© 2013 Cengage Learning Chapter 6 Learning and Performance Management Learning Outcomes 1.Describe...

© 2013 Cengage Learning

Chapter 6Learning and Performance

ManagementL

earn

ing

Ou

tco

mes 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.

Learning OutcomeLearning Outcome

Describe three behavioral theories of learning.


1

Learning

a change in behavior acquired

through experience

© 2013 Cengage Learning© 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



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

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.


Reinforcement and Punishment Strategies



Describe social and cognitive theories of learning.


2


Bandura’s Social Learning Theory

Task-Specific Self-Efficacy –an individual’s internal

expectancy to perform a specific task effectively.

Prior experiences

Behavior models

Persuasion from others

Assessment of physical and emotional capabilities

Learning and Personality Differences



• 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.

Beyond the Book:Innovation in Education


Explain how goal-setting can be used to direct learning and performance.


3


Goal Setting at Work

the process of

establishing desired

results that guide and

direct behavior

Goals help

crystallize the

sense of purpose

and mission

essential to

success at work.

Characteristics of Effective Goals

SpecificMeasurableAttainableRealistic

Time-bound


Goal Level and Task Performance



Goal-Setting Functions

Increase work motivation and task performance

Reduce role stress associated with conflicting or confusing situations

Improve accuracy and validityof performance evaluation

Increase Work Motivation and Task Performance

• The higher the goal, the better the performance.

• Need to ensure:– employee participation– supervisory commitment– useful performance feedback


Reduce Role Stress

• Goals clarify task-role expectations communicated to employees• Improves communication between managers and employees


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.



Define performance and identify the tools used to measure it.


4

Performance Management

a process of defining, measuring, appraising,

providing feedback on, and improving

performance



Performance Management Process

Define performance in behavioral terms

Improved Performance

Measure and assess performance

Feedback for goal setting and planning

Performance Appraisal

the evaluation of a person’s performance.


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


Actual and Measured Performance



Explain the importance of performance feedback and how it can be delivered effectively.


5

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


360-Degree Feedback

a process of self-evaluation and

evaluations by a manager, peers, direct

reports, and possibly customers


360-Degree Feedback

SelfEvaluation

Customer Evaluation

ReportsPeer

Evaluation

Manager Evaluation

Feedback


Develop People and Enhance Careers

[Employee should]• Take responsibility for growth and

development• Challenge supervisor about future

development• Express individual preferences and goals

[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]


Effective Appraisal Systems

[Key Characteristics]

• Validity

• Reliability

• Responsiveness

• Flexibility

• Equitableness



Identify ways managers can reward performance.


6


Organizations get the performance they reward,

not the performance they say they want.


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



List several strategies for correcting poor performance.


7


Identify primary cause or responsibility

Correcting Poor Performance

Develop corrective plan of action

Determine problem’s source

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


Information Cues and Attributions


Attribution Model


Mentoring

a work relationship that encourages

development and career enhancement

for people moving through the career

cycle


Mentoring Phases

4 PHASES

initiation

cultivation

separation

redefinition



• 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.

Beyond the Book:Mentoring in the White House

Take the Lead

1. Rock (Rob Brown) and LaRhette (Yaya DaCosta) are trying to learn the waltz. Which of the twoapproaches to learning described in the chapter best apply to thisfilm sequence? Do you see examples of classical conditioning oroperant conditioning? Why?

2. This chapter discussed strategies of reinforcement, punishment, andextinction. 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: AKey Construct,” to the film sequence. Which performance conceptsdo you see? Give specific examples of the concepts from the filmsequences.


http://www.cengage.com/management/webtutor/nq_orgb2/bf/ch07.html

Barcelona Restaurant

Group

1. According to Barcelona owner Andy Pforzheimer, why do so many restaurants go out of business?

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?


http://www.cengage.com/management/webtutor/daft_mgt10e/video/ojt/ch19.html

© 2013 Cengage Learning Chapter 6 Learning and Performance Management Learning Outcomes 1.Describe...

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