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

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

Learning a change in behavior acquired through experience 6 © 2013 Cengage Learning © 2013 Cengage Learning 6 6 6 2 2 6

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 © 2013 Cengage Learning 3

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 4

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 © 2013 Cengage Learning 5

Reinforcement and Punishment Strategies © 2013 Cengage Learning 6

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. Behavior models Assessment of physical and emotional capabilities © 2013 Cengage Learning 12

Learning and Personality Differences © 2013 Cengage Learning 8

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. Tom Vander Ark, a partner in the education public affairs firm Vader Ark/Ratcliff, suggests that the future of education in America lies in the principles of social learning. He describes social learning and networking as the “lever” for the improvement of education, which would be focused on formal and informal learning communities built around social networks rather than the classroom. He argues that such a 1:1, interactional approach will be able to provide personalized tutoring, training and collaboration, while also helping teachers develop viral tools that decrease bureaucracy. SOURCE: http://www.huffingtonpost.com/tom-vander-ark/how-social-networking-wit_b_349467.html © 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 Goals help crystallize the sense of purpose and mission essential to success at work. © 2013 Cengage Learning 9

Characteristics of Effective Goals Specific Measurable Attainable Realistic Time-bound © 2013 Cengage Learning 10

Goal Level and Task Performance © 2013 Cengage Learning 11

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 11

Reduce Role Stress Goals clarify task-role expectations communicated to employees Improves communication between managers and employees © 2013 Cengage Learning 12

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 © 2013 Cengage Learning 13

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 14

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 Reports Peer Manager © 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 18

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 © 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 19

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 21

Information Cues and Attributions © 2013 Cengage Learning 22

Information Cues and Attributions © 2013 Cengage Learning 23

Attribution Model © 2013 Cengage Learning 24

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 25

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. In March of 2009, Michelle Obama hosted an event which brought together local high school girls with notable women for a day of interaction and learning. Inspired by that event, the first lady announced in November 2009 the creation of a year-long mentoring program for high school girls. This program would pair the students with senior White House staff, including Valerie Jarrett, senior advisor to the president as well as the first lady. Unlike a traditional internship, this mentoring program would provide a "window to a wide variety of different opportunities to play out your dreams,” according to Obama, by covering a wide range of topics such as college, career, financial literacy, health and fitness, and balancing work and motherhood. As noted by Carl Anthony, a historian with the National First Ladies’ Library, this program is the first of its kind and has the potential to expand into a nationwide program. SOURCE: http://www.chicagotribune.com/news/chi-tc-nw-obama-mentor-110209nov02,0,4496760.story © 2013 Cengage Learning

1. 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? 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. Take the Lead Dance academy owner and instructor Pierre Dulaine (Antonio Banderas) offers to help troubled detention students in a South Bronx high school. His formal ballroom style sharply differs from their hip-hop moves. After watching a hot tango sequence between Pierre and instructor Morgan (Katya Virshilas), the students begin to warm up to Pierre’s approach. Ask your students: 1. 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? 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

Barcelona Restaurant Group 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? Barcelona Restaurant Group At Barcelona Restaurant Group it’s about more than food: it’s about an experience. Cuisine is only 50 percent of the total Barcelona experience; the other half is made up of intangibles such as lighting, clientele, atmospherics, background music, and conversation with managers and wait staff. For Barcelona to be successful, each employee must deliver the European tapas ambience night after night. To achieve consistent quality, Barcelona gauges its performance with the help of multiple feedback loops. First, the establishment participates in a Secret Shoppers program. Next, the restaurant solicits comments from regular patrons, and every comment card and email goes straight to the owner. Finally, managers monitor activities through restaurant surveillance cameras and by walking the floors to interact with customers. Ask your students: 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? © 2013 Cengage Learning 45