1. Chapter 6 Learning and Performance Management
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2. Definition of Learning
Learning – the development of experience, insights, knowledge, and understanding that eventually leads to a change in behavior.

3. Information, Understanding, Knowledge
Information deals with the what questions:
What do my employees do?
Knowledge deals with the how questions: How do my employees do what they do? How do I get them to do things differently?
Understanding deals with the why questions: Why do my employees do the things they do? I K U

4. Behavioral Models of Learning in Organizations
Modifying behavior by pairing a conditioned stimulus with an unconditioned stimulus to elicit an unconditioned response
Has limited applicability to human behavior in organizations
Classical conditioning
Modifying behavior through the use of positive or negative consequences following specific behaviors
Uses reinforcement, punishment, and extinction strategies to influence behavior
Operant conditioning

5. 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 4

6. Reinforcement, Punishment, and Extinction
Cultivates desirable behavior by either bestowing positive consequences or withholding negative consequences
Types - Continuous, intermittent, fixed ratio, variable ratio, fixed interval, and variable interval
Reinforcement
Discourages undesirable behavior by either bestowing negative consequences or withholding positive consequences
Punishment
Weakens behavior by attaching no consequences to it
Extinction

7. 6.1 Reinforcement and Punishment Strategies
SOURCE: Table from Organizational Behavior Modification by Fred Luthans and Robert Kreitner. Copyright © 1985, p. 58 by Scott Foresman and Company and the authors. Reprinted by permission of the authors.

8. Examples of Negative Reinforcement
Focused on desirable behaviors that occur more frequently:
If a clerical worker feels that being ahead is a favorable condition, the worker will be motivated to work hard in order to avoid the unpleasant state of being behind.
An instructor deducts 10 points from a student’s grade for each observed absence but there is no effect on a student’s grade for attendance.
Example of an alarm in a child’s room.

9. Examples of Punishment
Focused on undesirable behaviors that should occur very infrequently:
If you exhibit unprofessional behavior in this class, you will lose a letter grades
If you are caught cheating on an exam, you could fail the course
If you steal something at work, you will be terminated.

10. Bandura’s Social Learning Theory
Learning occurs when one observes others and models their behavior
Task-specific self-efficacy: One’s internal expectancy to work effectively
Sources
Prior experiences and behavior models
Persuasion from other people
Assessment of current physical and emotional capabilities

11. Goal Setting at Work Establishing desired results
To guide and direct behavior
Establishing desired results
Specific, measurable, attainable, realistic, and time-bound
Characteristics of effective goals
Increases work motivation and task performance
Reduces stress caused by confusing expectations
Improves the accuracy and validity of performance evaluation
Functions

12. Employee Participation
Goal acceptance
Goal commitment
Goal accomplishment

13. 6.2 Goal Level and Task Performance

14. Problems with Goal Setting?

15. Evaluating Performance
Process of defining, measuring, appraising, providing feedback on, and improving performance
Performance management
Behavior above and beyond the call of duty
Enhanced by employee involvement programs
Emphasizes collective performance
Organizational citizenship behavior
Performance appraisal systems
Measuring performance

16. Effective Appraisal Systems
Develop people and enhance careers
Requires establishment of mutual trust between supervisors and employees
Characteristics
Validity
Reliability
Responsiveness
Flexibility and equitability

17. Actual and Measured Performance

18. 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

19. It is more effective to ask employees to do something differently than it is to ask them to be different

20. Your employees are not responsible for fixing their systems
Your employees are not responsible for fixing their systems. That is YOUR responsibility as a manager, and it is the abdication of management to blame employees for problems when there are almost always systemic variables that need continuous improvement.
PA Exercise

21. Individual or Team Rewards
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

22. © 2011 Cengage Learning. All rights reserved.
Organizations get the performance they reward,
not the performance they say they want.
© 2011 Cengage Learning. All rights reserved.