Chapter 12 - Behavioral Performance Management Flashcards Preview

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Flashcards in Chapter 12 - Behavioral Performance Management Deck (41)
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1
Q

Behavioristic theoretical process of learning according to Ivan Pavlov and John Watson

A

Attributed learning to association or connection between stimulus and response (S-R)
(connectionist theories)

2
Q

B.F. Skinner

A
  • Gives more attention to the role that consequences play in learning , or the response stimulus connection (R-S)
  • behavior was a function of consequences
  • Human behavior affects or operates on the environment to achieve a certain outcome
3
Q

Connectionist theories of learning

A

S-R : Deals with classical, or respondent, conditioning

R-S: Deals with instrumental, or operant conditioning

4
Q

Classical conditioning

A

. Pavlov’s dog experiment
. A change in the stimulus (unconditioned stimulus to conditioned stimulus) will elicit a particular response
. The strength and frequency of classically conditioned behavior are determined mainly by the frequency of the eliciting stimulus (the environment event precedes the behavior)
. The unconditioned stimulus, serving as a reward, is presented every time

5
Q

Operant conditioning

A
  • is concerned primarily with learning that occurs as a consequence of behavior, or R-S.
    . The stimulus situation serves as a cue for a person to emit the response
    . It does not elicit a response but serves as a cue for a person to emit the response
    . The critical aspect of operant conditioning is what happens as a consequence of a response
    . The strength and frequency of operantly conditioned behaviors are determined mainly by the consequences (the environment event that follows the behavior).
    . The reward is present only if the organism gives the correct response
    . The organism must operate on the environment in order to receive a reward
    . The response is instrumental in obtaining the reward
    . Has a much greater impact on human learning than classical conditioning
6
Q

Edward Tolman cognitive theoretical process of learning

A

. Cognitive learning consists of a relationship between cognitive environmental cues and expectation.
. One of the first to extensively use the now-famous white rat in psychological experiments
. S-S (stimulus-stimulus)

7
Q

S-S (stimulus-stimulus)

A

Learning the association between the cue and expectancy

8
Q

Wolfgang Kohler

A

Used chimps presented with a problem of obtaining an out of reach suspended banana

9
Q

Bertrand Russell

A

There are two ways of learning, one by experience, and the other by “insight”

10
Q

Social/Social cognitive

A

Social learning
Social cognition
Modeling Processes
Self Efficacy

11
Q

Social learning

A

. More to learning than direct learning via antecedent stimuli and contingent consequences
. Learning can take place via vicarious, or modeling, and self-control processes

12
Q

Social cognition

A
.  Symbolizing
.  Forethought
.  Vicarious/modeling learning
.  Self-regulation
.  Self reflection
13
Q

Modeling Processes

A

Involves observational learning

14
Q

Bandura - Modeling Processes

A

Learning takes place in two steps
. The person observes how others act and then acquires a mental picture of the act and its consequences (rewards and punishments)
. The person acts out the acquired image, and if the consequences are positive, he or she will tend to do it again. If the consequences are negative, the person will tend not to do it again

15
Q

Bandura - Self-efficacy

A

“Beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments

16
Q

Law of Effect - Edward Thorndike

A

Of several responses made to the same situation, those which are accompanied or closely followed by satisfaction (reinforcement) will be more likely to recur; those which are accompanied or closely followed by discomfort (punishment) will be less likely to occur

17
Q

Law of Effect - Third law

A

If the behavior is followed by no consequence (neither positive nor a negative contingent consequence) the behavior will extinguish over time

18
Q

Critique of Reinforcement Theory - Deci and Ryan

A

External consequences (rewards) have a negative impact on intrinsically motivated behavior dealing with task persistence and creativity

19
Q

Critique of Reinforcement Theory

A
  • found some rewards may have a detrimental effect, but an equal number found no effect or a positive effect. Conclusion was:
    . Detrimental effects of rewards occur under highly restricted, easily avoidable conditions
    . Mechanisms of classical and operant conditioning are basic for understanding incremental and detrimental effects of reward on task motivation
    . Positive effects of rewards on performance are easily attainable using procedure derived from behavioral theory
20
Q

Alfie Kohn - largely unsupported statement

A

The bottom line is that any approach that offers a reward for better performance is destined to be ineffective

21
Q

Positive reinforcers

A

. Strengthens and increases behavior by the presentation of a desirable consequence
. Represents a form of positive control of behavior

22
Q

Reinforcement

A

Anything that both increases the strength and tends to induce repetitions of the behavior that preceded the reinforcement

23
Q

Reward

A

Something that the person who presents it deems to be desirable

24
Q

Negative reinforcers

A

. Strengthens and increases behavior by the threat of the use of an undesirable consequence or the termination or withdrawal of an undesirable consequence
. Represents a form of negative control of behavior

25
Q

Punishment

A

. Anything that weakens behavior and tends to decrease its subsequent frequency
. The withdrawal of a desirable consequence

26
Q

Administering punishment

A

Must always be administered as close in time to the undesirable behavior as possible

27
Q

Punishment - Guidelines for discipline

A

. Always attempt to reinforce instead of punish in order to change behavior
. The use of a reinforcement strategy is usually more effective in accelerating desirable behaviors than the use of punishment is for decelerating undesirable behaviors because no bad side effects accompany reinforcement

28
Q

Organizational reward system: Monetary

A

. Money can be a powerful enforcer
. Money may not be an enforcer when administered through the traditional pay plans, but when made contingent on identified performance behaviors as in behavioral performance management, money can be a powerful reinforcer

29
Q

Organizational reward system: Nonfinancial

A

. Ranked much higher than financial rewards
. Social recognition and attention
- more than half of these same employees reported that they seldom, if ever, received such personal recognition from their managers
- often overlooked as a reinforcer in behavioral performance management

30
Q

Social recognition and attention

A

Should be administered on a contingent basis to have a positive effect on employee performance

31
Q

Performance feedback

A

. People generally have an intense desire to know how they are doing; they engage in feedback seeking behavior
. Feedback enhances individual performance in behavioral management
. Feedback from multiple sources may be most effective

32
Q

Behavior Performance Management or O.B. MOD

A
  1. Identification of Performance Behaviors
  2. Measurement of the Behavior
  3. Functional Analysis of the Behavior
  4. Development of an Intervention Strategy
    a. Positive reinforcement strategy
    b. Punishment positive reinforcement
    strategy
  5. Evaluation to ensure performance
    improvement
33
Q

Merit Pay Conclusions

A
  1. Unless a merit raise is at least 6 to 7 percent of base pay, it will not produce the desired effects on employee behavior.
  2. Beyond a certain point, increases in merit-raise size are unlikely to improve performance.
  3. When merit raises are too small, employee morale will suffer.
  4. Cost-of-living adjustments, seniority adjustments, and other nonmerit components of a raise should be clearly separated from the merit component.
  5. Smaller percentage raises given to employees at the higher ends of base-pay ranges are demotivating.
34
Q

Categories of Nonfinancial Rewards

table 12.2 page 357

A
  1. Consumables
  2. Manipulatables
  3. Visual and Auditory
  4. Job Design
  5. Formal Recognition
  6. Performance Feedback
  7. Social Recognition and Attention
35
Q

Examples of Consumables Rewards

A
  • Coffee-break treats
  • Free lunches
  • Food baskets
  • Easter hams
  • Christmas turkeys
  • Dinners for the family on the company
  • Company picnics
  • After-work wine and cheese parties
  • Time off Trips
  • Entertainment/Sports events
  • Education classes
36
Q

Examples of Manipulatables Rewards

A
  • Desk accessories
  • Wall plaques
  • Company car
  • Watches
  • Trophies
  • Commendations
  • Rings/tie pins
  • Appliances and furniture for the home
  • PC for the home/personal use
  • Home shop tools
  • Garden tools
  • Clothing
  • Club privileges
  • Use of company recreation facilities
  • Use of company convenience center
  • Use of company facilities for personal projects
37
Q

Examples of Visual and Auditory Rewards

A
  • Office with a window
  • Piped-in music
  • Internet and e-mail for personal use
  • Redecoration of work environment
  • Company literature
  • Private office
  • Popular speakers or lecturers
  • Book club discussions
38
Q

Examples of Job Design Rewards

A
  • Jobs with more responsibility
  • Job rotation
  • Special assignments
  • Cross training
  • Knowledge training
  • Authority to schedule own work
  • Flexible hours
  • Flexible breaks
  • Job sharing
  • Participation in decisions
  • Participation in teams
  • Self-managed teams
39
Q

Examples of Formal Recognition Rewards

A
  • Formal acknowledgment of achievement
  • Feature in house newsletter
  • Story in newspaper/TV
  • Celebrations/banquets
  • Letters of commendation
  • Acknowledgment/praise in front of others
40
Q

Examples of Performance Feedback Rewards

A
  • Nonverbal performance information
  • Verbal performance information
  • Written reports
  • Performance evaluations/ appraisals (including 360 degree)
  • Performance charts and graphs
  • Meters/counters or performance information
  • Self-information from performance or problem solutions
41
Q

Examples of Social Recognition and Attention Rewards

A
  • Friendly greetings Informal recognition
  • Solicition of suggestions
  • Solicitation of advice
  • Compliment of work progress
  • Pat on the back
  • Smile
  • Verbal or nonverbal recognition or praise