Feed back with respect to
performance including short and long-term milestones and timelines are
paramount to a healthy working relationship, career advancement and
productivity. As example in Brown (2011) it discusses that without previously
set goals instilled during a feedback session, a significant improvement in
performance cannot be expected.
Interventions as described
in Bigby (1981) are designed as such toward the enhancement of worker
productivity and are divided into two distinct categories. The first is a strategic one, which is dependent
upon a large amount of external assistance such as Organizational Development
type of techniques including survey feedback and process interventions. The
second type has strategies, which may require a certain amount of expert
assistance from the on-set, they for the most part are readily available for
implementation and maintainability by management like performance feedback, and
its logical extension, goal setting, are two such techniques.
On another front studies
examining the impact of performance information on motivation, both feedback
and goal setting have been found to improve performance. And as discussed by
Watson (1983,) an analysis of the results showed that explicit goal setting
improved group performance with or without feedback. Neither type of feedback
alone helped performance, but both types negatively affected either goal
selection or satisfaction with performance. It should also be note worthy that
the act of goal setting has a more positive effect upon workers than feedback.
In todays world of a global
economy and market place business must wrestle with the questions of what to
sell, who to sell to and how to win over the consumer over the competition.
Duncan (2001,) explains further that “The essential elements to answer these
questions involve critical thinking about current situation and recent past, a
cauldron for debate to formulate shared assumptions about the future, analysis
to gauge impact of assumptions, creativity and innovation to develop response
to a changing environment, leadership and decision making to build consensus
for solution, and objectives and action to bring vision to reality” and
maintain the critical need to have the continued ability of goal improvement
and proactive feedback to employees of all age groups to ensure the delicate
balancing act of employee reward and correction go hand-in-hand as to not drive
employees to the competition.
In other words, there must
be the correct amount of positive performance feedback to goal setting as a
method of keeping valued employees positively engaged and on-track with
organizational policies, goals and vision, including being cognizant of the
differing age groups that are requiring routine feedback. For example, in Brown
(2011,) the organization Ernst and Young reports that 85% of its compliment of
younger workers insist upon frequent and candid feedback sessions as compared
to 50% for older workers.
This could also be
attributed to todays generation X and Y whom want instant gratification as
compared to older generations who are comfortable with investing in the future
and receiving less but substantial feedback sessions.
As organizations become more
flexible and open, the need for effective cooperation increases. The typical
approaches to addressing intergroup conflict and lack of coordination often
result in relatively shallow, ineffective strategies. Galves (1994,) addresses
what an organization can do in the here and now to address intergroup conflict,
lack of coordination and role clarification as a method of addressing
problematic conflict.
One avenue of addressing
this type of conflict is the interface meeting. The Interface Meeting is a
technique based on the Gestalt approach to organization development as described
in "Authentic Management" by Stanley Herman and Michael Korenich and
"Organizational Consulting" by Edwin Nevis.
The Interface Meeting uses
the following principles of the Gestalt approach:
Awareness is the key
to positive change,
If people in organizations
can become aware of the specific, concrete ways in which they create the
reality that's bothering them, they will take creative and effective action to
make things better,
The first step in
change is understanding and accepting what is real right now,
Authentic, direct,
meaningful contact between the actors in a conflict is a key to making things
better.
Since no pressure exists
toward problem resolution, group members are free to develop action plans, make
things better until the situation is fully explored in depth and detail with
specific, concrete examples including the design of the Interface Meeting is as
follows:
The facilitator
starts by giving a short lecturette on conflict in organizations making the
following points,
Conflict is a natural
consequence of committed, bright, energetic people working together in the same
organization,
Conflict is typically
a reflection of real issues that need to be addressed in order to achieve
high-level performance,
The only choice the
organization has about conflict is how, when and where it is expressed. There
is no way of keeping it from being expressed. If it isn't expressed openly and
effectively managed, it goes underground and surfaces in the form of missed
deadlines, broken agreements, delays and errors,
Conflict is a great
learning opportunity.
References
Brown, D. R. (2011). An
experiential approach to organization development (8th ed.). Upper Saddle
River, NJ: Prentice Hall
Bray, S. (2009, Dec 23).
Goal-setting. Fox Creek Times. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/442602644?accountid=27203
BIGBY, D. G. (1981). IMPROVING
PRODUCTIVITY THROUGH FEEDBACK AND GOAL SETTING. (Order No. 8200926,
University of Houston). ProQuest Dissertations and Theses, 91-91 p.
Retrieved from
http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/303149755?accountid=27203.
(303149755).
Watson, C. (1983). Motivational
effects of feedback and goal-setting on group performance.
Reference: Galves, A.
(1994). The interface meeting: A tool for addressing intergroup conflict.
SuperVision, 55(8), 3. Retrieved from
http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/195598358?accountid=27203
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