Learning Outcomes Chapter 6 Learning and Performance Management

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. © 2013 Cengage Learning

1 Learning Outcome Describe three behavioral theories of learning. © 2013 Cengage Learning

Learning a change in behavior acquired through experience © 2013 Cengage 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 © 2013 Cengage 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 © 2013 Cengage Learning

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. © 2013 Cengage Learning

Reinforcement and Punishment Strategies © 2013 Cengage Learning

2 Learning Outcome Describe social and cognitive theories of learning. © 2013 Cengage Learning

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 © 2013 Cengage Learning Behavior models

Learning and Personality Differences © 2013 Cengage Learning

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. © 2013 Cengage Learning

3 Learning Outcome Explain how goal-setting can be used to direct learning and performance. © 2013 Cengage Learning

Goal Setting at Work the process of establishing desired results that guide and direct behavior © 2013 Cengage Learning elp h s l a Go he t e z i l l crysta f purpose o e s n se on i s s i and m al to i t n e rk. s o es w t a s s e c suc

Characteristics of Effective Goals Specific Measurable Attainable Realistic Time-bound © 2013 Cengage Learning

Goal Level and Task Performance © 2013 Cengage Learning

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 © 2013 Cengage Learning

Increase Work Motivation and Task Performance • The higher the goal, the better the performance. • Need to ensure: – employee participation – supervisory commitment – useful performance feedback © 2013 Cengage Learning

Reduce Role Stress • Goals clarify task-role expectations communicated to employees • Improves communication between managers and employees © 2013 Cengage Learning

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. © 2013 Cengage Learning

4 Learning Outcome Define performance and identify the tools used to measure it. © 2013 Cengage Learning

Performance Management a process of defining, measuring, appraising, providing feedback on, and improving performance © 2013 Cengage Learning

Performance Management Process Define performance in behavioral terms Measure and assess performance Feedback for goal setting and planning Improved Performance © 2013 Cengage Learning

Performance Appraisal the evaluation of a person’s performance. © 2013 Cengage Learning

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 © 2013 Cengage Learning

Actual and Measured Performance © 2013 Cengage Learning

5 Learning Outcome Explain the importance of performance feedback and how it can be delivered effectively. © 2013 Cengage Learning

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 © 2013 Cengage Learning

360 -Degree Feedback a process of self-evaluation and evaluations by a manager, peers, direct reports, and possibly customers © 2013 Cengage Learning

360 -Degree Feedback Self Evaluation Customer Evaluation Manager Evaluation Feedback Peer Evaluation Reports © 2013 Cengage Learning

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 © 2013 Cengage Learning

Effective Appraisal Systems • • • [Key Characteristics] Validity Reliability Responsiveness Flexibility Equitableness © 2013 Cengage Learning

6 Learning Outcome Identify ways managers can reward performance. © 2013 Cengage Learning

Organizations get the performance they reward, not the performance they say they want. © 2013 Cengage 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 © 2013 Cengage Learning

7 Learning Outcome List several strategies for correcting poor performance. © 2013 Cengage Learning

Correcting Poor Performance Identify primary cause or responsibility Determine problem’s source Develop corrective plan of action © 2013 Cengage Learning

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 © 2013 Cengage Learning

Information Cues and Attributions © 2013 Cengage Learning

Information Cues and Attributions © 2013 Cengage Learning

Attribution Model © 2013 Cengage Learning

Mentoring a work relationship that encourages development and career enhancement for people moving through the career cycle © 2013 Cengage Learning

Mentoring Phases 4 PHASES initiation cultivation separation redefinition © 2013 Cengage Learning

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. © 2013 Cengage Learning

1. Rock (Rob Brown) and La. Rhette (Yaya Da. Costa) 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. © 2013 Cengage Learning

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? © 2013 Cengage Learning