Download Chapter 6 - The College of Business UNR

Learning Outcomes
Chapter 6
Learning and Performance
Management
© 2011 Cengage Learning. All rights reserved.
Definition of Learning
Learning – the development of
experience, insights,
knowledge, and understanding
that eventually leads to a
change in behavior.
© 2011 Cengage Learning. All rights reserved.
6-2
Information, Understanding, Knowledge
• Information deals with the what questions:
What do my employees do?
• Knowledge deals with the how questions:
How do my employees do what they do? How do
I get them to do things differently?
• Understanding deals with the why questions:
Why do my employees do the things they do?
This is the double loop question.
I
K
U
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
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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
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Reinforcement, Punishment
& Extinction
Reinforcement - the attempt to develop or
strengthen desirable behavior by either
bestowing positive consequences or withholding
negative consequences
Punishment - the attempt to eliminate or weaken
undesirable behavior by either bestowing
negative consequences or withholding positive
consequences
Extinction - the attempt to weaken a behavior by
attaching no consequences to it
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6-6
Reinforcement and Punishment Strategies
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Examples of Negative Reinforcement
 Focused on desirable behaviors that occur more
frequently:



If a clerical worker feels that being ahead is a favorable
condition, the worker will be motivated to work hard in
order to avoid the unpleasant state of being behind.
An instructor deducts 10 points from a student’s grade
for each observed absence but there is no effect on a
student’s grade for attendance.
Example of an alarm in a child’s room.
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6-8
Examples of Punishment
 Focused on undesirable behaviors that should
occur very infrequently:



If you exhibit unprofessional behavior in this
class, you will lose a letter grades
If you are caught cheating on an exam, you
could fail the course
If you steal something at work, you will be
terminated.
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6-9
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
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Learning and Personality Differences
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Goal Setting at Work
the process of
establishing desired
results that guide and
direct behavior
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Characteristics of Effective Goals
Specific
Measurable
Attainable
Realistic
Time-bound
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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
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Employee Participation
Goal acceptance
Goal commitment
Goal accomplishment
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Increase Work Motivation and
Task Performance
• The higher the goal, the better the
performance.
• Need to ensure:
– employee participation
– supervisory commitment
– useful performance feedback
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Reduce Role Stress
• Goals clarify task-role expectations
communicated to employees
• Improves communication
between managers and employees
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Problems with Goal Setting?
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Performance Management
a process of defining, measuring,
appraising, providing feedback on, and
improving performance
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Performance Management Process
Define performance in behavioral terms
Measure and assess performance
Feedback for goal setting and planning
Improved Performance
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Performance Appraisal
the evaluation of a person’s
performance.
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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
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Actual and Measured Performance
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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
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It is more effective to ask
employees to do something
differently than it is to ask
them to be different
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 Your employees are not responsible for fixing
their systems. That is YOUR responsibility as
a manager, and it is the abdication of
management to blame employees for
problems when there are almost always
systemic variables that need continuous
improvement.
PA Exercise
WSJ articles
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WSJ: Get Rid of the Performance Review!
• Why does the author dislike performance reviews?
• What does he suggest as an alternative?
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6-27
360o Feedback
Self
Evaluation
Customer
Evaluation
Manager
Evaluation
Feedback
Peer
Evaluation
Reports
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Organizations get the
performance they reward,
not the performance they
say they want.
© 2011 Cengage Learning. All rights reserved.