Transcript Learning Outcomes

Chapter 6
Learning and Performance
Management
Learning Outcomes
1 Describe behavioral theories of learning.
2 Describe social and cognitive theories of learning.
3 Explain how goal-setting can be used to direct learning and
performance.
4 Define performance and identify the tools used to measure it.
5 Explain the importance of performance feedback and how it
can be delivered effectively.
6 Identify ways managers can reward performance.
7 List several strategies for correcting poor performance.
© 2009 Cengage Learning. All rights reserved.
Definition of Learning
a change in behavior acquired
through experience
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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
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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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Reinforcement, Punishment, and
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
© 2009 Cengage Learning. All rights reserved.
Reinforcement and Punishment
Strategies
Reinforcement
(desirable
behavior)
Punishment
(undesirable
behavior)
Positive
Consequences
Apply
Withhold
Negative
Consequences
Withhold
Apply
© 2009 Cengage Learning. All rights reserved.
Learning and Personality
Differences
Personality Preference
Information Gathering
Intuitors
Decision Making
Thinkers
Feelers
Theoretical, look for meaning in
material, holistic understanding, look
for possibilities and interrelationships
Prefer specific, empirical data,
practical applications, master details,
look for the realistic and doable
Prefer data and information analysis,
fair minded, evenhanded, seek logical
and 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., 1989).
© 2009 Cengage Learning. All rights reserved.
Sensors
Implications for Learning
Goal Setting at Work
the process of
establishing desired
results that guide and
direct behavior
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Characteristics of Effective Goals
Effective
Goals
Specific
S
Measurable
M
Attainable
A
Realistic
R
Time-Bound
T
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Goal Level and Task Performance
High
Difficult goals
Task
Performance
Easy goals
Low
Low
High
Goal Level
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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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Increase Work Motivation and
Task Performance
• Employee participation
• Supervisory commitment
• Useful performance feedback
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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
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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
© 2009 Cengage Learning. All rights reserved.