Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Chapter 6 Organizational Behavior Nelson & Quick, 6 th edition Learning and Performance Management

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Definition of Learning Learning - Learning - a change in behavior acquired through experience Photos courtesy of Clips Online ©2008 Microsoft Corporation

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Conditioning Classical Conditioning - Classical Conditioning - Modifying behavior so that a conditioned stimulus is paired with an unconditioned stimulus and elicits an unconditioned response Operant Conditioning - Operant Conditioning - Modifying behavior through the use of positive or negative consequences following specific behaviors

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved 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 Photos courtesy of Clips Online ©2008 Microsoft Corporation

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Reinforcement, Punishment & Extinction Reinforcement - Reinforcement - the attempt to develop or strengthen desirable behavior by either bestowing positive consequences or withholding negative consequences Punishment - Punishment - the attempt to eliminate or weaken undesirable behavior by either bestowing negative consequences or withholding positive consequences Extinction - Extinction - the attempt to weaken a behavior by attaching no consequences to it

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Reinforcement & Punishment Strategies

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Bandura’s Social Learning Theory Sources of Task Specific Self-Efficacy Prior Experiences Persuasion from Others Behavior Models Assessment of Current Physical & Emotional Capabilities Task Specific Self-Efficacy - an individual’s beliefs and expectancies about his or her ability to perform a specific task effectively

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Learning & 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).

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Goal Setting at Work Goal Setting - Goal Setting - 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. Photos courtesy of Clips Online ©2008 Microsoft Corporation

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Characteristics of Effective Goals Specific Measurable Attainable Realistic Time-Bound SMART EffectiveGoals

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Goal Level and Task Performance Low High High Low Easy goals Difficult goals Task Performance Goal Level

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Goal Setting Functions Increase work motivation and task performance Employee participation Supervisory commitment Useful and timely performance feedback Photos courtesy of Clips Online ©2008 Microsoft Corporation

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Goal Setting Functions Clarify task-role expectations communicated to employees Improve communication between managers and employees Reduce role stress associated with conflicting or confusing situations

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Goal Setting Functions Improve accuracy and validity of performance evaluation Management by Objectives (MBO) - 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

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Performance Management Performance Management - Performance Management - a process of defining, measuring, appraising, providing feedback on, and improving performance. Photos courtesy of Clips Online ©2008 Microsoft Corporation

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Improved Performance Define performance in behavioral terms Measure and assess performance Feedback for goal setting and planning Performance Management Process

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved How is Performance Measured? Performance appraisal - 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

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Measured Performance Actual & Measured Performance TrueAssessment Actual Performance

Actual & Measured Performance Actual Performance Measured Performance Deficiency Performance overlooked by evaluatorTrueAssessment Poorly defined task performance Invalidity Unreliability Evaluator’s situational factors Disagreement Employee’s temporary personal factors

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Communicating Performance Feedback Refer to specific verbatim statements & observable behaviors Focus on changeable behaviors Both supervisor & employee should plan & organize before the session Begin with something positive

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Feedback 360-Degree Feedback – 360-Degree Feedback – A process of self- evaluation and evaluations by a manager, peers, direct reports, and possibly customers Feed Back Self Evaluation Customer Evaluation Reports Peer Evaluation Manager Evaluation

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Develop People & 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 & development Challenge supervisor about future development Express individual preferences and goals

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Effective Appraisal Systems Key Characteristics Validity Reliability Responsiveness Flexibility Equitableness

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved 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

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Performance & Rewards Reward Performance Organizations get the performance they reward, NOT the performance they say they want

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Identify primary cause or responsibility Correcting Poor Performance Develop corrective plan of action Determine problem’s source Determine if personal or organizational

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Attribution in Organizations Attribution Theory – Attribution Theory – Managers make inferences concerning employees’ behaviors and performance. Use 3 informational cues Consensus -Consensus - the extent to which peers in the same situation behave in a similar fashion Distinctiveness -Distinctiveness - degree to which an individual behaves the same way in other situations Consistency -Consistency - the frequency of behavior over time

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Information Cues & 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)

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Information Cues & 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)

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Attribution Model Attribution of poor performance Internal causes External causes Information cues Consensus Consistency Distinctiveness Behavior in response to attribution Perceived source of responsibility Observation of poor performance

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Mentoring Mentoring - Mentoring - a work relationship that encourages development and career enhancement for people moving through the career cycle Four phases –initiation –cultivation –separation –redefinition Photos courtesy of Clips Online ©2008 Microsoft Corporation

Copyright ©2009 South-Western, a division of Cengage Learning All rights reserved Chapter 6: Reflect & Discuss Seabiscuit Video Clip What to Watch for and Ask Yourself Does Red set clear performance goals for George? If he does, what are they? Does Red help George reach those performance goals? How? Does Red give George any positive reinforcement while he tries to reach the performance goals?