BEHAVIORAL

PERFORMANCE
MANAGEMENT
PART 1

MARK JOSEPH P TABUCOL

 All organizational behavior is either directly or indirectly affected by

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 THE
DEVELOPMENT OF
MODERN
BEHAVIORAL
LEARNING
THEORY
CLASSICAL CONDITIONING
 It is the process whereby a stimulus-response (S-R) bond is developed between a conditioned stimulus
and a conditioned response through the repeated linking of a conditioned stimulus with an unconditioned
stimulus.

 IVAN PAVLOV was initially interested in the digestive processes of dogs but noticed that the dogs started
to salivate at the first signal of approaching food. On the basis of this discovery, he shifted his attention to
the question of whether animals could be trained to draw a causal relationship between previously
unconnected factors. Specifically, using the dogs as subjects, he examined the extent to which the dogs
could learn to associate the ringing of a bell with the act of salivation. The experiment began with
unlearned, or unconditioned, stimulus-response relationships. When a dog was presented with meat
(unconditioned stimulus), the dog salivated (unconditioned response). No learning was necessary here, as
this relationship represented a natural physiological process.

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CLASSICAL CONDITIONING
 An illustration of classical conditioning in a work setting would be an airplane pilot learning how to use a
newly installed warning system. In this case the behavior to be learned is to respond to a warning light
that indicates that the plane has dropped below a critical altitude on an assigned glide path. The proper
response is to increase the plane’s altitude. The pilot already knows how to appropriately respond to the
trainer’s warning to increase altitude (in this case we would say the trainer’s warning is an unconditioned
stimulus and the corrective action of increasing altitude is an unconditioned response). The training
session consists of the trainer warning the pilot to increase altitude every time the warning light goes on.
Through repeated pairings of the warning light with the trainer’s warning, the pilot eventually learns to
adjust the plane’s altitude in response to the warning light even though the trainer is not present. Again,
the unit of learning is a new S-R connection, or habit.

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CLASSICAL CONDITIONING

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OPERANT CONDITIONING
 OPERANT CONDITIONING is concerned primarily with learning that occurs as a
consequence of behavior, or R-S. One particular response out of many possible
ones occurs in a given stimulus situation. The stimulus situation serves as a cue in
operant conditioning. It does not elicit the 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 the response. The strength and frequency of operantly
conditioned behaviors are determined mainly by the consequences (the
environmental event that follows the behavior).

 In operant conditioning, the reward is presented only if the organism gives the
correct response. The organism must operate on the environment (thus the term
operant conditioning) in order to receive a reward.

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OPERANT CONDITIONING

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 CLASSICAL VS OPERANT
CONDITIONING
CLASSICAL
OPERANT CONDITIONING
CONDITIONING
CAUSE CHANGES IN Changes in behavior are thought to arise Changes in behavior are thought to result from
BEHAVIOR through changes in stimuli—that is, a transfer the consequences of previous behavior. When
from an unconditioned stimulus to a behavior has not been rewarded or has been
conditioned stimulus. punished, we would not expect it to be repeated.

ROLE AND FREQUENCY OF The unconditioned stimulus, acting as a sort of The reward results only when individuals
REWARDS reward, is administered during every trial. choose the correct response. Individuals must
correctly operate on their environment before a
reward is received. The response is instrumental
in obtaining the desired reward.

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SOCIAL LEARNING THEORY
 ALBERT BANDURA’S SOCIAL LEARNING THEORY is defined as the process of molding behavior
through the reciprocal interaction of a person’s cognitions, behavior, and environment. This concept
implies that people control their own environment (for example, by quitting one’s job) as much as the
environment controls people (for example, being laid off). Thus, learning is seen as a more active,
interactive process in which the learner has at least some control.

 Central to this theory is the concept of vicarious learning. Vicarious learning is learning that takes place
through the imitation of other role models. That is, we observe and analyze what another person does and
the resulting consequences. As a result, we learn without having to experience the phenomenon firsthand.
Thus, if we see a fellow employee being disciplined or fired for being disruptive in the workplace, we
might learn not to be disruptive ourselves. If we see that gifts are usually given with the right hand in the
Middle East, we might give gifts in that manner ourselves.

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SOCIAL LEARNING THEORY

As can be seen, three factors—the person, the environment, and the behavior—
interact through such processes as vicarious learning, symbolic representations, and
self-control to cause actual learned behaviors.

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 PRINCIPLES OF
LEARNINGS:
REINFORCEMENT
AND PUNISHMENT
REINFORCEMENT
 REINFORCEMENT, in behavioral management, is
defined as anything that both increases the strength
and tends to induce repetitions of the behavior that
preceded the reinforcement.
 For example, a manager may ostensibly reward an
employee who found an error in a report by publicly
praising the employee. Yet on examination it is found
that the employee is embarrassed and chided by
coworkers, and the error-finding behavior of this
employee decreases in the future

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POSITIVE VS NEGATIVE REINFORCEMENT
 POSITIVE REINFORCEMENT strengthens and increases behavior by the presentation of a desirable
consequence. A simple example of positive reinforcement is supervisory praise for subordinates when
they perform well in a certain situation. That is, a supervisor may praise an employee for being on time
consistently.

 NEGATIVE REINFORCEMENT also involves a positive stimulus, but this time this positive stimulus is
removed every time an undesired behavior is expressed. For example, every time learners answer
incorrectly an online multiple-choice question, no extra points are added to their total score, as they do
not get rewarded with the extra points assigned to each question (positive stimulus). This removal of
desired stimuli serves as feedback to the learners, making them understand that this was not the expected
behavior. Therefore, learners who want to improve their score know that they have to study harder and
pay more attention to the questions in order to answer correctly and be awarded with all the points they
need to pass the test.

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POSITIVE VS NEGATIVE REINFORCEMENT

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PUNISHMENT
 It is the administration of unpleasant or adverse
outcomes as a result of undesired behavior. An example
of the application of punishment is for a supervisor to
publicly reprimand or fine an employee who is habitually
tardy. Presumably, the employee would refrain from
being tardy in the future in order to avoid such an
undesirable outcome.
 The use of punishment is indeed one of the most
controversial issues of behavior change strategies.
Although punishment can have positive work outcomes
—especially if it is administered in an impersonal way
and as soon as possible after the transgression—negative
repercussions can also result when employees either
resent the action or feel they are being treated unfairly.

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PUNISHMENT
 Punishment represents a potent force in
corrective learning, its use must be carefully
considered and implemented. In general, for
punishment to be effective the punishment
should “fit the crime” in severity, should be
given in private, and should be explained to the
employee.

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PUNISHMENT
 Punishment represents a potent force in
corrective learning, its use must be carefully
considered and implemented. In general, for
punishment to be effective the punishment
should “fit the crime” in severity, should be
given in private, and should be explained to the
employee.

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FREQUENTLY USED REWARDS AND PUNISHMENTS
REWARDS PUNISHMENTS
Pay raise Oral reprimands
Bonus Written reprimands
Promotion Ostracism
Praise and recognition Criticism from superiors
Awards Suspension
Self-recognition Demotion
Sense of accomplishment Reduced authority
Increased responsibility Undesired transfer
Time off Termination
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Thank
You!
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Credits
 Special thanks to all the people who made and released
these awesome resources for free, Presentation template
by SlidesCarnival
 https://elearningindustry.com/6-tips-use-positive-reinforce
ment-in-elearning
 https://openstax.org/books/organizational-behavior/pages/
4-1-basic-models-of-learning
 https://openstax.org/books/organizational-behavior/pages/
4-2-reinforcement-and-behavioral-change
 Organizational Behavior: An Evidence Based Approach
12th edition by Fred Luthans

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