MBA 635 chapter 6

©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
6
©2013 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 and
Performance
Management

Learning Objectives
1 Define learning.
2 Distinguish between classical and operant
conditioning.
3 Explain the use of positive and negative
consequences of behavior in strategies of
reinforcement and punishment.
4 Define reinforcement, punishment, and
extinction.
2

Learning Objectives continued
5 Define goal setting and identify the
purposes of goal setting and five
characteristics of effective goals.
6 Describe 360-degree feedback.
7 Compare individual and team-oriented
reward systems.
8 Describe strategies for correcting poor
performance.
3

©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 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 in Organizations
Learning: a change in
behavior acquired through
experience
Learning helps
guide and
direct
motivated
behavior
4

^
^
Classical and Operant Conditioning
• Classical conditioning: the process of
modifying behavior so a conditioned
stimulus is paired with an unconditioned
stimulus and elicits an unconditioned
response
• Operant conditioning: the process of
modifying behavior through the use of
positive or negative consequences following
specific behaviors
5

^
^
Reinforcement, Punishment, and Extinction
• Reinforcement is used to enhance desirable
behavior
• Punishment and extinction are used to
diminish undesirable behavior
• Reinforcement and punishment are
administered through the management of
positive and negative consequences of
behavior
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^
^
Reinforcement, Punishment, and Extinction
• The attempt to develop or strengthen desirable
behavior by bestowing positive consequences
or withholding negative consequences
Reinforcement
• The attempt to eliminate or weaken
undesirable behavior by applying a negative
consequence or withholding a positive
consequence following an undesirable behavior
Punishment
• The attempt to weaken a behavior by attaching
no positive or negative consequences to itExtinction
7

^
^
8

^
^
9

^
^
Bandura’s Social Learning Theory
• Learning occurs through the observation of
others and the modeling of observing
behavior
• Task-specific self-efficacy: an individual’s
beliefs and expectancies about his or her
ability to perform a specific task effectively
• Believing in one’s own capability to get
something done is an important facilitator of
success
10

^
^
Sources of Task-Specific Self-Efficacy
• Prior experiences
• Behavior models (witnessing success)
• Persuasion from other people
• Assessment of current physical and
emotional capabilities
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^
^
Learning and Personality Differences
Two elements of Jung’s theory have
important implications for learning and
subsequent behavior
• The distinction between introverted and
extraverted people
• The personality functions of intuition, sensing,
thinking, and feeling
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^
^
13

^
^
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 that is
essential to
success at work
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^
^
SMART Goals
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Specific
Measurable
Attainable
Realistic
Time-Bound
S
M
A
R
T
Effective
Goals

^
^
16

^
^
Goal Setting Functions
• Employee participation leads to goal
acceptance
• Supervisory goal commitment reflects the
organization’s commitment to goal setting
• Useful performance feedback provides
feedback on progress toward goals
17
Increase work motivation and task
performance

^
^
• Clarify task-role expectations communicated
to employees
• Improve communication between managers
and employees
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Reduce role stress, conflict, and ambiguity

^
^
• Management by Objectives (MBO): a goal-
setting program based on interaction and
negotiation between employees and
managers
• Articulates what to do—the outcome
• Determines how to do it—the process
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Improve performance evaluation

^
^
Performance
• Performance management: a process of
defining, measuring, appraising, providing
feedback on, and improving performance
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Defining
Measuring
Appraising
Providing
feedback
Improving
performance

^
^
Performance Management Process
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Improved Performance
Define performance
in behavioral terms
Measure and assess
performance
Feedback for goal
setting and planning

^
^
Performance Appraisal
• Performance appraisal: The evaluation of a
person’s actual performance based upon the
defined performance requirements of the
job
• Give employees feedback on performance
• Identify developmental needs
• Make promotion and reward decisions
• Make demotion and termination decisions
• Develop information on selection and
placement decisions
22

^
^
23

^
^
Performance Feedback
• Begin with something positive
• Refer to specific, verbatim statements and
specific, observable behaviors
• Focus on changeable behaviors
• Both leader and follower should plan and
organize for the session ahead of time
24

^
^
360-Degree Feedback
360-degree
feedback:
A tactic to
improve the
accuracy of
performance
appraisals by
including
multiple sources
of information
25
Self
Superiors
PeersFollowers
Customers

^
^
Developing People and Enhancing Careers
• Requires mutual trust between supervisor
and employee
• Supervisor should
• Be vulnerable and open to challenge
• Be an empathetic listener
• Encourage employee to talk about aspirations
• Employee must take responsibility for
development and growth
26

^
^
Characteristics of an Effective Appraisal System
27
Validity Reliability
Responsiveness Flexibility
Equitability

^
^
Reward Allocation Decisions
Which
people to
reward
How to
reward
them
When to
reward
them
28
These decisions shape the behavior of
everyone in the organization

^
^
Individual versus Team Reward Systems
29
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

^
^
The Power of Earning
• Organizations get the performance they
reward, not the performance they say they
want
• The connection between performance and
rewards must be openly visible and tied to
metrics with which employees can identify
30
Rewards Performance

^
^
Correcting Poor Performance
Identify the cause or
primary responsibility
Determine the source of
any personal problem
Develop a corrective
plan of action
31

^
^
Causes of Poor Performance
Organization
• Work design
• Organizational process
problems
Employee
• Relationship to the
organization or
supervisor
• Personal life
• Training or
developmental
deficiency
• Displaced anger or
conflict
32

^
^
Kelley’s Attribution Theory
• Individuals make attributions based on
information gathered in the form of three
informational cues:
• Consensus is the extent to which peers in the
same situation behave the same way
• Distinctiveness is the degree to which the
person behaves the same way in other
situations
• Consistency refers to the frequency of a
particular behavior over time
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^
^
34

^
^
35

^
^
Mentoring
Mentoring:
a work relationship
that encourages
development and
career enhancement
for people moving
through the career
cycle
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Initiation
Cultivation
Separation
Redefinition

^
^
^
Chapter 6: Reflect & Discuss
Take the Lead Video Clip
• Rock and LaRhette are trying to learn the waltz. Which of the two
approaches to learning described earlier in this chapter best
apply to this film sequence? Do you see examples of classical
conditioning or operant conditioning? Why?
• 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.
• Apply the concepts described in the earlier section of this
chapter, “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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MBA 635 chapter 6

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