绩效管理（第3版）课件.ppt

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1、Chapter 11Managing Team Performance11-11-1 1Copyright 2013 Pearson Education,Inc.publishing as Prentice HallCopyright 2013 Pearson Education,Inc.publishing as Prentice HallOverviewn nDefinition and Importance of Teamsn nTypes of Teams and Implications for PMn nPurposes and Challenges of Team PMn nIn

2、cluding Team Performance in the PM Systemn nRewarding Team PerformanceCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-2 2Definition of TeamTwo or more people Interactn nDynamicallyDynamicallyn nIndependentlyIndepende

3、ntlyShare common and valuedn nGoal,Objective,or MissionGoal,Objective,or MissionCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-3 3Importance of Teamsn nIncreased pressure,including global competitionn nFlexibility i

4、n flatter organizationsn nComplexity of products and servicesn nRapidly changing business environmentsCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-4 4Performance Management and Teamsn nPM systems should target:Ind

5、ividual performanceIndividuals contribution to team performancePerformance of entire team Copyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-5 5General Principles of PM Relating to Teams1.1.Design and implement best sys

6、tem possible2.2.Consider dangers of poorly implemented systemCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-6 6Managing for Improved Team Performancen nDont limit team processes with other task or organizational req

7、uirementsn nProvide good team design and organizational supportn nGive feedback only on processes that the team members can controlCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-7 7Types of Teamsn nClassified byComp

8、lexity of taskMembership configurationCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-8 8Complexity of Task Ranges From:n nRoutineRoutine Well-definedWell-defined Few deviations in how work is doneFew deviations in h

9、ow work is done Outcomes are easily assessedOutcomes are easily assessed-to-to-n nNonroutineNonroutine Not defined wellNot defined well No clear specifications on how to do the No clear specifications on how to do the workwork Outcomes are long term and difficult to Outcomes are long term and diffic

10、ult to assessassessCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-9 9Membership Configuration Includesn nLength of time team expects to work togethern nStability of team membership Copyright 2013 Pearson Education,I

11、nc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-1010StaticDynamicTypes of Teams Based on Membership Configuration and Task ComplexityCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Pre

12、ntice Hal11-11-1111 Dynamic Network Teams Membership Configuration Project Teams Static Work and Service Teams Routine Non-Routine Task Complexity Types of Teamsn nWork or Service Teamsn nProject Teamsn nNetwork TeamsCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pears

13、on Education,Inc.publishing as Prentice Hal11-11-1212Work or Service Teamsn nIntact n nRoutine tasksn nShare similar skill setsCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-1313Project Teamsn nAssembled for specifi

14、c purposen nTasks outside core product or service n nMembers from different functional areasCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-1414Network Teamsn nMembership not constrained by:Time or spaceTime or space

15、Organizational boundariesOrganizational boundariesn nTeams may include:Temporary or full-time workersTemporary or full-time workersCustomersCustomersVendorsVendorsConsultantsConsultantsn nWork is extremely nonroutineCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearso

16、n Education,Inc.publishing as Prentice Hal11-11-1515Examples of PM Approaches by Type of TeamCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-1616Type of TeamType of PM ApproachWork and Service TeamPeer ratingsProject

17、 teamOngoing measurementsNetwork TeamDevelopment of competenciesPurposes of Team PMn nTraditional goals of any PM systemTraditional goals of any PM systemn nSpecific to team performance:Specific to team performance:Make all team members accountableMake all team members accountableMotivate all team m

18、embers to have a Motivate all team members to have a stake in team performancestake in team performanceCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-1717Challenges of Team PMn nHow do we assess relative individual

19、contribution?n nHow do we balance individual and team performance?n nHow do we identify individual and team measures of performance?Copyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-1818Six Basic Principles for Designi

20、ng a PM SystemThat Includes Team Performance1.1.Make sure your team is really a teamMake sure your team is really a team2.2.Make the investment to measureMake the investment to measure3.3.Define measurement goals clearlyDefine measurement goals clearly4.4.Use a multi-method approach to Use a multi-m

21、ethod approach to measurementmeasurement5.5.Focus on process as well as outcomesFocus on process as well as outcomes6.6.Measure long-term changesMeasure long-term changesCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-1

22、1-1919Performance Management Process(Overview/Review)Performance ReviewPerformance Renewal and RecontractingPerformance AssessmentPerformance ExecutionPerformance PlanningPrerequisitesCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Pr

23、entice Hal11-11-2020Prerequisitesn nKnowledge of missionOrganizationOrganizationTeamTeamn nKnowledge of job to be performed by the team,including KSAsCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-2121PrerequisitesK

24、SAs needed for most teams:TaskTaskContextualContextualn nCommunicationCommunicationn nDecision-makingDecision-makingn nCollaborationCollaborationn nTeam leadershipTeam leadershipn nSelf-controlSelf-controlCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education

25、,Inc.publishing as Prentice Hal11-11-2222Performance Planningn nResults expected of the teamn nBehaviors expected of team membersn nDevelopmental objectives to be achieved by team and its membersCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publi

26、shing as Prentice Hal11-11-2323Performance Planningn n Facilitate adaptive learning Facilitate adaptive learning Encourage new behaviors Encourage new behaviorsn n Facilitate generative learning Facilitate generative learning Provide best practices recommendationsProvide best practices recommendatio

27、nsn n Facilitate transformative learning Facilitate transformative learning Deep learning by,for example,bringing in Deep learning by,for example,bringing in members of other teams into the team to members of other teams into the team to work temporarilywork temporarily Innovation and change Innovat

28、ion and changeCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-2424Performance ExecutionTeam responsibilities1.1.Commit to goal achievementCommit to goal achievement2.2.Seek feedback fromSeek feedback from One another

29、One another SupervisorSupervisor 3.3.Communicate openly and Communicate openly and regularlyregularly4.4.Conduct regular and realistic Conduct regular and realistic peer appraisalspeer appraisalsCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publi

30、shing as Prentice Hal11-11-2525Performance ExecutionSupervisor responsibilities1.1.Observe and documentTeam performanceTeam performanceRelative contribution of team Relative contribution of team membersmembers2.2.Update team on any changes in goals of the organization3.3.Provide resources and reinfo

31、rcementCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-2626Performance AssessmentTypes of Assessmentsn nSelf-appraisalsSelf-appraisalsn nPeer evaluationsPeer evaluationsn nSupervisor evaluationSupervisor evaluationn

32、nOutsider appraisals(if appropriate)Outsider appraisals(if appropriate)Copyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-2727Performance AssessmentKinds of Performance to be Assessedn nIndividual task performanceIndivi

33、dual task performancen nIndividual contextual performanceIndividual contextual performancen nTeam performanceTeam performanceCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-2828Dimensions of Team Performance to Asses

34、sn nEffectivenessn nEfficiencyn nLearning and growthn nTeam member satisfactionCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-2929Performance Reviewn nTwo meetings with supervisor or review boardTeam meetingTeam mee

35、tingIndividual meetingIndividual meetingn nEmphasis on past,present,and futureCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-3030Team Meetingn nDiscuss overall team PerformancePerformanceResultsResultsn nInformation

36、 comes from:Team membersTeam membersOther teams/outsidersOther teams/outsidersSupervisors evaluationSupervisors evaluationCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-3131Individual Meetingn nDiscuss how individua

37、l behavior contributed to team performancen nInformation comes from:Self-appraisalSelf-appraisalPeer ratingsPeer ratingsSupervisors evaluationSupervisors evaluationCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-3232

38、Performance Renewal and Recontractingn nMake adjustments to performance plann nInclude plan for individual performance as it affects team functioningCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-3333Making Team-Bas

39、ed Rewards Effectiven nAll employees should be eligiblen nRewards should be:VisibleVisibleContingentContingentReversibleReversiblen nAvoid factors which cause reward systems to failn nConsider variable pay systems(in addition to individual bonuses)Copyright 2013 Pearson Education,Inc.publishing as P

40、rentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-3434Quick Reviewn nDefinition and Importance of Teamsn nTypes of Teams and Implications for PMn nPurposes and Challenges of Team PMn nIncluding Team Performance in the PM Systemn nRewarding Team PerformanceCopyright 2013

41、 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-3535All rights reserved.No part of this publication may be All rights reserved.No part of this publication may be reproduced,stored in a retrieval system,or transmitted,in reproduced

42、,stored in a retrieval system,or transmitted,in any form or by any means,electronic,mechanical,any form or by any means,electronic,mechanical,photocopying,recording,or otherwise,without the prior photocopying,recording,or otherwise,without the prior written permission of the publisher.Printed in the

43、 United written permission of the publisher.Printed in the United States of America.States of America.Copyright 2013 Pearson Education,Inc.Copyright 2013 Pearson Education,Inc.publishing as Prentice Hallpublishing as Prentice HallCopyright 2013 Pearson Education,Inc.publishing as Prentice HalCopyright 2013 Pearson Education,Inc.publishing as Prentice Hal11-11-3636