Learning and Performance Management: Chapter 14 Flashcards
(99 cards)
1
Q
managerial work involves ____
A
- facilitating learning
- motivating performance
- using feedback to improve performance
2
Q
learning
A
change in behaviour acquired through experience.
3
Q
classical conditioning
A
- modifying behaviour
- pairing a conditioned stimulus with an unconditioned stimulus to elicit an unconditioned response
4
Q
classical conditioning example in the workplace
A
For example, people working at a computer terminal may get lower back tension (unconditioned response) from poor posture (unconditioned stimulus). If they become aware of that tension only when the manager appears (conditioned stimulus), then they may develop a conditioned response (lower back tension) to the appearance of the manager.
5
Q
limitations of classical conditioning in the workplace
A
- humans are complex + less amenable to simple cause-and-effect conditioning
- behavioural environments in orgs are complex not as applicable to single stimulus-response manipulations
- human capacity for decision-making can override simple conditioning
6
Q
operant conditioning
A
modifying behaviour through use of + or -consequences following specific behaviours
7
Q
reinforcement theory
A
systematically examine the motivational effect of consequences on all aspects of human behaviour
8
Q
important aspects of operant conditioning
A
- timing
- interval of time between behaviour and consequence - consistency
- how often the consequence is given per behaviour - desirability of the outcome
- will work harder if outcome is desirable
- will work less if outcome is not desirable
9
Q
accidental learning
A
- happens when there is a coincidence
- can create superstitions
10
Q
positive reinforcement example
A
top salesman wins a car
11
Q
positive punishment example
A
worst performing salesman must do mandatory sales training
12
Q
negative reinforcement example
A
top salesman’s paperwork is completed by someone else for a week
13
Q
negative punishment example
A
worst performing salesman gets a lesser interesting sales territory
14
Q
extinction example
A
ignore the salesman when they complain
15
Q
continuous positive reinforcement
A
- reinforcer follows every response
16
Q
intermittent positive reinforcement
A
- reinforcer does not follow every response
17
Q
continuous positive reinforcement: effects on responding
A
- steady high rate of performance
- may lead to early satiation
- behaviour weakens rapidly (undergoes extinction) when reinforcers are withheld
- appropriate for new, unstable responses
18
Q
intermittent positive reinforcement: effects on responding
A
- capable of producing high frequencies of responding
- impossible for early satiation
- appropriate for stable responses
19
Q
fixed ratio
A
- fixed number of responses must be emitted before reinforcement occurs
- example: bonus for every 50 trees planted
20
Q
fixed ratio: effects on responding
A
- ratio of 1:1 (reinforcement occurs after every response) = the same as a continuous schedule
- tends to produce a high rate of response
- vigorous and steady response
21
Q
variable ratio
A
- varying or random number of responses must be emitted before reinforcement occurs
- example: salesperson rewarded with sale after unpredictable number of calls
22
Q
variable ratio: effect on responding
A
- capable of producing a high rate of response
- vigorous, steady response
- resistant to extinction
23
Q
fixed interval
A
- first response after a specific period of time has elapsed is reinforced
- example: salary given every two weeks for continued performance
24
Q
fixed interval: effects on responding
A
- produces an uneven response pattern varying from a very slow, unenergetic response immediately following reinforcement to a very fast, vigorous response immediately preceding reinforcement
25
variable interval
- first response after varying or random periods of time have elapsed is reinforced
- example: promotion based on seniority occurs when space becomes available
26
variable interval: effects on responding
- tends to produce high rate of response
- vigorous, steady
- resistant to extinction
27
punishment
- attempting to eliminate or weaken undesirable behaviour
- give negative consequences or withholding positive consequences
28
negative psychological impacts of punishment
- negative emotional consequences
- negative performance consequences
- negative behavioural consequences
29
extinction
eliminating or weakening undesirable behaviour by attaching no consequences to it
30
extinction: negative example
Note that extinction can happen unintentionally, with unwanted results. Imagine you are a keen new employee who works hard yet gets no praise and attention. Eventually you stop trying so hard. Your manager believes she has been showing her faith in you by leaving you alone. She has no idea that her lack of response has extinguished your eagerness
31
Bandura's social learning theory
observe other people and model their behaviour
32
task-specific self-efficacy
individual’s beliefs and expectancies about their ability to perform a specific task effectively
33
self-efficacy is higher in ______ than ______
self-efficacy is higher in learning context than performance context
34
sources of task-specific self-efficacy
- past experiences
- behaviour models
- persuasion from others
- assessment of current physical and emotional capabilities
35
high self-efficacy leads to ____
- higher performance on a variety of physical and mental tasks
- confidence and self-efficacy can be increased through success
36
managers and increasing self-efficacy
- provide job challenges
- coaching and counselling for improved performance
- reward employees’ achievements
- may want to target their efforts toward disadvantaged groups, tending to have lower than average self-efficacy
37
Jung's personality differences
information gathering
- intuitors
- sensors
decision-making
- thinkers
- feelers
38
intuitors
- prefer theoretical frameworks
- look for the meaning in material
- attempt to understand big picture
- look for interrelations
39
sensors
- prefer specific, empirical data
- look for practical applications
- attempt to master details of a subject
- look for what is realistic and doable
40
thinkers
- prefer analyzing data and information
- work to be fair-minded and even-handed
- seek logical conclusions
- do not like to be too personally involved
41
feelers
- prefer interpersonal involvement
- work to be tender-hearted and harmonious
- seek subjective results
- do not like objective, factual analysis
42
self-regulating prompting
- questions that encourage reflecting on what and how they are learning
- often used for online training
- learner monitors their own learning
- prompting increases learning
- less likely to disengage after failures
- gives sense of internal control on learning
43
error management training
- immersion in a safe training environment
- learners encouraged to deliberately make mistakes and see what happens
44
benefits of error management training
- more mistakes you make, the better
- errors are positively framed as learning experiences
- gives lots of feedback to improve
- helps emotional challenges that come with making mistakes
- help plan, monitor, and evaluate their progress during task completion
45
after-events review (AER)
- follows an experience
- learners analyze how their actions and decisions contributed to the success and failure of the performance
- no blame, no reward
46
experiencing AER vs viewing AER
just as effective
47
Conaty: 7 keys to nurturing managers to perform
1. Dare to differentiate the best from the rest by constantly judging, ranking, rewarding, and punishing employees for their performance
2. Constantly try to improve performance
3. Don't be friends with the boss BUT establish trustworthiness and integrity as confidant to all
4. Become easy to replace by developing great succession plans, and mentor the next generation
5. Be inclusive and don't favour people - it can undermine your success
6. Free up others to do their jobs
7. Be consistent and straightforward - most organizations require simple, focused communications
48
performance management
- defining
- measuring
- appraising
- providing feedback on
- responding to performance
49
defining performance
- multidimensional
50
goal setting
- shows which goals are relevant
- shows reasonable levels and deadlines
- shows how varying goals compare in importance
- improves communication between managers and employees
- improving the accuracy and validity of performance
- reduces stress associated with confusing and conflicting expectations
- reduces conflict, confusion, and absenteeism
51
management by objectives (MBO)
- goal-setting program
- based on interaction and negotiation between employees and managers
- participative and interactive process
52
MBO steps
1. employee writes “employee’s letter” to the manager
2. letter explains employee’s general understanding of the manager’s job + scope of the employee’s own job
3. letter lays out a set of specific objectives to be pursued over the next six to 12 months
4. After some discussion and negotiation, the manager and the employee finalize the items into a performance plan
53
central ingredients to goal-setting programs
- planning
- evaluation
54
planning in goal-setting
- usually have discretionary control to develop operational and tactical plans to support the organizational objectives.
- formulate a clear, consistent, measurable, and ordered set of goals
- operational support planning then determines how to do it
55
evaluation in goal-setting
- interim reviews of goal progress (conducted by managers and employees) + formal performance evaluation
- reviews = mid-term assessments + designed to help employees take self-corrective action
- formal performance evaluation occurs at the close of a reporting period
- effective performance reviews must be tailored to the business, capture what goes on in the business, and be easily adapted to business changes.*
56
implementing goal-setting
- stable,predictable industrial settings
- less useful in unpredictable organizations
- individual, gender, and cultural differences do not threaten success of goal-setting programs
57
measuring performance
- quantitative (focus almost solely on numbers)
- qualitative
58
360 degree feedback
- process of self-evaluation and evaluations by a manager, peers, direct reports, and customers
- high reliability and validity
- individuals usually improve slightly after receiving the feedback
59
presence of self-evaluations on evaluation interviews
- makes evaluation interviews:
+ satisfying
+ constructive
less defensive
60
most improvement post-evaluation is seen in _____
employees who originally overrate their performance
61
improving 360 feedback
- add systematic coaching component
- focus on enhanced self-awareness and behavioural management
62
feedback coaching helps with ___
- improves performance
- improves satisfaction
- improves commitment
- reduces intent to turnover
63
good performance appraisal systems
- develop people
- enhance careers
64
roles of the supervisor
- must establish trust to coach employees
- must be open to challenge
- skilled, empathic listeners
- encourage employees to discuss their aspirations
65
roles of the employee
- must also take active responsibility for future development and growth
- emotional development
66
key components of an effective appraisal system
- validity
- reliability
- responsiveness
- flexibility
- equitability
67
key components of an effective appraisal system: validity
capturing multiple dimensions of a person’s job performance
68
key components of an effective appraisal system: reliability
collecting evaluations from multiple sources and at different times throughout the evaluation period
69
key components of an effective appraisal system: responsiveness
means allowing the person being evaluated some input
70
key components of an effective appraisal system: flexibility
staying open to modification based on new information, such as situational demands
71
key components of an effective appraisal system: equitability
evaluating fairly against established criteria, regardless of individual differences
72
if companies celebrate certain values, then they must _______
reward these values
73
reward allocation
- involves sequential decisions
- which people to reward
- how to reward them
- when to reward them
74
when employees see their peers fail or succeed.....
they adjust their behaviour accordingly
75
is money a powerful tool
yes
76
money
- extrinsic motivator
- form of recognition
- provides some information on competence
- can have a sorting effect on who applies at the company
77
incentive plans are attractive to _____
- those in need of high achievement
- those in need of high self-efficacy
78
disadvantages to incentive plans
- could undermine cooperative behaviour
- could encourage dysfunctional competition
- may be seen as unfair when factors out of the control of the employee affect performance
79
solutions to individual competitive behaviour
team rewards:
- encourage joint effort
- encourage cooperation
- encourage sharing of information and expertise
80
gainsharing plans
- emphasize collective cost reduction
- allows workers to share in the gains achieved by reducing production costs
- doubling the number of employees can cut the productivity gain in half
81
profit sharing
- encourages everyone in the organization to support each other
- all play a role in contributing to the organization’s ultimate success and their pay-offs
82
group-based plan drawbacks
- in individualistic cultures, many prefer to be paid based on individual performance
- this preference is shared among the harder working employees
83
group-plan effectiveness moderator
group size
- expectancy effects weaken as employees see less impact of their own effort on group output
- 2x number of employees involved in a gainsharing plan can cut productivity gain in half
84
rewarding employees: hybrid approach in interdependent teams
- higher performance can result from use of both individual and shared rewards
- recognizes individual contributions
- encourages cooperation
- increased sharing of information
- reduced social loafing
85
shaping productive behaviour
- individual rewards
- team rewards
86
effective performance management boosts ____
individual and team achievements in organizations
87
organizations don't get the performance, they get the performance they ____
reward
88
entitlement
counterproductive when it counteracts the power of earning
89
power of earning
rests on a direct link between performance and rewards
90
correcting poor performance: 3 step process
1. identify the cause or primary responsibility for the poor performance
2. must determine the source of the personal problem if the issue is a person
3. must develop a plan for correcting the poor performance
91
poor performance triggers (organization)
- poorly designed work systems
- poor selection processes
- inadequate training and skills development
- lack of personal motivation
- personal problems
92
poor performance (person)
- person’s relationship to the organization or supervisor
- employee’s personal life
- training or developmental deficiency
Identifying financial problems, family difficulties, or health disorders may help the employee
93
poor performance (anger from the employee)
angry motivations can generate:
- sabotage
- work slowdowns
- work stoppages
94
supervisor's role in understanding the poor performance
consensus
- How have others done in a similar situation?
consistency
- How has this employee performed in similar situations in the past?
distinctiveness
- How is this employee performing in very different tasks
95
success in the mentoring relationship is dependent on _____
- openness
- trust
96
mentoring
- work relationship
- encourages development and career enhancement
- for people moving through the career cycle
- offers career opportunities
97
mentor relationship stages
- initiation
- cultivation
- separation
- redefinition
98
outsourcing business mentoring functions
executive coaching is increasingly used
99
aiding individual's development
- sharing information
- career strategizing
- job-related feedback
- emotional support
- friendship
