1. © 2011 Cengage Learning. All rights reserved. Chapter 6 Learning and Performance Management Learning Outcomes 1.Describe behavioral theories of learning. 2.Describe social and cognitive theories of learning. 3.Explain how goal-setting can be used to direct learning and performance. 4.Define performance and identify the tools used to measure it. 5.Explain the importance of performance feedback and how it can be delivered effectively. 6.Identify ways managers can reward performance. 7.List several strategies for correcting poor performance.

2. © 2011 Cengage Learning. All rights reserved. Learning Outcome Describe three behavioral theories of learning. 1

3. © 2011 Cengage Learning. All rights reserved. Learning a change in behavior acquired through experience

4. © 2011 Cengage Learning. All rights reserved. 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

5. © 2011 Cengage Learning. All rights reserved. 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

6. © 2011 Cengage Learning. All rights reserved. Reinforcement, Punishment, and Extinction Reinforcement – cultivates desirable behavior by bestowing positive consequences or withholding negative ones. Punishment – discourages undesirable behavior through negative consequences, or withholding positive consequences. Extinction – weakens behavior by attaching no consequences to it.

7. Reinforcement and Punishment Strategies © 2011 Cengage Learning. All rights reserved.

8. Learning Outcome Describe social and cognitive theories of learning. 2

9. © 2011 Cengage Learning. All rights reserved. Bandura’s Social Learning Theory Task-Specific Self-Efficacy – an individual’s internal expectancy to perform a specific task effectively. Prior experiences Behavior models Persuasion from others Assessment of physical and emotional capabilities

10. Learning and Personality Differences © 2011 Cengage Learning. All rights reserved.

11. 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. Beyond the Book: Innovation in Education

12. © 2011 Cengage Learning. All rights reserved. Learning Outcome Explain how goal-setting can be used to direct learning and performance. 3

13. © 2011 Cengage Learning. All rights reserved. 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.

14. © 2011 Cengage Learning. All rights reserved. Characteristics of Effective Goals Specific Measurable Attainable Realistic Time-bound

15. © 2011 Cengage Learning. All rights reserved. Goal Level and Task Performance

16. © 2011 Cengage Learning. All rights reserved. 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

17. © 2011 Cengage Learning. All rights reserved. Increase Work Motivation and Task Performance The higher the goal, the better the performance. Need to ensure: –employee participation –supervisory commitment –useful performance feedback

18. © 2011 Cengage Learning. All rights reserved. Reduce Role Stress Goals clarify task-role expectations communicated to employees Improves communication between managers and employees

19. © 2011 Cengage Learning. All rights reserved. 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.

20. © 2011 Cengage Learning. All rights reserved. Learning Outcome Define performance and identify the tools used to measure it. 4

21. © 2011 Cengage Learning. All rights reserved. Performance Management a process of defining, measuring, appraising, providing feedback on, and improving performance

22. © 2011 Cengage Learning. All rights reserved. Performance Management Process Define performance in behavioral terms Improved Performance Measure and assess performance Feedback for goal setting and planning

23. © 2011 Cengage Learning. All rights reserved. Performance Appraisal the evaluation of a person’s performance.

24. © 2011 Cengage Learning. All rights reserved. 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

25. © 2011 Cengage Learning. All rights reserved. Actual and Measured Performance

26. © 2011 Cengage Learning. All rights reserved. Learning Outcome Explain the importance of performance feedback and how it can be delivered effectively. 5

27. © 2011 Cengage Learning. All rights reserved. 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

28. © 2011 Cengage Learning. All rights reserved. 360-Degree Feedback a process of self-evaluation and evaluations by a manager, peers, direct reports, and possibly customers

29. © 2011 Cengage Learning. All rights reserved. 360 o Feedback Self Evaluation Customer Evaluation Reports Peer Evaluation Manager Evaluation Feedback

30. © 2011 Cengage Learning. All rights reserved. Develop People and Enhance Careers [ Employee should ] Take responsibility for growth and development Challenge supervisor about future development Express individual preferences and goals [ 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 ]

31. © 2011 Cengage Learning. All rights reserved. Effective Appraisal Systems [Key Characteristics] Validity Reliability Responsiveness Flexibility Equitableness

32. © 2011 Cengage Learning. All rights reserved. Learning Outcome Identify ways managers can reward performance. 6

33. © 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.

34. 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 © 2011 Cengage Learning. All rights reserved.

35. Learning Outcome List several strategies for correcting poor performance. 7

36. © 2011 Cengage Learning. All rights reserved. Identify primary cause or responsibility Correcting Poor Performance Develop corrective plan of action Determine problem’s source

37. © 2011 Cengage Learning. All rights reserved. Kelley’s Attribution Theory Explains how individuals pinpoint the causes of their own and others’ behavior Consensus – the extent to which peers in the same situation behave the same way Distinctiveness – the degree to which the person behaves the same way in other situations Consistency – the frequency of a particular behavior over time

38. Information Cues and Attributions © 2011 Cengage Learning. All rights reserved.

39. Information Cues and Attributions © 2011 Cengage Learning. All rights reserved.

40. Attribution Model © 2011 Cengage Learning. All rights reserved.

41. Mentoring a work relationship that encourages development and career enhancement for people moving through the career cycle

42. © 2011 Cengage Learning. All rights reserved. Mentoring Phases 4 PHASES initiation cultivation separation redefinition

43. © 2011 Cengage Learning. All rights reserved. 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. Beyond the Book: Mentoring in the White House

44. © 2011 Cengage Learning. All rights reserved. Take the Lead 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.