Chapter 6 (ORGB 5) – Flashcards

A change in behavior acquired through experience.

Modifying behavior by pairing a conditioned stimulus with an unconditioned stimulus to elicit an unconditioned response.

Modifying behavior through the use of positive or negative consequences following specific behaviors.

Results of a behavior that a person finds attractive or pleasurable.

Results of a behavior that a person finds unattractive or aversive.

A strategy to cultivate desirable behavior by either bestowing positive consequences or withholding negative consequences.

A strategy to discourage undesirable behavior by either bestowing negative consequences or withholding positive consequences.

A strategy to weaken behavior by attaching no consequences to it.

An individual's internal expectancy to perform a specific task effectively.

The process of establishing desired results that guide and direct behavior.

A goal-setting program based on interaction and negotiation between employees and managers.

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

The evaluation of a person's performance.

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

An informational cue indicating the extent to which peers in the same situation behave in a similar fashion.

An informational cue indicating the degree to which an individual behaves the same way in other situations.

An informational cue indicating the frequency of behavior over time.

A work relationship that encourages development and career enhancement for people moving through the career cycle.

The behaviorist approach to learning assumes that observable behavior is a function of its consequences. Behaviorists argue that learning stems from classical and operant conditioning. Classical conditioning is the process of modifying behavior so that pairing a conditioned stimulus with an unconditioned stimulus elicits an unconditional response. Operant conditioning is the process of modifying behavior by following specific behaviors with positive or negative consequences. Reinforcement enhances desirable behavior, while punishment and extinction diminish undesirable behavior.

The social learning theory occurs when we observe other people and model their behavior. Central to the theory is the notion of task-specific self efficacy, an individual's beliefs and expectancies about his or her ability to perform a task effectively. In the cognitive theory, the personality functions of intuition, sensing, thinking, and feeling have learning implications. Each person has a preferred mode of gathering, evaluating, and making decisions about information.

Goal setting is the process of establishing desired results that guide and direct behavior. Goals often increase employee effort and motivation, which in turn improve task performance. Goal setting also reduces the role of stress associated with conflicting and confusing expectations because it clarifies the task-role expectations for employees. The third major function of goal setting is improving the accuracy and validity of performance evaluation.

Performance is most often called task accomplishment. Performance management is a process of defining, measuring, appraising, providing feedback on, and improving performance. Performance appraisals give employees feedback on performance, identify the employees' developmental needs, and influence promotion and reward decisions, demotion and termination decisions, and information about selection and placement decisions. Electronic performance-monitoring systems, goals setting, and MBO are performance appraisal methods.

Good performance appraisal systems develop people, enhance careers, and boost individual and team achievements in an organization. Effective performance appraisal systems have five key characteristics: Validity, reliability, responsiveness, flexibility, and equitability. The supervisor must establish mutual trust, be vulnerable and open to challenge, and be a skilled, empathetic listener who encourages employees to discuss their aspirations.

Performance rewards can be pay, rewards, trust, fun, and meaningful work. Individual reward systems foster autonomous, independent behavior; and encourage creativity, problem solving, and distinctive contributions. At the individual level, these include skill-based and pay for knowledge systems. Team reward systems encourage cooperation, joint efforts, and the sharing of information and expertise. At the group level, gain-sharing place emphasize collective cost reduction by allowing workers to share the gains achieved by reducing production costs.

Harold Kelley's attribution theory aims to explain behavior based on shared perceptions and attitudes between supervisors and employees. internal attributions might include low effort, lack of commitment, or lack of ability. External attributions might include equipment failure or unrealistic goals. supervisors may express personal concern, reprimand the employee, or provide training. They may provide coaching, counseling, mentoring, or refer the employee to trained professionals.