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© 2009 Cengage Learning. All rights reserved. Chapter 6 Learning and Performance Management Learning Outcomes 1 Describe behavioral theories of learning.

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Presentation on theme: "© 2009 Cengage Learning. All rights reserved. Chapter 6 Learning and Performance Management Learning Outcomes 1 Describe behavioral theories of learning."— Presentation transcript:

1 © 2009 Cengage Learning. All rights reserved. Chapter 6 Learning and Performance Management Learning Outcomes 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.

2 © 2009 Cengage Learning. All rights reserved. Learning Outcome Describe three behavioral theories of learning. 1

3 © 2009 Cengage Learning. All rights reserved. Definition of Learning a change in behavior acquired through experience

4 © 2009 Cengage Learning. All rights reserved. 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

5 © 2009 Cengage Learning. All rights reserved. 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

6 © 2009 Cengage Learning. All rights reserved. Reinforcement, Punishment, and 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

7 Reinforcement and Punishment Strategies © 2009 Cengage Learning. All rights reserved.

8 Learning Outcome Describe social and cognitive theories of learning. 2

9 © 2009 Cengage Learning. All rights reserved. Bandura’s Social Learning Theory Task-Specific 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 of Current Physical & Emotional Capabilities Behavior Models

10 Learning and Personality Differences 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). © 2009 Cengage Learning. All rights reserved.

11 In theory, knowledge management facilitates information distribution throughout an organization to increase performance. Knowledge-management solutions may produce successful initial results while generating unforeseen problems in the long term (e.g. overreliance on databases for problem-solving). Beyond the Book: Knowledge Management

12 © 2009 Cengage Learning. All rights reserved. Learning Outcome Explain how goal-setting can be used to direct learning and performance. 3

13 © 2009 Cengage Learning. All rights reserved. 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.

14 © 2009 Cengage Learning. All rights reserved. Characteristics of Effective Goals Specifi c Measurable Attainable Realistic Time-Bound SMART EffectiveGoals

15 © 2009 Cengage Learning. All rights reserved. Goal Level and Task Performance Low High High Low Easy goals Difficult goals Task Performance Goal Level

16 © 2009 Cengage Learning. All rights reserved. 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

17 © 2009 Cengage Learning. All rights reserved. Increase Work Motivation and Task Performance Employee participation Supervisory commitment Useful performance feedback

18 © 2009 Cengage Learning. All rights reserved. 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

19 © 2009 Cengage Learning. All rights reserved. Improve Performance Evaluation Management by Objectives (MBO) – a goal-setting program based on interaction and negotiation between employees and managers what –Articulates what to do how –Determines how to do it

20 © 2009 Cengage Learning. All rights reserved. Learning Outcome Define performance and identify the tools used to measure it. 4

21 © 2009 Cengage Learning. All rights reserved. Performance Management a process of defining, measuring, appraising, providing feedback on, and improving performance

22 © 2009 Cengage Learning. All rights reserved. Performance Management Process Define performance in behavioral terms Improved Performance Measure and assess performance Feedback for goal setting and planning

23 © 2009 Cengage Learning. All rights reserved. How Is Performance Measured? Performance appraisal – the evaluation of a person’s performance –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

24 © 2009 Cengage Learning. All rights reserved. Actual Performance Measured Performance TrueAssessment Actual and Measured Performance

25 TrueAssessment Actual Performance Measured Performance Deficiency Performance overlooked by evaluator Unreliability Evaluator’s situational factors Disagreement Employee’s temporary personal factors Poorly defined task performance Invalidity Actual and Measured Performance © 2009 Cengage Learning. All rights reserved.

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

27 © 2009 Cengage Learning. All rights reserved. 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

28 © 2009 Cengage Learning. All rights reserved. 360-Degree Feedback A process of self-evaluation and evaluations by a manager, peers, direct reports, and possibly customers

29 © 2009 Cengage Learning. All rights reserved. 360 o Feedback Self Evaluation Customer Evaluation Reports Peer Evaluation Manager Evaluation Feedback

30 © 2009 Cengage Learning. All rights reserved. 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 ]

31 © 2009 Cengage Learning. All rights reserved. Effective Appraisal Systems [Key Characteristics] Validity Reliability Responsiveness Flexibility Equitableness

32 © 2009 Cengage Learning. All rights reserved. Learning Outcome Identify ways managers can reward performance. 6

33 © 2009 Cengage Learning. All rights reserved. Organizations get the performance they reward, not the performance they say they want. © 2009 Cengage Learning. All rights reserved.

34 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

35 © 2009 Cengage Learning. All rights reserved. Learning Outcome List several strategies for correcting poor performance. 7

36 © 2009 Cengage Learning. All rights reserved. Identify primary cause or responsibility Correcting Poor Performance Develop corrective plan of action Determine problem’s source

37 © 2009 Cengage Learning. All rights reserved. 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

38 © 2009 Cengage Learning. All rights reserved. Attribution in Organizations, cont. Distinctiveness – the degree to which the person behaves the same way in other situations Consistency – the frequency of a particular behavior over time

39 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) Complaints about John have been coming in steady (high consistency) © 2009 Cengage Learning. All rights reserved.

40 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) Most of the time Mary handles collections well (low consistency) © 2009 Cengage Learning. All rights reserved.

41 Attribution Model Observation of poor performance Attribution of poor performance Internal causes External causes Attribution of poor performance Internal causes External causes Information cues Consensus Consistency Distinctiveness Information cues Consensus Consistency Distinctiveness Perceived source of responsibility Behavior in response to attribution © 2009 Cengage Learning. All rights reserved.

42 Mentoring a work relationship that encourages development and career enhancement for people moving through the career cycle

43 © 2009 Cengage Learning. All rights reserved. Mentoring Phases 4 PHASES –initiation –cultivation –separation –redefinition

44 © 2009 Cengage Learning. All rights reserved. Mentoring initiatives don’t always pan out according to plan. Potential snags: mentee- mentor mismatches, awkward or forced mentoring relationships, and mentors with no stake in their mentee’s future. Sometimes the best mentoring relationships are those that form naturally, apart from “official” programs. Beyond the Book: Mentoring Misfires


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