Learningread

8/7/2019 Learningread

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0.01.2010 Reshmi Pillai OB30.01.2010/ Reshmi Pillai/ OB

LEARNINGLEARNING


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Defining: LEARNINGDefining: LEARNING

A relatively permanent change in behavior (orA relatively permanent change in behavior (or

behavior tendency) that occurs as a result of abehavior tendency) that occurs as a result of a

persons interaction with the environment.persons interaction with the environment.


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Learning in OrganizationsLearning in Organizations

Learning takes place as a result of practiceLearning takes place as a result of practice

or through experienceor through experience

With learning comes changeWith learning comes change

Change must be relatively permanentChange must be relatively permanent


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TYPES OF LEARNINGTYPES OF LEARNING

Operant ConditioningOperant Conditioning

Behavior ModificationBehavior Modification

Social LearningSocial Learning

Learning on your ownLearning on your own

Learning by doingLearning by doing

Continuous learning through creativityContinuous learning through creativity

The learning organizationThe learning organization


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Key ConceptsKey Concepts

Unconditioned stimulusUnconditioned stimulus

Unconditioned responseUnconditioned response

Conditioned stimulusConditioned stimulus

Conditioned responseConditioned response

Key ConceptsKey Concepts

Unconditioned stimulusUnconditioned stimulus

Unconditioned responseUnconditioned response

Conditioned stimulusConditioned stimulus

Conditioned responseConditioned response

Classical Conditioning TheoryClassical Conditioning Theory

A type of conditioning in which an individualA type of conditioning in which an individual

responds to some stimulus that would notresponds to some stimulus that would not

ordinarily produce such a response.ordinarily produce such a response.


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Classical Conditioning

Unconditionedstimulus

(food)

Conditioned

stimulus(metronome)

Reflexresponse(salivation)


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Emphasizes that people are motivated to perform orEmphasizes that people are motivated to perform oravoid certain behaviors because of past outcomes thatavoid certain behaviors because of past outcomes that

have resulted from those behaviors.have resulted from those behaviors.

Positive reinforcementPositive reinforcement

Negative ReinforcementNegative Reinforcement

ExtinctionExtinction

PunishmentPunishment


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From a training perspective, it suggests that forlearners to acquire knowledge, change behavior, ormodify skills, the trainer needs to identify whatoutcomes the learner finds most positive )andnegative).

Trainers then need to link these outcomes to learners

acquiring knowledge, skills, or changing behaviors.


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Types of ReinforcementTypes of Reinforcement

Positive reinforcementPositive reinforcement

Providing a reward for a desired behavior.Providing a reward for a desired behavior.

Negative reinforcementNegative reinforcement

Removing an unpleasant consequence when the desiredRemoving an unpleasant consequence when the desired

behavior occurs.behavior occurs.

PunishmentPunishment

Applying an undesirable condition to eliminate anApplying an undesirable condition to eliminate anundesirable behavior.undesirable behavior.

ExtinctionExtinction

Withholding reinforcement of a behavior to cause itsWithholding reinforcement of a behavior to cause its

cessation.cessation.


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Schedules of ReinforcementSchedules of Reinforcement

Continuous Reinforcement

A desired behavior is reinforcedeach time it is demonstrated.

Intermittent ReinforcementIntermittent ReinforcementA desired behavior is reinforcedA desired behavior is reinforced

often enough to make theoften enough to make the

behavior worth repeating but notbehavior worth repeating but not

every time it is demonstrated.every time it is demonstrated.



Schedules of Reinforcement (contd)

Fixed-Interval Schedule

Rewards are spaced at

uniform time intervals.

Variable-IntervalSchedule

Rewards are initiated after afixed or constant number ofresponses.



Emphasizes that people learn by observing otherEmphasizes that people learn by observing otherpersons (models) whom they believe are credible andpersons (models) whom they believe are credible andknowledgeable.knowledgeable.

Recognizes that behavior that is reinforced or rewardedRecognizes that behavior that is reinforced or rewardedtends to be repeated.tends to be repeated.

The models behavior or skill that is rewarded isThe models behavior or skill that is rewarded isadopted by the observer.adopted by the observer.



Learning new skills or behavior comes from:Learning new skills or behavior comes from: directly experiencing the consequences of usingdirectly experiencing the consequences of using

behavior or skills, orbehavior or skills, or the process of of observing others and seeing thethe process of of observing others and seeing the

consequences of their behaviorconsequences of their behavior

Learning is also influenced by a persons self-efficacy.Learning is also influenced by a persons self-efficacy.

Self-efficacy is a persons judgment about whetherSelf-efficacy is a persons judgment about whethershe can successfully learn knowledge and skills.she can successfully learn knowledge and skills.


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MatchMatch

ModeledModeled

PerformancePerformance

AttentionAttention RetentionRetentionMotorMotor

ReproductionReproduction

MotivationalMotivational

ProcessesProcesses

ModelModel

StimuliStimuli

TraineeTrainee

CharacteristicCharacteristicss

CodingCoding

OrganizationOrganization

RehearsalRehearsal

PhysicalPhysical

CapabilityCapability

AccuracyAccuracy

FeedbackFeedback

ReinforcemenReinforcemen

tt



Five Dimensions of Social Learning Theory

Symbolizing

Forethou

ght

VicariousLe

arning

Self-Control

Self-Effic

acy


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Goal setting theory is used in training program design.Goal setting theory is used in training program design.

It suggests that learning can be facilitated by providingIt suggests that learning can be facilitated by providingtrainees with specific challenging goals and objectives.trainees with specific challenging goals and objectives.

The influence of goal setting theory can be seen in theThe influence of goal setting theory can be seen in thedevelopment of training lesson plans.development of training lesson plans.



Need theories help explain the value that a personNeed theories help explain the value that a personplaces on certain outcomes.places on certain outcomes.

Need theories suggest that to motivate learning:Need theories suggest that to motivate learning:

trainers should identify trainees needs, andtrainers should identify trainees needs, and

communicate how training program content relatescommunicate how training program content relatesto fulfilling these needsto fulfilling these needs

If the basic needs of trainees are not met, they areIf the basic needs of trainees are not met, they areunlikely to be motivated to learn.unlikely to be motivated to learn.



Expectancy theory suggests that a persons behavior is

based on three factors: Expectancy

Instrumentality

Valance



Expectancy theory suggests that learning is most likelyExpectancy theory suggests that learning is most likelyto occur when employees believe:to occur when employees believe:

They can learn the content of the programThey can learn the content of the program(expectancy)(expectancy)

Learning is linked to outcomes such as better jobLearning is linked to outcomes such as better jobperformance, a salary increase, or peer recognitionperformance, a salary increase, or peer recognition

(instrumentality)(instrumentality) Employees value these outcomesEmployees value these outcomes



Adult learning theory was developed out of a need for a specificAdult learning theory was developed out of a need for a specifictheory of how adults learn.theory of how adults learn.

It is based on several assumptions:It is based on several assumptions: Adults have the need to know why they are learning something.Adults have the need to know why they are learning something.

Adults have a need to be self-directed.Adults have a need to be self-directed.

Adults bring more work-related experiences into the learningAdults bring more work-related experiences into the learningsituation.situation.

Adults enter into a learning experience with a problem-centeredAdults enter into a learning experience with a problem-centeredapproach to learning.approach to learning.

Adults are motivated to learn by both extrinsic and intrinsicAdults are motivated to learn by both extrinsic and intrinsicmotivators.motivators.



These theories give more emphasis to the internalThese theories give more emphasis to the internalprocesses that occur when training content is learned andprocesses that occur when training content is learned and

retained.retained.

This information can come from another person or theThis information can come from another person or thelearners own observation of the results of his action.learners own observation of the results of his action.

If the evaluation of the response is positive, this providesIf the evaluation of the response is positive, this providesreinforcement that the behavior is desirable to be storedreinforcement that the behavior is desirable to be storedin long-term memory for use in similar situations.in long-term memory for use in similar situations.



LEARNINGLEARNING

ExpectancyExpectancy

PerceptionPerception

WorkingWorking

StorageStorage

SemanticSemantic

EncodingEncoding

Long TermLong Term

StorageStorage

RetrievalRetrieval

GeneralizingGeneralizing

GratifyingGratifying


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Employees need feedback.Employees need feedback.

Employees learn through:Employees learn through:

ObservationObservation

ExperienceExperience

Interacting with othersInteracting with others

Employees need the training program to be properlyEmployees need the training program to be properlycoordinated and arranged.coordinated and arranged.

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