Download Correcting Poor Performance

Chapter 6
Organizational Behavior:
Foundations, Realities, & Challenges
Nelson & Quick, 5th edition
Learning and Performance
Management
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Definition of Learning
Learning -
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Conditioning
Classical Conditioning –
Operant Conditioning –
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Positive and Negative
Consequences
Positive Consequences
Negative Consequences
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Reinforcement, Punishment,
and Extinction
Reinforcement –
Punishment –
Extinction –
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Reinforcement and
Punishment Strategies
Apply
Withhold
Withhold
Apply
Bandura’s Social Learning
Theory
__________________
__________________
Task-Specific Self-Efficacy –
__________________
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
__________________
__________________
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Learning and Personality
Differences
Personality Preference
Implications for Learning
Theoretical, look for meaning in
material, holistic understanding, look
for possibilities and interrelationships
Prefer specific, empirical data, practical
applications, master details, look for the
realistic and doable
Prefer data and information analysis,
fair minded, evenhanded, seek logical
and just conclusions, objective
Prefer interpersonal involvement,
tenderhearted, harmonious, seek
subjective, merciful results
Source: O. Kroeger and J. M. Thuesen, Type Talk: The 16 Personality that Determine How We Live, Love, and Work (New York: Dell Publishing Co., 1989).
Goal Setting at Work
Goal Setting –
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Characteristics of
Effective Goals
S
M
A
R
T
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Goal Level and
Task Performance
High
Difficult goals
Task
Performance
Easy goals
Low
Low
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
High
Goal Level
Goal-Setting Functions
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Increase Work Motivation and
Task Performance
•
•
•
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Reduce Role Stress
Reduce role stress associated
with conflicting and confusing
expectations
–
–
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Improve
Performance Evaluation
Management by Objectives (MBO) –
– Articulates _______ to do
– Determines ______ to do it
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Performance Management
Performance Management –
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Performance Management
Process
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
How is Performance
Measured?
Performance appraisal –
–
–
–
–
–
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Actual and Measured
Performance
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Actual and Measured
Performance
True
Assessment
Actual
Performance
Measured
Performance
Communicating
Performance Feedback
•
•
•
•
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
3600 Feedback
360-Degree
Feedback –
Feedback
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Develop People and
Enhance Careers
Supervisor should:
•
•
•
•
•
Employee should:
•
•
•
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Effective Appraisal Systems
Key Characteristics
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Individual or
Team Rewards?
_________________
• foster independent
behavior
• may lead to
creative thinking
and novel solutions
• encourage
competitive striving
within a work team
_________________
• emphasize
cooperation and joint
efforts
• emphasize sharing
information,
knowledge, and
expertise
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Correcting Poor Performance
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Correcting Poor Performance
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Attribution in Organizations
Attribution Theory –
Consensus –
Distinctiveness –
Consistency –
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Information Cues and Attributions
Customer has complained
about John
There are no complaints
about other employees
(low consensus)
John has received similar
complaints in the past
(low distinctiveness)
Internal attribution
(John's behavior stems
mainly from internal causes)
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Complaints about John
have been coming in steady
(high consistency)
Information Cues and Attributions
Mary has performed
poorly on collections
Other employees are
performing poorly
on collections
(high consensus)
Mary only performs
poorly on this task
(high distinctiveness)
External attribution
(Mary's behavior stems
mainly from external causes)
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Most of the time
Mary handles collections well
(low consistency)
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved
Attribution Model
Mentoring
Mentoring –
Four phases
–
–
–
–
Copyright ©2006
by South-Western,
a division of
Thomson Learning.
All rights reserved