Mgmt 311: Chapter 6 -- Learning And Performance Management

Front 1

Definition of Learning

Back 1

a change in behavior acquired through experience

Front 2

Positive and Negative Consequences

Back 2

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

Front 3

Reinforcement

Back 3

the attempt to develop or strengthen desirable behavior by either bestowing positive consequences or withholding negative consequences

Front 4

Punishment

Back 4

the attempt to eliminate or weaken undesirable behavior by either bestowing negative consequences or withholding positive consequences

Front 5

Extinction

Back 5

the attempt to weaken a behavior by attaching no consequences to it

Front 6

Reinforcement and 
Punishment Strategies

Back 6

2x2 Box
Across: Reinforcement (Desirable Behavior)
Punishment (Undesirable Behavior)

Down: Positive Consequences
Negative Consequences

Clockwise Decisions from Top left: Apply, Withhold, Withhold, Apply

Front 7

Bandura’s Social Learning Theory

Back 7

Prior Experiences
Behavior Models
Persuasion from Others
Assessment of
Current Physical &
Emotional Capabilities

Front 8

Task-Specific Self-Efficacy

Back 8

an individual’s beliefs and expectancies about his or her ability to perform a specific task effectively

Front 9

Goal Setting

Back 9

the process of establishing desired results that guide and direct behavior

Front 10

Characteristics of Effective Goals

Back 10

SMART Goals: Smart, Measurable, Attainable, Realistic, Time-Bound

Front 11

Goal Level and 
Task Performance

Back 11

Graph:
Down
High
Low

Goal Level
Low
High

Upward Diagonal Slope
Easy goals--> Difficult goals

Front 12

Goal-Setting Functions

Back 12

Increase work motivation and 
task performance
Reduce role stress associated 
with conflicting or confusing situations
Improve accuracy and validity 
of performance evaluation

Front 13

Increase Work Motivation & Task Performance

Back 13

Employee participation

Supervisory commitment

Useful performance feedback

Front 14

Reduce Role Stress

Back 14

Reduce role stress associated 
with conflicting and confusing expectations
Clarify task-role expectations communicated to employees
Improve communication 
between managers 
and employees

Front 15

Management by Objectives (MBO)
[Improve 
Performance Evaluation]

Back 15

a goal-setting program based on interaction and negotiation between employees and managers
Articulates what to do
Determines how to do it

Front 16

Performance Management

Back 16

a process of defining, measuring, appraising, providing feedback on, and improving performance

Front 17

Performance appraisal
[How is Performance Measured?]

Back 17

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

Front 18

Actual & Measured Performance (General)

Back 18

Venn Diagram
Left: Actual Performance
Right: Measured Performance
Middle: True Assessment

Front 19

Actual & Measured Performance (Detailed)

Back 19

Venn Diagram
Left: Deficiency-Performance
overlooked by evaluator
[Actual Performance]
Right: Unreliability- Evaluator’s
situational factors, Disagreement Employee’s temporary personal factors
Invalidity: Poorly defined
task performance
[Measured Performance]
Middle: True Assessment

Front 20

Communicating 
Performance Feedback

Back 20

Refer to specific verbatim statements 
and observable behaviors
Focus on changeable behaviors
Both supervisor and employee should 
plan and organize before the session
Begin with something positive

Front 21

360-Degree Feedback

Back 21

A process of self-evaluation and evaluations by a manager, peers, direct reports, and possibly customers

Feedback:
Manager Evaluation
Self Evaluation
Customer Evaluation
Reports
Peer Evaluation

Front 22

Effective Appraisal Systems

Back 22

Key Characteristics: Validity
Reliability
Responsiveness
Flexibility
Equitableness

Front 23

Correcting Poor Performance

Back 23

Identify primary cause or responsibility--> If organizational/personal, 
determine problem’s 
source --> Develop corrective plan of action

Front 24

Attribution Theory
[Attribution in Organizations]

Back 24

explains how individuals pinpoint the causes of their own and others’ behavior

Front 25

Consensus
[Attribution in Organizations]

Back 25

the extent to which peers in the same situation behave the same way

Front 26

Distinctiveness
[Attribution in Organizations]

Back 26

the degree to which the person behaves the same way in other situations

Front 27

Consistency
[Attribution in Organizations]

Back 27

the frequency of a particular behavior over time

Front 28

Information Cues and Attributions (Customer Complains About John)

Back 28

Customer has complained
about John --(3)-->
1. There are no complaints
about other employees
(low consensus)
2. John has received similar
complaints in the past
(low distinctiveness) --Internal attribution
(John's behavior stems
mainly from internal causes)
3. Complaints about John
have been coming in steady
(high consistency)

Front 29

Information Cues and Attributions
(Mary has performed
poorly on collections)

Back 29

Mary has performed
poorly on collections--(3)-->
1. Other employees are
performing poorly
on collections
(high consensus)
2. Mary only performs
poorly on this task
(high distinctiveness)-- External attribution
(Mary's behavior stems
mainly from external causes)
3. Most of the time
Mary handles collections well
(low consistency)

Front 30

Attribution Model

Back 30

Observation
of poor
performance--->
--v
Information cues
Consensus
Consistency
Distinctiveness
--> Attribution of poor performance
Internal causes
External causes

--v Perceived source of responsibility

--> Behavior in
response
to attribution