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Slide1
Chapter 6Learning and Performance Management
Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Slide2
Definition of Learning
Learning – the development of experience, insights, knowledge, and understanding that
eventually
leads to a change in behavior.Slide3
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
USlide4
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 behaviorOperant conditioningSlide5
Positive and Negative Consequences
Positive Consequences
Results of a behavior that a person finds attractive or pleasurable
Negative ConsequencesResults of a behavior that a person finds unattractive or aversiveSlide6
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 Slide7
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.Slide8
6-
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.Slide9
6-
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 gradesIf you are caught cheating on an exam, you could fail the course
If you steal something at work, you will be terminated.Slide10
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 SourcesPrior experiences and behavior modelsPersuasion from other peopleAssessment of current physical and emotional capabilitiesSlide11
Goal Setting at Work
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 expectationsImproves the accuracy and validity of performance evaluation
FunctionsSlide12
Employee Participation
Goal acceptance
Goal commitment
Goal accomplishmentSlide13
6.2 Goal Level and Task PerformanceSlide14
Problems with Goal Setting?Slide15
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 programsEmphasizes collective performance
Organizational citizenship behavior
Performance appraisal systems
Measuring performanceSlide16
Effective Appraisal Systems
Develop people and enhance careers
Requires establishment of mutual trust between supervisors and employees CharacteristicsValidityReliabilityResponsivenessFlexibility and equitabilitySlide17
Actual and Measured PerformanceSlide18
Communicating Performance Feedback
Refer to specific verbatim statements
and observable behaviorsFocus on changeable behaviorsBoth supervisor and employee should plan and organize before the sessionBegin with something positiveSlide19
It is more effective to ask employees to
do
something differently than it is to ask them to
be differentSlide20
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 ExerciseSlide21
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 expertiseGain-sharing plans
Team reward systemsSlide22
© 2011 Cengage Learning. All rights reserved.
Organizations get the performance they reward,
not the performance they say they want.