1. Chapter 6 Learning and Performance Management
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.
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.
Learning Outcomes
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2. 1 Learning Outcome Describe three behavioral theories of learning.
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3. Learning a change in behavior acquired through experience 6
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4. Conditioning
Classical Conditioning – Modifying behavior by pairing a conditioned stimulus with an unconditioned stimulus to elicit an unconditioned response Operant Conditioning – Modifying behavior through the use of positive or negative consequences following specific behaviors
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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
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6. Reinforcement, Punishment, and Extinction
Reinforcement – a strategy to cultivate desirable behavior by either bestowing positive consequences or withholding negative consequences. Punishment – a strategy to discourage undesirable behavior by either bestowing negative consequences or withholding positive consequences. Extinction – a strategy to weaken behavior by attaching no consequences to it.
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7. Reinforcement and Punishment Strategies
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8. 2 Learning Outcome Describe social and cognitive theories of learning.
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9. Bandura’s Social Learning Theory
Persuasion from others
Prior experiences
Task-Specific Self-Efficacy –
an individual’s internal expectancy to perform a specific task effectively.
Behavior models
Assessment of physical and emotional capabilities
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10. Learning and Personality Differences
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11. Beyond the Book: Innovation in Education
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.
Tom Vander Ark, a partner in the education public affairs firm Vader Ark/Ratcliff, suggests that the future of education in America lies in the principles of social learning. He describes social learning and networking as the “lever” for the improvement of education, which would be focused on formal and informal learning communities built around social networks rather than the classroom. He argues that such a 1:1, interactional approach will be able to provide personalized tutoring, training and collaboration, while also helping teachers develop viral tools that decrease bureaucracy.
SOURCE:
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12. 3
Learning Outcome
Explain how goal-setting can be used to direct learning and performance.
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13. 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.
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14. Characteristics of Effective Goals
Specific
Measurable
Attainable
Realistic
Time-bound
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15. Goal Level and Task Performance
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16. 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
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17. Increase Work Motivation and Task Performance
The higher the goal, the better the performance.
Need to ensure:
employee participation
supervisory commitment
useful performance feedback
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18. Reduce Role Stress
Goals clarify task-role expectations communicated to employees
Improves communication between managers and employees
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19. 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.
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20. 4
Learning Outcome
Define performance and identify the tools used to measure it.
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21. Performance Management
a process of defining, measuring, appraising, providing feedback on, and improving performance
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22. Performance Management Process
Define performance in behavioral terms
Measure and assess performance
Feedback for goal setting and planning
Improved Performance
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23. Performance Appraisal
the evaluation of a person’s performance.
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24. 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
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25. Actual and Measured Performance
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26. 5
Learning Outcome
Explain the importance of performance feedback and how it can be delivered effectively.
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27. 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
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28. 360-Degree Feedback
a process of self-evaluation and evaluations by a manager, peers, direct reports, and possibly customers
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29. 360-Degree Feedback Self Evaluation Customer Reports Peer Manager
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30. 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
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31. Effective Appraisal Systems
[Key Characteristics]
Validity
Reliability
Responsiveness
Flexibility
Equitableness
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32. 6 Learning Outcome Identify ways managers can reward performance.
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33. Organizations get the performance they reward,
not the performance they say they want.
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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
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35. 7
Learning Outcome
List several strategies for correcting poor performance.
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36. Correcting Poor Performance
Identify primary cause or responsibility
Determine problem’s source
Develop corrective plan of action
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37. Kelley’s Attribution Theory
Explains how individuals pinpoint the causes of their own and others’ behavior Consensus – an informational cue indicating the extent to which peers in the same situation behave in a similar fashion Distinctiveness – an informational cue indicating the degree to which an individual behaves the same way in other situations Consistency – an informational cue indicating the frequency of behavior over time
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38. Information Cues and Attributions
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39. Information Cues and Attributions
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40. Attribution Model
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41. Mentoring
a work relationship that encourages development and career enhancement for people moving through the career cycle
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42. Mentoring Phases 4 PHASES initiation cultivation separation
redefinition
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43. Beyond the Book: Mentoring in the White House
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.
In March of 2009, Michelle Obama hosted an event which brought together local high school girls with notable women for a day of interaction and learning. Inspired by that event, the first lady announced in November 2009 the creation of a year-long mentoring program for high school girls. This program would pair the students with senior White House staff, including Valerie Jarrett, senior advisor to the president as well as the first lady. Unlike a traditional internship, this mentoring program would provide a "window to a wide variety of different opportunities to play out your dreams,” according to Obama, by covering a wide range of topics such as college, career, financial literacy, health and fitness, and balancing work and motherhood. As noted by Carl Anthony, a historian with the National First Ladies’ Library, this program is the first of its kind and has the potential to expand into a nationwide program.
SOURCE:
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44. 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.
Take the Lead
Dance academy owner and instructor Pierre Dulaine (Antonio Banderas)
offers to help troubled detention students in a South Bronx high school.
His formal ballroom style sharply differs from their hip-hop moves. After
watching a hot tango sequence between Pierre and instructor Morgan
(Katya Virshilas), the students begin to warm up to Pierre’s approach.
Ask your students:
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.
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45. Barcelona Restaurant Group
According to Barcelona owner Andy Pforzheimer, why do so many restaurants go out of business?
What tactics do leaders at Barcelona use to help measure and control the restaurant’s financial performance?
How does Barcelona reward managers and chefs?
Barcelona Restaurant Group
At Barcelona Restaurant Group it’s about more than food: it’s about an experience. Cuisine is only 50 percent of the total Barcelona experience; the other half is made up of intangibles such as lighting, clientele, atmospherics, background music, and conversation with managers and wait staff. For Barcelona to be successful, each employee must deliver the European tapas ambience night after night. To achieve consistent quality, Barcelona gauges its performance with the help of multiple feedback loops. First, the establishment participates in a Secret Shoppers program. Next, the restaurant solicits comments from regular patrons, and every comment card and goes straight to the owner. Finally, managers monitor activities through restaurant surveillance cameras and by walking the floors to interact with customers.
Ask your students:
According to Barcelona owner Andy Pforzheimer, why do so many restaurants go out of business?
What tactics do leaders at Barcelona use to help measure and control the restaurant’s financial performance?
How does Barcelona reward managers and chefs?
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