and dissatisfaction from hygiene factors like pay.
- Job
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 job enrichment and the Job Characteristics Model developed by Hackman and Oldham. It provides an overview of the model, which identifies 5 core job characteristics (skill variety, task identity, task significance, autonomy, and feedback) that can be enriched to improve motivation. When these characteristics are enriched, they positively impact 3 critical psychological states and lead to improved personal and work outcomes. The document also discusses research supporting the model and provides examples of how jobs can be enriched through approaches like vertical loading, natural grouping, and opening feedback channels.
Work performance characteristics and examplesssuser01cae4
Work performance is defined as how well an employee performs their job duties and responsibilities. It is studied in industrial and organizational psychology and is a key part of human resource management. Work performance is evaluated individually and looks at the effort an employee puts forth. It is generally assessed by the human resources department and considers factors like results, how well the job fits the organization's goals, different types of behaviors, effort, and helping coworkers. Work performance is a multidimensional concept that considers both task-specific behaviors and non-task behaviors. Properly evaluating work performance is important for business success and increased employee motivation.
- Job satisfaction is defined as positive feelings about one's job resulting from an evaluation of job characteristics. It is one of the most important attitudes in organizational behavior because it affects productivity, customer loyalty, absenteeism, and well-being.
- Key factors that influence job satisfaction include salary, the work itself, promotion opportunities, quality of supervision, relationships with coworkers, working conditions, and job security.
- Job satisfaction can be measured using single global rating methods like scales or summation score methods that evaluate feelings towards multiple job elements and create an overall score. High job satisfaction is associated with benefits like high productivity and low turnover.
The document provides tips on writing an effective resignation letter for employees. It recommends keeping the letter brief and to the point by stating the intention to resign, referring to the notice period, and optionally thanking the company for the experience gained. It advises against including reasons for leaving, as there is a risk of misunderstanding that could remain in HR records. The document also contains information on recent recruitment trends focusing on candidate rights and privacy, essential skills for effective work like time management and communication, managing stress, and the importance of ongoing career development and learning.
This document discusses 10 traits of work ethics that can enhance career opportunities: attendance, respect, character, appearance, cooperation, attitude, communication, organizational skills, teamwork, and productivity. It provides examples and explanations for each trait, emphasizing their importance in the workplace for both employees and employers. Regular attendance, respect among coworkers, a positive attitude, strong communication, and cooperation across an organization are some of the key traits highlighted.
InstructionsThis assignment will be checked using anti-plagia.docxdirkrplav
Instructions:
This assignment will be checked using anti-plagiarism software and returned to your instructor with an originality report.
After Completion of Lab 2, Students Must complete a one page paper on a topic of their choice from the material covered in Lab 2.
It should include your name and a topic title.
It should be 1 page, 12 pt font, double spaced.
References (with whatever format you are comfortable using)should be included at the end of your paper.
This assignment is due by the Sunday, 15 November, at 11:55pm MST. (Students with Makeup Lab approval will complete the assignment after Makeup Lab).
Please attach using one of the following formats (.doc .pdf or .txt)
Turn the paper into the "Exams, Lab Reports and Research Paper" Link For Lab 1 Report.
Grading Criteria:
Lab Report Must be at least one page. (-5 for shortness of submission).
Additional page with References (use reference format you are familiar using) (-5 for no references).
Lab Report must explain how topic is discovered, developed, and applied....not a restatement of the Lab Activity. (-5 for explaining the Lab Activity).
Turn in your Report on time. (- 5 points deducted per week for late submissions!!! )
Choose ONE of the following topics:
-Light Box II: Color.
-Rainbow.
-Blue Sky.
-Interference.
-Polarizers.
-Ultraviolet Light.
-Infrared Light. (IR).
-Computer Optical Microscope.
-X-ray Fluorescence.
-Scanning Electron Microscopy.
-Optical Microscopy.
“When you’re a Spy, your job title can be anything, from Manager to Waiter, even criminal. The reason for the multitude of names? As a Spy, your job is to gather information from a range of sources, and you need to do it in any way you can. That includes putting on a disguise.
There are a few different paths that you can take to get into this career, and you can focus on a range of specialties, from technical to languages. The title “Spy” isn’t really used anymore. Instead, you’re now called a Covert Investigator or, more broadly, a CIA Agent. Whatever the title, it means you investigate and protect US interests abroad.
You investigate things like terrorism, fraud, corrupt governments, and a wide variety of other crimes. Your job is to keep Policymakers and the President of the United States aware and informed on the happenings around the world.
You can find the information you need in a lot of different ways. You might get to go undercover and pretend to be a different person, but for the most part, your job is much more routine. You carry out interviews with informants and allied Agents, analyze data, and read through research. You look for possible international problems, such as civil unrest, war, famine—anything that can cause problems for the United States.
This job involves a lot of collaboration and communication. You work with other Agents, international police forces, or informants. The informants you work with are usually average people, so the ability to speak their language is a big plus.”.
A discussion of how to manage employee performance taking into account how people’s actions affect and are influenced by the behaviors of their fellow team members, work groups and organizations.
Individual Effectiveness and Career SuccessZsuzsanna Vida
Identify career path preferences, how to be more effective in communication, improve work-relationships, discover need for change and its career implications, leadership potential and development needs, etc. Your motivational patterns are the key to individual effectiveness and your career success.
Lesson 2 personality, attitude & work behaviorMarites Teope
This chapter discusses how personality, attitudes, and work behaviors affect how managers plan, organize, lead and control (P-O-L-C). It explains that individuals have different personalities and values that influence their work behaviors. The chapter focuses on the Big Five personality traits of openness, conscientiousness, extraversion, agreeableness, and neuroticism. It describes how each trait relates to work behaviors and performance. The chapter also discusses other personality dimensions like self-monitoring and proactive personality that impact work.
Learning Activity #1Using the side bars found in this weeks con.docxcharlieppalmer35273
Learning Activity #1
Using the side bars found in this week's content tab, along with our reading material, explain how the trends are altering or making job performance harder to manage.
Be sure to identify in the answer what is meant by job performance.
Explain how the trend affects performance behavior.
Identify the challenge the trend has for the manager.
Learning Activity #2
Using the side bars found in this week's content tab, along with our reading material, explain how the trends are altering or making job commitment harder to manage.
Be sure to identify in the answer what is meant by job commitment.
Explain how the trend affects job commitment.
Identify the challenge the trend has for the manager.
Reading material:
By now, you might be asking yourself: Who is responsible for Organizational Behavior in an organization? In a sense, the answer is everyone! Although Organizational Behavior is an area of study, it cuts across all areas of organizational functioning.
Managers in all departments must know how to motivate their employees, how to keep people satisfied with their jobs, how to communicate fairly, how to make teams function effectively, and how to design jobs most effectively. In short, dealing with people at work is everybody’s responsibility. So, no matter what job you do in a company knowing something about Organizational Behavior is sure to help you do it better.
There are two goals every effective organization needs its employees to meet, strong job performance and organizational commitment. Coincidentally, most employees are concerned with two goals in their work life, doing a job well and to remain working for a company that they respect. In the weeks to come we will look at the skills needed by managers to create the behavioral synergy needed between employee and organization to meet the primary goals of employee job performance and commitment. This week we will examine the characteristic behavior that defines “good” job performance and organizational commitment.
THEME # 1: Job Performance: What is it and what is considered good job performance?
We start our discussion this week with job performance. Understanding our own performance behavior is important to every employee and understanding the performance of an employee within their unit or division is critical for managerial success.
Job Performance is formally defined as the value of the set of employee behaviors that contribute either positively or negatively to organizational goal accomplishment. (Coquitt,J., Lepine, J., & Wesson, M., 2013) Defining good and bad performance this way suggest behaviors in the workplace that are within employee control while defining those that are not acceptable. For example, if you were a waiter at a restaurant that prides itself on service and you texted your boyfriend during your break that behavior is not relevant to job performance. However, if you were texting in the kitchen resulting in the delay of food .
Performance appraisals are fundamental to the positive growth and development of any organization. However, the manner in which they are conducted should be carefully chosen. Using them as a weapon to hurt the sentiments of any employee indicates misuse of a vital organization development technique. The end result that an organization must aspire for is the use of smart performance appraisal as a tool to cut down on wasteful operations and processes, instead of chopping down people.
Memphis business journal.supervisors' interactions with employees make a diff...Barbara Richman, SPHR
Supervisors play a pivotal role in influencing employees' perceptions and engagement through day-to-day interactions. While supervisors are not responsible for high-level decisions, their impact is still significant through communicating, providing feedback, and eliciting employee input. The way supervisors interact with employees can increase their commitment to the job and organization. Effective supervision focuses on building trust, fostering respect, recognizing contributions, communicating positively, and maintaining open communication.
Memphis business journal.supervisors' interactions with employees make a diff...Barbara Richman, SPHR
Supervisors play a pivotal role in influencing employees' perceptions and engagement through day-to-day interactions. While supervisors are not responsible for high-level decisions, their impact is still significant through communicating, providing feedback, and eliciting input from employees. The way supervisors interact with employees can increase their commitment to the job and organization. Effective supervisors build trust, foster respect, recognize contributions, maintain open communication, and view employees as valuable individuals.
Memphis business journal.supervisors' interactions with employees make a diff...Barbara Richman, SPHR
Supervisors play a pivotal role in influencing employees' perceptions and engagement through day-to-day interactions. While supervisors are not responsible for high-level decisions, their impact is still significant through communicating, providing feedback, and eliciting input from employees. The way supervisors interact with employees can increase their commitment to the job and organization. The article provides 14 tips for supervisors to focus on effective interactions with employees, such as building trust, recognizing contributions, maintaining open communication, and viewing leadership as continual learning.
This document provides guidance on how to rate workplace satisfaction. It explains that workplaces vary significantly in their structure, management styles, and treatment of employees. To compare workplaces, it recommends measuring employee satisfaction across three dimensions: connection, appreciation, and trust. Employees are asked to rate their workplace from 1 to 5 stars in each of these areas to calculate an overall satisfaction score. Providing honest ratings can help both employees and management better understand how happy or unhappy workers feel in their current job. It also helps job seekers identify workplaces that are more likely to meet their needs and preferences.
This document is a case study and analysis of job satisfaction and dissatisfaction among workers at Nalco Water India Limited in West Bengal. It includes an introduction discussing approaches to measuring job satisfaction, such as overall ratings and ratings of specific job facets. The consequences of job satisfaction, like improved performance and reduced absenteeism and turnover, are also examined. The document consists of sections on literature review, aims of the study, methods, results, suggestions, conclusions and limitations.
Lori Goler is the head of People at Facebook. Janelle Gal.docxjeremylockett77
Lori Goler is the head
of People at Facebook.
Janelle Gale is the head
of HR Business Partners
at Facebook. Adam Grant
is a professor at Wharton,
a Facebook consultant,
and the author of Originals
and Give and Take.
ZS
U
ZS
A
N
N
A
IL
IJ
IN
HBR.ORG
Let’s Not Kill
Performance
Evaluations Yet
Facebook’s experience shows
why they can still be valuable.
BY LORI GOLER, JANELLE GALE, AND ADAM GRANT
November 2016 Harvard Business Review 91
LET’S NOT KILL PERFORMANCE EVALUATIONS YET
tThe reality is, even when companies get rid of performance evaluations, ratings still exist. Employees just can’t see them. Ratings are done sub-jectively, behind the scenes, and without input from the people being evaluated.
Performance is the value of employees’ contribu-
tions to the organization over time. And that value
needs to be assessed in some way. Decisions about
pay and promotions have to be made. As research-
ers pointed out in a recent debate in Industrial and
Organizational Psychology, “Performance is always
rated in some manner.” If you don’t have formal
evaluations, the ratings will be hidden in a black box.
At Facebook we analyzed our performance man-
agement system a few years ago. We conducted fo-
cus groups and a follow-up survey with more than
300 people. The feedback was clear: 87% of people
wanted to keep performance ratings.
Yes, performance evaluations have costs—but
they have benefits, too. We decided to hang on
to them for three reasons: fairness, transparency,
and development.
Making Things Fair
We all want performance evaluations to be fair. That
isn’t always the outcome, but as more than 9,000
managers and employees reported in a global sur-
vey by CEB, not having evaluations is worse. Every
organization has people who are unhappy with their
bonuses or disappointed that they weren’t pro-
moted. But research has long shown that when the
process is fair, employees are more willing to accept
undesirable outcomes. A fair process exists when
evaluators are credible and motivated to get it right,
and employees have a voice. Without evaluations,
people are left in the dark about who is gauging their
contributions and how.
At Facebook, to mitigate bias and do things sys-
tematically, we start by having peers write evalua-
tions. They share them not just with managers but
also, in most cases, with one another—which reflects
the company’s core values of openness and transpar-
ency. Then decisions are made about performance:
Managers sit together and discuss their reports
face-to-face, defending and championing, debating
and deliberating, and incorporating peer feedback.
Here the goal is to minimize the “idiosyncratic rater
effect”—also known as personal opinion. People
aren’t unduly punished when individual managers
are hard graders or unfairly rewarded when they’re
easy graders.
Next managers write the performance reviews.
We have a team of analysts who examine evalua-
tions f.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
More Related Content
Similar to Human Performance Improvement (HPI) Performance Performance can be.docx
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 job enrichment and the Job Characteristics Model developed by Hackman and Oldham. It provides an overview of the model, which identifies 5 core job characteristics (skill variety, task identity, task significance, autonomy, and feedback) that can be enriched to improve motivation. When these characteristics are enriched, they positively impact 3 critical psychological states and lead to improved personal and work outcomes. The document also discusses research supporting the model and provides examples of how jobs can be enriched through approaches like vertical loading, natural grouping, and opening feedback channels.
Work performance characteristics and examplesssuser01cae4
Work performance is defined as how well an employee performs their job duties and responsibilities. It is studied in industrial and organizational psychology and is a key part of human resource management. Work performance is evaluated individually and looks at the effort an employee puts forth. It is generally assessed by the human resources department and considers factors like results, how well the job fits the organization's goals, different types of behaviors, effort, and helping coworkers. Work performance is a multidimensional concept that considers both task-specific behaviors and non-task behaviors. Properly evaluating work performance is important for business success and increased employee motivation.
- Job satisfaction is defined as positive feelings about one's job resulting from an evaluation of job characteristics. It is one of the most important attitudes in organizational behavior because it affects productivity, customer loyalty, absenteeism, and well-being.
- Key factors that influence job satisfaction include salary, the work itself, promotion opportunities, quality of supervision, relationships with coworkers, working conditions, and job security.
- Job satisfaction can be measured using single global rating methods like scales or summation score methods that evaluate feelings towards multiple job elements and create an overall score. High job satisfaction is associated with benefits like high productivity and low turnover.
The document provides tips on writing an effective resignation letter for employees. It recommends keeping the letter brief and to the point by stating the intention to resign, referring to the notice period, and optionally thanking the company for the experience gained. It advises against including reasons for leaving, as there is a risk of misunderstanding that could remain in HR records. The document also contains information on recent recruitment trends focusing on candidate rights and privacy, essential skills for effective work like time management and communication, managing stress, and the importance of ongoing career development and learning.
This document discusses 10 traits of work ethics that can enhance career opportunities: attendance, respect, character, appearance, cooperation, attitude, communication, organizational skills, teamwork, and productivity. It provides examples and explanations for each trait, emphasizing their importance in the workplace for both employees and employers. Regular attendance, respect among coworkers, a positive attitude, strong communication, and cooperation across an organization are some of the key traits highlighted.
InstructionsThis assignment will be checked using anti-plagia.docxdirkrplav
Instructions:
This assignment will be checked using anti-plagiarism software and returned to your instructor with an originality report.
After Completion of Lab 2, Students Must complete a one page paper on a topic of their choice from the material covered in Lab 2.
It should include your name and a topic title.
It should be 1 page, 12 pt font, double spaced.
References (with whatever format you are comfortable using)should be included at the end of your paper.
This assignment is due by the Sunday, 15 November, at 11:55pm MST. (Students with Makeup Lab approval will complete the assignment after Makeup Lab).
Please attach using one of the following formats (.doc .pdf or .txt)
Turn the paper into the "Exams, Lab Reports and Research Paper" Link For Lab 1 Report.
Grading Criteria:
Lab Report Must be at least one page. (-5 for shortness of submission).
Additional page with References (use reference format you are familiar using) (-5 for no references).
Lab Report must explain how topic is discovered, developed, and applied....not a restatement of the Lab Activity. (-5 for explaining the Lab Activity).
Turn in your Report on time. (- 5 points deducted per week for late submissions!!! )
Choose ONE of the following topics:
-Light Box II: Color.
-Rainbow.
-Blue Sky.
-Interference.
-Polarizers.
-Ultraviolet Light.
-Infrared Light. (IR).
-Computer Optical Microscope.
-X-ray Fluorescence.
-Scanning Electron Microscopy.
-Optical Microscopy.
“When you’re a Spy, your job title can be anything, from Manager to Waiter, even criminal. The reason for the multitude of names? As a Spy, your job is to gather information from a range of sources, and you need to do it in any way you can. That includes putting on a disguise.
There are a few different paths that you can take to get into this career, and you can focus on a range of specialties, from technical to languages. The title “Spy” isn’t really used anymore. Instead, you’re now called a Covert Investigator or, more broadly, a CIA Agent. Whatever the title, it means you investigate and protect US interests abroad.
You investigate things like terrorism, fraud, corrupt governments, and a wide variety of other crimes. Your job is to keep Policymakers and the President of the United States aware and informed on the happenings around the world.
You can find the information you need in a lot of different ways. You might get to go undercover and pretend to be a different person, but for the most part, your job is much more routine. You carry out interviews with informants and allied Agents, analyze data, and read through research. You look for possible international problems, such as civil unrest, war, famine—anything that can cause problems for the United States.
This job involves a lot of collaboration and communication. You work with other Agents, international police forces, or informants. The informants you work with are usually average people, so the ability to speak their language is a big plus.”.
A discussion of how to manage employee performance taking into account how people’s actions affect and are influenced by the behaviors of their fellow team members, work groups and organizations.
Individual Effectiveness and Career SuccessZsuzsanna Vida
Identify career path preferences, how to be more effective in communication, improve work-relationships, discover need for change and its career implications, leadership potential and development needs, etc. Your motivational patterns are the key to individual effectiveness and your career success.
Lesson 2 personality, attitude & work behaviorMarites Teope
This chapter discusses how personality, attitudes, and work behaviors affect how managers plan, organize, lead and control (P-O-L-C). It explains that individuals have different personalities and values that influence their work behaviors. The chapter focuses on the Big Five personality traits of openness, conscientiousness, extraversion, agreeableness, and neuroticism. It describes how each trait relates to work behaviors and performance. The chapter also discusses other personality dimensions like self-monitoring and proactive personality that impact work.
Learning Activity #1Using the side bars found in this weeks con.docxcharlieppalmer35273
Learning Activity #1
Using the side bars found in this week's content tab, along with our reading material, explain how the trends are altering or making job performance harder to manage.
Be sure to identify in the answer what is meant by job performance.
Explain how the trend affects performance behavior.
Identify the challenge the trend has for the manager.
Learning Activity #2
Using the side bars found in this week's content tab, along with our reading material, explain how the trends are altering or making job commitment harder to manage.
Be sure to identify in the answer what is meant by job commitment.
Explain how the trend affects job commitment.
Identify the challenge the trend has for the manager.
Reading material:
By now, you might be asking yourself: Who is responsible for Organizational Behavior in an organization? In a sense, the answer is everyone! Although Organizational Behavior is an area of study, it cuts across all areas of organizational functioning.
Managers in all departments must know how to motivate their employees, how to keep people satisfied with their jobs, how to communicate fairly, how to make teams function effectively, and how to design jobs most effectively. In short, dealing with people at work is everybody’s responsibility. So, no matter what job you do in a company knowing something about Organizational Behavior is sure to help you do it better.
There are two goals every effective organization needs its employees to meet, strong job performance and organizational commitment. Coincidentally, most employees are concerned with two goals in their work life, doing a job well and to remain working for a company that they respect. In the weeks to come we will look at the skills needed by managers to create the behavioral synergy needed between employee and organization to meet the primary goals of employee job performance and commitment. This week we will examine the characteristic behavior that defines “good” job performance and organizational commitment.
THEME # 1: Job Performance: What is it and what is considered good job performance?
We start our discussion this week with job performance. Understanding our own performance behavior is important to every employee and understanding the performance of an employee within their unit or division is critical for managerial success.
Job Performance is formally defined as the value of the set of employee behaviors that contribute either positively or negatively to organizational goal accomplishment. (Coquitt,J., Lepine, J., & Wesson, M., 2013) Defining good and bad performance this way suggest behaviors in the workplace that are within employee control while defining those that are not acceptable. For example, if you were a waiter at a restaurant that prides itself on service and you texted your boyfriend during your break that behavior is not relevant to job performance. However, if you were texting in the kitchen resulting in the delay of food .
Performance appraisals are fundamental to the positive growth and development of any organization. However, the manner in which they are conducted should be carefully chosen. Using them as a weapon to hurt the sentiments of any employee indicates misuse of a vital organization development technique. The end result that an organization must aspire for is the use of smart performance appraisal as a tool to cut down on wasteful operations and processes, instead of chopping down people.
Memphis business journal.supervisors' interactions with employees make a diff...Barbara Richman, SPHR
Supervisors play a pivotal role in influencing employees' perceptions and engagement through day-to-day interactions. While supervisors are not responsible for high-level decisions, their impact is still significant through communicating, providing feedback, and eliciting employee input. The way supervisors interact with employees can increase their commitment to the job and organization. Effective supervision focuses on building trust, fostering respect, recognizing contributions, communicating positively, and maintaining open communication.
Memphis business journal.supervisors' interactions with employees make a diff...Barbara Richman, SPHR
Supervisors play a pivotal role in influencing employees' perceptions and engagement through day-to-day interactions. While supervisors are not responsible for high-level decisions, their impact is still significant through communicating, providing feedback, and eliciting input from employees. The way supervisors interact with employees can increase their commitment to the job and organization. Effective supervisors build trust, foster respect, recognize contributions, maintain open communication, and view employees as valuable individuals.
Memphis business journal.supervisors' interactions with employees make a diff...Barbara Richman, SPHR
Supervisors play a pivotal role in influencing employees' perceptions and engagement through day-to-day interactions. While supervisors are not responsible for high-level decisions, their impact is still significant through communicating, providing feedback, and eliciting input from employees. The way supervisors interact with employees can increase their commitment to the job and organization. The article provides 14 tips for supervisors to focus on effective interactions with employees, such as building trust, recognizing contributions, maintaining open communication, and viewing leadership as continual learning.
This document provides guidance on how to rate workplace satisfaction. It explains that workplaces vary significantly in their structure, management styles, and treatment of employees. To compare workplaces, it recommends measuring employee satisfaction across three dimensions: connection, appreciation, and trust. Employees are asked to rate their workplace from 1 to 5 stars in each of these areas to calculate an overall satisfaction score. Providing honest ratings can help both employees and management better understand how happy or unhappy workers feel in their current job. It also helps job seekers identify workplaces that are more likely to meet their needs and preferences.
This document is a case study and analysis of job satisfaction and dissatisfaction among workers at Nalco Water India Limited in West Bengal. It includes an introduction discussing approaches to measuring job satisfaction, such as overall ratings and ratings of specific job facets. The consequences of job satisfaction, like improved performance and reduced absenteeism and turnover, are also examined. The document consists of sections on literature review, aims of the study, methods, results, suggestions, conclusions and limitations.
Lori Goler is the head of People at Facebook. Janelle Gal.docxjeremylockett77
Lori Goler is the head
of People at Facebook.
Janelle Gale is the head
of HR Business Partners
at Facebook. Adam Grant
is a professor at Wharton,
a Facebook consultant,
and the author of Originals
and Give and Take.
ZS
U
ZS
A
N
N
A
IL
IJ
IN
HBR.ORG
Let’s Not Kill
Performance
Evaluations Yet
Facebook’s experience shows
why they can still be valuable.
BY LORI GOLER, JANELLE GALE, AND ADAM GRANT
November 2016 Harvard Business Review 91
LET’S NOT KILL PERFORMANCE EVALUATIONS YET
tThe reality is, even when companies get rid of performance evaluations, ratings still exist. Employees just can’t see them. Ratings are done sub-jectively, behind the scenes, and without input from the people being evaluated.
Performance is the value of employees’ contribu-
tions to the organization over time. And that value
needs to be assessed in some way. Decisions about
pay and promotions have to be made. As research-
ers pointed out in a recent debate in Industrial and
Organizational Psychology, “Performance is always
rated in some manner.” If you don’t have formal
evaluations, the ratings will be hidden in a black box.
At Facebook we analyzed our performance man-
agement system a few years ago. We conducted fo-
cus groups and a follow-up survey with more than
300 people. The feedback was clear: 87% of people
wanted to keep performance ratings.
Yes, performance evaluations have costs—but
they have benefits, too. We decided to hang on
to them for three reasons: fairness, transparency,
and development.
Making Things Fair
We all want performance evaluations to be fair. That
isn’t always the outcome, but as more than 9,000
managers and employees reported in a global sur-
vey by CEB, not having evaluations is worse. Every
organization has people who are unhappy with their
bonuses or disappointed that they weren’t pro-
moted. But research has long shown that when the
process is fair, employees are more willing to accept
undesirable outcomes. A fair process exists when
evaluators are credible and motivated to get it right,
and employees have a voice. Without evaluations,
people are left in the dark about who is gauging their
contributions and how.
At Facebook, to mitigate bias and do things sys-
tematically, we start by having peers write evalua-
tions. They share them not just with managers but
also, in most cases, with one another—which reflects
the company’s core values of openness and transpar-
ency. Then decisions are made about performance:
Managers sit together and discuss their reports
face-to-face, defending and championing, debating
and deliberating, and incorporating peer feedback.
Here the goal is to minimize the “idiosyncratic rater
effect”—also known as personal opinion. People
aren’t unduly punished when individual managers
are hard graders or unfairly rewarded when they’re
easy graders.
Next managers write the performance reviews.
We have a team of analysts who examine evalua-
tions f.
Similar to Human Performance Improvement (HPI) Performance Performance can be.docx (20)
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
Zara gathers customer feedback and sales data from its stores to inform product design and inventory decisions. Store managers use PDAs to chat with customers and get input on styles. After closing, they analyze unsold items to identify customer preferences. Manager updates combine this qualitative feedback with quantitative sales data from POS systems. This evidence-based approach allows Zara to quickly design and reorder based on demand rather than guesses, helping it dominate the fast fashion industry.
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
Haenfl ...
HURRICANE KATRINA A NATION STILL UNPREPARED .docxwellesleyterresa
The document summarizes a Senate report on the government's response to Hurricane Katrina. It finds that while officials were warned of Katrina's potential devastation, they failed to adequately prepare. Evacuation and shelter plans for New Orleans were incomplete. The storm exceeded the response capacity of all levels of government. Leadership failures at the federal, state and local levels compounded the crisis. FEMA and DHS were unprepared for a catastrophe of this scale.
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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Accounting for Restricted Grants When and How To Record Properly
Human Performance Improvement (HPI) Performance Performance can be.docx
1. Human Performance Improvement (HPI) Performance
Performance can be an elusive concept. It deals with the
outcomes, results, and accomplishments achieved by a person,
group, or organization. Too often, the term performance is
confused with behavior. In human performance improvement
(HPI), there is a clear distinction between these terms. A simple
way to distinguish them is to view performance as the end result
and behavior as a means to that end. Behaviors are thus the
actions that can contribute to accomplishments, but they are not
in themselves accomplishments. Stated another way, behaviors
are what people take with them and accomplishments are what
they leave behind. As an example, Bruce has worked at
Futurescape, Inc., a software development firm, for over 10
years. His car is generally parked in the first space in the lot,
evidence that he is one of the first employees to arrive at work
each day. He frequently works late into the evening, and often
comes in on weekends. During a typical day, Bruce appears to
be serious and highly productive. He can be seen busily typing
away at his computer, working through lunch, speaking with
customers on the phone, and hustling from place to place
through the office. He often carries a large bundle of file
folders, reports, and other documents. Then there’s Stacey.
Stacey has less experience than Bruce and has been with
Futurescape for a little more than a year. She shows up to work
each day promptly, but not a minute before starting time. Stacey
works normal hours and only works evenings or weekends when
deadlines must be met or when work backs up. She always takes
her full lunch hour and on pleasant days takes a brisk walk
through the downtown area with several colleagues. Stacey
enjoys the people she works with and can often be seen
socializing with them about a variety of work- and nonwork-
related topics. Consider these two vignettes. What opinions did
you form about Bruce and Stacey? For the most part, these brief
depictions described behaviors or actions that these people
2. exhibited. Little was said, however, about their performance.
Would you be surprised to learn that Stacey consistently
outperforms Bruce in virtually all areas? Too often people are
judged and rewarded or punished based on the behaviors they
display. For example, in many companies, the people who work
long hours or appear to be busy are rewarded with promotions
and bonuses, even though others who might not demonstrate
these behaviors actually produce more and with higher-quality
results. Organizations and managers, in many cases, place
higher value on behaviors and outward appearances that people
exhibit rather than on the results they produce. This is
especially true in jobs and work environments where the results
may be less tangible and visible, but no less important. For
example, it is clearly easier to recognize the results of a
salesperson in comparison to a financial analyst. The ultimate
focus of HPI is on performance, results, outcomes, and
accomplishments, with secondary emphasis on behaviors,
efforts, and activities. This is not to say that behaviors should
be ignored. Since behaviors are contributors to performance,
they represent factors that can either positively or adversely
impact performance. Further, positive and focused behaviors
enable and lead to successful performance. In the next section,
readers will learn that a variety of factors contribute to
performance. Figure 1-1 shows some of those key influences on
performance that will be explained in more depth later. Another
way to understand the difference between performance and
behavior is to examine their grammatical usage. Performance is
typically stated as a noun, whereas behaviors are actions that
generally contain a verb plus a subject. Figure 1-2 shows the
differences between statements of performance and statements
of behavior. Consider several examples drawn from nonbusiness
life that further illustrate the differences between behavior and
performance. During a typical game of golf, a player exhibits a
number of observable and nonobservable behaviors. Lining up a
shot, estimating the distance to the target, selecting a club,
assuming a proper stance, taking a practice swing, and hitting
3. the ball all represent behaviors. None of these, however,
necessarily equates to performance. Taken together, they
contribute to and enable successful performance, but do not
portray accomplishments. Figure 1-1 Factors that may influence
performance. After: Rummler, G. (1999). Transforming
Organizations Through Human Performance Technology. In H.
Stolovich and E. Keeps (eds.), Handbook of Human
Performance Technology: A Comprehensive Guide for
Analyzing and Solving Performance Problems in Organizations.
San Francisco: Jossey-Bass. Copyright 1988. The Rummler-
Brache Group. Examples of Behaviors or Actions Examples of
Performances, Outcomes, or Results Create table Hole in one
Open the discussion House under contract Turn wrench Machine
rcady for operation Take a practice swing Productive employee
Document incident Problem solved Provide feedback on
performance Delicious meal Determine proper gauge setting
House ready for move-in Season to taste College diploma Read
blueprint Clean bedroom Push blue button on press Profits
Schedule meeting Healthy patient Attend class Correct answer
to problem Demonstrate product features Repeat customer
Deliver pizza to customer’s home Functional vehicle Figure
1-2 Statements of behavior and statements of performance. One
representation of performance in the golf scenario is the score
that is achieved. For example, the golfer may shoot one-under
par, even par, one-over par, two-over par, or some other score
on a particular hole. The score attained for a hole represents the
performance because it is the quantifiable end result,
accomplishment, or final outcome achieved by the golfer. Each
behavior that the golfer demonstrates, such as lining up the shot
and estimating the distance to the target, contributes to the end
result, but is not equivalent to it. The score, usually written on
the scorecard, is what the golfer takes away with him or her
after the round. The behaviors are all left behind. When golfers
talk with colleagues after the round, they do not speak much
about how well shots were lined up, the great practice swings
they took, or how hard they tried to hit the ball properly.
4. Instead, golfers cut to the chase and talk about their final
scores. Of course, there may be a variety of feelings and
emotions associated with one’s performance on a round of golf,
from disgust to jubilation. Think about another nonbusiness
example that demonstrates the difference between behavior and
performance. When preparing a meal, a gourmet chef selects
ingredients, mixes, stirs, sautés, adjusts the cooking
temperatures, seasons to taste, and serves the meal. As with the
golf example, each activity is linked to behavior. A delicious
meal, served at the proper temperature and in a timely manner,
is the accomplishment or performance that the chef attempts to
produce. These outcomes are what the customers value, and this
may vary. One customer may accept a longer waiting time if the
meal is hot and tasty. Another person, on a tight schedule, may
give lower overall performance marks to a high-quality meal
that takes too long to arrive. Since the context of HPI for this
book is primarily organizations, the reader should be able to
distinguish between behaviors and performance in
organizational settings as well. An administrative assistant, for
instance, engages in a number of behaviors. Examples of these
might include typing memos and letters, scheduling meetings,
coordinating activities, and responding to customer requests.
Examples of performances, or final results, produced by the
secretary might include error-free memos or satisfied repeat
customers. Factors Affecting Performance Many factors can
influence performance. This section will explore some of these
in greater depth. Several authors have defined broad
classifications for such variables. The descriptions of factors
described extensively by Rummler and Brache (1990) and
Gilbert (1978) are presented in this section. Readers should be
aware that there is some overlap between these two authors, but
there are differences as well. A Basic Systems Model: The
Work of Rummler and Brache Rummler and Brache (1990)
pinpointed six variables that affect job performance. Figure 1-1,
discussed earlier, shows the influences of performance
specifications, task interference, consequences, feedback,
5. knowledge/skill, and individual capacity. At the core of Figure
1-1 is the individual, who is the central figure in the human
performance system. The basic systems model, comprised of
input, output, consequences, and feedback, is also depicted. The
roots of behavioral psychology are clear in the HPI field.
Behavioral terminology, such as stimulus, response,
consequences, and feedback, are, in some cases, used to
describe HPI. Note that the six variables in Figure 1-1 affect
different elements of the system. Some performance variables
influence the performer directly. Other variables, though, affect
performers only indirectly through the environment that
surrounds performers as they carry out their work.
Organizational culture is an example of a less direct, but
sometimes powerful, influence on performance. Performance
expectations, as seen in Figure 1-1, are linked with outputs
because they relate to standards, goals, and expectations
regarding output. Barriers, on the other hand, are linked with
the inputs to performance. Included in this category are signals
to perform, along with conflicting tasks or actions, and
resources, such as tools, equipment, finances, and information.
Consequences, for obvious reasons, are linked with the
outcomes of performance, and may be positive or negative in
nature. A performance bonus, team luncheon, and individual
recognition are examples of consequences. Similar to
consequences, feedback relates to information that the people
obtain regarding their performance. It lets performers know how
they are doing. Some feedback may be provided by the person’s
manager or supervisor, while others may be built into the job
itself, thus allowing the performer to know without external
feedback whether performance was adequate or in need of
correction. A monthly budget report represents this type of
feedback because it is a high-level indicator of how the
department is doing from a financial perspective. The last two
variables—knowledge/skill and individual capacity—are the
two that reside within the performer. They relate to the
individual’s knowledge, skill, and capability with respect to the
6. job and task, as well as his or her ability to perform. The
Behavior Engineering Model (BEM) of Thomas Gilbert The
Behavior Engineering Model (BEM), which will be discussed in
the next chapter as a comprehensive analysis model, identifies
six factors affecting performance (Gilbert, 1978). As
mentioned, these variables correlate strongly to those listed by
Rummler and Brache and include the following: Data and
information Resources, tools, and environmental supports
Consequences, incentives, and rewards Skills and knowledge
Individual capacity Motives These items can be divided into
two general categories. The first three variables are
environmental variables that influence performance because
they are external to the individual performer. Generally
speaking, it is the responsibility of the organization or
management to provide performers with what they need to be
successful. Likewise, it is the manager’s job to remove barriers
to performance. The last three—skills and knowledge,
individual capacity, and motives— are internal to the person.
These variables also strongly affect performance but reside
within the individual. Each is described in the following
paragraphs. Data and information are important influences on
performance. Included in this category are the expectations that
are conveyed to the person about the job and the desired
performance. Also, job standards, desired outputs, or goals are
information that can, when provided, help drive a person to high
performance. When standards or goals are nonexistent or have
not been properly communicated, then substandard performance
may result. Feedback is another aspect of data and information,
and it is information that a performer receives about both
positive and negative performance. Timely, specific, and useful
feedback helps a person to correct poor performance, as well as
maintain or enhance effective performance. More research today
emphasizes the importance of focusing on strengths, rather than
deficiencies, when providing feedback to facilitate successful
performance (Buckingham and Coffman, 1999; Buckingham and
Clifton, 2001). Resources include financial resources, tools,
7. equipment, time, and other environmental supports. It is
management’s responsibility to supply sufficient resources to
performers to enable them to achieve optimal performance.
When such resources are absent—or when wrong or
inappropriate resources are supplied to performers—the result is
often lower levels of performance. For example, a cellular
phone might be a standard tool used by a sales force. If one
salesperson was not provided with a cell phone or had one that
did not function properly, then the result could be substandard
performance compared with salespeople who possessed this
important tool. Consequences, incentives, and rewards serve to
stimulate employees to perform. Consequences can be positive
or negative. When a person receives a negative consequence
following a particular behavior or performance, then it is likely
that this action will not be repeated. The opposite is true with
positive consequences. Incentives and rewards have a similar
affect on performance. Consequences, incentives, and rewards
can take many forms, from a verbal “tongue lashing” to formal
recognition at the company’s annual honors and awards
banquet. Skills and knowledge are the first items on the list of
performance variables that are internal to an individual
performer. People obtain skills and knowledge through a variety
of sources, including formal education and training programs,
on-the-job training, and various other formal and informal
sources. Consider the resources shown in Chapter 8, which
point HPI practitioners to resources for developing key skills
and competencies. When knowledge or skills are lacking, the
result can be poor performance due to quality problems, time
needed to perform, and inaccuracy. Capacity has to do with
talents or with the capability to perform. Some people simply do
not possess the capabilities required to perform effectively.
These issues can be classified under the label of insufficient
capacity. Capabilities may be limited for many reasons,
including individual physical or mental limitations. For
example, a particular job might require the incumbents to lift
30-pound propane tanks for eight hours per day. This job duty
8. might not be physically possible for some people. When a lack
of capacity is identified as a problem, a solution that is often
applied is to provide a better match between the person and the
job requirements. That can be accomplished by changing the job
(by making a reasonable accommodation, for instance) or by
moving the person to another job for which he or she is better
suited. Motives are deeply embedded characteristics possessed
by people that can affect performance. Motives include the
reasons that people do what they do, how people view
themselves, their needs, desires, hopes, fears, and a variety of
other internal personality traits. While they can strongly
influence performance, motives can be extremely difficult for
HPI practitioners to alter. For example, if a candidate for the
position of supervisor possesses low self-esteem, it may be
difficult for this person to coach employees effectively.
Attempting to improve that person’s self-esteem, even by a
nominal amount, might involve years of coaching, training, and
require counseling or therapy. In many cases, the time and
expense involved in such an effort become prohibitive. In fact,
it may be necessary to review motives during the selection
process, since it may not be a cost-effective or timely process to
alter them after the individual is hired. After reading through
the list of variables, you might consider the impact each has on
your own performance. Consider a challenge you are
experiencing in your current role. It has been said that 80
percent of all performance problems that exist in organizations
can be attributed to a lack of expectations, standards, and
feedback—the first category in the list of variables above. Is
that true in your situation? In addition, ponder the ease by
which each of the variables could be influenced by an HPI
practitioner. A rule of thumb is that, as you progress through
the list of variables displayed above, it becomes increasingly
difficult, time consuming, and expensive to influence or change
the variable. For example, it is considerably easier to provide a
person with feedback on performance, which falls under the
Data and Information category in Gilbert’s model, than it is to
9. change a person’s self-esteem, which falls under the Motives
category. Gilbert’s Behavior Engineering Model, which will be
described in Chapter 2, is a model for analyzing performance
problems. Following the logic discussed above from a
diagnostic standpoint, the analysis process begins with an
examination of the environmental factors, such as data and
information, and then progresses through the factors that are
more difficult and costly to influence. Defining Human
Performance Improvement There are many characterizations,
definitions, and models associated with human performance
improvement (HPI). In addition to HPI (Rothwell, 2000), some
of the more common labels include: Human Performance
Technology (Pershing, 2006) Performance Engineering (Gilbert,
1978; Dean, 1994) Human Performance Enhancement (Rothwell,
2005) Performance Consulting (Robinson and Robinson, 1995a)
For the most part, these labels are synonymous, while the
precise definitions or focus may vary slightly (Rothwell, 1995).
Several definitions of HPI that have been gleaned from the
performance improvement literature are shown in Figure 1-3.
Note that not all authors use the label human performance
improvement when describing and defining the field. For
example, Joe Harless uses human performance technology for
the definition he provides. We can also look to professional
associations focused on human performance improvement for
definitions they have adopted and advocate. The American
Society for Training and Development (ASTD) and the
International Society for Performance Improvement (ISPI) are
two such associations. ASTD, as sponsor for the HPI study
(Rothwell, 2000), has adopted the definition presented in the
ASTD Models study. ISPI uses the term human performance
technology and defines it as “a systematic approach to
improving productivity and competence, uses a set of methods
and procedures—and a strategy for solving problems—for
realizing opportunities related to the performance of people”
(ISPI, 2006). ISPI continues the definition by stating, “More
specific, it is a process of selection, analysis, design,
10. development, implementation, and evaluation of programs to
most cost-effectively influence human behavior and
accomplishment. It is a systematic combination of three
fundamental processes: performance analysis, cause analysis,
and intervention selection, and can be applied to individuals,
small groups, and large organizations” (ISPI, 2006). There are
both common elements and differences found in these
definitions. In an attempt to sort out the numerous definitions in
the field, Stolovitch and Keeps (1999) categorize authors into
those whose definitions focus on processes and methods, such
as Rosenberg, and those who focus on final outcomes, such as
Gilbert. While definitions vary widely, Stolovitch and Keeps
(1999) contend that “consensus as to its critical attributes
appears to have formed.” They list the following characteristics
associated with human performance technology: HPT is
systematic. HPT is systemic. HPT is grounded in scientifically
derived theories and the best empirical evidence available. HPT
is open to all means, methods, and media. HPT is focused on
achievements that human performers and the system value.
Author and Year Definition of HPI ASTD (1992) “A systemic
approach to analyzing, improving, and managing performance in
the workplace through the use of appropriate and varied
interventions.” Gilbert (1978) “The purpose of [human]
performance [technology] … is to increase human capital,
which can be defined as the product of time and opportunity …
technology is an orderly and sensible set of procedures for
converting potential into capital.” Harless (1992) “The process
of analysis, design, development, testing, implementation, and
evaluation of relevant and cost-effective interventions on
worthy human performance.” Pershing (2006) “Human
performance technology is the study and ethical practice of
improving productivity in organizations by designing and
developing effective interventions that are results-oriented,
comprehensive, and systemic.” Rosenberg (1990) “A set of
methods and processes for sloving problems— or realizing
opportunities—related to the performance of people.” Rothwell
11. (1996) “A systematic process of discovering and analyzing
important human performance gaps, planning for future
improvements in human performance, designing and developing
cost-effective and ethically justifiable interventions to close
performance gaps, implementing the interventions, and
evaluating the financial and nonfinancial results.” Stolovitch
and Keeps (1999) “An engineering approach to attaining desired
accomplishments from human performaers. HP technologies are
those who adopt a systems view of performance gaps,
systematically analyze both gap and system, and design cost-
effective and efficient interventions that are based on analysis
data, scientific knowledge, and documented precedents, in order
to close the gap in the most desirable manner.” Van Tiem,
Moseley, and Dessinger (2004) “The systematic process of
linking business goals and strategies with the workforce
responsible for achieving goals. Moreover, performance
technology practitioners study and design processes that bring
about increased performance in the workplace using a common
methodology to understand, inspire, and improve. And finally,
performance technology systematically analyzes performance
problems and their underlying causes and describes exemplary
performance.” Figure 1-3 Selected definitions of human
performance improvement. These characteristics emphasize the
important aspects of the field of human performance
improvement. It is systematic in nature because a structured
approach to performance improvement is favored above a
random, unplanned, “gut feel” approach. A number of step-by-
step and dynamic models will be presented throughout this text
that demonstrate the systematic nature of HPI. Human
performance improvement is also systemic because it accounts
for the interconnectedness of organizational systems. The
phrase “You can’t pick up one end of the stick without picking
up the other” applies to the HPI approach. This creates in the
practitioner an awareness that interventions applied in one area
of an organization are likely to have immediate and longer-
term, direct and indirect, consequences and results in other
12. areas. This phenomenon has been likened to a spiderweb, where
force applied to one part tends to echo, resound, and reverberate
throughout the web. Another unique feature of the human
performance improvement field is that it is data-driven. The
phrase “In God we trust, all others bring data” (a phrase many
people attribute to quality guru Edward Deming) certainly
applies to HPI because the focus is always on issues of cost,
quality, quantity, productivity, sales, profit, number of
grievances or complaints, as well as other bottom-line, results-
based measures. It should be noted that qualitative measures are
also important. For example, grievances filed represent
quantitative, as well as qualitative, data that an HPI practitioner
might find useful. The number of grievances (quantitative)
could be tracked, along with the content or nature (qualitative)
of the grievances. Data can be culled from many other
sources—including exit interviews, performance appraisals,
financial databases and reports (sales, cost, profitability),
production/quality reports, information from customers
(satisfaction, on-time delivery, service), employees, executives,
supervisors, absentee, and benchmarking studies. Donald
Kirkpatrick (1994) developed a four-level framework for
evaluating training programs. This will be discussed at length in
Chapter 5, which covers the role of the HPI evaluator. Level
Four in Kirkpatrick’s model focuses on impact or bottom-line
results. This is the primary area of focus for human performance
improvement efforts. Some HPI practitioners believe that
Kirkpatrick’s Levels One (reaction), Two (learning), and Three
(behavior change) should be de-emphasized and that greatest
attention should be devoted to Level Four (results) and Level
Five (Return on Investment), which were added later by Jack
Phillips (Phillips, 2003). Many HPI practitioners are also of the
opinion that if producing measurable results is the focus from
the start, then Levels One through Three become far less
important than Levels Four and Five. It is this results-
orientation that drives performance improvement efforts focused
on achieving organizational accomplishments. We believe, as
13. we shall describe in Chapter 5, that all evaluation levels provide
important perspective and that all should be used. HPI
practitioners are not bound to the same solution for all
problems. They go beyond relying on one preferred solution and
are open to any potential solution(s). In that important respect,
they differ from stereotypical, traditional trainers, who have
been accused of relying on one preferred solution—training. If
morale is low, then people need motivational training. If the
workers in two departments are not cooperating, they need a
teambuilding exercise. If quality is low, quality improvement
workshops are the answer. Human performance improvement,
on the other hand, are heavily steeped in analysis and attempts
to obtain a firm grasp on what is happening compared with what
should be happening. There are no preconceived notions about
what the solution ought to be. This open-ended approach, based
on analysis and data, allows the appropriate intervention to rise
to the surface so that it can be brought to bear on the problem or
goal at hand. Jacobs (1987) also identified eight characteristics
associated with HPI (which he refers to as HPT, for Human
Performance Technology) that are consistent with those
presented by Stolovitch and Keeps. These include the
following:* HPT distinguishes between human performance and
behavior. HPT determines worthy performance as a function of
the value of the accomplishment and the costs to achieve it.
HPT applies systems approaches to five components of human
performance-technology systems—the job, the person,
responses, consequences, and feedback. HPT focuses on
engineering competent human performance. HPT emphasizes
analysis of performance problems, needs, and goals. HPT
emphasizes the role of exemplary—that is, exceptional—
performance. HPT focuses on identifying and addressing causes
of human performance problems. According to Jacobs, HPT
tends to favor the application of five classes of performance-
improvement strategies to problems. They are training, job
performance aids, feedback systems, employee selection, and
organizational redesign. Stolovitch and Keeps (1999) conclude
14. their discussion of human performance improvement
characteristics by providing a definition, which is also
displayed in Figure 1-3. In 1996, the American Society for
Training and Development (ASTD) sponsored research to
identify the roles, competencies, and outputs associated with
human performance improvement work. The result was ASTD
Models for Human Performance Improvement (Rothwell, 2000),
which represents a formal attempt to identify competencies
associated with human performance improvement work. Human
performance improvement is the label used by Rothwell (2000)
in the ASTD Models study. Since ASTD Models provides the
basis for this text, the term human performance improvement
(HPI) will be used. The definition developed by Rothwell is
displayed as an item in Figure 1-3. HPI is “a systematic process
of discovering and analyzing important human performance
gaps, planning for future improvements in human performance,
designing and developing cost-effective and ethically justifiable
interventions to close performance gaps, implementing the
interventions, and evaluating the financial and nonfinancial
results” (Rothwell, 2000). This definition contains the key
elements found in definitions proposed by other authors. Also,
note that this definition encompasses many characteristics of
human performance improvement that have already been
covered, in that it emphasizes the systematic nature of HPI and
its focus on results or accomplishments. The core of the
definition contains the primary steps of the HPI process model,
including analysis, intervention selection, implementation, and
evaluation. These basic steps will be expanded on and discussed
further in the next section. Anyone can perform human
performance improvement work. In fact, it could be argued that
everyone should be involved in HPI and that everyone really is,
or could be, an HPI practitioner. The difference is that
managers and employees alike go about improving performance
through trial and error, overreliance on past experience, or
random activities, instead of the approach we advocate here.
The focus of this book is primarily trainers who are
15. transitioning away from their traditional role of emphasizing
instructional solutions and moving toward solutions designed to
address the root causes of performance problems. We firmly
believe, however, that other organizational members at all
levels can incorporate the methods, models, and tools described
in this book to improve performance. Employees, first-line
supervisors, middle- and upper-level managers, individual
contributors, and teams can all benefit from applying the
methods and competencies associated with HPI. The Six-Step
Human Performance Improvement Process Model Human
performance improvement is a field of practice that has
produced many models. A model is, of course, “a simplified
representation of an object, process, or phenomenon” (Rothwell
and Sredl, 2000). Stolovitch and Keeps (1999) contend that “the
HPI field has not developed its own widely accepted model.”
Some models focus on the entire HPI process and usually follow
some version of the general systems process model that is
sometimes referred to as the “ADDIE” model. ADDIE is an
acronym for Analysis, Design, Development, Implementation,
and Evaluation (Stolovitch and Keeps, 1992). Examples of such
comprehensive human performance improvement models
include conceptual frameworks by Deterline and Rosenberg
(1992), Robinson and Robinson (1995a), and Rothwell (2000).
Other schemas isolate and describe a particular component of
HPI, such as those that focus only on analysis (Rossett, 1999;
Swanson, 1996) or on interventions (Langdon, Whiteside, and
McKenna, 1999) or on evaluation (Brinkerhoff, 2006). A
number of HPI models will be covered in detail in subsequent
chapters of this book, especially Chapter 2, which focuses on
performance and cause analysis. ASTD Models for Human
Performance Improvement includes a six-step HPI process
model, which was derived from many sources and confirmed
through an expert-based research study. These six steps are
depicted in Figure 1-4. This HPI process model contains the
primary components that are found in most comprehensive
performance improvement frameworks. This process model has
16. six steps, which include “performance analysis, cause analysis,
intervention, implementation, change management, and
evaluation” (Rothwell, 2000). In explaining the first step,
performance analysis, Rothwell (2000) notes that “at this point,
people who do human performance improvement work identify
and describe past, present, and future human performance
gaps.” The second step, cause analysis, involves determining
the root cause or causes of the gaps identified in the first step.
Figure 1-4 ASTD human performance improvement process
model. Source: Rothwell, W. (2000). ASTD Models for Human
Performance Improvement: Roles, Competencies, and Outputs.
Alexandria, VA: The American Society for Training and
Development. Used by permission of the American Society for
Training and Development. Rothwell states that in the third
step—selection of appropriate interventions—“people who do
human performance work consider possible ways to close past,
present, or possible future performance gaps by addressing their
root cause(s).” In the fourth step, implementation, “people who
do human performance improvement work help the organization
prepare to install an intervention.” In the fifth step, change
management, they monitor the implementation of the
intervention. Finally, in the sixth step, evaluation and
measurement, they “take stock of the results achieved by the
intervention.” The Roles of the HPI Practitioner Four roles are
directly linked to the six steps of the human performance
improvement process model described in ASTD Models for
Human Performance Improvement. A role is defined as “a part
played by a person involved in human performance
improvement work” (Rothwell, 2000). Specifically, these
include the four roles of the analyst, intervention specialist,
change manager, and evaluator. Figure 1-5 shows the
relationship between the roles and each of the steps in the HPI
process. Note that several roles are aligned to multiple steps in
the process model. The Analyst, for example, is associated with
the two process steps of performance analysis and cause
analysis. Figure 1-5 Relationship between the human
17. performance improvement process and roles. Source: Adapted
from Rothwell, W. (2000). ASTD Models for Human
Performance Improvement: Roles, Competencies, and Outputs,
2nd ed. Alexandria VA: The American Society for Training and
Development. Used by permission of the American Society for
Training and Development. Each role will be described in detail
in the next four chapters. A brief overview of the roles is
provided here. The role of the human performance improvement
analyst, considered by many to be the most important, involves
performance analysis and cause analysis. The analyst “conducts
troubleshooting to isolate the cause(s) of human performance
gaps or identifies areas in which human performance can be
improved” (Rothwell, 2000). The process of analysis helps the
HPI practitioner to accurately and thoroughly diagnose the
problem or situation prior to recommending and implementing
the appropriate solution system. This role will be covered in
detail in Chapter 2. Many performance improvement
interventions or strategies can be selected by the HPI
practitioner and may involve training, as well as management
(nontraining) solutions. Appropriate intervention selection is
the responsibility of the role of the intervention specialist and
will be covered extensively in Chapter 3. The person in this role
“selects appropriate interventions to address the root cause(s) of
performance gaps” (Rothwell, 2000). The selection of
interventions is a natural extension of the analysis work that
was conducted in the previous steps. Implementation of the
intervention that was chosen involves engaging in short- and
long-term change management. For this reason, the third human
performance improvement role is that of the change manager.
The change manager “ensures that interventions are
implemented in ways consistent with desired results and that
they help individuals and groups achieve results” (Rothwell,
2000). Chapter 4 focuses on this role, and the change
management process, in depth. The evaluator role is the fourth
and final role of the HPI practitioner. Evaluation and
measurement, the focus of Chapter 5, are important to
18. performance improvement efforts to ensure that the intended
results of the intervention were achieved. The focus of
evaluation is on the original performance problem or
opportunity identified in the analysis phase. In other words, the
stage for evaluation is set during analysis. The evaluator
“assesses the impact of interventions and follows up on changes
made, actions taken, and results achieved in order to provide
participants and stakeholders with information about how well
interventions are being implemented” (Rothwell, 2000). The
Dynamic Nature of Human Performance Improvement It is not
necessary for one person to become an expert in all four roles,
but a certain degree of competence is expected, especially if a
single person is functioning in all roles. Since roles do not
equate to job titles, a common issue relates to the separation of
the roles. It is acknowledged that each role is unique,
possessing distinctive competencies and outputs. For discussion
purposes, it is useful to separate them. In cases where one
person serves in multiple roles during performance
improvement efforts, though, the roles may blur together.
Further, when a team or group of people engage in HPI, the
process is much more fluid and dynamic than the step-by-step
process model may imply. When you examine Figure 1-4, you
might assume that HPI work progresses in linear fashion from
performance analysis to cause analysis, and then from cause
analysis to intervention selection. Similarly, this sequential
model makes it seem as if the HPI practitioner starts in the role
of analyst and only later adopts the roles of intervention
specialist, change manager, and evaluator. This assumption of a
linear, sequential flow is simply not accurate or realistic.
During an HPI project, the HPI practitioner may assume each
role simultaneously. It may be true that a particular role may
play a larger part at a particular point in the performance
improvement efforts. In reality, however, and due to the
dynamic nature of HPI, all roles should be kept in the forefront
of the practitioner’s mind. In other words, when HPI
practitioners are involved in implementation and change
19. management (the role of change manager), they should be
considering the other three roles. For example, during
implementation, the results of the analysis (the role of analyst)
are taken into account to ensure that progress toward solving
the underlying cause of the performance problem is being made.
The reasons for the intervention and the criteria by which it was
selected (the role of intervention specialist) should be weighed
as well, to convey to key stakeholders what is happening and
why this approach is being taken. Finally, during
implementation, HPI practitioners should continually monitor
progress and make midcourse corrections as necessary (the role
of evaluator). Another example is the role of change manager.
Many of the competencies associated with change management
can, and should, be demonstrated throughout the HPI process as
a way to build buy-in and commitment to the performance
improvement effort. HPI Competencies and Outputs One of the
most important research-based contributions of ASTD Models
for Human Performance Improvement was the identification of
the competencies and outputs associated with human
performance improvement work. Figure 1-6 displays the
complete listing of competencies and their definitions.
Competencies are “internal capabilities that people bring to
their jobs. They may be expressed in a broad, even infinite,
array of on-the-job behaviors” (McLagan, 1989). The
competencies in Figure 1-6 are organized according to the four
roles with which they are linked. Note that the first sixteen
competencies are considered core competencies because they
are “essential to all roles and across all steps in the human
performance improvement process” (Rothwell, 2000). Each
role—analyst, intervention specialist, change manager, and
evaluator—has six role competencies associated with it. One
way in which competencies can be broadly classified is to
distinguish between those that are technical and those that are
nontechnical. Technical competencies, on the one hand, are
specific to certain roles, such as the role of the analyst.
Nontechnical competencies, on the other hand, are competencies
20. that are more generic in nature and apply across the complete
terrain of HPI activities. Nontechnical competencies are
sometimes referred to as core competencies. An example of a
core competency is “industry awareness.” It cannot be isolated
and linked to one of the four roles. ASTD Models for Human
Performance Improvement, however, revealed that industry
awareness was of importance to HPI work and that it applies to
all of the HPI roles. The next section will take a closer look at
the core competencies for HPI and how each is applied in this
field. Core Competencies This section provides a brief overview
of each of the sixteen core competencies. These competencies
are fundamental to the success of HPI practitioners. Unlike the
role competencies, which are specific to the roles assumed by
practitioners, core competencies cut across all activities and are
essential to successful performance in HPI. Industry Awareness:
HPI practitioners, especially those working as external
consultants, must possess a broad understanding of the industry
in which the client organization exists. Internal HPI
practitioners, new to an industry, must rapidly develop an
awareness of the industry in order to develop context and be
able to interact with, and have credibility with, their clients and
executives. This industry awareness creates a recognition of the
trends that are shaping it. This understanding helps practitioners
to link analysis and intervention efforts to organizational goals
that, in turn, take into account the external industry
environment. Note that this competency focuses on awareness,
implying that although an HPI practitioner need not become an
industry expert, the more awareness of the issues, the better.
Core Competencies 1. Industry Awareness: Understanding the
vision, strategy, goals, and culture of an industry; linking
human performance improvement interventions to
organizational goals. 2. Leadership Skills: Knowing how to
lead or influence others positively to achieve desired work
results. 3. Interpersonal Relationship Skills: Working
effectively with others to achieve common goals and exercising
effective interpersonal influence. 4. Technological Awareness
21. and Understanding: Using existing or new technology and
different types of software and hardware; understanding
performance support systems and applying them as appropriate.
5. Problem-Solving Skills: Detecting performance gaps and
helping other people discover ways to close the performance
gaps in the present and future; closing performance gaps
between actual and ideal performance. 6. Systems Thinking and
Understanding: Identifying inputs, throughputs, and outputs of a
subsystem, system, or suprasystem and applying that
information to improve human performance; realizing the
implications of interventions on many parts of an organization,
process, or individual and taking steps to address any side
effects of human performance improvement interventions.
9. Business Understanding: Demonstrating awareness of the
inner workings of business functions and how business
decisions affect financial or nonfinancial work results
(McLagan, 1989). 10. Organization Understanding: Seeing
organizations as dynamic, political, economic, and social
systems that have multiple goals; using this larger perspective
as a framework for understanding and influencing events and
change (McLagan, 1989). 11. Negotiating/Contracting Skills:
Organizing, preparing, overseeing, and evaluating work
performed by vendors, contingent workers, or outsourcing
agents. 12. Buy-in/Advocacy Skills: Building ownership or
support for change among affected individuals, groups, and
other stakeholders. 13. Coping Skills: Knowing how to deal
with ambiguity and how to handle the stress resulting from
change and from multiple meanings or possibilities. 14. Ability
to See “Big Picture”: Looking beyond details to see overarching
goals and results. 7. Performance Understanding:
Distinguishing between activities and results; recognizing
implications, outcomes, and consequences. 8. Knowledge of
Interventions: Demonstrating an understanding of the many
ways that human performance can be improved in organizational
settings; showing how to apply specific human performance
improvement interventions to close existing or anticipated
22. performance gaps. 15. Consulting Skills: Understanding the
results that stakeholders desire from a process and providing
insight into how efficiently and effectively those results can be
achieved. 16. Project Management Skills: Planning, costing,
organizing, resourcing, and managing complex projects. Analyst
Intervention Specialist 1. Performance Analysis Skills (Front-
end Analysis): The process of comparing actual and ideal
performance in order to identify gaps or opportunities.
1. Performance Information Interpretation Skills: Finding
useful meaning from the results of performance analysis and
helping performers, performers’ managers, process owners, and
other stakeholder to do so. 2. Needs Analysis Survey Design
and Development Skills (Open-ended and Structured): Preparing
written (mail), oral (phone), or electronic (e-mail) surveys using
open-ended (essay) and closed (scaled) questions in order to
identify human performance improvement needs.
2. Intervention Selection Skills: Selecting human performance
improvement inteventions that address the root cause(s) of
performance gaps rather than symptoms or side effects.
3. Competency Identification Skills: Identifying the knowledge
and skillrequirements of teams, jobs, tasks, roles, and work
(McLagan, 1989). 3. Performance Change Interpretation Skills:
Forecasting and analyzing the effects of interventions and their
consequences. 4. Questioning Skills: Gathering pertinent
information to stimulate insight in individuals and groups
through use of interviews and other probing methods (McLagan,
1989). 4. Ability to Assess Relationship Among Interventions:
Examining the effects of multiple human performance
improvement interventions on parts of an organization, its
interactions with customers, suppliers, distributors, and
workers. 5. Analytical Skills (Synthesis): Breaking down the
components of a larger whole and reassembling them to achieve
improved human performance. 5. Ability to Identify Critical
Business Issues and Changes: Determining key business issues
and applying that information during the implementation of a
human performance improvement intervention. 6. Work
23. Environment Analytical Skills: Examining work environments
for issues or characteristics affecting human performance.
6. Goal Interpretation Skills: Ensuring that goals are converted
effectively into actions to close existing or pending
performance gaps; getting results despite conflicting priorities,
lack of resources, or ambiguity. Change Manager Evaluator
1. Change Implementation Skills: Understanding the nature of
individual and organizational change and applying that
knowledge to effectively lead organizations successfully
through change. 1. Groups Dynamics Process Understanding
Performance Gap Evaluation Skills: Measuring or helping
others to measure the difference between actual perfomance and
ideal performance. 2. Change Impetus Skills: Determining what
the organization should do to address the cause(s) of a human
performance gap at present and in the future. 2. Ability to
Evaluate Results Against Organizational Goals: Assessing how
well the results of a human performance improvement
intervention match intentions. 3. Communication Channel,
Informal Network, and Alliance Understaning: Knowing how
communication moves through an organization by various
channels, networks, and alliances; building such channels,
networks, and alliances to achieve improvements in productivity
and performance. 3. Standard Setting Skills: Measuring desired
results of organizations, processes, or individuals; helping
others to establish and measure work expectations. 4. Groups
Dynamics Process Understanding: Understanding how groups
function; influencing people so that group, work, and individual
needs are addressed (McLagan, 1989). 4. Ability to Assess
Impact on Culture: Examining the effects of human performance
gaps and human performance improvement interventions on
shared beliefs and assumptions about “right” and “wrong” ways
of behaving and acting in one organizational setting. 5. Process
Consultation Skills: Observing individuals and groups for their
interactions and the effects of their interactions with others.
5. Human Performance Improvement Intervention Reviewing
Skills: Finding ways to evaluate and continuously improve
24. human performance improvement interventions before and
during implementation. 6. Facilitation Skills: Helping
performers, performers’ managers, process owners, and
stakeholders to discover new insights. 6. Feedback Skills:
Collecting information about performance and feeding it back
clearly, specifically, and on a timely basis to affected
individuals or groups (McLagan, 1989). Figure 1-6
Competencies associated with the HPI roles. Source: Adapted
from Rothwell, W. (2000). ASTD Models for Human
Performance Improvement: Roles, Competencies, and Outputs.
2nd ed. Alexandria VA: The American Society for Training and
Development. Used by permission of the American Society for
Training and Development. Leadership Skills: While people
involved in performance improvement work may not possess
formal leadership positions, they must constantly exert
leadership behaviors. Effective leaders are able to create a sense
of direction, rally people to action, and move toward the desired
goals or the realization of a vision. While countless volumes
have been written about the topic of leadership, Chevalier
(2006) notes that very little has been written about leadership
skills related to performance improvement, and he presents
some useful strategies and tactics. Interpersonal Relationship
Skills: HPI practitioners must interface with many people in an
organization during a typical performance improvement project.
They may come into contact with representatives from top
management, purchasing, finance, scheduling, front-line
employees, supervisors, administrators, and virtually any other
person inside, as well as outside, the organization. For this
reason, the ability to work effectively with diverse groups in
order to obtain information, communicate results, and build
trust is paramount to success. Countless stories exist of people
with superior technical skills who “derailed” in their job, role,
or even career as a result of poor interpersonal skills. Thus,
sound interpersonal relationship skills are essential to an HPI
practitioner’s success. Technological Awareness and
Understanding: Many interventions that are brought to bear on
25. performance problems contain technological elements. While
in-depth expertise in computer hardware and software may not
be required, an awareness of the options available and the
impact on performance is necessary. Practitioners may find
themselves working on a project where technical specialists
must be called upon. The ability to understand how technology
will be used and its implications on performance is important.
Further, a certain level of technical awareness enables an HPI
practitioner to identify experts who must be called upon for a
particular project or task. Problem-Solving Skills: Human
performance improvement is all about problem solving. The
focus, however, is on human performance problems. The ability
to engage in a systematic process to determine performance
gaps, their causes, and workable solutions is the goal of HPI
practitioners. Systems Thinking and Understanding: An
organization is a system within which are countless
interconnected subsystems. In order to be successful, HPI
practitioners must be able to view organizations as systems.
During the analysis phase, it is important to examine the inputs,
the processes, and the outputs that are being produced to
pinpoint deficiencies. During the intervention selection and
implementation planning phases, it is critical to take into
account the interrelationships among various system
components to ensure that direct and indirect negative side
effects are prevented. Performance Understanding: The
differences between activities and results have been covered in
this chapter. Many who are unfamiliar with HPI mistake
behaviors for accomplishments. This is quite easy to do because
behaviors are often more visible and easy to label. Human
performance improvement practitioners have this understanding
of performance at the forefront of their thinking. When
engaging in analysis, they focus on results and carefully select
and implement interventions that will influence performance
and achieve results. Knowledge of Interventions: Chapter 3 is
dedicated to the topics of interventions, often called
“solutions,” and intervention selection. A multitude of potential
26. interventions exist that can be used to solve performance
problems. While it is impossible to be an expert in all
interventions, knowledge of options available is important. The
more wide-ranging this knowledge of potential interventions,
the more likely it will be that the appropriate one will be chosen
and implemented. Also, as will be discussed in Chapter 3, it is
important for HPI practitioners to be able to tap into people
with expertise in various interventions. Business Understanding:
Often the client of the HPI practitioner is a line manager or
other businessperson. Understanding the fundamental functions
of a business and the interrelationships between functions is
important. Such business understanding allows those engaged in
performance improvement to speak the language of business
leaders. This ability to communicate in business terms helps to
build the credibility of HPI practitioners and facilitates
understanding between business leaders and practitioners.
Organization Understanding: Similar to having business
understanding, HPI practitioners must recognize how
organizations function, in general, and specifically how their
own organization operates. This competency relates also to
systems thinking because it highlights the need for HPI
practitioners to view the political, economic, and social
components of organizations. These organization elements must
be constantly monitored due to their changing nature.
Negotiating/Contracting Skills: During a given performance
improvement project, a variety of external resources may be
required. These include internal resources, such as other
departments, as well as external resources, such as independent
consultants, consulting firms, and other external vendors of
products or services. For this reason, it is important that the
HPI practitioner be able to negotiate and contract with such
vendors. The contracting process may be less formal with
internal groups, but is no less important to ensure expectations
are met. Then, once a supplier is secured, it becomes necessary
to monitor, evaluate, and manage work that is carried out so that
the project stays on track and the desired results are attained.
27. Internal as well as external suppliers become partners in the
performance improvement process and are often an extension of
the HPI practitioner and project team. Buy-in/Advocacy Skills:
Throughout the life cycle of a performance improvement
project, practitioners must work to build support and
commitment for the effort. They must facilitate the momentum
building process that helps to get a project off the ground and
through to completion. This applies not only to the
implementation and change management phases of HPI, but also
to the analysis and evaluation phases. The importance of
analysis and evaluation must often be sold to management
because of the propensity of many to jump to solutions. As with
interpersonal relationship skills, which were mentioned earlier
in this section, buy-in must be sought among a wide variety of
constituents. Coping Skills: Although systematic and structured
in nature, many aspects of the human performance improvement
process may be vague and unclear. There are many questions
that remain unanswered and issues that are left unresolved.
Further, scarce resources, limited budgets, political dynamics,
level of support, and tight timelines add to the pressure and
stress that is often experienced. HPI practitioners often feel as
though they are flying by the seat of their pants while trying to
shoot at a moving target. For this reason, coping skills are
essential for seeing a project through to completion. Coping
skills involve patience, persistence, and recognizing the
dynamics of personal change and transition (Bridges, 2003), to
which HPI practitioners are not exempt. Ability to See the “Big
Picture”: There is a balance that HPI practitioners must strike
between concentrating on the details while always maintaining a
focus on the big picture. This competency relates to the ability
to step back from the details and keep the larger issues and
overall project in mind. This strategic perspective helps
practitioners to ensure that project goals and purposes are being
achieved, and that there are no disconnects between interrelated
elements of organization. Consulting Skills: HPI practitioners
may be internal or external consultants. Regardless of their
28. relationship to the organization, they must possess strong
consulting skills. Consulting involves contracting, obtaining a
firm grasp on the needs and desired results of the client and the
client organization, making recommendations on how to best
meet those needs, gaining buy-in, and many other related
activities (Schaffer, 2002). This is best accomplished through
forging a close, mutual partnership with the client. The role of
the consultant is to facilitate self-discovery on the part of the
client. It often involves the transference of the HPI skills and
knowledge to the client so that dependence on the consultant is
reduced and the client’s capacity to engage in HPI is developed.
Trust-based relationships are at the center of effective
consulting engagements (Block, 2000). Project Management
Skills: Most human performance improvement projects have a
discrete beginning and end. Further, many principles and
techniques associated with basic project management can be
applied to HPI activities. Such skills help in the establishment
of goals, task items, milestones, and timelines as well as
resource allocation, monitoring, and budgeting. Many software-
based project management tools can also be incorporated into
human performance improvement efforts to facilitate project
management. Project management has become a more developed
profession with standards created through the Project
Management Institute, known as the Project Management Body
of Knowledge (PMBOK) (PMI, 2006a). Project managers can
also become certified and achieve a credential such as the
Project Management Professional (PMP) (PMI, 2006b). Outputs
A number of outputs are produced through the enactment of the
competencies. An output is “a product or service that an
individual or group delivers to others, especially to colleagues,
customers, or clients” (McLagan, 1989). Figure 1-7 displays
some outputs, or products or services, associated with each
competency linked to HPI. There are two primary types of
outputs. A terminal output is “a final outcome directly
associated with a particular role” (Rothwell, 2000). For
example, a terminal output associated with the role of the
29. analyst is “persuasive reports to stakeholders about past,
present, and future performance gaps and their cause(s)”
(Rothwell, 2000). An enabling output is “a specific output
associated with the demonstration of a particular competency”
(Rothwell, 2000). As the name implies, enabling outputs
contribute to the delivery of the terminal output. For example,
one of the enabling outputs linked with an analyst competency
includes “statistical summaries of needs analysis results”
(Rothwell, 2000). HPI Competencies and Associated Output
Core Competency Outputs Industry Awareness: Understanding
the vision, strategy, goals, and culture of an industry or
organization; linking human performance improvement
interventions to Descriptions of industry/organizational status
Leadership Skills: Knowing how to lead or influence others
positively to achieve desired work results. Positive influence on
others exhibited Interpersonal Relationship Skills: Working
effectively with others to achieve common goals; exercising
effective interpersonal influence Positive relationships
established and maintained with clients, stakeholders, and
decision makers Technological Awareness and Understanding:
Using existing or new technology, different types of software
and hardware and understanding performance support systems
and applying them as appropriate. Facility in using technology
Problem-Solving Skills: Detecting performance gaps and
helping other people discover ways to close performance gaps
in the present and future; closing performance gaps between
actual and ideal performance. Strategies for groups, teams, or
individuals to discover present or anticipated performance gaps
Application of quality tools to identify special and general
causes (histograms, trend charts, etc.). Written and oral
briefings to performers, performers’ managers, process owners
and other stakeholders about performance gaps Problem-solving
activities to lead performers, performers’ managers, process
owners, and other stakeholders to discover/forecast the likely
impact of multiple interventions on processes, individuals, or
the organization Systems Thinking and Understanding:
30. Identifying inputs, throughputs, and outputs of a subsystem,
system or suprasystem and applying that information to improve
human performance; realizing the implications of interventions
on many parts of an organization, process or individual; taking
steps to address side effects of human performance
improvement interventions. Systems flowcharts showing the
impact of interventions on processes, individuals, or the
organization Performance Understanding: Distinguishing
between activities and results; recognizing consequences
Written and oral descriptions of performance Visual charts or
other aids to show performance Knowledge of Interventions:
Demonstrating an understanding of the many ways that human
performance can be improved in organizational settings;
showing an understanding of how to apply specific human
performance improvement interventions to close existing or
anticipated performance gaps. Employee recruitment programs
Employee orientation programs Employee training programs
using systematic approaches Establishing learning organizations
Employee performance appraisal practices and programs Career
development programs Organization development interventions
Compensation, reward, and incentive programs Employee
feedback programs Employee discipline programs Employee
counseling and wellness programs Safety programs Improved
tools and equipment Improved on-the-job training Improved on-
the-job learning Job aids Organizational design Job design Task
design Ergonomic improvements Improved employee staff
planning and forecasting programs Other human performance
improvement strategies/interventions Business Understanding:
Demonstrating awareness of the inner workings of business
functions and how business decisions affect financial or
nonfinancial work results (McLagan, 1989). Flowcharts of work
processes Flowcharts of organizational operations/networks
Flowcharts of interactions with customers and other
stakeholders Cash flow statements Budget documents Income
sheets and balance statements Organization Understanding:
Seeing organizations as dynamic, political, economic, and
31. social systems which have multiple goals; using this larger
perspective as a framework for understanding and influencing
events and change (McLagan, 1989). Stories about
organizational culture/ history and experiences Descriptions of
the likely impact of changes on different parts of an
organization, work processes, or individuals
Negotiating/Contracting Skills: Organizing, preparing,
overseeing and evaluating work performed by vendors, other
contingent workers or outsourcing agents. Requests for
proposals Written or oral proposals to management or to clients
Written and oral agreements Management plans for oversight of
vendors, contingent workers, or outsourcing agents Buy-
in/Advocacy Skill: Building ownership or support for change
among affected individuals, groups, and other stakeholders.
Action plans Agreements for action Support for change voiced
by performers, performers’ managers, process owners and/or
stakeholders Coping Skill: Knowing how to deal with ambiguity
and how to handle the stress resulting from change and from
multiple meanings or possibilities. Strategies for managing
stress and ambiguity Strategies for helping others manage stress
and ambiguity Strategies for addressing resistance to change
Ability to see the “Big Picture”: Looking beyond details to see
overarching goals and results. Descriptions of the impact of
human performance improvement strategy on organizational
plans, work processes, and individuals Consulting Skills:
Understanding the results that stakeholders desire from a
process and providing insight into how efficiently and
effectively those results can be achieved. Flowcharts Policy and
procedure preparation Written policies Written procedures
Preparation of work standards/expectations Project Management
Skills:** Planning, costing, organizing, resourcing, and
managing complex projects. Performance contracts Project
goals Project task items Project milestones Project timelines
Project resource requirements Resource management Project
budget Analyst Role Terminal Output Conducts troubleshooting
to isolate the cause(s) of human performance gaps or one who
32. identifies areas in which human performance can be improved.
Persuasive reports to stakeholders about gaps and their cause(s)
past, present, and future performance Analyst Competencies
Enabling Outputs 1. Performance Analysis Skills (Front-End
Analysis): The process of comparing actual and ideal
performance in. order to identify performance gaps or
opportunities. Models and plans to guide troubleshooting of
human performance gaps Work plans to guide performance
analysis Information on trends affecting existing or possible
future performance gaps Task analysis Job analysis observations
2. Needs Analysis Survey Design and Development Skills
(Open-Ended and Structured): Preparing written (mail), oral
(phone) or electronic (e-mail) surveys using open-ended (essay)
and closed (scaled) questions to identify human performance
improvement needs. Written (mail) surveys Oral (phone)
surveys Electronic (e-mail) surveys Survey administration plans
Research designs Data analysis and interpretation plans Reports
of needs analysis surveys Statistical summaries of needs
analysis results Content analysis summaries of needs analysis
results 3. Competency Identification Skill: Identifying the
knowledge and skill requirements of teams, jobs, tasks, roles,
and work (McLagen, 1989). Work portfolios Job descriptions
Behavioral events interview guides Written critical incident
survey questionnaires Competency models by function, process,
organization or work category 360-degree assessments
4. Questioning Skill: Gathering information to stimulate insight
in individuals and groups through use of interviews and other
probing methods (McLagen, 1989). Interview guides Interview
administration plans Content analyses of interview results Team
meeting agendas and plans Focus groups* Interviews*
5. Analytical Skill (Synthesis): Breaking down the components
of a larger whole and reassembling them to achieve improved
human performance. Strategies for analyzing the root cause(s)of
performance gaps Fishbone diagrams Storyboards of problem
events Outputs Associated with the roles and Competencies of
Human Performance Improvement Work Analyst Competencies
33. Enabling Outputs 6. Work Environment Analytical Skill:
Examining work environments for issues or characteristics
affecting human performance. Environmental scans
Business/organization plans Team/group plans Process
improvement strategies/plans Intervention Specialist Role
Terminal Output Selects appropriate interventions to address the
root cause(s) of performance gaps. Persuasive reports to
stakeholders about the appropriate intervention(s) to close past,
present or future performance gap(s) Intervention Specialist
Competencies Enabling Outputs 1. Performance Information
Interpretation Skills: Finding useful meaning from the results of
performance analysis and helping performers, performers’
stakeholders to do so. Written or oral briefings to performers,
performers’ managers, process owners, or other or cause
analysis managers, process owners, and other stakeholders
about the results of performance analysis Useful information
drawn from performance or cause analysis 2. Intervention
Selection Skills: Selecting human performance improvement
interventions that address the root cause(s) of performance
gaps, rather than symptoms or side effects. Approaches for
choosing appropriate human performance improvement
strategies to close performance gaps 3. Performance Change
Interpretation Skill: Forecasting and analyzing the effects of
interventions and their side effects. Written and oral briefings
to performers, performers’ managers, process owners, and other
stakeholders about the likely impact of change or of a human
performance improvement intervention on processes,
individuals, or the organization Problem-solving activities to
lead per-formers, performers’ managers, process owners and
other stakeholders to discover/forecast the impact of an
intervention’s implementation on processes, individuals or the
organization 4. Ability to Assess Relationship Among
Interventions: Examining the effects of multiple human
performance improvement interventions on parts of an
organization, its interactions with customers, suppliers and
distributors, and workers. Written and oral briefings to
34. performers, performers’ managers, process owners, and other
stakeholders about the likely impact of multiple interventions
on processes, individuals or the organization Problem-solving
activities to lead performers, performers’ managers, process
owners, and other stakeholders to discover/forecast the likely
impact of multiple interventions on processes, individuals, or
the organization 5. Ability to Identify Critical Business Issues
and Changes: Determining key business issues and applying that
information during the implementation of a human prformance
improvement intervention. Organizational analyses Process
analyses Individual assessments White papers on improvement
strategies Oral and written briefings to performers, performers’
managers, process owners or stakeholders about possible
improve-ment strategies Customer satisfaction
information/survey results 6. Goal Interpretation Skills:
Ensuring that goals are converted effectively into actions to
close existing or pending performance gaps; getting results
despite conflicting priorities, lack of resources, or ambiguity.
Written or oral goals for human performance improvement
Performance objectives for interventions Facilitated
performance objectives Change Manager Role Terminal Outputs
Ensures that interventions are implemented in ways consistent
with desired results and that they help individuals and groups
achieve results. Performance improvement interventions
effectively monitored with participants and stakeholders
Effective interpersonal interactions among participants and
stakeholder of interventions Tracking systems to compare actual
and ideal performance and progress toward narrowing or closing
performance gaps, or realizing performance opportunities as the
intervention is implemented Oral and/or written agreements
among most or all stakeholders about the results desired from
the intervention Measurable financial or nonfinancial objectives
to be achieved during and after implementation of the
intervention(s) Change Manager Competencies Enabling
Outputs 1. Change Implementation Skills:** Understanding the
nature of individual and organizational change and applying
35. that knowledge to effectively lead organizations successfully
through change. Plans for managing the change Effect
involvement of stakeholders Individual and organizational needs
in balance Conflict resolution utilized to resolve differences
Process for surfacing issues Management understanding the
dynamics of change 2. Change Impetus Skills: Determining
what the organization should do to address the cause(s) of a
human performance gap at present and in the future. A
convincing case made for the need for change Organizational
sponsorship identified and secured Evidence of support obtained
through commitment of resources Designs/action plans for
introducing and consolidating interventions Designs/plans for
reducing resistance to interventions Recommendations to
management about management’s role in introducing and
consolidating change Recommendations to workers about their
role in introducing and consolidating change 3. Communication
Channel, Informal Network, and Alliance Understanding:
Knowing how communication moves through an organization by
various channels, networks, and alliances; building such
channels, networks, and alliances to achieve improvements in
productivity and performance. Communication plans established
to keep participants in change and stakeholders of change
informed about the progress of the human performance
improvement intervention 4. Groups Dynamics Process
Understanding: Understanding how groups function; influencing
people so that group, work, and individual needs are addressed
(McLagan, 1989). Groups successfully observed Plans for
influencing groups based on knowledge of small group
development theory 5. Process Consultation Skills: Observing
individuals and groups for their interactions and the effects of
their interactions with others. Group process observation forms
Descriptions to group members and individuals about the effects
of their behavior on a group or on individuals 6. Facilitation
Skills: Helping performers, performers’ managers, process
owners, and stakeholders to discover new insights. Plans for
facilitating group discussions Plans for facilitating individual or
36. group decision making and problem solving Evaluator Role
Terminal Outputs Assesses the impact of interventions and
follows up on changes made, actions taken, and result achieved
in order to provide participants and stakeholders with
information about how well interventions are being
implemented. Written and oral reports to participants and
stakeholders about the progress of an intervention Written or
oral reports to the organization about performance Written or
oral reports to the organization about progress of interventions
Written or oral reports to work groups or teams about their
performance Written or oral reports to work groups or teams
about the progress of interventions Written or oral reports to
management about performance Written or oral reports to
management about interventions Evaluator Competencies
Enabling Outputs 1. Performance Gap Evaluation Skills:
Measuring or helping others to measure the difference between
actual performance and ideal performance. Human performance
improvement evaluation objectives Human performance
improvement evaluation designs and plans Human performance
improvement evaluation instruments Pre- and post-measures of
worker performance Evaluation findings, conclusions, and
recommendations Reports to management and workers on the
outcomes of human performance improvement strategies
2. Ability to Evaluate Results Against Organizational Goals:
Assessing how well the results of a human performance
improvement intervention match intentions. Linkage of human
performance improvement interventions to other change efforts
of the organization Linkage of each human performance
improvement intervention with other interventions Linkage of
human performance improvement interventions to
organizational plans, goals and objectives Linkage of human
performance improvement interventions to
organizational/business needs 3. Standard Setting Skills:
Measuring desired results of organizations, processes, or
individuals; helping others to establish and measure work
expectations. Work standards/expectations established Work
37. standards/expectations communicated 4. Ability to Assess
Impact on Culture: Examining the effects of human performance
gaps and human performance improvement interventions as well
as shared beliefs and assumptions about “right” and “wrong”
ways of behaving and acting in one organizational setting.
Linkage of human performance improvement interventions to
organizational culture 5. Human Performance Improvement
Intervention Reviewing Skills: Finding ways to evaluate and
continuously improve human performance improvement
interventions before and during implementation. Written and
oral reports to stakeholders and participants about the progress
of an intervention 6. Feedback Skills: Collecting information
about performance and feeding it back clearly, specifically, and
on a timely basis to affected individuals or group (McLagan,
1989). Feedback to the organization about performance
Feedback to organization about progress of interventions
Feedback to work groups or teams about performance Feedback
to work groups or teams about progress of interventions
Feedback to management about performance Feedback to
management about interventions * Additional outputs identified
by King, S. B. (1998). Practitioner Verification of the Human
Performance Improvement Analyst Competencies and Outputs.
Doctoral dissertation. University Park, PA. ** Additional
competencies identified by the authors. Figure 1-7 HPI
competencies and associated outputs. Source: Adapted from
Rothwell, W. (2000). ASTD Models for Human Performance
Improvement: Roles, Competencies, and Outputs. 2nd ed.
Alexandria VA: The American Society for Training and
Development. Used by permission of the American Society for
Training and Development. The Growing Importance of Human
Performance Improvement In recent years, many workplace
learning and performance professionals have attempted to
broaden their perspective from providing training alone to
engaging in human performance improvement work (Rothwell,
2000). The American Society for Training and Development
(ASTD) in its annual State of the Industry report showed that
38. best practice learning organizations in 2005 allocated 40
percent of their resources to nonlearning efforts and activities
(Sugrue and Rivera, 2005). Some training professionals began
several years ago to reinvent themselves to become HPI
practitioners, labeling themselves performance consultants or
performance technologists (Robinson and Robinson, 1995a). In
discussing this trend, Rothwell (2000) describes several points
that capture the essence of the transformation toward human
performance improvement and that still stand today: (1) A
paradigm shift is underway in the training field that requires
training professionals to shift their focus from such traditional
development inputs as classes and hours to such outputs as
performance at the individual, team, and organizational levels;
(2) The shift from training to performance is beginning to
manifest itself in changing titles, changing perceptions, and
changing skill requirements for trainers; (3) The shift to human
performance improvement holds great potential for transforming
training in companies and increasing its value to the
organization. In addition to professionals who completely
reinvent their roles, many trainers expand their focus to
emphasize training for the purpose of impact or performance
improvement versus training for the sake of training, sometimes
referred to as activity-based training (Robinson and Robinson,
1989). Hequet (1995) notes that many training “gurus” have
always advocated this performance perspective, but he later
states that many organizations and individuals are only recently
starting to hear the message. Increasing emphasis is being
placed on performance improvement as training professionals
move away from training as the primary solution to all problems
and situations and toward HPI, where analysis is paramount and
a portfolio of potential solutions are possible. Countless books,
articles, college courses, conference presentations, and
workshops bear witness to this trend. Many training
professionals are expanding their perspective to emphasize
results-based training. They have come to realize that thick
course catalogs are poor measures of training effectiveness.
39. Survey research conducted by the American Society for
Training and Development (ASTD, 1994) discusses the shift to
performance improvement as one of the primary trends in the
training field. “The emphasis in business on high-performance
work will shift training content away from isolated skill
building and information transfer to performance improvement
and support” (ASTD, 1994). Trainers must “think performance.
Accept that better performance is the only thing that matters in
a competitive organization—and that if you can help make
better performance happen, you will add real value. Don’t limit
your choice of methods to training.” The time is now to broaden
your thinking from that of a traditional trainer to an HPI
practitioner. The remainder of this book is designed to help you
identify and develop the competence to do just that. Summary
This chapter set the initial framework for performance and the
practice of human performance improvement (HPI). The term
performance was defined and a clear distinction was made
between performance and behaviors. Performance refers to
accomplishments, outcomes, and results that individuals,
groups, and organizations achieve. Next, some of the key
factors that influence performance were presented and
discussed. This led to a description of key definitions and
characteristics. Human performance improvement was defined
as “a systematic process of discovering and analyzing important
human performance gaps, planning for future improvements in
human performance, designing and developing cost-effective
and ethically justifiable interventions to close performance
gaps, implementing the interventions, and evaluating the
financial and nonfinancial results” (Rothwell, 2000). A six-step
human performance improvement process model, from the
research-based competency study ASTD Models for Human
Performance Improvement, was also introduced. The roles,
competencies, and outputs associated with human performance
improvement were introduced. Finally, the growing importance
of HPI was explored.
40. Rothwell, W., Hohne, C. and King, S. (2007). Human
Performance Improvement, 2nd Edition. [Bookshelf Online].
Retrieved
from https://bookshelf.vitalsource.com/#/books/9781136397370
/