ࡱ>  hsZ pKbjbj 9bbtA*VV84L[tj( (#( /(ZZZZZZZ,\5_Z7(C& (7(7(Z *VV Z * * *7(VZ *7(Z * *Ul"Z}7)FW*rZZ0[pW_ *_T"Z *"ZP7(7(7(ZZ *7(7(7([_7(7(7(7(7(7(7(7(7( :    OBHRM 501: Human Behavior and Organizations Class 2 (5/5/03) Jane E. Dutton University of Michigan Fostering Excellence Through the Design of Jobs Teaching Note Prepared by Jason M. Kanov University of Michigan Goals of the class: To provide an overview of assignments and expectations for the term To introduce three approaches to job design and discuss how these approaches foster excellence To present real life examples of excellence through job design To provide students with an opportunity to apply their job design knowledge and skills to jobs within their own organizations Videos and materials needed: A deck of playing cards and two sets of scorecards (numbered 1-5) to be used in an activity in the second half of the class Video Interview with Candice Billups (University of Michigan video). Not currently available, although this video may be available through the POS website by the summer of 2004. Video Fish! Catch the energy. Release the potential. Available through Charthouse Learning ( HYPERLINK "http://www.charthouselearning.com" www.charthouselearning.com). Also see  HYPERLINK "http://www.fishphilosophy.com" www.fishphilosophy.com Description and flow of the class: Preparation for an in-class activity: As students arrive to class, each of them should choose and keep a playing card, presented to them face down. Nothing else is said about the cards at this time. [There are enough cards for everyone in the class. There are exactly two jacks and three aces among the cards. The purpose of the cards will be discussed in the second half of the class.]  Slide 1 Slide 2 Slide 1 This slide provides a brief sketch of the flow of the class. Slide 2 This slide identifies the three graded assignments for the course. It is a good idea to briefly review the content and due dates of each of these assignments (learning logs, best-self analysis, and case analysis) in either class 1 or class 2 to be sure that students understand them. This is also a good opportunity to discuss the purpose of each assignment, expectations, and the grading system that will be used. [See the syllabus and the assignment descriptions included with the supplemental documents for more details about these assignments.]  Slide 3 Slide 4 Slide 3 This slide introduces and describes the three approaches to job design (job enlargement and enrichment, the job characteristics model, and work orientation). Understanding job design in the context of this class is about understanding how to design jobs for others (and ourselves) in ways that will bring out the best in them (and ourselves). Slide 4 This slide basically suggests that the great news about jobs is that when they are designed to foster excellence there can be real and positive outcomes. The three quotes in this slide are provided as support for this main idea. This is a big part of the rationale for why we should care about how jobs are designed. Slide 5 Slide 6 Slide 5 This slide shows some evidence that many people do not find their work to be fulfilling or engaging. This argument can be made even more compelling by including or talking about other types of research findings as well. For instance, research has found various physical and psychological problems in people who hate their jobs. [Physiological evidence is particularly important because it shows that this argument holds up in hard science.] It is also compelling to connect fulfilling and engaging work with bottom line indicators of success for individuals and organizations such as income and performance. Slide 6 This slide suggests that, in light of the bad news on slide 5, this is not a hopeless situation. There is something that students (as managers) can dojobs can be re-designed or re-crafted in ways that enable excellence. [This slide sets up the subsequent three slides but it also serves to clarify terminologies. The words re-designing and re-crafting are used interchangeably.] Slide 7 Slide 8 Slide 7 This slide explains the first of three approaches to (re-)designing jobs: job enlargement and job enrichment. [The information in slide draws on the Greenberg & Baron coursepack reading.] Discussion (10 minutes): What is an example of job enlargement? Job enrichment? Asking for examples of each of these will give you an opportunity to be sure that the students understand the differences between these two types of job design. What are some problems that job enlargement and enrichment can cause for managers? Sample responses: Not everyone wants this; not everyone is capable Additional thought: Managers must assess attitudes and abilities of their employees before attempting to enlarge or enrich jobs. Slide 8 This slide explains the second of the three approaches to (re-)designing jobs: the job characteristics model. This model suggests that particular characteristics of a job are associated with certain psychological states and these states, in turn, lead to various outcomes. [The information in this slide draws primarily on the Greenberg & Baron coursepack reading.] Discussion questions (12 minutes): Which of the core job dimensions seems most important in producing the desired personal and work outcomes? How would you affect this dimension (give an example)? Answers to the first question should vary from student to student. In general, answers should reflect the idea that small moves and acts can have important effects on individuals and organizations. [The idea that small moves can have big effects is a recurring theme is this course.] As people give examples, have them explain how their suggestions affect a core dimension of the model and how (in terms of the critical psychological states) this would lead to desirable personal and work outcomes. [Encouraging students to think about how and why their ideas work helps them understand their theories of their practicewhy we do what we do and why we think it will be effective. This is a primary goal of this activity.] If this model works and is so great why dont more organizations use it? Sample responses: it takes too much time to implement and time is money; if it aint broke, dont fix it; management often has low expectations of their employees that can be self-fulfilling; people may not believe it will work; not all employees want this (highlights the importance of the growth need part of the model). Slide 9 Slide 10 Slide 9 This slide explains the third of the three approaches to (re-)designing jobs: work orientation. This slide differentiates between three different meanings of work: job, career, and calling. This approach suggests that important differences exist in terms of how people see their work and these differences are important for predicting excellence. An implication of this is that jobs can be designed in ways that shape how people see their work. [This slide draws primarily on the Seligman coursepack reading.] Video Interview with Candice Billups (4 minutes): This brief clip is used to illustrate the idea of a calling. It is an excerpt from an interview with Candice Billups, a hospital cleaner at the University of Michigan hospital. In this clip, Candice talks about her seemingly mundane job in a way that suggests it is more of a calling than a job. She talks enthusiastically about her work and describes it as being very meaningful, purposeful, and energizing. Discussion about the video (12 minutes): Is it realistic for everyone to see his or her job as a calling? Should that always be the goal? Students may ask questions like this because Candices attitude about her work is clearly exceptional. This raises the possibility that personality factors may play a big role here in addition to aspects of the job itself. [This issue is included in the Problems and Dilemmas section below.] What do you think someone like Candice could do for your organization? Sample responses: she is a living exemplar of what is possible; her attitude and behaviors can positively impact the social fabric of the organization As a manager, how might you draw on what she brings? Sample responses: use hiring practices and selection methods that will bring people like Candice into an organization; her attitude could be an important tool in training and socialization practices. [Questions about the extent to which this approach to job design can be explained by individual differences may come up repeatedly throughout the class.] Slide 10 This quote is used as a lead in to a discussion of the Pike Place Fish Market. On the surface, working in a fish market, like being on the cleaning staff of a hospital, does not seem to be very glamorous or exciting. However, a goal of this class is to show that people can affect the way they do their jobs and experience their work, even when they are working seemingly mundane or tedious jobs like these. Slide 11 This slide (see below) sets up the video called Fish!. This video is used to help students see how aspects of job design play out in an organization. Pike Place Fish Market is used as a real life example of how job design can lead to individual and organizational excellence. Video Fish! Catch the energy. Release the potential. (15 minutes): This video is about the Pike Place Fish Market in Seattle. The video identifies and explains key principles behind the way the Pike Place Fish Market does business. As students watch the video, they should think about why this approach to doing business working and how this approach can be understood in terms of the principles of job design. Slide 11 Slide 12 Discussion about the video (10 minutes): What are your reactions to this video (positive and negative)? Skeptical - There are perhaps certain things about the type of business or type of workplace that lends itself to this way of doing business (e.g., sales puts you face to face with customer, constantly changing environment, just happens to have the right mix of people). Jobs cant always be designed to fit everyone. Some people may just not fit certain jobs no matter how they are designed. Outrageous behaviors are not beneficial to an organization if the culture does not support them. If whole organizations cant be this way, maybe a part of it can. Additional thought: This example (and others) shows that this seemingly outrageous way of doing business really does happen and it really can work to produce excellence. It may be hard to implement and it may not always be a good fit but our goal is not to turn every workplace into a fish market. Rather, the goal is to try and understand what is going on with people and organizations that make these positive things happen when they do work. Slide 12 This slide is designed to illustrate how an organization like Pike Place Fish Market taps the wellspring of human excellence. The picture in the slide depicts Individuals willingness and capacity to perform excellently as a battery. Positive meaning (i.e., how we think about ourselves and our work), positive emotion (and its positive physiological effects), challenge, and skills and knowledge are depicted as energy sources that fuel and recharge the battery. The idea is that these energy sources literally build peoples desire and capability to achieve excellence. [Other images could be used as wellthis is just one example invented by Jane Dutton.] Discussion (5 minutes): A main idea here is that there are various constraints that can limit a persons willingness or capacity to achieve excellence, but as managers we can still help people perform to the best of their ability. It is important for managers to understand how to bring out the best in people while recognizing that one persons best is likely to be different from the next persons. Break (10 minutes) Slide 13 Slide 14 Slide 13 This slide introduces a group activity that allows students to apply what they have learned about job design to their own organizations. For this activity, students are to break into groups of three and each group is to identify and redesign a job at one of the group members organizations. On an overhead transparency, the group is to briefly describe what the job is, what it is like now, what it could be like, how it should be changed to be this way, and why those changes will produce the desired results. (15 minutes) At the end of 15 minutes, 3 groups are randomly picked to present their summaries to the class and two students are randomly picked to be judges. The playing cards that students selected before the start of the class will determine who the judges and presenters will be. Any group that has an ace among the three members cards will have to present. The two judges are the students who have the jacks. Slide 14 This slide depicts the scoring system that the two judges will use to rate the three groups presentations. Ratings are based on how likely it is that a groups plan for job redesign will work. Each group has five minutes to present their summary. After each presentation, both judges give their scores and are asked to justify their scores. The combined score for each group is recorded on the board at the front of the classroom. [Judges are each given a set of scorecards. Each set consists of five sheets of paper. One sheet has a large 1 written on it, the second has a large 2, etc.] As the three groups present, the rest of the class should be thinking about common themes and common challenges that they see across the presentations. After the three groups present, a discussion about the activity can be opened to the whole class. Discussion about the activity and job design in general (25 minutes): What are the promises of job design? What are the potential strengths of this way of enabling excellence? Sample responses: Job design can increase involvement among organizational members; it can boost the bottom line; it helps managers discover new proficiencies in their employees; it has positive learning and motivational effects What are the challenges of job design? Sample responses: It can be difficult to find the right people for the right jobs; we dont have accurate ways of assessing people to see who has the right attitude and/or ability and who does not; it is difficult to implement change; any particular strategy must fit with the organizations culture; requires a high level of trust that can be difficult to create; it may get written off as a fad (important for ideas like these to be genuine); organizational decision makers are often too focused on short-term results to implement a plan for long-term change Additional thought: One thing this activity demonstrates is that job design is easy to talk about but not so easy to implement and sustain. This is generally the case with most if not all of the pathways to excellence that will be covered in this course.  Slide 15 Slide 15 This slide summarizes the important take-away ideas about job design. Problems and Dilemmas: To what extent is the fostering of excellence through job design constrained by individual differences? This is specifically addressed at various times during the lecture. For instance, the job characteristics model includes employee growth need strength (GNS) as a moderating factor. Variability in employee attitudes and abilities may, for example, make it unrealistic for managers to expect to be able to transform everyones work into a calling. However, it is important to stress that these approaches to job design can help employees (and organizations) realize their unique potential even though this potential may vary considerably from person to person (or organization to organization). It is difficult to implement change, particularly when the current state of things is good enough. One thing to keep in mind here is that expectations are often self-fulfilling. A manager who does not expect much of his or her employees may unwittingly be contributing to their underachievement. Similarly, pessimistic or ingenuous attempts at implement change are not likely to lead to success. A positive attitude is a very important ingredient in implementing the approaches to job design discussed in this class. How do lower-level employees implement these ideas from the bottom up, particularly when their organizations dont seem to buy into these approaches in the first place? Is there a way for them to manage their managers? This is an important issue to consider, as many students may not be in management or decision-making positions. It might be worthwhile to present this issue to the class and spend some time discussing it.     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