4e Nelson/Quick ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 6 Learning and Performance Management

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Outcomes  Describe behavioral theories of learning  Describe social and cognitive theories of learning  Explain how goal setting can be used to direct learning and performance  Define performance and identify the tools used to measure it 2

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Outcomes  Explain the importance of performance feedback and how it can be delivered effectively  Identify ways managers can reward performance  List several strategies for correcting poor performance 3

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Describe three behavioral theories of learning Learning Outcome 4

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning  Change in behavior acquired through experience  Behavioral models in organizations  Classical conditioning  Operant conditioning  Reinforcement theory  Punishment 5

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Conditioning 6 Classical conditioning Modifying behavior by pairing a conditioned stimulus with an unconditioned stimulus to elicit an unconditioned response Has limited applicability to human behavior in organizations Operant conditioning Modifying behavior through the use of positive or negative consequences following specific behaviors Uses reinforcement, punishment, and extinction strategies to influence behavior

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Positive and Negative Consequences  Positive consequences: Results of behavior that are attractive or pleasurable  Negative consequences: Results of behavior that are unattractive or aversive  Law of effect - Behaviors followed by:  Positive consequences are more likely to recur  Negative consequences are less likely to recur 7

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Reinforcement, Punishment, and Extinction  Reinforcement  Cultivates desirable behavior by either bestowing positive consequences or withholding negative consequences  Punishment  Discourages undesirable behavior by either bestowing negative consequences or withholding positive consequences  Extinction  Weakens behavior by attaching no consequences to it 8

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure Reinforcement and Punishment Strategies 9

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Describe social and cognitive theories of learning Learning Outcome 10

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Bandura’s Social Learning Theory  Learning occurs when we observe other people and model their behavior  Task-specific self-efficacy: Internal expectancy of an individual to perform a task effectively  Sources  Prior experiences and behavior models  Persuasion from other people  Assessment of current physical and emotional capabilities 11

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Table Personality Functions and Learning SOURCE: From Type Talk at Work by Otto Kroeger and Janet Theusen, copyright © 1992 by Janet Theusen and Otto Kroeger. Used by permission of Delacorte Press, an imprint of The Random House Publishing Group, a division of Random House, Inc. 12

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 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. 13

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Explain how goal-setting can be used to direct learning and performance Learning Outcome 14

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Goal Setting at Work  Establishing desired results that guide and direct behavior  Characteristics of effective goals  Specific  Measurable  Attainable  Realistic  Time-bound 15

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Goal Setting Functions Increases work motivation and task performance Reduces stress caused by confusing expectations Improves the accuracy and validity of performance evaluation 16

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure Goal Level and Task Performance © Cengage Learning

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Management by Objectives  Goal-setting program based on interaction and negotiation between employees and managers  Requires supervisors to provide interim feedback for the employees 18

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Define performance and identify the tools used to measure it Learning Outcome 19

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Performance Management  Defining, measuring, appraising, providing feedback on, and improving performance  Organizational citizenship behavior - Behavior above and beyond the call of duty  Enhanced by employee involvement programs  Emphasizes collective performance 20

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Performance Management Process Define performance in behavioral terms Measure and assess performance Provide feedback for goal setting and planning Reward positive performance and take corrective measures for poor performance 21

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Performance Appraisal  Evaluation of a person’s performance  Identifies developmental needs  Influences:  Promotion and rewards  Demotion and termination  Develops information about organization’s selection and placement decisions 22

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure Actual and Measured Performance 23

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Explain the importance of performance feedback and how it can be delivered effectively Learning Outcome 24

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 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 25

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 360-Degree Feedback  Self-evaluation and evaluations by peers, managers, direct reports, and customers  Provides a well-rounded view of performance  Improved by:  Adding a systematic coaching component  Separating the performance feedback component from the management development component 26

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Effective Appraisal Systems  Develop people and enhance careers  Require establishment of mutual trust between supervisors and employees  Characteristics  Validity  Reliability  Responsiveness  Flexibility and equitability 27

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Identify ways managers can reward performance Learning Outcome 28

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Individual or Team Rewards? 29 Directly affect individual behavior Encourage competition within a work team Skill-based and pay-for-knowledge systems Individual reward systems Encourage cooperation, joint efforts, and the sharing of information and expertise Gain-sharing plans Team reward systems

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Power of Earning  Rests on a direct link between performance and rewards  Counteracted by the notion of entitlement  Entitlement engenders passive, irresponsible behavior  Earning engenders active, responsible behavior 30

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. List several strategies for correcting poor performance Learning Outcome 31

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Correcting Poor Performance  Identify the cause or primary responsibility for the poor performance  Determine the source of the problem  Develop a plan for correcting the poor performance 32

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Problems that Trigger Poor Performance  Poorly designed work systems  Poor selection processes  Inadequate training and skills development  Lack of personal motivation  Personal problems intruding on the work environment  Lack of a good relationship between the employee and the supervisor/organization 33

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Kelley’s Attribution Theory  Individuals make attributions based on information gathered in the form of following informational cues  Consensus: Extent to which peers in the same situation behave in a similar fashion  Distinctiveness: Degree to which an individual behaves the same way in other situations  Consistency: Frequency of behavior over time 34

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Kelley’s Attribution Theory 35 Low consensus, low distinctiveness, and high consistency Low effort, lack of commitment, or lack of ability Internal attributions High consensus, high distinctiveness, and low consistency Equipment failure or unrealistic goals External attributions

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure Attribution Model © Cengage Learning

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Mentoring  Work relationship that encourages development and career enhancement for people moving through the career cycle  Success depends on openness and trust  Coaching and counseling are career and psychosocial functions of a mentoring relationship 37

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Mentoring Phases InitiationCultivationSeparationRedefinition 38

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 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. 39

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Take the Lead  Rock (Rob Brown) and LaRhette (Yaya DaCosta) 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?  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.  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. 40

©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Take the Lead  According to Barcelona owner Andy Pforzheimer, why do so many restaurants go out of business?  What tactics do leaders at Barcelona use to help measure and control the restaurant’s financial performance?  How does Barcelona reward managers and chefs? 41