Chapter 6 Learning & Performance Management Nelson & Quick.
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Transcript of Chapter 6 Learning & Performance Management Nelson & Quick.
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Chapter 6 Learning &
Performance ManagementNelson & Quick
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Definition of Learning
Learning - a change in behavior acquired through experience
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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 & 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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Reinforcement & Punishment Strategies
Reinforcement(desireablebehavior)
Punishment(undesireable
behavior)Positive
Consequences Apply Withhold
NegativeConsequences Withhold Apply
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4 Sources of Self-Efficacy
Self-Efficacy -Self-Efficacy -an individual’s beliefs and expectancies about his or her ability to perform
a specific task effectively
Prior Experiences
Persuasion from Others
Assessment ofCurrent Physical &Emotional Capabilities
Behavior Models
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Personality Functions & Learning
Personality Preference Implications for LearningInformation GatheringIntuitors Theoretical, look for meaning in
material, holistic understanding, lookfor possibilities & interrelationships
Sensors Prefer specific, empirical data, practicalapplications, master details, look forthe realistic & doable
Decision MakingThinkers Prefer data & information analysis, fair
minded, evenhanded, seek logical &just conclusions, objective
Feelers Prefer interpersonal involvement,tenderhearted, harmonious, seeksubjective, 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., 1988.)
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Goal Setting at Work
Goal Setting - the process of establishing desired results that guide and direct behavior
Goals helpcrystallize the sense of purpose and missionessential to success at work.
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Characteristics of Effective Goals
Effective
Goals
SpecificSpecific
MeasurableMeasurable
AttainableAttainable
RealisticRealistic
Time-boundTime-bound
SS
MM
AA
RR
TT
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Goal Setting: Increase Work Motivation & Task Performance
• Employee participation
• Supervisory commitment
• Useful performance feedback
LowLow Goal LevelGoal Level High High
HighHigh
Task Task Perform-Perform-
anceance
LowLowEasy goals
Difficult goals
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Goal Setting: Reduce Role Stress
Reduce role stress associated with conflicting and confusing expectations
– Clarify task-role expectations communicated to employees
– Improve communication between managers and employees
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Goal Setting: Improve Performance Evaluation
• Management by Objectives (MBO) - a goal-setting program based on interaction & negotiation between employees and managers– Articulates whatwhat to do– Determines howhow to do it
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How is Performance Measured?
Performance appraisal - the evaluation of a person’s performance– Provides feedback to employees– Identifies employees’ developmental needs
for promotion, reward, demotion, termination– Develops information about the
organization’s selection and placement decisions
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Actual & Measured Performance
ActualPerformance
MeasuredPerformance
TrueTrueAssessmentAssessment
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Actual & Measured Performance
ActualActualPerformancePerformance
MeasuredMeasuredPerformancePerformance
TrueAssessment
Deficiency
Unreliability
Invalidity
Performanceoverlookedby evaluator
Evaluator’ssituationalfactors
Disagreement
Employee’s temporarypersonal factors
Poorly definedtask performance
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Communicating Performance Feedback
• Refer to employee’s verbatim statements & observable behavior
• Focus on changeable behaviors• Both employer & employee should plan & organize
before the session• Begin with something positive• Self-evaluations
– more satisfying and can improve job performance– less defensiveness– but low level agreement with supervisor evaluation
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Effective Appraisal Systems
• Functions– Develop people & enhance careers– Emphasize individual growth needs & future
performance
• Key Characteristics– Validity– Reliability– Responsiveness– Flexibility– Equitability
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Individual or Team Rewards?
• Individual rewards– fosters independent behavior– may lead to creative thinking and novel solutions– encourages competitive striving within a work team
• Team rewards– emphasize cooperation & joint efforts– emphasize information sharing
• Both have same purpose:
shape productive behavior
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Correcting Poor Performance
Identify primary cause or responsibility
If personal, determine problem’s source
Develop corrective plan of action
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Attribution in Organizations
Attribution Theory - explains how individuals pinpoint the causes of their own and others’ behavior
Consensus - the extent to which peers in the same situation behave the same way
Distinctiveness - degree to which the person behaves the same way in other situations
Consistency - the frequency of a particular behavior over time
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Information Cues & Attributions
There are no com pla intsabout o ther em ployees
(low consensus)
Interna l a ttribution(John's behavior stem s
m ainly from interna l causes)
John has rece ived sim ilarcom pla ints in the past(low d istinctiveness)
C om pla ints about Johnhave been com ing in steady
(high consistency)
C ustom er has com pla inedabout John
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Information Cues & Attributions
O ther em ployees areperform ing poorly
on co llections(high consensus)
External a ttribution(Mary's behavior stem s
m ainly from external causes)
Mary only perform spoorly on this task
(high d istinctiveness)
Most o f the tim eMary handles co llections well
(low consistency)
Mary has perform edpoorly on co llections
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Attribution Model
Attribution of poor performance
• Internal causes• External causes
Information cues• Consensus• Consistency• Distinctiveness
Observation of poorperformance
Behavior in responseto attribution
Perceived source of responsibility
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Mentoring
Mentoring - a work relationship that encourages development and career enhancement for people moving through the career cycle
Four phases– initiation– cultivation– separation– redefinition