Download Chapter 6

Learning Outcomes
Chapter 6
Learning and Performance
Management
1.
Describe behavioral theories of learning.
2.
Describe social and cognitive theories of learning.
3.
Explain how goal-setting can be used to direct learning and
performance.
4.
Define performance and identify the tools used to measure it.
5.
Explain the importance of performance feedback and how it can be
delivered effectively.
6.
Identify ways managers can reward performance.
7.
List several strategies for correcting poor performance.
© 2011 Cengage Learning. All rights reserved.
1
Learning Outcome
Describe three behavioral theories
of learning.
© 2011 Cengage Learning. All rights reserved.
Learning
a change in behavior acquired
through experience
© 2011 Cengage Learning. All rights reserved.
Conditioning
Classical Conditioning – Modifying
behavior so that a conditioned stimulus
is paired with an unconditioned stimulus
and elicits an unconditioned response
Operant Conditioning – Modifying behavior
through the use of positive or negative
consequences following specific
behaviors
© 2011 Cengage Learning. All rights reserved.
Positive and Negative
Consequences
Positive Consequences
Results of a behavior that a
person finds attractive or
pleasurable
Negative Consequences
Results of a behavior that a
person finds unattractive or
aversive
© 2011 Cengage Learning. All rights reserved.
Reinforcement, Punishment, and
Extinction
Reinforcement – cultivates desirable behavior by
bestowing positive consequences or withholding
negative ones.
Punishment – discourages undesirable behavior
through negative consequences, or withholding
positive consequences.
Extinction – weakens behavior by attaching no
consequences to it.
© 2011 Cengage Learning. All rights reserved.
Reinforcement and Punishment Strategies
© 2011 Cengage Learning. All rights reserved.
2
Learning Outcome
Describe social and cognitive
theories of learning.
© 2011 Cengage Learning. All rights reserved.
Bandura’s Social Learning
Theory
Prior experiences
Persuasion from others
Task-Specific Self-Efficacy –
an individual’s internal
expectancy to perform a
specific task effectively.
Assessment of physical
and emotional capabilities
Behavior models
© 2011 Cengage Learning. All rights reserved.
Learning and Personality Differences
© 2011 Cengage Learning. All rights reserved.
Beyond the Book:
Innovation in Education
• Social learning and networking platforms
may provide impetus for transforming
education in the U.S.
• Social networks will allow tutoring, training
and collaboration tools.
• Schools will adopt a form of 1:1 technology,
with online learning becoming more
important.
© 2011 Cengage Learning. All rights reserved.
3
Learning Outcome
Explain how goal-setting can be
used to direct learning and
performance.
© 2011 Cengage Learning. All rights reserved.
Goal Setting at Work
the process of
establishing desired
results that guide and
direct behavior
© 2011 Cengage Learning. All rights reserved.
Characteristics of Effective Goals
Specific
Measurable
Attainable
Realistic
Time-bound
© 2011 Cengage Learning. All rights reserved.
Goal Level and Task Performance
© 2011 Cengage Learning. All rights reserved.
Goal-Setting Functions
Increase work motivation
and task performance
Reduce role stress associated with
conflicting or confusing situations
Improve accuracy and validity
of performance evaluation
© 2011 Cengage Learning. All rights reserved.
Increase Work Motivation and Task
Performance
• The higher the goal, the better the
performance.
• Need to ensure:
– employee participation
– supervisory commitment
– useful performance feedback
© 2011 Cengage Learning. All rights reserved.
Reduce Role Stress
• Goals clarify task-role expectations
communicated to employees
• Improves communication
between managers and employees
© 2011 Cengage Learning. All rights reserved.
Improve
Performance Evaluation
Management by Objectives
(MBO) – a goal-setting program
based on interaction and
negotiation between employees
and managers
Articulates what to do. Determines how to do it.
© 2011 Cengage Learning. All rights reserved.
4
Learning Outcome
Define performance and identify
the tools used to measure it.
© 2011 Cengage Learning. All rights reserved.
Performance Management
a process of defining, measuring,
appraising, providing feedback on, and
improving performance
© 2011 Cengage Learning. All rights reserved.
Performance Management Process
Define performance in behavioral terms
Measure and assess performance
Feedback for goal setting and planning
Improved Performance
© 2011 Cengage Learning. All rights reserved.
Performance Appraisal
the evaluation of a person’s
performance.
© 2011 Cengage Learning. All rights reserved.
Performance Appraisal
• Provides feedback to employees
• Identifies employees’ developmental
needs
• Decides promotions and rewards
• Decides demotions and terminations
• Develops information about the
organization’s selection and
placement decisions
© 2011 Cengage Learning. All rights reserved.
Actual and Measured Performance
© 2011 Cengage Learning. All rights reserved.
5
Learning Outcome
Explain the importance of
performance feedback and how it
can be delivered effectively.
© 2011 Cengage Learning. All rights reserved.
Communicating Performance Feedback
• Refer to specific verbatim statements
and observable behaviors
• Focus on changeable behaviors
• Both supervisor and employee should
plan and organize before the session
• Begin with something positive
© 2011 Cengage Learning. All rights reserved.
360-Degree Feedback
a process of self-evaluation and
evaluations by a manager, peers, direct
reports, and possibly customers
© 2011 Cengage Learning. All rights reserved.
360o Feedback
Self
Evaluation
Customer
Evaluation
Manager
Evaluation
Feedback
Peer
Evaluation
Reports
© 2011 Cengage Learning. All rights reserved.
Develop People and Enhance
Careers
[Supervisor should]
•
•
•
•
•
]
Coach and develop employees
Be vulnerable and open to challenge
Maintain a position of responsibility
Listen empathetically
Encourage employee to talk about hope
and aspirations
[Employee should]
• Take responsibility for growth and
development
• Challenge supervisor about future
development
• Express individual preferences and goals
© 2011 Cengage Learning. All rights reserved.
Effective Appraisal Systems
[Key Characteristics]
• Validity
• Reliability
• Responsiveness
• Flexibility
• Equitableness
© 2011 Cengage Learning. All rights reserved.
6
Learning Outcome
Identify ways managers can
reward performance.
© 2011 Cengage Learning. All rights reserved.
Organizations get the
performance they reward,
not the performance they
say they want.
© 2011 Cengage Learning. All rights reserved.
Individual or Team Rewards?
Individual rewards
• foster independent
behavior
• may lead to
creative thinking
and novel solutions
• encourage
competitive striving
within a work team
Team rewards
• emphasize
cooperation and
joint efforts
• emphasize sharing
information,
knowledge, and
expertise
© 2011 Cengage Learning. All rights reserved.
7
Learning Outcome
List several strategies for
correcting poor performance.
© 2011 Cengage Learning. All rights reserved.
Correcting Poor Performance
Identify primary cause or responsibility
Determine problem’s
source
Develop corrective plan of action
© 2011 Cengage Learning. All rights reserved.
Kelley’s Attribution Theory
Explains how individuals pinpoint the
causes of their own and others’ behavior
Consensus – the extent to which peers in
the same situation behave the same way
Distinctiveness – the degree to which the
person behaves the same way in other
situations
Consistency – the frequency of a
particular behavior over time
© 2011 Cengage Learning. All rights reserved.
Information Cues and Attributions
© 2011 Cengage Learning. All rights reserved.
Information Cues and Attributions
© 2011 Cengage Learning. All rights reserved.
Attribution Model
© 2011 Cengage Learning. All rights reserved.
Mentoring
a work relationship that encourages
development and career
enhancement for people moving
through the career cycle
© 2011 Cengage Learning. All rights reserved.
Mentoring Phases
4 PHASES
initiation
cultivation
separation
redefinition
© 2011 Cengage Learning. All rights reserved.
Beyond the Book:
Mentoring in the White House
• On November 2, 2009, Michelle Obama
announced the start of a year-long mentoring
program for local high school girls.
• The program will pair students with a senior
White House staff, including the first lady.
• Unlike traditional internships, the program
will cover a broad range of topics, such as
college, career, financial literacy, health and
fitness.
© 2011 Cengage Learning. All rights reserved.
1. Rock (Rob Brown) and LaRhette (Yaya
DaCosta) are trying to learn the waltz. Which of
the two
approaches to learning described in the chapter
best apply to this
film sequence? Do you see examples of
classical conditioning or
operant conditioning? Why?
Take the Lead
2. This chapter discussed strategies of
reinforcement, punishment, and
extinction. Which of those strategies appear in
the film sequence?
Give examples from the film sequence to
support your answer.
3. Apply the concepts described in the section
titled “Performance: A
Key Construct,” to the film sequence. Which
performance concepts
do you see? Give specific examples of the
concepts from the film
sequences.
© 2011 Cengage Learning. All rights reserved.