Instructors Manual to Accompany

Organizational Behavior 5/e

emerging knowledge and practice for the real world

by Steven L. McShane and Mary Ann von Glinow

Chapter 6: Applied Performance Practices

Prepared by: Steven L. McShane, University of Western Australia

ThisInstructorsManual1ileispartoftheInstructorsResourceCDROMforOrganizationalBehavior: EmergingKnowledgeandPracticefortheRealWorld,5thedition 10digitISBN:0073364347 13digitISBN:9780073364346 PublishedbyMcGrawHill/Irwin,abusinessunitofTheMcGrawHillCompanies,Inc.,1221AvenueoftheAmericas,New York,NY,10020.Copyright2010,2008,2005,2003,2000byTheMcGrawHillCompanies,Inc.Allrightsreserved.No partofthispublicationmaybereproducedordistributedinanyformorbyanymeans,orstoredinadatabaseorretrieval system,withoutthepriorwrittenconsentofTheMcGrawHillCompanies,Inc.,including,butnotlimitedto,inanynetwork orotherelectronicstorageortransmission,orbroadcastfordistancelearning. Someancillaries,includingelectronicandprintcomponents,maynotbeavailabletocustomersoutsidetheUnitedStates.

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Chapter 6: Applied Performance Practices

Applied Performance Practices

LEARNING OBJECTIVES
Afterreadingthischapter,studentsshouldbeableto: 1. Discusstheadvantagesanddisadvantagesofthefourrewardobjectives. 2. Identifyseveralteamandorganizationallevelperformancebasedrewards. 3. Describe1ivewaystoimproverewardeffectiveness. 4. Discusstheadvantagesanddisadvantagesofjobspecialization. 5. Diagramthejobcharacteristicsmodelofjobdesign. 6. Identifythreestrategiestoimproveemployeemotivationthroughjobdesign. 7. De1ineempowermentandidentifystrategiestosupportempowerment. 8. Describethe1iveelementsofselfleadership. 9. Identifyspeci1icpersonalandworkenvironmentin1luencesonselfleadership.

CHAPTER GLOSSARY
autonomyThedegreetowhichajobgivesemployees thefreedom,independenceanddiscretiontoschedule theirworkanddeterminetheproceduresusedin completingit. balancedscorecardArewardsystemthatpaysbonuses forimprovedresultsonacompositeof1inancial, customer,internalprocessandemployeefactors. employeestockownershipplans(ESOP)reward systemsthatencouragesemployeestobuycompany stock empowermentApsychologicalconceptinwhich peopleexperiencemoreselfdetermination,meaning, competenceandimpactregardingtheirroleinthe organization. gainsharingplansteambasedrewardsthatcalculate bonusesfromtheworkunitscostsavingsand productivityimprovement
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jobcharacteristicsmodelAjobdesignmodelthat relatesthemotivationalpropertiesofjobstospeci1ic personalandorganizationalconsequencesofthose properties. jobdesigntheprocessofassigningtaskstoajob, includingtheinterdependencyofthosetaskswithother jobs. jobenrichmentOccurswhenemployeesaregiven moreresponsibilityforscheduling,coordinatingand planningtheirownwork. jobevaluationSystematicallyevaluatingtheworthof jobswithinanorganizationbymeasuringtheirrequired skill,effort,responsibilityandworkingconditions jobrotationThepracticeofmovingemployeesfrom onejobtoanother

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Chapter 6: Applied Performance Practices

jobspecializationTheresultofdivisionoflaborin whicheachjobincludesasubsetofthetasksrequiredto completetheproductorservice. mentalimageryMentallypracticingataskand visualizingitssuccessfulcompletion motivatorhygienetheoryHerzbergstheorystating thatemployeesareprimarilymotivatedbygrowthand esteemneeds,notbylowerlevelneeds pro1itsharingplansArewardsystemthatpays bonusestoemployeesbasedonthepreviousyearslevel ofcorporatepro1its scienti1icmanagementsystematicallypartitioning workintoitssmallestelementsandstandardizingtasks toachievemaximumef1iciency.

selfleadershipTheprocessofin1luencingoneselfto establishtheselfdirectionandselfmotivationneeded toperformatask skillvarietyTheextenttowhichemployeesmustuse differentskillsandtalentstoperformtaskswithintheir job stockoptionsArewardsystemthatgivesemployees therighttopurchasecompanystockatafuturedateata predeterminedprice taskidentityThedegreetowhichajobrequires completionofawholeoranidenti1iablepieceofwork tasksigni1icanceThedegreetowhichthejobhasa substantialimpactontheorganizationand/orlarger society

CHAPTER SYNOPSIS
Moneyandother1inancialrewardsareafundamentalpartoftheemploymentrelationship,buttheirvalueandmeaning variesfromonepersontothenext.Organizationsrewardemployeesfortheirmembershipandseniority,jobstatus, competencies,andperformance.Membershipbasedrewardsmayattractjobapplicantsandsenioritybasedrewards reduceturnover,buttheserewardobjectivestendtodiscourageturnoveramongthosewiththelowestperformance. Rewardsbasedonjobstatustrytomaintaininternalequityandmotivateemployeestocompeteforpromotions. However,theytendtoencouragebureaucratichierarchy,supportstatusdifferences,andmotivateemployeesto competeandhoardresources.Competencybasedrewardsarebecomingincreasinglypopularbecausetheyimprove workforce1lexibilityandareconsistentwiththeemergingideaofemployability.However,theytendtobesubjectively measuredandcanresultinhighercostsasemployeesspendmoretimelearningnewskills. Awards/bonuses,commissions,andotherindividualperformancebasedrewardshaveexistedforcenturiesandare widelyused.Manycompaniesareshiftingtoteambasedrewardssuchasgainsharingplansandtoorganizational rewardssuchasemployeestockownershipplans(ESOPs),stockoptions,andpro1itsharing.ESOPsandstockoptions createanownershipculture,butemployeesoftenperceiveaweakconnectionbetweenindividualperformanceandthe organizationalreward. Financialrewardshaveanumberoflimitations,butrewardeffectivenesscanbeimprovedinseveralways. Organizationalleadersshouldensurethatrewardsarelinkedtoworkperformance,rewardsarealignedwith performancewithintheemployeescontrol,teamrewardsareusedwherejobsareinterdependent,rewardsarevalued byemployees,andrewardshavenounintendedconsequences. Jobdesignreferstotheprocessofassigningtaskstoajob,includingtheinterdependencyofthosetaskswithotherjobs. Jobspecializationsubdividesworkintoseparatejobsfordifferentpeople.Thisincreasesworkef1iciencybecause employeesmasterthetasksquickly,spendlesstimechangingtasks,requirelesstraining,andcanbematchedmore closelywiththejobsbestsuitedtotheirskills.However,jobspecializationmayreduceworkmotivation,createmental healthproblems,lowerproductorservicequality,andincreasecoststhroughdiscontentment,absenteeism,and turnover. Contemporaryjobdesignstrategiesreversejobspecializationthroughjobrotation,jobenlargement,andjob enrichment.Thejobcharacteristicsmodelisatemplateforjobredesignthatspeci1iescorejobdimensions,
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Chapter 6: Applied Performance Practices

psychologicalstates,andindividualdifferences.Organizationsintroducejobrotationtoreducejobboredom,developa more1lexibleworkforce,andreducetheincidenceofrepetitivestraininjuries.Twowaystoenrichjobsareclustering tasksintonaturalgroupsandestablishingclientrelationships. Empowermentisapsychologicalconceptrepresentedbyfourdimensions:selfdetermination,meaning,competence, andimpactregardingtheindividualsroleintheorganization.Individualcharacteristicsseemtohaveaminorin1luence onempowerment.Jobdesignisamajorin1luence,particularlyautonomy,taskidentity,tasksigni1icance,andjob feedback.Empowermentisalsosupportedattheorganizationallevelthroughalearningorientationculture,suf1icient informationandresources,andcorporateleaderswhotrustemployees. Selfleadershipistheprocessofin1luencingoneselftoestablishtheselfdirectionandselfmotivationneededto performatask.Thisincludespersonalgoalsetting,constructivethoughtpatterns,designingnaturalrewards,self monitoring,andselfreinforcement.Constructivethoughtpatternsincludeselftalkandmentalimagery.Selftalkrefers toanysituationinwhichapersontalkstohimselforherselfabouthisorherownthoughtsoractions.Mentalimagery involvesmentallypracticingataskandimaginingsuccessfullyperformingitbeforehand.

POWERPOINT SLIDES
OrganizationalBehaviorFifthEditionincludesacompletesetofMicrosoftPowerPoint1ilesforeachchapter.(Please contactyourMcGrawHill/Irwinrepresentativeto1indouthowinstructorscanreceivethese1iles.)Inthelecture outlinethatfollows,athumbnailillustrationofeachPowerPointslideforthischapterisplacedbesidethe correspondinglecturematerial.Theslidenumberhelpsyoutoseeyourlocationintheslideshowsequenceandtoskip slidesthatyoudontwanttoshowtotheclass.(Tojumpaheadorbacktoaparticularslide,justtypetheslidenumber andhittheEnterorReturnkey.)

LECTURE OUTLINE (WITH POWERPOINT SLIDES)

Applied Performance Practices

Applied Performance Practices Slide 1

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Chapter 6: Applied Performance Practices

Applied Performance Practices at Svenska Handelsbanken Svenska Handelsbanken relies on prudent reward systems, offers employee jobs with high motivation potential, expects staff to manage themselves, and delegates power to branches, resulting in high levels of employee empowerment and performance. Financial Reward Practices Financial rewards are a fundamental part of the employment relationship
Pay has multiple meanings
Financial Reward Practices Slide 3

Svenska Handelsbanken Slide 2

symbol of success reinforcer and motivator reflection of ones performance can reduce anxiety

Men value money more than women. Cultural values influence the meaning and value attached to money.

Types of Reward Practices

membership and seniority job status competencies performance

Types of Reward Practices Slide 4

Membership and Seniority-Based Rewards Most common reward -- fixed wages, or pay increases as seniority increases
Membership and Seniority-Based Rewards Slide 5

Advantages
Guaranteed wages may attract job applicants Seniority-based rewards reduce turnover

Disadvantages
Do not directly motivate job performance Discourages poor performers from leaving voluntarily May act as golden handcuffs

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Chapter 6: Applied Performance Practices

Job Status-Based Rewards Job evaluation estimates job worth by measuring the job's required skill, effort, responsibility, and working conditions.
Job Status-Based Rewards Slide 6

Employees in more valued positions receive -- executive dining room, larger office, company-paid car etc. Advantages:
Maintain feelings of pay equity Motivates employees to compete for promotions

Disadvantages:
Employees exaggerate duties, hoard resources Encourages bureaucratic hierarchy, and reinforces a status mentality. Inconsistent with market-responsive organizations with few layers of hierarchy that encourage initiative from all employees

Competency-Based Rewards Pay increases with competencies acquired and demonstrated

Organizations are shifting from job status to rewarding employees for their skills, knowledge and other competencies that lead to superior performance

Competency-Based Rewards Slide 7

Skill-based pay -- pay increases with number of skill modules learned, even though only one skill area performed at a time Advantages
More flexible, multi-skilled work force Better product/service quality Consistent with employability

Disadvantages
Competencies may become subjective personality assessments -skill-based plans are more objective Increases training costs

Reward Practices at Nucor Nucor has survived and thrived in the turbulent steel industry by motivating employees with team-based and organizational-based rewards.
Reward Practices at Nucor Slide 8

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Chapter 6: Applied Performance Practices

Performance-Based Rewards Individual Rewards

Awards and bonuses -- achieving a performance goal or for individual task accomplishment Commissions -- earnings based on sales volume Piece rate pay -- pay per number of units produced

Performance-based Rewards Slide 9

Team Rewards
Bonuses -- team paid lump sum for reaching targets Gainsharing plans paid to the team based on cost reductions and increased labor efficiency

Organizational Rewards Employee stock ownership plans

employees own company stock -- some employees own company

Profit sharing
employees receive share of profits

Stock options
right to purchase company stock at a future date at a predetermined price

Balanced scorecard (BSC)

rewards for improving composite results (financial, customer, internal processes, employee)

Evaluating organizational-level rewards Positive effects

Creates an ownership culture Adjusts pay with firm's prosperity Scorecards align rewards with several specific organizational outcomes

Evaluating Organizational-Level Rewards Slide 10

Concerns with performance pay

Weak connection between individual effort and rewards Reward amounts affected by external forces

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Chapter 6: Applied Performance Practices

Improving Reward Effectiveness 1. Link rewards to performance (better performers should be rewarded more than those with poorer performance)
Improving reward Effectiveness Slide 11

increases P-to-O expectancy problems with organizational politics and difficulty measuring performance

2. Ensure rewards are relevant

reward outcomes within employees control adjust for situational factors -- e.g. effect of economy on sales

3. Use team rewards for interdependent jobs

easier to measure team output than individual increases cooperation and reduces competitiveness increases employee preferences for team-based work

4. Ensure rewards are valued

people have different needs and wants

5. Watch out for unintended consequences

difficult to anticipate effect of rewards on behavior

Job Design Assigning tasks to a job, including the interdependency of those tasks with other jobs
Job Design Slide 12

Organization's goal -- to create jobs that allow work to be performed efficiently yet employees are motivated and engaged Job Specialization Dividing work into separate jobs that include a subset of the tasks required to complete the product or service

Job Specialization Slide 13

Scientific management
introduced by Frederick Winslow Taylor in early 1900s systematically determining how to partition work into smallest elements and how to standardize tasks for maximum efficiency advocates job specialization Taylor also emphasized person-job matching, training, goal setting, work incentives Problem: scientific management ignores motivational potential of jobs

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Chapter 6: Applied Performance Practices

Evaluating Job Specialization Advantages

Less time changing activities Lower training costs Job mastered quickly Better person-job matching Job boredom Higher absenteeism/turnover Lower work quality Lower motivation

Evaluating Job Specialization Slide 14

Disadvantages

Job Design and Work Motivation Frederick Herzberg

Proposed the idea that job content motivates, whereas extrinsic conditions (hygienes) prevent dissatisfaction Theory rejected but influenced thinking about job content as source of motivation

Job Characteristics Model Identifies five core job characteristics, three psychological states, and individual moderators
Job Characteristics Model Slide 15

Core job characteristics Skill variety -- extent that job requires different skills
e.g. sales clerks also stock inventory and change store-front displays

Task identity -- completing a whole or identifiable piece of work

e.g. employee assembles an entire computer modem

Task significance -- impact on organization and/or society

e.g. medical devices employee impacts life and death of patients

Autonomy -- freedom, independence, and discretion

e.g. employees (not boss) make decisions

Job feedback -- receive performance info from the job itself

e.g. airline pilots know good landings

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Chapter 6: Applied Performance Practices

Critical Psychological States

Experienced meaningfulness -- belief that ones work is worthwhile or important Experienced responsibility -- feel personally accountable Knowledge of results -- information about work consequences

Individual Differences contingencies

employees must have skills and knowledge to master job must be reasonably satisfied at work and have sufficient growth needs

Improving task Significance Through the Voice of the Customer Rolls Royce Engine Services in California introduced Voice of the Customer, an initiative in which customers talk to production staff about how the quality of these engines are important to them. It gives employees with relatively repetitive jobs the sense that they're not just working on a part but rather are key in keeping people safe, explains a Rolls Royce executive. Job Design Practices That Motivate Job rotation Moving from one job to another
Job Rotation Slide 17

Improving task Significance Through the Voice of the Customer Slide 16

Three functions
1. reduces repetitive strain injuries 2. increases multiskilling -- more flexible work force 3. potentially reduces job boredom

Job enlargement Adding tasks to an existing job Improves work efficiency and flexibility
Job Enlargement Slide 18

Example: video journalist

performs several tasks previously performed by people in a few jobs also example of job enrichment due to increased autonomy

Problem: Just adding more tasks will not increase job satisfaction or performance -- need job enrichment (adding autonomy and job knowledge)

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Chapter 6: Applied Performance Practices

Job Enrichment Given more responsibility for scheduling, coordinating, and planning ones own work
Jon Enrichment Slide 19

Outcomes of job enrichment

Increases job satisfaction Increases performance when task identity and job knowledge increases Increases service quality due to more felt responsibility

Two of the main ways to increase job enrichment: 1. Clustering tasks into natural groups
Stitching highly interdependent tasks into one job e.g., video journalist, assembling entire product

2. Establishing client relationships

Directly responsible for specific clients Communicate directly with those clients

Dimensions of Empowerment Empowerment is a psychological concept with four dimensions: 1. Self determination
Dimensions of Empowerment Slide 20

Employees are given freedom, independence, and discretion over their work activities

2. Meaning
Empowered employees care about their work and believe that what they do is important

3. Competence
Empowered employees have feelings of self-efficacy they are confident about their ability to perform the work well and have a capacity to grow with new challenges

4. Impact
Empowered employees view themselves as active participants in the organization their decisions and actions influence the companys success

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Chapter 6: Applied Performance Practices

Supporting Empowerment Individual factors

Possess required competencies, able to perform the work
Supporting Empowerment Slide 21

Job design factors

Autonomy, task identity, task significance, job feedback

Organizational factors
Resources, learning orientation, trust

Self-Leadership Practices The process of influencing oneself to establish the self-direction and self-motivation needed to perform a task
Self-Leadership Slide 22

1. Goal setting (Chapter 5) 2. Social learning theory (Chapter 3) 3. Sports psychology -- constructive thought processes

Elements of Self-Leadership 1. Personal goal setting Self-set goals

Self-Leadership: Personal Goal Setting Slide 23

Apply effective goal setting practices 2. Constructive thought patterns Self-talk: talking to yourself about your own thoughts or actions
positive self-talk increases self-efficacy

Self-Leadership: Constructive Thought Patterns Slide 24

Mental imagery: mentally practicing a task and visualizing its successful completion

3. Designing natural rewards Finding ways to make the job more motivating
e.g. use discretion in how a task is accomplished
Self-Leadership: Designing Natural Rewards Slide 25

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Chapter 6: Applied Performance Practices

4. Self-monitoring Keeping track of ones progress toward goal

Checking naturally occurring feedback Design artificial feedback if no natural feedback
Self-Leadership: SelfMonitoring Slide 26

5. Self-reinforcement Controlling a reinforcer but dont take it until completing a selfset goal
Self-Leadership: SelfReinforcement Slide 27

e.g. Watching a movie after writing two more sections of a report e.g. Starting a fun task after completing a task that you dont like

Self-leadership contingencies Self-leadership depends on the person and situation Individual factors
Self-Leadership Contingencies Slide 28

Higher levels of conscientiousness and extroversion Positive self-evaluation (self-esteem, self-efficacy, internal locus)

Organizational factors
Job autonomy Participative leadership Measurement-oriented culture

Self-leadership can be learned Applied Performance Practices

Applied Performance Practices Slide 29

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Chapter 6: Applied Performance Practices

SOLUTIONS TO CRITICAL THINKING QUESTIONS

1. Asaconsultant,youhavebeenaskedtorecommendeitheragainsharingplanorapro:itsharingplanfor employeeswhoworkinthefourregionaldistributionandwarehousingfacilitiesofalargeretail organization.Whichrewardsystemwouldyourecommend?Explainyouranswer. Gainsharingplansreteamrewardsthatmotivateteammemberstoreducecostsandincreaselaboref1iciencyin theirworkprocess.Pro1itsharingincludesanyarrangementwhereadesignatedgroupofemployeesreceivesa shareofcorporatepro1its. Inthissituation,againsharingplanineachofthefourregionalfacilitieswouldprobablybemoreappropriate.The mainreasonisthattheseemployeeswouldhaveasmalleffectoncorporatepro1its,butcouldsigni1icantlyin1luence costsintheirrespectivefacility.Asnotedinthetextbook,rewardsaremoreeffectivewhenemployeeshavedirect controlovertheoutcomesmeasuredforthoserewards. Arelatedexplanationisthatgainsharingisteambasedwhereaspro1itsharingappliestoalemployees.The mandatehereisclearlytointroducearewardsystemforpeoplewithinthefourfacilities,notarewardforthe entireorganization. 2. Youareamemberofateamresponsiblefordevelopingarewardsystemforyourcollegeoruniversity facultyunit.Assumethatthefacultyisnonpro:it,sopro:itsharingisnotanoption.Whatotherteamor organizationlevelrewardsmightworkinthissituation?Describespeci:icmeasuresthatcouldbeusedto calculatetheamountofbonus. Thebalancedscorecardisanorganizationalrewardsystemthatstrivestoimproveperformanceintheareasof 1inancial,customer,internalprocessesandemployeefactorsi.e.abalanced,systemicapproachvs.over emphasizingonlyoneortwooftheabovefactors. Responseswillvary.However,thefollowingrepresentsomesamplemeasurements: Financial. Increasingenrollment Increasingrevenue Customer. Improvingstudentsatisfaction Increasingstudentretention InternalProcesses. Improvingtimelinessofinformationavailabilitye.g.Accesstostudentrecords Employee. Improvingstaff/instructorsatisfaction Increasingstaffretention/reducingturnover

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Chapter 6: Applied Performance Practices

3. AlaskaTireCorporationredesigneditsproductionfacilitiesaroundateambasedsystem.However,the companypresidentbelievesthatemployeeswillnotbemotivatedunlesstheyreceiveincentivesbasedon theirindividualperformance.GivethreeexplanationswhyAlaskaTireshouldintroduceteambased ratherthanindividualrewardsinthissetting. AlaskaTireshouldde1initelyuseteamratherthanonlyindividualrewardsinthissituation.Onereasonisthatthe companyprobablywontbeabletoidentifyormeasureindividualcontributionsverywellintheredesigned productionfacility. EvenifAlaskaTirecoulddistinguishindividualperformance,itshoulduseteamincentivesbecausetheytendto makeemployeesmorecooperativeandlesscompetitive.Peopleseethatthattheirbonusesorotherincentives dependonhowwelltheyworkwithcoworkers,andtheyactaccordingly. Thethirdreasonforhavingteamrewardsinteamsettingsisthattheyin1luenceemployeepreferencesforteam basedworkarrangements.IfAlaskaTirewantsemployeestoacceptandsupporttheteambasedstructure,ateam basedrewardsystemwouldhelptoincreasethatacceptance. 4. Whatcanorganizationsdotoincreasetheeffectivenessof:inancialrewards? Linkrewardstoperformance.Useobjectiveperformancecriteria;ensurerewardsaretimelyandsigni1icantenough tocreatepositiveemotions. Ensurerewardsarerelevant.Rewardpeopleforperformancewithintheircontrol/in1luenceandbereadytoadjust performancemeasuresduetofactorsbeyondemployeescontrol. Ensurerewardsarevalued.Knowyouremployeeandwhatyouneedandwant. Watchoutforunintendedconsequences.Usepilotprojectstotesttheimpacttherewardwillhaveonemployeesand makechangesbeforeimplementingthroughouttheorganization. 5. Mostofushavewatchedpizzasbeingmadewhilewearewaitingtopickupapizzafromapizzashop.What levelofjobspecializationdoyouusuallynoticeintheseoperations?Whydoesthishighorlowlevelof specializationexist?Ifsomepizzashopshavedifferentlevelsofspecializationthanothers,identifythe contingenciesthatmightexplainthesedifferences. Theanswertothisquestionpartlydependsonhowpizzasaremadeinyourarea.Ournonsystematicobservationof pizzamakingisthat,inbusypizzaplaces,severalpeopleareassignedtospeci1ictasks.Onepersonpreparesthe dough;oneormorepeople1illtheorders(putsingredientsonthepizzaandplacesitintheconveyoror1ixedoven); someoneelseunloads,cuts,andboxesthecookedpizzas.Thepersonoperatingthecashregisterusuallyhasthe pizzaunloadingtask.Otherpeopleperformthepizzadeliverytask. Thisrelativelyhighlevelofspecializationoccursbecauseitincreasesef1iciency.Timeissavedbecauseemployees dontchangetasks.Theydeveloptheirskillsquicklyintheirassignedtask(animportantissuewherepizzashops relyonstudentsandothertemporaryparttimestaff).Thisspecializationalsoallowsthestoretoassignpeopleto tasksforwhichtheydemonstratethebestskill.Forexample,somepeoplehavebettercoordinationattossingthe pizzadoughsoitspreadsoutevenly.Othershavegoodphysicalstrengthtocutpizzas. Studentswillprobablyidentifydifferentdegreesofspecializationthanwehavenotedhere.Smallerpizzashops maybeoperatedbytwopeoplewhosharemosttasks(exceptdelivery).Theymightbothpreparethepizzasaswell asloadandunloadthemfromtheoven. Technologymayalsoplayaroleinthedivisionoflabor.Conveyortypeovens(uncookedpizzaisplacedononeend andcookedpizzacomesouttheotherend)wouldallowtwopeopletoloadandunloadthepizzas,respectively.A 1ixedoven(wherethepizzaisloadedinandpulledout)mightworkbetterwithonepersonbecausehe/shekeeps trackofthecookingtime. Lastly,somestudentsmightnotethatjobsaregenerallyspecializedbutthereisjobrotationthroughouttheshift. Thismightoccurtominimizeboredomandavoidrepetitivestraininjuries.
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Chapter 6: Applied Performance Practices

6. Canamanagerorsupervisorempoweranemployee?Discussfully. Empowermentreferstoafeelingofcontrolandselfef1icacythatemergeswhenpeoplearegivenpowerina previouslypowerlesssituation.Empoweredpeoplearegivenautonomythefreedom,independence,and discretionovertheirworkactivities.Theyareassignedtasksthathavehighlevelsoftasksigni1icanceimportance tothemselvesandothers.Insummary,empowermentisapsychologicalconcept.Supervisorsormanagerscannot directlyempoweranemployee.However,theycancreateaworkenvironmentwhereemployeesaremorelikelyto experienceempowerment.Someoftheseinitiativesinclude: Ensuringemployeeshavethenecessarycompetenciestobeeffective Reducingbureaucraticcontrol Designingjobsthatprovidetasksigni1icanceandtaskidentify Ensuringemployeeshavetheinformationandresourcestheyneed Appreciatinglearningandrecognizingmistakesarepartofthelearningemployees Trustingemployees 7. Describeatimewhenyourpracticedselfleadershiptosuccessfullyperformatask.Withreferencetoeach stepintheselfleadershipprocess,describewhatyoudidtoachievethissuccess. Thisquestionprovidestheopportunityforstudentstore1lectontheirownapplicationandexperiencewithself leadership.Increasingly,corporateleadersdesiretohireemployeeswiththeabilitytodemonstrateselfleadership. Re1lectingonatimewhenyoudemonstratedselfleadershipanddescribingyourbehaviorswillprepareyouto respondtoaninterviewquestiondesignedtoassessthisvaluedcompetency.Responseswillvary.Followingare someconsiderationsthatanorganizationalrecruitermaylookfor: Personalgoalsetting.Establishinggoalsthatwerespeci1ic,resultsorientedandchallenging. Constructivethoughtpatterns.Engaginginpositiveselftalkand/orusingmentalimagerytovisualizesuccessful completionofatask. Designingnaturalrewards.Consideringyourownneedsandpreferencestomakeyourjobmoremotivatingand satisfying. Selfmonitoring.Keepingtrackofyourprogressand/orensuringyoureceivedfeedbackneededtoenhanceyour performance. Selfreinforcement.Usingselfinducedformsofpositivereinforcementtorewardyourselfforcompletingataskor achievingagoal. 8. Canselfleadershipreplaceformalleadershipinanorganizationalsetting? Selfleadershipisanappliedperformancepracticethatenhancesandsupportsformalleadershipinan organization. Selfleadershipisaprocesswherepeopleregulatetheirownactionsandmanagethemselvesmostofthetime. Effectiveformalleadershippracticeswillstillbeneededincertainsituationstoensurealignmentofindividualand teamresultswithorganizationalgoals.

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Chapter 6: Applied Performance Practices

CASE STUDY 1-1: THE REGENCY GRAND HOTEL

Case Synopsis
TheRegencyGrandHotelwasoneofBangkoksmostprestigioushotelswhenitwasrecentlysoldtoalargeAmerican hotelchain.JohnBecker,anAmericanwith10yearsofmanagementexperiencewiththehotelchain,wasappointedas thenewGeneralManager.Beckerappliedempowermentpracticestothehotels700employees,whohavealways workedaccordingtomanagementsinstructions.Hetoldthehotelssupervisorstogiveemployeestheopportunityto usetheirinitiative,andtocoachandassistratherthanprovidedirectorders.Beckerreducedthenumberof bureaucraticrules,whichupsetthosewhopreviouslyhaddecisionmakingpowerovertheseissues.Thegeneral managerspenttimeencouragingempowermentamongemployees,althoughtheystillhadtroubleknowingthelimitsof theirautonomy.Supervisorswouldreverseemployeedecisionsbystatingthattheyweremajorissuesrequiring managementapproval.Eventually,employeesrevertedbacktorelyingontheirsuperiorsfordecisionmaking.Rather thanimprovecustomerservice,thehotelsperformancedeteriorated.Absenteeismandturnoverofstaffalsoincreased. NOTE:Thisisatruecasethatoccurredinanother(butculturallysimilar)Asiancountry.Theindustryhasalsobeen changedtomaintainanonymity.Theoriginalindustryalsorequireshighlevelsofcustomerservice.

Suggested Answers to Case Questions

1. Identifythesymptomsindicatingthatproblemsexistinthiscase. Themainsymptomsinthiscasearethatemployeesstopusingtheirinitiative,thatemployeesapplied empowermentineffectively,andthatthehotelexperiencedhigherturnover,absenteeism,stress,andcustomer complaints.Studentsmightalsoidentifycon1lictanddissatisfaction. 2. Diagnosetheproblemsinthiscaseusingorganizationalbehaviorconcepts. EmpowermentProblems. Themostobviousproblemsinthiscaseisthattheempowermentprocessdidnotcreateasettingthatsupports empowerment.First,itisnotclearthatallemployeespossessedthenecessarycompetenciestofeelcomfortable withthatdegreeofautonomy. Second,empowermentrequiresalearningorientationculture,yetitisclearthatemployeeswerenotsupported whenmistakesweremade.Similarly,althoughJohnBeckerseemstotrustemployees,othersupervisorsseemingly donothavethesameleveloftrust. Third,empowermentrequiresjobswithahighdegreeofautonomywithminimalbureaucraticcontrol.The oppositeseemstoexisthere.Employeedecisionswerereversed,therebyunderminingtheirautonomy. Jobdesignproblems. Thiscasecanalsobeunderstoodfromtheperspectiveofjobdesign.Empowermentisaformofjobenrichment,. Accordingtojobcharacteristicsmodel,enrichmentrequirescertainconditions,lackinghere: Skills/knowledgeemployeesdidnothavecompetenciesorroleclaritytoengageinempowerment GrowthNeedssomeemployeesprobablylackedgrowthneedsbecauseoftheircontentedrolestakingordersfrom management.(Butasnotedabove,otheremployeesdemonstratedthattheydidhavefairlyhighgrowthneed strength.) WorkcontextFineinitially,butdeterioratedwithlowsupervisorsupport

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Chapter 6: Applied Performance Practices

Someconceptsfromotherchaptersarealsorelevanttothistopic.Theseincludeexpectancytheory,ERGtheory, behaviormodi1ication,andstressmanagement. Expectancytheory Expectancytheoryisthemainmotivationtheorythatapplieshere,particularlyregardingemployeemotivationto engageinempowermentpractices.WithrespecttotheEtoPexpectancy,employeeswereuncertainabouthow muchdiscretiontheyhadintheirjobs.Whentheydidtrysomeinitiative,theirsupervisorsreversedtheseactions. Thislikelyunderminedtheirselfef1icacyregardingtheabilitytoworkinanempoweredjob.Lowselfef1icacy resultsinalowerEtoPexpectancy. PtoOexpectancyalsohadanadverseeffectonemployeemotivation.Employeeswhotriedempowerment experiencednegativeoutcomesfromtheirsupervisors,andpossiblyfromcustomers.WhileBeckerinitially supportedemployeeempowerment,helaterretreatedtohisof1ice,therebyprovidinglessfavorableoutcomesto employeestotookinitiative.Overall,employeesstoppedtakinginitiativebecauseboththeirEtoPandPtoO expectanciesdecreased. NeedsHierarchytheories Somestudentsmightapplycontentmotivationtheoriestoexplainpartofthiscase.Speci1ically,theymightsuggest thatmostregencyemployeeshavelowgrowthneedsbecausetheywerecomfortablewiththepreviousleadership, whichdidnotoffermuchjobchallenge.Thispointmaybetrueforsomeemployees,butseveralregencystaff membersDIDtrytoapplyempowerment,suggestingthattheyhadsomedegreeofgrowthneedstrength. Moreover,needstheoriesgenerallyexplainwhatneedspeoplepossess,notwhatbehaviorstheyengagein. Behaviormodi:ication Thiscasecanalsobediscussedintermsofbehaviormodi1ication(coveredearlierinthisbook).Thesupervisors eitherpunishedorprovidedextinctionreinforcementtoemployeeswhoengagedinempowermentpractices. Stressmanagement Someemployeesquitorincreasedtheirabsenteeismbecausetheyexperiencedhigherlevelsofstress.Several stressorsexplainthecausesofthisstress: Rolerelatedstressorsambiguousexpectationsandpracticesabouthowtoengageinempowerment InterpersonalstressorsEmployeesexperiencedincreasingcon1lictwithmanagement. OrganizationalstressorsItispossiblethatthepurchaseoftheregencyaswellassubsequentchangesprobably addedtostress,butthisissueisntcertain. 3. Recommendsolutionsthatovercomeorminimizetheproblemsandsymptomsinthiscase. Studentsmightidentifyavarietyofrecommendationsforthiscontentrichcase.SomemightsuggestthatBecker (orhissuccessor,assomestudentsdoubtthatBeckerhasanycredibilitynow)requiressessionsincultural sensitivity.Otherssuggestthatempowermentwillworkattheregencyifemployeesaregivenclearerinstruction andtraining,andemployeesseerolemodelexamplesofempowerment.Itmightalsobeusefultointroducethe processslowlysoemployeeshavetimetoadjustwithlessstress. Theempowermentinterventionisamajorformoforganizationalchange,sostudentswhohavereadthatchapter wouldrecommendanumberofchangemanagementinitiatives,includingcoerciontosupervisorswhodonotget onboardthechangeeffort.

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Chapter 6: Applied Performance Practices

CASE STUDY 6-2: HOW TO MAKE A MICROSERF SMILE

Case Synopsis
MicrosoftCEOSteveBallmerhadanepicmoraleproblem;thecompanysufferedfromsoftwaredelays,Googleenvy,and astockpricethathadbeendriftingsidewaysfortoolong.Tohelptheworldslargestsoftwarecompanyoutifthis morass,BallmeraskedveteranproductmanagerLisaBrummeltobecomethenexthumanresourceschief.Brummel couldntdomuchaboutthecompanysstockprice,butshedidtransformmanyofMicrosoftsperformanceandreward practices. ThisBusinessWeekcasestudydescribeshowMicrosoftisrevampingitrewardpracticesand,indirectly,helping employeestofeelmoreempowered.

Suggested Answers to Case Questions

1. WhatchangesdidLisaBrummelmaketoMicrosoftsperformanceandrewardpractices?Whydid Microsofthavetheseperformanceandrewardpracticesinplace? LisaBrummelremovedtherankingapproachtoperformancemanagement,inwhichemployeesareplacedona forcedcurveofperformance.Instead,managerswereallowedtogiveanyperformanceratingappropriateforthe individual.TheprevioussystemwasinplacelikelybecauseSteveBallmer(whochampionedit)believedintheGE methodofrankandyank,thatis,toencouragecompetitionsoemployeeswouldworkharder.Unfortunately,the systempittedcoworkersagainstoneanotheratatimewhenthecompanyneededtobemorecollaborative.in addition,employeesfeltthesystemwasunfairandcreatedmorepoliticsintheperformanceevaluationprocess. AnotherchangetotherewardpracticeatMicrosoftwastoreinstatesomeoftheperksthathadbeenremoved. Brummelfeltthatthesmallcostsavingsofremovingtheperk(towels,cheapcoffee)waseasilyoffsetbythe adverseeffectsofunderminedmoraleandloyalty. 2. Inyouropinion,aretheseperformanceandrewardmanagementchangesbene:icial,orwillanyofthem causelongtermproblems? Thisquestionisworthyofaninterestingclassdiscussion.Thecasestudyidenti1iessomeproblemswiththe rankingprocess.Yet,theinstructorshouldpointoutthatthisrankingmethodhasbeenverypopularsince recommendedyearsagobyformerGECEOJackWelch.IfGEandothercompaniesappliedthisprocess,itmust havesomepotentialbene1its.Studentsshouldconsiderthesepotentialadvantages. Studentscanalsodebatethebene1itsandlongtermpotentialproblems(ifany)ofprovidinggenerousperquisites, suchashighqualitycoffee,freetowels,freehealthcare,etc.Althoughstudentsmaybechallengedtothinkof problemswiththeserewards,theinstructorshouldpointoutthatMicrosoftemployeestookthefreehealthcarefor grantedeventhoughitwasgenerousbyindustrystandards. 3. Inyouropinion,whichactions,ifany,introducedbyLisaBrummelhaveimprovedfeelingsof empowermentatMicrosoft? Theperformancemanagementsystemmightmakeemployeesfeelmoreempoweredbecausetheywillexperience lessnegativelyfeedbackabouttheirperformance,whichcouldhaveotherwisereducedselfef1icacy(feelingsof competence).

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Chapter 6: Applied Performance Practices

TEAM EXERCISE 6-3: IS STUDENT WORK ENRICHED?

Purpose
Thisexerciseisdesignedtohelpstudentstolearnhowtomeasurethemotivationalpotentialofjobsandtoevaluatethe extentthatjobsshouldbefurtherenriched.

Instructions (Small Class)

Beingastudentislikeajobinseveralways.Youhavetaskstoperformandsomeone(suchasyourinstructor)oversees yourwork.Althoughfewpeoplewanttobestudentsmostoftheirlives(thepayrateistoolow!),itmaybeinteresting todeterminehowenrichedyourjobisasastudent. Step1:Studentsareplacedintoteams(preferably4or5people). Step2:Workingalone,eachstudentcompletesbothsetsofmeasuresinthisexercise.Then,usingtheguidelinesbelow, theyindividuallycalculatethescoreforthe1ivecorejobcharacteristicsaswellastheoverallmotivatingpotentialscore forthejob. Step3:Membersofeachteamcomparetheirindividualresults.Thegroupshouldidentifydifferencesofopinionfor eachcorejobcharacteristic.Theyshouldalsonotewhichcorejobscharacteristicshavethelowestscoresand recommendhowthesescorescouldbeincreased. Step4:Theentireclasswillnowmeettodiscusstheresultsoftheexercise.Theinstructormayasksometeamsto presenttheircomparisonsandrecommendationsforaparticularcorejobcharacteristic.

Instructions (Large Class)

Step1:Workingalone,eachstudentcompletesbothsetsofmeasuresinthisexercise.Then,usingtheguidelinesbelow, theyindividuallycalculatethescoreforthe1ivecorejobcharacteristicsaswellastheoverallmotivatingpotentialscore forthejob. Step2:Usingashowofhandsorclassroomtechnology,studentsindicatetheirresultsforeachcorejobcharacteristics. Theinstructorwillaskforresultsforseveralbandsacrosstherangeofthescales.Alternatively,studentcancomplete thisactivitypriortoclassandsubmittheirresultsthroughonlineclassroomtechnology.Later,theinstructorswill providefeedbacktotheclassshowingthecollectiveresults(i.e.distributionofresultsacrosstherangeofscores). Step3:Wherepossible.tinstructormightaskstudentswithveryhighorverylowresultstodiscusstheirviewswith theclass.

Comments to Instructors
Thisexerciseisselfexplanatory.Theanswerkeyisprovidedinthetextbookforstudentstoscoretheirownresults. Studentstendtoenjoythisexercisebecauseitforcesthemtoevaluatesomethingthatiscentraltothem(particularly fulltimestudents).Bepreparedforsomesearchingquestionsaboutwhysomeinstructorsdontmakestudentwork moreenriched!Herearesomediscussionactivitiesforthisexercise. 1.Comparestudentenrichmentscoreswiththoseofotherjobs.Theaveragescoresofthe1ivecorejobcharacteristics andMPSforselectedjobgroupsarepresentedintheexhibitbelow.(Thisinformationisnotprovidedinthetextbook.) 2.Determinewherestudentsareleastenrichedintheirwork,anddeterminehowthiscouldbecomemoreenriched.In otherwords,afteridentifyingtheweakestcorejobcharacteristic(s),identifyjobenrichmentstrategiesthatwouldraise themotivatingpotentialscoreforstudentsalongthisorthesedimensions.

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Chapter 6: Applied Performance Practices

Motivating Potential Scores for Selected Job Groups

Variable Skill Variety Task Identity Task Significance Autonomy Job feedback MPS Managerial 5.6 4.7 5.8 5.4 5.2 156 Clerical 4.0 4.7 5.3 4.5 4.6 106 Sales 4.8 4.4 5.5 4.8 5.4 146 National (U.S.) 4.7 4.7 5.5 4.9 4.9 128

SELF-ASSESSMENT 6-4: WHAT IS YOUR ATTITUDE TOWARD MONEY?

NOTE: This self-assessment may be completed at the Online Learning Center.

Purpose
Thisexerciseisdesignedtohelpstudentstounderstandthetypesofattitudestowardmoneyandtoassesstheir attitudetowardmoney.

Overview
Moneyisafundamentalpartoftheemploymentrelationship,butitismorethanjustaneconomicmediumofexchange. Moneyaffectsourneeds,ouremotions,andourselfperception.Peopleholdavarietyofattitudestowardsmoney.One setofattitudes,knownasthemoneyethic,ismeasuredinthisselfassessment.

Instructions
Studentsareaskedtoreadeachofthestatementsinthesurveyinstrumentandcircletheresponsethattheybelieve bestre1lectstheirpositionregardingeachstatement.StudentthenusethescoringkeyinAppendixBtocalculatetheir results.,ortheycanhavetheresultsselfscoredbyusingthestudentCD.

Feedback for the Money Attitude Scale

Thisselfassessmentgeneratesconsiderableinterestamongstudents,notsurprisinggiventheinterestthatmost peoplehaveaboutmoney. Thismoneyattitudescaleestimatesthepersonsoverallmoneyethicaswellasscoresonitsthreedimensions:money aspower/prestige,retentiontime,andmoneyanxiety.Eachsubscalehasapotentialscorerangingfrom4to20points; theoverallmoneyattitudescalehasarangefrom12to60points.Higherscoresindicatethatthepersonhasahigher levelofeachattitude.Thefollowingtablesindicatetherangeofscoresamongasampleofover200MBAstudents.

Money as Power/Prestige
Peoplewithhigherscoresonthisdimensiontendtousemoneytoin1luenceandimpressothers.Scoresonthissubscale rangefrom4to20.TheaveragescoreamongasampleofMBAstudentswas9.9.

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Chapter 6: Applied Performance Practices

Score 12 to 20 9 to 11 4 to 8

Interpretation High power/prestige score Moderate power/prestige score Low power/prestige score

Retention Time
Peoplewithhigherscoresonthisdimensiontendtobecareful1inancialplanners.Scoresonthissubscalerangefrom4 to20.TheaveragescoreamongasampleofMBAstudentswas15.

Score 17 to 20 14 to 16 4 to 13

Interpretation High retention time score Moderate retention time score Low retention time score

Money Anxiety
Peoplewithhigherscoresonthisdimensiontendtoviewmoneyasasourceofanxiety.Scoresonthissubscalerange from4to20.TheaveragescoreamongasampleofMBAstudentswas12.8.

Score 12 to 20 9 to 11 4 to 8

Interpretation High money anxiety score Moderate money anxiety score Low money anxiety score

Money Attitude Total

Thisisageneralestimateofhowmuchrespectandattentionyougivetomoney.Scoresonthistotalscalerangefrom12 to60.TheaveragescoreamongasampleofMBAstudentswas37.6.

Score 41 to 60 35 to 40 16 to 34

Interpretation High money ethic score Moderate money ethic score Low money ethic score

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Chapter 6: Applied Performance Practices

SELF-ASSESSMENT 6-5: ASSESSING YOUR SELF-LEADERSHIP

NOTE: This self-assessment may be completed at the Online Learning Center.

Purpose
Thisexerciseisdesignedtohelpstudentsunderstandselfleadershipconceptsandtoassesstheirselfleadership tendencies.

Overview and Instructions

Selfleadershipistheprocessofin1luencingyourselftoestablishtheselfdirectionandselfmotivationneededto performatask.Itrecognizesthatindividualsmostlyregulatetheirownactionsthroughvariousbehavioraland cognitive(thought)activities. Studentsareaskedtoindividuallyreadeachofthestatementsintheinstrumentandselecttheresponsethatthey believebestre1lectstheirpositionregardingeachstatement.

Feedback for the Self-Leadership Scale

Thesixcomponentsofselfleadershipmeasuredinthisscalearepersonalgoalsetting,mentalpractice,designing naturalrewards,selfmonitoring,selfreinforcement,andcueingstrategies.Itisveryusefulforstudentstocomplete thisselfassessmentbeforeanylectureordiscussionofthetopicbecausestudentspaymuchmoreattentiontothe detailsafterestimatingtheirownscore. Thefollowingtableappliestoallselfleadershipsubscales.

Score 13 to 15 8 to 12 3 to 7

Interpretation High score Average score Low score

Personal Goal Setting

Selfleadershipincludesthepracticeofsettingyourownperformanceorientedgoalsand,morespeci1ically, establishingspeci1ic,challenging,andrelevantgoals.Scoresonthissubscalerangefrom3to15.Ahigherscore indicatesahigherlevelofpersonalgoalsetting.Inasampleof200MBAstudents,theaveragescorewas11.57.

Mental Practice
Mentalpractice(calledmentalimageryinthetextbook)involvesmentallyrehearsingfutureevents.Mentalpractice includesthinkingthroughtheactivitiesrequiredtoperformthetask,anticipatingobstaclestogoalaccomplishment, andworkingoutsolutionstothoseobstaclesbeforetheyoccur.Mentallywalkingthroughtheactivitiesrequiredto accomplishthetaskhelpsustoseeproblemsthatmayoccur.Scoresonthissubscalerangefrom3to15.Ahigherscore indicatesahigherlevelofmentalpractice.Inasampleof200MBAstudents,theaveragescorewas11.06.

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Chapter 6: Applied Performance Practices

Designing Natural Rewards

Designingnaturalrewardsistheprocessofalteringtasksandworkrelationshipstomaketheworkmoremotivating. Thismightinvolvechangingthewayyoucompleteatasksotheactivityismoreinteresting.Oritmightinvolvemaking slightchangesinyourjobdutiestosuityourneedsandpreferences.Scoresonthissubscalerangefrom3to15.A higherscoreindicatesahigherlevelofdesigningnaturalrewards.Inasampleof200MBAstudents,theaveragescore was11.4.

Self-Monitoring
Selfmonitoringistheprocessofkeepingtrackofyourprogresstowardagoal.Itincludesconsciouslycheckingat regularintervalshowwellyouaredoing.Scoresonthissubscalerangefrom3to15.Ahigherscoreindicatesahigher levelofselfmonitoring.Inasampleof200MBAstudents,theaveragescorewas11.78.

Self-Reinforcement
Selfreinforcementisthepracticeofrewardingyourselfaftersuccessfullycompletingatask.Itoccurswheneveryou havecontroloverareinforcerbutdon't"take"thereinforceruntilcompletingaselfsetgoal.Scoresonthissubscale rangefrom3to15.Ahigherscoreindicatesahigherlevelofselfreinforcement.Inasampleof200MBAstudents,the averagescorewas11.49.

Cueing Strategies
Thecueingstrategiescomponentofselfleadershipisnotexplicitlydescribedinyourtextbooksdiscussionofself leadership.However,itrelatestotheprocessofselfmanagingtheantecedents(cues)ofbehaviordescribedinthe chapteronbehaviormodi1ication.Inselfleadership,cueingstrategiesareselfsetorselfcontrolledantecedentsrather thanintroducedandcontrolledbyothers.Scoresonthissubscalerangefrom3to15.Ahigherscoreindicatesahigher levelofcueingstrategies.Inasampleof200MBAstudents,theaveragescorewas10.98.

Self-Leadership (total)
Selfleadershipistheprocessofin1luencingoneselftoestablishtheselfdirectionandselfmotivationneededto performatask.Scoresonthisoverallscalerangefrom18to90.Ahighscoreindicatesahigherlevelofoverallself leadership.Inasampleof200MBAstudents,theaveragescorewas68.29. The following table shows the range of scores in categories based on the distribution of score from 200 MBA students.

Score 73 to 90 65 to 72 18 to 64

Interpretation High score Average score Low score

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Chapter 6: Applied Performance Practices

SELF-ASSESSMENT 6-6: STUDENT EMPOWERMENT SCALE

NOTE: This self-assessment may be completed at the Online Learning Center.

Purpose
Thisexerciseisdesignedtohelpstudentsunderstandempowermentandtoassesstheirownempowermentasa student.

Overview and Instructions

Empowermentisapsychologicalconceptrepresentedbyfeelingsofselfdetermination,meaning,competence,and impact.Theempowermentconceptappliestopeopleavarietyofsituationsnotjusttheworkplace.Thisself assessmentisspeci1icallyadaptedtothepositionofstudentatthiscollegeoruniversity. Studentsareaskedtoreadeachstatementinthisinstrumentandselecttheresponsethatbestindicatesthedegreeto whichtheypersonallyagreeordisagreewiththatstatement.Studentsneedtocompleteeachitemhonestlytogetthe bestestimateoftheirlevelofempowerment.Thisinstrumenthas12statements.

Feedback for the Student Empowerment Scale

Theschoolempowermentscaleestimatesyourpersonalfeelingsofempowermentasastudentattheschoolwhereyou areenrolled.Speci1ically,thisscaleconsidersthefeelingsofselfdetermination,meaning,competence,andimpactyou haveasastudent.Scoresonthisscalerangefrom12to84.Ahigherscoreindicatesahigherlevelofempowermentasa student. Howdoesyourscorecomparewithothers?Ideally,youwouldcompareyourscorewiththecollectiveresultsofother studentsinyourclass,butthismightnotbepossible.Alternatively,thefollowinggraphprovidesamoregeneral estimateofhighandlowscoresonstudentempowerment.

Score 60 to 84 36 to 59 12 to 35

Interpretation High empowerment Moderate empowerment Low empowerment

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