1. Learning and Performance Management
Chapter 6 Organizational Behavior: Foundations, Realities, & Challenges Nelson & Quick, 5th edition
Learning and Performance Management

2. Definition of Learning
Learning – a change in behavior acquired through experience 6 6 6 2 2 6

3. 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 3

4. 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

5. 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 5

6. Fields of Study in OB Personality Perception Attitudes and Values
Learning
Leadership
Group Dynamics
Stress
Communication
Power & Politics
Decision Making
Organization Culture
Design of Work
Motivation

7. So Many Theories, So Little Time
There are so many theories of human behavior because there is so much variance in Human Beings
(Would you want it any other way?)
Surprisingly, despite years of academic research, almost none of these theories have enjoyed strong empirical support.
- with one notable exception

8. GOAL SETTING In a wide variety of industries:
With a wide variety of people:
Those who set goals consistently outperformed those who did not --
By a Significant Margin!!

9. Goal Setting People don’t plan to fail - They simply fail to plan!!
Research projects have established that:
Less than 3% of the population have identified specific personal or business goals
Only approximately 1% of the population put goals in writing.
People don’t plan to fail -
They simply fail to plan!!

10. Goal Specifications Poorly defined goals:
There are two types of goals: poorly defined and well defined. To obtain good results, having well defined goals is a must.
Poorly defined goals:
Stated in terms such as improve or increase.
Not achievable or no target dates.
Ambiguous in regard to what is expected.

11. Goal Specifications Poorly defined goals...
Theoretical and idealistic.
Too brief and indefinite.
Too long and complex.
Distress producing and conflicting.
Created without sincere self analysis

12. Goal Specification Well defined goals are:
Stated numerically in terms of end results.
Achievable at a specific time.
Comprised of definite expectations.
Challengingly high but practical.
Precisely stated.
Thoughtfully engaged.

13. Goal Specification
I will net $5,000 more than I did last year, which is the equivalent of a 10% increase.
Make more money than last year.
I will lose 12 pounds within the next 12 weeks, while at the same time exercise to improve my overall body muscle and skin tone.
Lose weight.
I will request feedback on my performance, from my boss, every month and act on his/her feedback to improve my performance . I will attend at least 2 educational seminars to expand my skills.
Become better at my job.

14. GOAL SETTING
SMART
Specific
Measurable
Achievable
Realistic
Time Bound

15. Some thoughts to remember:
GOAL SETTING
Some thoughts to remember:
If possible have your employees set their own goals
Hard goals are better than easy ones
Goals can be revised as needed
Writing down goals increases the probability they will be accomplished
Sharing goals with others demonstrates our commitment to achieve them

16. Setting challenging goals creates fear of failure…
GOAL SETTING
Setting challenging goals creates fear of failure…
…setting no goals guarantees it!!

17. Practice, Practice, Practice
GOAL SETTING
OK, It makes sense-
How do I do it??
Practice, Practice, Practice
Ask for feedback

18. 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

19. Increase Work Motivation and Task Performance
Employee participation
Supervisory commitment
Useful performance feedback 11

20. 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 12

21. 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 13

22. 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

23. 3600 Feedback
360-Degree Feedback – A process of self-evaluation and evaluations by a manager, peers, direct reports, and possibly customers
Self
Evaluation
Manager
Evaluation
Customer
Evaluation
Feedback
Peer
Evaluation
Reports

24. 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

25. Effective Appraisal Systems
Key Characteristics
Validity
Reliability
Responsiveness
Flexibility
Equitableness 18

26. Individual or Team Rewards?
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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
Shape productive behavior 19

27. Organizations get the performance they reward,
not
the performance they say they want