Transcript Chapter 6 Nelson & Quick Learning and Performance Management Copyright ©2005 by South-Western, a division of Thomson Learning.

Chapter 6
Nelson & Quick
Learning and Performance
Management
Copyright ©2005 by South-Western, a division of Thomson Learning. All rights reserved.
Definition of Learning
Learning - a change in behavior acquired
through experience
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
Positive & 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
Reinforcement, Punishment
& 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
Reinforcement &
Punishment Strategies
Reinforcement
(desirable
behavior)
Punishment
(undesirable
behavior)
Positive
Consequences
Apply
Withhold
Negative
Consequences
Withhold
Apply
4 Sources of Self-Efficacy
Prior Experiences
Self-Efficacy an individual’s beliefs and
expectancies about his
or her ability to perform
a specific task effectively
Behavior Models
Persuasion from
Others
Assessment of
Current Physical &
Emotional Capabilities
Personality Functions &
Learning
Personality Preference
Information Gathering
Intuitors
Sensors
Decision Making
Thinkers
Feelers
Implications for Learning
Theoretical, look for meaning in
material, holistic understanding, look for
possibilities & interrelationships
Prefer specific, empirical data, practical
applications, master details, look for the
realistic & doable
Prefer data & information analysis, fair
minded, evenhanded, seek logical & just
conclusions, objective
Prefer interpersonal involvement,
tenderhearted, harmonious, seek
subjective, merciful results
Source: O. Kroeger and J. M. Thuesen, Type Talk: The 16 Personality that Determine How We Live, Love, and Work (New York: Dell Publishing Co., 1988.)
Goal Setting at Work
Goal Setting 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.
Characteristics of Effective
Goals
Specific
S
Effective
Measurable
M
Goals
Attainable
A
Realistic
R
Time-Bound
T
Goal Level and
Task Performance
High
Difficult goals
Task
Performance
Easy goals
Low
Low
High
Goal Level
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
Increase Work Motivation &
Task Performance
 Employee participation
 Supervisory commitment
 Useful performance feedback
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
Improve
Performance Evaluation
 Management by Objectives (MBO) - a goalsetting program based on interaction and
negotiation between employees and managers
 Articulates what to do
 Determines how to do it
How is Performance
Measured?
Performance appraisal - the evaluation of a
person’s performance
 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
Actual & Measured
Performance
Actual
Performance
Measured
Performance
True
Assessment
Actual & Measured
Performance
Performance
overlooked
by evaluator
Evaluator’s
situational
factors
Unreliabilit
True
y
Assessment
Deficiency
Actual
Performance
Invalidity
Poorly defined
task performance
Disagreement
Employee’s
temporary
personal
factors
Measured
Performance
Communicating
Performance Feedback
 Refer to specific verbatim statements & observable
behaviors
 Focus on changeable behaviors
 Both supervisor & employee should plan & organize
before the session
 Begin with something positive
 Self-evaluations
 more satisfying and can improve job performance
 less defensiveness
 but low level agreement with supervisor evaluation
Effective Appraisal Systems
Functions
 Develop people & enhance careers
 Emphasize individual growth needs &
future performance
Key Characteristics
 Validity
 Reliability
 Responsiveness
 Flexibility
 Equitableness
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
Correcting Poor Performance
Identify primary cause or responsibility
If personal, determine problem’s source
Develop corrective plan of action
Attribution in Organizations
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 - degree to which the person behaves
the same way in other situations
Consistency - the frequency of a particular behavior
over time
Information Cues & Attributions
Customer has complained
about John
There are no complaints
about other employees
(low consensus)
John has received similar
complaints in the past
(low distinctiveness)
Internal attribution
(John's behavior stems
mainly from internal causes)
Complaints about John
have been coming in steady
(high consistency)
Information Cues & Attributions
Mary has performed
poorly on collections
Other employees are
performing poorly
on collections
(high consensus)
Mary only performs
poorly on this task
(high distinctiveness)
External attribution
(Mary's behavior stems
mainly from external causes)
Most of the time
Mary handles collections well
(low consistency)
Attribution Model
Information cues
• Consensus
• Consistency
• Distinctiveness
Observation
of poor
performance
Perceived
source of
responsibility
Attribution of poor
performance
• Internal causes
• External causes
Behavior in
response
to attribution
Mentoring
Mentoring - a work relationship that encourages
development and career enhancement for people
moving through the career cycle
Four phases
 initiation
 cultivation
 separation
 redefinition