1. 4e Nelson/Quick ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 6 Learning and Performance Management

2. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Outcomes  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 2

3. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Outcomes  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 3

4. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning  Change in behavior acquired through experience  Behavioral models in organizations  Classical conditioning  Operant conditioning  Reinforcement theory  Punishment 4

5. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Conditioning 5 Classical conditioning Modifying behavior by pairing a conditioned stimulus with an unconditioned stimulus to elicit an unconditioned response Has limited applicability to human behavior in organizations Operant conditioning Modifying behavior through the use of positive or negative consequences following specific behaviors Uses reinforcement, punishment, and extinction strategies to influence behavior

6. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure 6.1 - Reinforcement and Punishment Strategies 6

7. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Bandura’s Social Learning Theory  Learning occurs when we observe other people and model their behavior  Task-specific self-efficacy: Internal expectancy of an individual to perform a task effectively  Sources  Prior experiences and behavior models  Persuasion from other people  Assessment of current physical and emotional capabilities 7

8. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Goal Setting Functions Increases work motivation and task performance Reduces stress caused by confusing expectations Improves the accuracy and validity of performance evaluation 8

9. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Management by Objectives  Goal-setting program based on interaction and negotiation between employees and managers  Requires supervisors to provide interim feedback for the employees 9

10. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Performance Management Process Define performance in behavioral terms Measure and assess performance Provide feedback for goal setting and planning Reward positive performance and take corrective measures for poor performance 10

11. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure 6.3 - Actual and Measured Performance 11

12. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 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 12

13. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 360-Degree Feedback  Self-evaluation and evaluations by peers, managers, direct reports, and customers  Provides a well-rounded view of performance  Improved by:  Adding a systematic coaching component  Separating the performance feedback component from the management development component 13

14. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Power of Earning  Rests on a direct link between performance and rewards  Counteracted by the notion of entitlement  Entitlement engenders passive, irresponsible behavior  Earning engenders active, responsible behavior 14

15. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Correcting Poor Performance  Identify the cause or primary responsibility for the poor performance  Determine the source of the problem  Develop a plan for correcting the poor performance 15

16. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Figure 6.5 - Attribution Model © Cengage Learning 2013 16

17. ©2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Mentoring Phases InitiationCultivationSeparationRedefinition 17