Applying Recognition Systems. 2 Introduction Housekeeping items –Restroom locations –Breaks –Lunch –Cell phone use –Questions welcome –Balance between

Applying Recognition Systems

2

Introduction

Housekeeping items–Restroom locations–Breaks–Lunch–Cell phone use

– Questions welcome– Balance between

content and sharing – “Parking lot” for

ideas

Introduction

Learning Objectives:– Assess your organization’s current recognition

systems – Identify potential alignment system gaps – Define key recognition system components – Incorporate additional tactics for leader

involvement and skill building– Name at least four motivational theories– Name the three parts of the ABC model– Link Best Practices to your future plan

Introduction

CRP Background– One of four certification courses– Facilitator led– Pass exam– Set common standards– Acquire skills and knowledge

Introduction

Activity– Write down one action you have either

taken or plan to take– Write down some words that come to

mind when you think of your organization’s overall culture

Introduction

Agenda (2 breaks & lunch)

– Setting the Stage– Culture– Systems– Motivational Theories– Additional Organizational Considerations– Review– Summary– Testing

Introduction

Materials:– Models, – Worksheets,– Article excerpts,– Progress Checks,– Reference and resource suggestions, and– Course evaluation (start NOW)

Setting the Stage

Review - Definitions1. AWARD

• Item given to individual or team• For achievement• Non-cash

2. REWARD• Item given to individual or team• For meeting pre-determined goal• Sometimes cash-based

Setting the Stage

Glossary of Terms (continued)3. RECOGNITION

• After-the-fact display of appreciation or acknowledgement

• Of individual’s or team’s desired behavior, effort or result

• Supports organization’s goals and values

4. INCENTIVE• Contingent reward• Based on achievement of pre-determined results• Specific time period

Setting the Stage

Best Practice Standards

Setting the Stage

Setting the Stage

Reprinted by permission WorldatWork©2006

Setting the Stage

Summary– Identify two common organizational

cultural components– Define values and behaviors– Map values alignment– Identify necessary change management

components

Cultural Considerations

Section Learning Objectives– Identify two common organizational

cultural components– Define values and behaviors linked to

the various cultural models– Map values alignment to current

programs– Identify necessary change management

components


24-Carrot Manager– Need goals– Recognition = working smarter– Treat people well to treat customers

well


Corporate Culture – Activity1. Describe culture

2. “Declared” values (public)

3. “Real” values


CultureVision, Mission, Values

Strength, Consistency, Strategy

RecognitionSocial Reinforcement

Communication MediumsRecognition Programs

The Culture-Recognition Cycle


Culture – Definitions– Attitudes, experiences, beliefs, values– Moral, social, behavioral norms based

on beliefs, attitudes, priorities– Unique personality / character; includes

core values and beliefs, ethics, rules of behavior

– Alignment between personal and organizational values


• Vision– Life-long, purpose-driven– Meaning and insight

• Mission– What organization does– How serves customer


• Strong Culture– Respond to

stimulus– Values aligned

• Weak Culture– Little alignment– Bureaucracy – Procedures


1. __________ Stability, accountability, procedures (military)

2. __________ Communication, teamwork, problem solving (jury)

3. __________ Responsiveness, creativity, entrepreneurship (R & D)

4. __________ Values, harmony, direction (symphony orchestra)


1. CLOSED Stability, accountability, procedures (military)

2. OPEN Communication, teamwork, problem solving (jury)

3. RANDOM Responsiveness, creativity, entrepreneurship (R & D)

4. SYNCHRONOUS Values, harmony, direction (symphony orchestra)


HofstedeIndividual Collective

Power Inequality

Avoiding Accepting

“Masculinity” “Femininity”

Short-term Long-term


Deal and Kennedy –Feedback and Risk

• Tough-Guy Macho• Work Hard/Play Hard• Bet-Your Company• Process


Charles HandyOrganizational Structure to Culture

• Power• Role• Task• Person


Values – standards of behavior

What are some values?


The Leadership Challenge– Strong-culture organizations

• High performance standards• Caring attitude• Uniqueness and pride

– Regular values review• Every 3-4 years

– Encourage the heart


1. Tenure/seniority-based increases

2. Personal goal achievement

3. Data and metric-based increases

4. Exceeding monetary or sales targets


1. Tenure/seniority-based increases (C)

2. Personal goal achievement ?

3. Data and metric-based increases ?

4. Exceeding monetary or sales targets (B)


Activity

Fill in form for primary programs

Focus on identifying values recognized


Inventory – Readiness and Alignment– Are there any programs that run counter

to the values and behaviors?– What would be an example of this?– Are there any programs that truly don’t

fit or may be recognizing behaviors you no longer need to reinforce?


Change

Time

Innovators

Critical Mass

Late Adopters

EarlyAdopters


Change Management Concepts1. start at the top to create a sense of urgency

2. choose the right team

3. create a clear vision

4. get the word out

5. empower the people

6. create victories along the way

7. never stop changing

8. keep proving your case


Clashing Cultures?


Summary– Culture

• When stressed, recognition is MORE important• Like personality “type”• Desired actions and reactions• By-product of history

– Values• Align with culture (3-4 years)• Agreed-on rules of behavior


CultureVision, Mission, Values

Strength, Consistency, Strategy

RecognitionSocial Reinforcement

Communication MediumsRecognition Programs

The Culture-Recognition Cycle


Progress CheckDescribe cultureRelationship between culture and recognitionTrue or False

1. Values relate to goals and standards of behavior2. Organizational readiness isn’t a consideration3. Necessary to create sense of urgency

Multiple Choice1. Which is NOT a culture theory:


Progress CheckDescribe cultureRelationship between culture and recognitionTrue or False

1. Values relate to goals and standards of behavior = T2. Organizational readiness isn’t a consideration = F3. Necessary to create sense of urgency = T

Multiple Choice1. Which is NOT a culture theory: = B

Recognition Systems

Section Learning Objectives– Distinguish between a recognition

program and a system– Identify five potential areas to support

your recognition system– Name three ways technology can make

your system work easier and more effectively

Recognition SystemsProgram System

Short-term commitment Long-term commitment

Start and stop Continual

Operates independently Integrated

Disjointed Planned continuity

Disparate rewards Accumulate points

Viewed as fleeting Part of culture

Singular Repeatable, tracking

Fair and consistent

Pre-defined, communicated

Recognition Systems

Program SystemService, performance, safety. Formal or informal

Stands alone

One vendor and IT interface. Consolidates tax reporting; profiles and scorecards

Specific goal/objective

Complete solution; aggregated

All under one administrative system.

Recognition Systems

Benefits of a System– aligns employee initiatives with corporate

strategies and goals– provides the opportunity to reinforce – contributes to employee loyalty and

engagement– creates more recognition equity– reaps benefits over time– develops consistency and trust

Recognition Systems

Ten Tips1. Managers get it

2. Identify gaps

3. Align with values

4. Define behaviors and results

5. Involve employees

6. Broad participation

7. Easy

8. Frequent feedback

9. Individuals and teams

10.Review and refine

Recognition Systems

Embedded into ALL Systems

– Review the list on page 32 – Circle any areas where you could

incorporate recognition into that system

Recognition Systems

Technology as a Systems Enabler

Recognition Systems

Exercise

Self-rating

Recognition Systems

Progress CheckTrue or False

1. .2. .3. .

Multiple Choice1. .:2. .:

Recognition Systems


1. .2. .3. .


Motivational Theory

Section Learning Objectives– Name at least three primary

motivational theories – Write the concepts to the ABC Model– Put the following components in the

correct order: pinpoint, measure, feedback, reward/reinforce, evaluate

– Choose whether to reinforce, reward, or recognize

Motivational Theory

Exercise

Familiar motivational theories?

Maslow’s Traditional Pyramid

Physiological

Safety

Organizational Pyramid

Social

Esteem

Self-Actualization

Acceptance and Involvement

Recognition

Advancement and Growth

Location and Working Conditions

Compensationand Benefits

Motivational Theory

Herzberg - MotivatorHygiene

• Basic expectations• Dissatisfaction

Hygiene TheoryMotivation

• Increased performance• Achievement• Recognition• Responsibility• Growth

Motivational Theory

McClellandNeed for:

1. Achievement

2. Affiliation

3. Power

Motivational Theory

Expectancy–Inputs–Performance–Outputs

If motivation high,

expectancy needs to be high

Behaviorism–Goals–Change

Shaping behaviors through reinforcing

Motivational Theory

Hawthorne Effect– Production increased due to

management interest– Limited sample size– Changed multiple variables

Motivational Theory

Six Boxes

InformationClear expectations, relevant feedback,

clarity on how to do the job

ResourcesTools, resources,

materials, access to leaders, work

processes

IncentivesAdequate pay and

non-pay incentives – contingent, career

growth

KnowledgeTraining to match

requirements

CapacityMatch between you

and position, appropriate work

allocation

MotivesWillingness to work

for available incentives, job

security, accepetance

Motivational Theory

Motivational Theory

ABCs

AntecedentsBehavior Consequences

• Prompt to act

• Expectations

• Don’t cause behavior

•What we do

•What we say

• What happens after behavior

• Strengthen or weaken

Motivational Theory

Antecedents– Objectives– Training– Instructions– Measurement– Modeling– Meetings– Speeches

– Deadlines– Manuals– Mandates– Feedback– Policies– Past performance– Goals

Motivational Theory

Consequences– Come after behavior– May strengthen or weaken behavior– Positive – which strengthens– Negatives – which weakens

Motivational Theory

Consequences VariablesPositive

Negative

Now

Later

Sure

Unsure

Motivational Theory

Exercise

Which combination MOST beneficial

Which LEAST beneficial

Correspondence to Recognition Dimensions?

Motivational Theory

Exercise

For each underline segment, indicate:– Antecedent– Behavior– Consequence

Organizational Considerations

Integration

ALIGNBUSINESS

GOALS WITHDEPARMENTAL ANDINDIVIDUAL GOALS

EVALUATEPERFORMANCE

SETGENERALBUSINESS

GOALS

MONITORPERFORMANCE

MANAGEPERFORMANCE

PERFORMANCEMANAGEMENT

PROCESS

Motivational Theory

ActionsNotice / Specify

Quantify

Tell

Recognize/Reward/Reinforce

Evaluate

Motivational Theory

Notice and SpecifyLook for:

• Action• Directly observed• High impact behaviors

Motivational Theory

Quantify– Outcome or behavior

– Ratings• Checklist

• Scale

Motivational Theory

Tell– Visual– Verbal

• Make it relevant• Express in specific terms• Distinguish difference between teams and

individuals

Motivational Theory

Recognize– Individuals and Teams– Link to goals– Pre-identify preferences

Motivational Theory

Evaluate– Track– Measure results

Motivational Theory

Summary– Observable and measurable– Process– Communicate system– Collect data– Adjust

Motivational Theory


1. .2. . 3. .

Multiple Choice1. Which is NOT a “hard” measure:2. Correct order of Four Evaluation Levels:

Motivational Theory


1. 2004 Job Analysis identified dozen titles2. Communications plan – same message can be

communicated through same method3. High emotional commitment and low intellectual

are “loose cannons.”

Multiple Choice1. .2. .

Motivational Theory


1. 2004 Job Analysis identified dozen titles2. Communications plan – same message can be

communicated through same method3. High emotional commitment and low intellectual

are “loose cannons.”

Multiple Choice1. .2. .


Section Learning Objectives– Explain the relevance of feedback to

performance management– Name four workplace generations– Match general recognition preferences

to at least two generations


Leadership Support – Training

– 69% in-person– 36% on-line– 36% handbook– 8% video-based– 17% other


Communications1. Formal media?

2. Infrastructure?

3. Leadership?

61%

7%

32%


“Certified Recognition Leader”

Change Management +

Basic Leadership +

Employee Development +

Recognition Measurement =

Certified Recognition Leader


Technology!


Organization

Business Unit Business Unit Business Unit

Functional Areas

Departments

Ad Hoc Teams


Generations– Silent (Traditionalists) – 1920-1945– Baby Boomers – 1946-1963– Generation X – 1964-1981– Generation Y (Millenials) – 1981-1995


Silent – 55+ = 21%– Dedicated, loyal– conformers

– PT & flexibility– Formal, public– Team– Incentives for

future


Boomers – 52%– In charge– Self-indulgent– Movers

– Be pampered– New experiences– Free time


Gen Xers – 26%– Independent– Skeptical– Loyal to self– Challenge and

meaning– Focused and

energized

– Interact with managers

– Free-spirited– Training


Gen Y – just entering– NOW!– New challenges

– Work from home– Learn, grow– Feedback, trust– Experiential

incentives


Summary



1. .2. .3. .




1. .2. .3. .



Great Places to Work fo– Read the excerpt– Notations about

• C = Culture• V = Value• B = behavior


Overall Summary– Culture– Values– Recognition– Behaviors– System– Multiple generations

Documents

Applying Recognition Systems. 2 Introduction Housekeeping items –Restroom locations –Breaks –Lunch –Cell phone use –Questions welcome –Balance between