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MANAGING AND LEADING FOR HIGH PERFORMANCE1MANAGING AND LEADING FOR HIGH PERFORMANCEPerformance can be managed in two ways:Through job design and goal settingBehaviour reinforcement and rewards2MANAGING PERFOMANCE THROUGH JOB DESIGN AND GOAL SETTING 3Job design and goal settingDefinition of job designThe methods that management uses to develop the content of a job, including all relevant tasks, as well as the processes b which jobs are constructed and revisedJob design is becoming increasingly important because the nature of work is changing in the light of various recent trend intrusion of advanced IT, internet, intranet and e businessSuch recent trends have changed the meaning of such things as on work and off work timesBecause of technology, a person can be on work even when at home, driving, traveling or in bed4People today have home offices complete with internet, fax machines, mobile telephones etcTeleconference are replacing face to face meetingGenerally, the telecommunications are giving employees opportunities to work from homeAll this create new challenges for job design models 5Dimensions/approaches of job designJob enrichment vertically loading the job to provide more opportunitiesJob engineeringScientific management, industrial engineering approachConcerned with product, process and tool design, plant layout, standard operating procedures, work measurements and standards, worker methods, and human machine interactionQuality of work life (QWL) a broad based approach suggesting the importance of overall climate, social- technical designs and teams6Job characteristics building skill variety, task identity, task significance, autonomy and feedback into the job

7Importance of job designIt can reduce stressIt can enhance motivation of employeeCan improve job satisfaction and commitmentCan improve employee performance allowing organisations to effectively compete in the global market

8Job re/designthere are two spectrums to follow job enlargement job enrichment.

9Job enlargementIncreasing the number of task each employee performsJob enlargement adds a more variety of tasks and duties to the job so that it is not as monotonous. This takes in the breadth of the job. That is, the number of different tasks that an employee performs. This can also be accomplished by job rotation. 10It enables workers use more skills in performing their tasksMay reduce efficiency and slow down workBut generally it is said to increase employee satisfaction and commitmentEnlargement horizontally loads the job

11Job rotation and job enlargementThese were the popular methods of job design in the 1950s and 1960sThey were introduced to take advantage of specialisation of labour form the job engineering approaches and also to reduce some of the negative effects these engineered job have on employee satisfaction and performance12Job rotationJob rotation was said to:Reduce accidentsReduce incidents of repetitive strains injuryEnable employees to be more flexible and cover for someone who is absentFor supervisors who are promoted from below the ranks, they would know more about the entire job operation13Job enrichmentIt adds depth to the job - more control, responsibility, and discretion to how the job is performed. Gives higher order needs to the employee, as opposed to job enlargement which simply gives more variety. The chart below (Cunningham & Eberle, 1990) illustrates the differences: 14Job enrichment and job enlargement_ Higher Order | Job | Enrichment | Enrichment and | | | | Enlargement | Accent on |_______________|_______________|_______________|_______________| Needs | | | Routine | Job | | Job | Enlargement | | | | Lower | | | Order |_______________|_______________|_______________|_______________| Few Many Variety of Tasks15Job enrichmentRepresents an extension of job rotation and job enlargementThe assumptions that in order to motivate person, the job must be designed to provide opportunities for achievement, recognition, responsibility, advancement and growthThis would require to enrich the job so that all these factors are presents16Job enrichment includes designing jobs that include:Greater variety of work contentRequire a higher level of knowledge and skillsGive workers autonomy and responsibility in terms of planning, directing, and controlling their own performanceProving the opportunity for personal growth and meaningful work experienceEnrichment vertically loads the job not necessity more tasks but more responsibility and accountability17Designing Job Depth: Job EnrichmentManagers can provide employees with greater opportunities to exercise discretion by making the following changes:Direct feedbackNew learningSchedulingUniquenessControl over resourcesPersonal accountability18Benefits of an enriched jobs Effects of job enrichmentFewer employee errorsLess employee overloadMore employee creativityGrowth of the individual Individuals have better job satisfaction Self-actualization of the individual 19Better employee performance for the organization Organization gets intrinsically motivated employees Less absenteeism, turnover, and grievances for the organization Full use of human resources for society Society gains more effective organizations

20Criticism of job enrichmentManagement might not know when and why the failures occurMany employees prefer an old familiar job to an enriched job and employees are resistance to changeSome employees enjoy the current pattern of on the job socialization and friendship more than they do increased responsibility and autonomy

I will say this 21Richard Hackman and Greg Oldham Model Hackman and Oldham (1975) identified a model on the relationship between certain job characteristics (job scope) and employee motivationThe model recognizes that certain job characteristics contribute to certain psychological state and that the strength of employees needs for growth has an important moderating effect

22Hackman and Oldham model core characteristicsSkill variety: The extent to which the job requires the employee to draw form a number of different skills and abilities as well as on a range of knowledge

Task identity: Whether the job has an identifiable beginning and end. How complete a module of work does the employee perform23Task significance:The importance of the task. It involves the internal significance how important is the task to the organisation? And the external significance how proud are the employee to tell relatives, friends what they do where they workAutonomy: Refers to job independence. How much freedom and control do employees have, for their schedule of work, decisions, determining the means to accomplish objectives 24Feedback: Refers to objective information about progress and performance and can come form the job itself or form supervisors or an information system

25Critical Psychological StatesThese can be summarized as follows:Meaningfulness: This cognitive state involves the degree to which employee perceive their work as making a values contribution, as being important and worthwhile skill varietyTask identityTask significance26Responsibility: this state is concerned with the extent to which employees feel a sense of being personally responsible or accountable for the work being done/outcomes AutonomyKnowledge for results: Coming directly from the feedback, it involves the degree to which employees understand how they are performing in the jobFeedback

27Internal reward and job characteristics The more these three psychological states are present in a job characteristics, the more employees will feel good about themselves when they perform wellInternal rewards re obtained by an individual when her learns (knowledge of results) that he personally (experience responsibility) has performed well on a task that he cares about (experience meaningfulness) 28Internal reward and job characteristics (cont) These internal rewards are reinforcing to employees and cause them to perform wellIf they do not perform well, they will try harder in order to get internal rewards that good performance bringsThus it result to a self-perpetuating cycle of positive work motivation powered by self generated rewardsThis cycle will continue until one or more of the psychological states is no longer present or until the individual no longer values the internal reward that derive form good performance29Skill Variety

Task Identity

Task SignificanceAutonomyFeedbackExperiencedMeaningfulnessof WorkExperiencedResponsibility forOutcomes of WorkKnowledge ofActual Results ofWork ActivitiesHigh InternalWork Motivation

High-qualityWork Performance

High Satisfactionwith Work

Low Absenteeismand TurnoverJob CharacteristicsPersonal and WorkOutcomesEmployees GrowthNeed StrengthCritical Psychological StatesThe Job Characteristics Model30Example of a surgeon/blue collar job workerSurgeon must draw on a wide variety of skills and abilitiesCan readily identify the tasks because they handle patients form beginning to endThe job has a life threatening significanceThere is great deal of autonomy surgeons have the final wordThere is clear dirt feedback during the operation itself and during and after recoveryHence the high motivation31Blue collarAll five characteristics would be relatively minimal or non existence in the perception of such job holders and thus can help explain the motivations problems with these low level jobsTo conclude, in this model, it is the job design not just the person holding the job which can be used to explain the motivation to perform 32Steps that management can take to increase core job dimensions:Combining task elementsAssigning whole pieces of work (i.e., work modules)Allowing discretion in selection of work methodsPermitting self-paced controlOpening feedback channels

33Guidelines For Redesigning Jobs For each core job characteristics, specific guidelines have been suggested for redesigning jobs34Guidelines For Redesigning Jobs (Cont)Skill variety

Task identityProvide cross trainingExpand duties requiring more skills

Give projects a deadline for completionForm self contained work modules 35Guidelines For Redesigning Jobs (Cont)Task significance

autonomyCommunicate importance of the jobEnhance image of the organisationEmpower to make decisionsGive more responsibility and accountability 36Guidelines For Redesigning Jobs (Cont)feedbackImplement information systemsSupervisors give object, immediate information on how the employee is doing 37QUALITY OF WORK LIFE 38Quality of Work Life (QWL) is a philosophy, a set of principles, which holds that people are the most important resource in the organization as they are trustworthy, responsible and capable of making valuable contribution and they should be treated with dignity and respect especially because they are capable of making a valuable contribution to the organization39Quality of work life is defined by Lawler (1973) as the employee perceptions of their physical and mental well being at work. These perceptions can be favourable or unfavourable.

40The elements that are relevant to an individuals quality of work life include: The task,The physical work environment, Social environment within the organization, Administrative system Relationship between life on and off the jobopportunities for active involvement in group working arrangements or problem solving that are of mutual benefit to employees or employers41People also conceive of QWL as a set of methods, such as autonomous work groups, job enrichment, high-involvement aimed at boosting the satisfaction and productivity of workers.

42Quality of work life (QWL) The Quality of Work life (QWL) perspective does not advocate one particular job design techniqueQWL is more concerned with the overall work climate or culturesocial technical approach to job designIt is describes as a concern about the impact of work on people and organizational effectiveness combined with an emphasis on participation in problem solving and decision making 43Quality of working life has been identified by researchers to have the following components: Pay, Employee benefits, Job security, Alternative work schedules, Job stress, Participation in decision makingWorkplace democracy, Profit sharing, Pension rights, Working hours, programs that enhance workers welfare and overall job satisfaction

44Mirvis and Lawler (1984)) suggested that Quality of working life was associated:With satisfaction with wages, Hours and working conditions, Safe work environment, Equitable wages, Equal employment opportunities Opportunities for advancement.45Baba and Jamal (1991) listed what they described as typical indicators of quality of working life, including: Job satisfaction, Job involvement, Work role ambiguity, Work role conflict, Work role overload, Job stress, Organizational commitment46Purpose of QWL programme is to change and improve the work climate so that the interface of people, technology and the organisation makes for more favourable work experience and desired outcomes

47GOAL SETTING 48Meaning A goal is a target that an individual or group of individuals seek to accomplish at workGoal achievement is a factor that influences the success level of individuals employees, departments and business units and the overall organisationGoal setting is the process of motivating employ establishing effective and meaningful performance targets

49Theoretical background of goal setting Can be traced back to the scientific management theory of Fredrick Taylor when he talked of setting the standards of performanceEdward Tolman cognitive theory also talked of importance of values and consequences to influence behaviourThe most documented theory of goal setting is by Edwin Locke (1968)50Edward LockeSuggests that people strive to attain goals order to satisfy their emotions and desiresGoals provide a directional nature to propel behaviour and guide their thought s and actions to one outcome rather than anotherThe individual then responds and performs according to these intentions or goals, even if their goals are not attainedConsequences, feedback, or reinforcement are the result of these responses51Locke goal setting theory of work motivationBased on these, Locke summarizes goal setting to follow the following steps:Goal setting starts with values and value judgmentThis is followed by emotions and desiresThis is then followed by intentions of GOALWith intentions, the individual responds, acts or performsThis leads to consequences, feedback or reinforcement52Principles of goal settingThe goals must be specific not vague or general. Specific goals result to higher levels of performancePerformance targets must be challenging rather than easy or routine. At the same time, goals should be reachable and not so difficult that pursuing them becomes frustrating The individual should e provided with process and outcome feedback. This should be objective and timely 535. Employee must be commitment to the achievement of the goal. Commitment will be greater if the goal is specific, and/or if there is some incentives 6. Employee must own and accept the goal. This means having them participate in goal setting 7. Self efficacy the employee must perceive or believe that he/she can successfully accomplish a specific goal. People exhibiting a high level of self-efficacy tend to set more challenging personal goals and are more likely to achieve them

54The application of goal setting to organizational system performanceGoal setting is the basis used for traditional MBO, planning, control, personnel appraisal systems, and overall organizational systems The application of goal setting to the organizational systems generally follows a series of steps similar to MBO or performance appraisal55The stepsSet overall objectives and action plans ( specific, owned and accepted)Develop the organisationSet individual objectives and action plansConduct periodic appraisals and provided feedback on progress and make adjustmentConduct final appraisal and results56MANAGING PERFOMANCE THROUGH REINFORCEMENT and REWARDS57Reinforcement and PunishmentReinforcement and punishment play a central role in the learning process and provides principles for behaviour performance managementMost learning experts agree that reinforcement is more important than punishment and is the single most important concept and application principlesThe first theoretical treatment of reinforcement in learning is by pioneering psychologist Edward Thorndikes classical law of effect

58Law of effect/ law of behaviourThorndike s law of effect ( sometimes called the law of behaviour) stated that of several responses made to the same situation, those which are accompanied or closely followed by satisfaction (reinforcement) will be more likely to recur; those that are closely followed by discomfort ( punishment) will be less likely to recur59Law of effect/ law of behaviour (cont..) Desirable and reinforcing , consequences will increase the strength of the preceding behaviour and increase its probability of being repeated in futureUndesirable, or punishing, consequences will decrease the strength of the preceding behaviour and decrease the probability of being repeated in the futureSometimes a third law is added; if the behaviour is followed by no consequence (neither positive or negative contingent consequences) the behaviour will extinguish over time (this is called extinction principle or law) 60Critique of reinforcement theoryThere may be some occasions when a persons cognitive rationalizations might neutralize the laws of behaviour

For example, people with inaccurate self efficacy beliefs may not be affected by the consequences of their actions. Those with inaccurate or false self efficacy beliefs who experience performance failures time after time will not learn from their mistakes or respond to the manages comments on how to correct the problem. - They have high self-efficacy (they believe that their behaviours are appropriate to successfully accomplish the task but they are wrong61Differences btw reinforcement and reward

Reinforcement in behavioral management is defined as anything that both increases the strength and tends to induce repetition of the behaviour that preceded the reinforcementA reward on the other hand is simply something that the person who presents it deem to be desirable 62Differences btw reinforcement and reward Cont)Something is reinforcing if it strengthens the behaviour preceding it and induces repetitionE.g.. a manager may ostensibly reward an employee who found an error in a report by publicly praising the employee.Yet on examination it is found that the employee is embarrassed and chided by coworkers and error finding behaviour decreases in futureIn this example, reward is not reinforcing63Differences between Positive, negative reinforcers, and punishment64It must be understood that reinforcement, positive or negative, strengthens the behaviour and increases the probability of repetition

Positive reinforcement strengthens and increases behaviour by the presentation of desirable consequence

Giving recognition and attention to an employee for successful completion of a task could be an example of positive reinforcement (if this does in fact strengthen and subsequently increase this task behaviour

65Negative reinforcement strengthens and increases behaviour by the threat of use of undesirable consequences or the termination or withdrawal of desirable consequence

A worker is negatively reinforced for getting busy when the supervisor walks through the area. Getting busy terminates being chewed out by the supervisor

66Negative reinforcement strengthen and increases behaviour, whereas punishment weakens and decreases behaviourHowever, both are considered to be forms of negative control of behaviourNegative reinforcement is actually a form of social blackmail, because the person will perform in a certain way in order not to be punished

67Punishment Negative reinforcement is not equal to punishmentPunishment is anything that weakens behaviour and tends to decrease its subsequent frequency.Punishment consists of the application of an undesirable or noxious (harmful) consequences, but can also be defined as the withdraws of desirable consequencesThus taking away certain organizational privileges from a manager who has poor performance record could be thought to be punishment

68PunishmentFor punishment to be effective, there must be a weakening of and a decrease in, the behaviour that preceded it.Just as a supervisor criticizes a subordinate and thinks this is a punishment, it is not necessarily the case unless the behaviour that proceeded the criticism weakens and decreases in subsequent frequencycriticism can be reinforcing especially if the employee needs attention and thinks that by attracting criticism, he will get attention69Criticism against punishmentUse of punishment tends to cause many undesirable side effectsThe punished behaviour tends to be only temporarily suppressed rather than permanently changed, and the punished person tends to get anxious or uptight and resentful of the punisherThus the use of punishment as a strategy to control behaviour is a lose-lose approachUnless punishment is severe, the behaviour will reappear very quickly, but the more severe the punishment, the greater the side effects such as hate or revenge 70Guidelines for Administering punishment To minimise the problems with using punishment: 1. Persons administering it must always provide an acceptable alternative to the behaviour that is being punished. If they do not, the undesirable behaviour will tend to reappear and will cause fear and anxiety in the person being punished

2. The punishment must be administered as close in time to the undesirable behaviour as possible reprimanding a subordinate a week after the rule was broken is not effective

713. When punishment is administered, it should be remembered that there is also an effective on the relevant others who are observing the punishment give punishment in private if possible

72Guidelines for punishment ( Cont) 4. Always attempt to reinforce instead of punish in order to change behaviour. The use of reinforcement strategy is usually more effective in accelerating desirable behavior than the use of punishment is for decelerating undesirable behaviours because no bas side effect accompany reinforcement

73Guidelines for Discipline (cont) In order to succeed, punishment must be used in an orderly, rational manner not, as is too often the case, as a handy outlet for manger anger or frustration. If used with skill and concern for human dignity. It can be useful In behaviour management, discipline is a learning experience, never purely a coercive experience to prove mastery or control over others., punishment should give advance warning (it is red hot dont touch) and be immediate, consistent and impersonal ( it burns everyone who touches) 74Guidelines for Punishment (cont)Punishment should be situational applied and progressive punishment for a 19 year old should be different form a senior manager. The progressive discipline many start off with clarifying verbal discussion, then move to written contract signed by the person being discipline and next move to time off with or without pay, and then only as a last step, and in termination75Role of Organisational Reward Systems Because positive reinforcement consequences are so important to employee behaviour, the Organisational systems becomes critical to behaviour performance managementOrganisations may have excellent technology, good SP, job descriptions, comprehensive training programmes, but unless the people are reinforced for performance related behaviors, these will have little impact 76The challenge of performance management is to understand this behaviour reality, eliminate the reinforcers for undesirable behaviours, and more importantly and effectively, reinforce the desirable behaviour77There are two types of reinforcers: FinancialNon financial78Money as a reinforcerMoney to employees can be determined in several waysBase pay ( the traditional approach)Merit pay ( for performance)New pay plan ( for performance, skill, competency, etc)Base pay The only reinforcing function provided here the employee walking up to the cash office or banks to pick their pay checks and rarely do employee see it as a motivator to improve performance79Merit pay Money, if well administered can act as a reinforcer it has a positive effect on employees behaviourHowever, its shortcomings will be seen if not well implemented such as poor: measurement of performancelack of acceptance of supervisory feedback limited desirability of merit increases that are too small

80Lack of linkages between merit pay and performancePotential unintended consequences such as focusing on merit related activities and behaviours Some compensation practitioners argue that merit pay only makes employees unhappy because they view it as unfair way to reward for past performances instead of being geared towards improving future performance81A laboratory study of merit pay led to the following conclusions:Unless a merit pay raise is at least 6 to 7 percent of base pay, it will not produce the desired effect on employee behaviourBeyond a certain point, increases in merit-rise size are unlikely to improve performanceWhen merit pay raises are too small, employee morale will suffer824. Cost of living adjustments, seniority adjustments, and other non-merit components of a raise should be clearly separated from the merit component5. Smaller percentage raises given to employees at the higher ends of base-pay ranges are demotivatingIn other words therefore, both the traditional base and merit-pay plans have a problem 83The new pay planThis seem to overcome a lot of problems associated with the traditional base pay and the merit pay as a means of rewarding employeesIt is said to increase performance by up to 100 per cent in terms of net returns to the organisation - i.e. for every one dollar pay out, the gain was more than $284Non financial rewardsAlthough money is the most obvious Organisational reward, non financial rewards are receiving increased attentionSurvey has shown that employees ranking non financial rewards above the financial rewardsA study conducted by Peterson and Luthans found that financial incentives initially has a bigger effect on profits, customer service, and employee retention, but over time, except for employee retention, both financial and nonfinancial incentives had an equal significant impact85In other words therefore, there is little doubt that the nonfinancial rewards can be very powerful, but are often overlooked as a reinforcer in behaviour performance management

86Categories of non financial rewardsConsumables coffee break treats, free lunches, company dinners, company outing, time off, entertainment events, education classesManipulatables desk accessories, company car, trophies, clothing, club privileges, use of company facilities for personal projects87Visual and auditory office with space, internet for personal use, decorated work environment, private office, libraryJob design job with more responsibility, job rotation, special assignment, training, flexible work hours, participation in decisions, team works, self managementFormal recognition for achievement, feature in in-house newsletters, celebrations, letter of commendation, acknowledgment in front of others88Performance feedback nonverbal and verbal performance information, written reports, performance appraisals, performance charts and graphs, Social recognition and attention friendly greeting, soliciting for suggestions, compliments of work progress, smile, verbal/non verbal recognition or praise89Major steps in behaviour performance managementIdentify performance behaviours Measurement of behaviourAnalysis behaviourDevelop intervention strategies Evaluate to ensure performance improvement901. Identify performance behaviours

Have to do with quantity and quality of products, delivery of services by operating employeesThis could be done through having the person(s) closest to the job determine the critical behaviours - the jobholder, supervisory or teamOr having a behaviour audit done by an expert systematically analyzing each job 91Behaviours to be identified include direct performance behaviour e.g. absenteeism, or attendance, promptness or tardiness, doing/not doing the job per the procedure that leads to quality/quantity outcomes, time wasted through socializing, playing games on computers, disrupting coworkersOnly those behaviours that can be measured and have a significant impact on performance will be includedThose behaviours contribute to performance need to be strengthened and dysfunctional behaviours need to be weakened92Step 2: Measurement of behaviourHow often are the performance behaviours identified in step 1 occurring under existing conditionsA baseline measure is obtained by determining (either by observing and counting or by extracting from existing records) the number of times the identified behaviour is occurring under existing conditionsThe measure will review whether the behaviour indentified is occurring much less or much more frequently than anticipatedOR that the problem is much bigger than was thought to be the case93Sometimes, the baseline measure may cause the problem to be dropped because its low (or high) frequency is now deemed not to need changeThe purpose of the baseline measure is to provide objective frequency data on the critical behaviour94Step 3: functional analysis of the behaviour Once the performance behaviour has been identified and a baseline measure is obtained, a functional analysis is performed. A functional analysis identifies: What are the antecedent (A) cues of the performance behaviour (B) what are the contingent consequences ( C) This AB-C analysis is a necessary prerequisite to development an effective intervention strategyAntecedents and consequences are vital to understanding, prediction and control of human behaviour in organisation 95Example of functional analysis of absenteeism behaviours Antecedents cuesbehaviourconsequencesIllness/accidentsHangoverLack of transportTrafficLack of house helpFamily problemsCompany policiesSeniority/ageGetting up lateStaying at homeDrinkingWorking at homeVisitingCaring for a sick child

Discipline programmeVerbal reprimandWritten reprimandLayoffsDismissalSocial consequences from coworkersAvoidance of work96The functional analysis brings out the problem solving nature of the approachBoth the antecedent cues that emit the behaviour and sometimes control it, and the consequences that are currently making the behaviour must be identified and understood before an effective intervention strategy can be developed

97Step 4: developing intervention strategy The goal of the intervention is to strengthen and accelerate functional performance behaviours and/or weaken and decelerate dysfunctional behaviorsThere are several strategies that can be used, and the main ones are: positive reinforcement strategyPunishment-positive reinforcement strategy98Positive reinforcement strategyPositive and not negative reinforcement is recommended as an effective intervention strategy in organizational behaviour modification (O. B Mod.) Reason positive reinforcement represent a form of positive control of behaviour whereas negative reinforcement represents a form of negative control of behaviour 99It is argued that positive control through positive reinforcement intervention strategy s much more effective and longer lasting than the negative controlIt creates a much healthier and productive organizational climatePositive reinforcers money, feedback, social recognition, a combination of these100A punishment-positive reinforcement strategy Though positive reinforcement strategy is said to be the most effective, realistically, it is recognized that in some cases, the use of punishment to waken and decelerate undesirable behaviour cannot be avoided For example in the case of unsafe behaviour that needs to be decreased immediatelyBut as said earlier, many negative effects accompany the use of punishment (hate, revenge) and should be avoided if possible101Step 5: Evaluation to Ensure Performance Improvement Purpose to make sure the intervention does in fact lead to performance improvementIf it doe not, then another analysis and/or intervention is madeThis makes the program credible, accountable, and ensures that that everything that is tried has to be proved to have valueEvaluation should e done at all 4 level ( reaction, learning, behaviour change, and performance improvement )1021. Reaction level Do people using the approach and those having it used on them like itCan provide information for planning future programmesPositive reaction helps ensure organizational supportIs a springboard for enhancing other level of evaluation Can provide useful comparative data between units and across time

1032. Learning Level Do people using the approach understand the theoretical background and underling assumption and the meaning of, and reasons for, the steps in the model. If they do, the model will again tend to be used effectively104Behaviour changeAre behaviours actually being changed? Starting from step 2 where you get important data for this level of evaluation4. Performance improvement The major purpose of O.B. Mod. is not just to receive favourable reaction, learn concepts and change behaviour. These are important only to the extent that they contribute to the overriding purpose performance improvementMeasures used are data on absenteeism, quality, quantity, turnover, customer complains/satisfaction. Safety, sales revenue, RRI

106Applications of Behaviour Management Research on the effectiveness of behaviour and performance management in general and its application by various researcher can be summarized as follows:Employee productivityEmployees productivity or task completion is positively affected by behaviour modification techniques. The performance improvement is for both quantity and quality of employees output and cuts across virtually all organizational settings and all intervention techniques107Absenteeism and tardinessThis reduces especially if small monetary incentives and or punishment is usedSafety and accidents prevention Reduction in identifiable hazards or increasing safety behaviours - give incentives for those who meet safety goals 108Sales performanceA behaviour performance management approach, in which important selling behaviours that can are identified, measured, analyzed, intervened in ,and evaluated is said to be more effective

NB: These results are not exhaustive but represent the growing application of the behaviour performance management approach109