Chapter 6 Learning & Performance Management Nelson & Quick

Chapter 6 Learning &

Performance ManagementNelson & Quick

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 ConsequencesResults of a behavior that a person finds attractive or pleasurable

Negative ConsequencesResults 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(desireablebehavior)

Punishment(undesireable

behavior)Positive

Consequences Apply Withhold

NegativeConsequences Withhold Apply

4 Sources of Self-Efficacy

Self-Efficacy -Self-Efficacy -an individual’s beliefs and expectancies about his or her ability to perform

a specific task effectively

Prior Experiences

Persuasion from Others

Assessment ofCurrent Physical &Emotional Capabilities

Behavior Models

Personality Functions & Learning

Personality Preference Implications for LearningInformation GatheringIntuitors Theoretical, look for meaning in

material, holistic understanding, lookfor possibilities & interrelationships

Sensors Prefer specific, empirical data, practicalapplications, master details, look forthe realistic & doable

Decision MakingThinkers Prefer data & information analysis, fair

minded, evenhanded, seek logical &just conclusions, objective

Feelers Prefer interpersonal involvement,tenderhearted, harmonious, seeksubjective, 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 helpcrystallize the sense of purpose and missionessential to success at work.

Characteristics of Effective Goals

Effective

Goals

SpecificSpecific

MeasurableMeasurable

AttainableAttainable

RealisticRealistic

Time-boundTime-bound

SS

MM

AA

RR

TT

Goal Setting: Increase Work Motivation & Task Performance

• Employee participation

• Supervisory commitment

• Useful performance feedback

LowLow Goal LevelGoal Level High High

HighHigh

Task Task PerformPerform

anceance

LowLowEasy goals

Difficult goals

Goal Setting: 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

Goal Setting: Improve Performance Evaluation

• Management by Objectives (MBO) - a goal-setting program based on interaction & negotiation between employees and managers– Articulates whatwhat to do– Determines howhow to do it

How is Performance Measured?

Performance appraisal - the evaluation of a person’s performance– Provides feedback to employees– Identifies employees’ developmental needs

for promotion, reward, demotion, termination– Develops information about the

organization’s selection and placement decisions

Actual & Measured Performance

ActualPerformance

MeasuredPerformance

TrueTrueAssessmentAssessment

Actual & Measured Performance

ActualActualPerformancePerformance

MeasuredMeasuredPerformancePerformance

TrueAssessment

Deficiency

Unreliability

Invalidity

Performanceoverlookedby evaluator

Evaluator’ssituationalfactors

Disagreement

Employee’s temporarypersonal factors

Poorly definedtask performance

Communicating Performance Feedback

• Refer to employee’s verbatim statements & observable behavior

• Focus on changeable behaviors• Both employer & 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– fosters independent behavior– may lead to creative thinking and novel solutions– encourages competitive striving within a work team

• Team rewards– emphasize cooperation & joint efforts– emphasize information sharing

• Both have same purpose:

shape productive behavior

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

There are no com pla intsabout o ther em ployees

(low consensus)

Interna l a ttribution(John's behavior stem s

m ainly from interna l causes)

John has received s im ilarcom pla ints in the past(low distinctiveness)

Com plaints about Johnhave been com ing in steady

(high consistency)

C ustom er has com plainedabout John

Information Cues & Attributions

O ther em ployees areperform ing poorly

on co llections(high consensus)

External attribution(Mary's behavior stem s

m ainly from externa l causes)

Mary only perform spoorly on this task

(high d istinctiveness)

Most of the tim eMary handles collections well

(low consistency)

Mary has perform edpoorly on collections

Attribution Model

Attribution of poor performance

• Internal causes• External causes

Information cues• Consensus• Consistency• Distinctiveness

Observation of poorperformance

Behavior in responseto attribution

Perceived source of responsibility

Mentoring

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

Four phases– initiation– cultivation– separation– redefinition