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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.
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1
Learning Outcome
Describe three behavioral theories of
learning.
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Learning
a change in behavior acquired
through experience
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Learning
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Learning
Conditioning
Classical Conditioning – Modifying behavior by
pairing a conditioned stimulus with an
unconditioned stimulus to elicit an
unconditioned response
Operant Conditioning – Modifying behavior
through the use of positive or negative
consequences following specific behaviors
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Learning
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Learning
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,
and Extinction
Reinforcement – a strategy to cultivate desirable behavior
by either bestowing positive consequences or withholding
negative consequences.
Punishment – a strategy to discourage undesirable
behavior by either bestowing negative consequences or
withholding positive consequences.
Extinction – a strategy to weaken behavior by attaching no
consequences to it.
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Learning
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Cengage
Learning
Reinforcement and Punishment Strategies
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2
Learning Outcome
Describe social and cognitive theories
of learning.
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Bandura’s Social Learning
Theory
Persuasion from others
Prior experiences
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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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.
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3
Learning Outcome
Explain how goal-setting can be used
to direct learning and performance.
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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 Level and Task Performance
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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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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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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.
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Cengage
Learning
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Cengage
Learning
4
Learning Outcome
Define performance and identify the
tools used to measure it.
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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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5
Learning Outcome
Explain the importance of performance
feedback and how it can be delivered
effectively.
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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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360-Degree Feedback
a process of self-evaluation and evaluations
by a manager, peers, direct reports, and
possibly customers
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360-Degree Feedback
Self
Evaluation
Customer
Evaluation
Manager
Evaluation
Feedback
Peer
Evaluation
Reports
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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
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Effective Appraisal Systems
•
•
•
•
•
[Key Characteristics]
Validity
Reliability
Responsiveness
Flexibility
Equitableness
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6
Learning Outcome
Identify ways managers can reward
performance.
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Organizations get the
performance they reward,
not the performance they
say they want.
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CengageLearning
Learning
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
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7
Learning Outcome
List several strategies for correcting
poor performance.
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Correcting Poor Performance
Identify primary cause or responsibility
Determine problem’s
source
Develop corrective plan of action
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Kelley’s Attribution Theory
Explains how individuals pinpoint the causes
of their own and others’ behavior
Consensus – an informational cue indicating
the extent to which peers in the same
situation behave in a similar fashion
Distinctiveness – an informational cue
indicating the degree to which an individual
behaves the same way in other situations
Consistency – an informational cue
indicating the frequency of behavior over
time
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Information Cues and Attributions
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Information Cues and Attributions
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Attribution Model
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Mentoring
a work relationship that encourages
development and career enhancement
for people moving through the career
cycle
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Mentoring Phases
4 PHASES
initiation
cultivation
separation
redefinition
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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.
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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.
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1. According to Barcelona
owner Andy Pforzheimer, why
do so many restaurants go
out of business?
Barcelona
Restaurant
Group
2. What tactics do leaders at
Barcelona use to help
measure and control the
restaurant’s financial
performance?
3. How does Barcelona reward
managers and chefs?
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