Module 2 Learning

7/28/2019 Module 2 Learning

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Learning takes place as a result of practice orthrough experience

With learning comes change

Change must be relatively permanent


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1. Learning involves change-the change may be goodor bad from an organisations point of view

2. Not all changes reflect learning-to reflect learning,change should have been relatively permanent

3. Learning is reflected in behavior-change in thoughtprocess not reflected in behavior will not result inlearning

4. Change should have been brought about byexperience, practice or training. That brought aboutby maturity will not be learning

5. Experience must be reinforced to ensure learningelse the behavior will disappear

6. Learning is not confined to ones schooling. Itoccurs throughout life


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I. CLASSICAL CONDITIONING

*concepts central to classical conditioning are

a. Unconditioned stimulus (US)

b. Unconditioned Response (UR)c. Conditioned stimulus (CS)

d. Conditioned response (CR)


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Bell

Noresponse

US(Food)

UR(Salivation)

CS(BELL)

US (FOOD)

UR(Salivation)

CS(BELL)

CR

(Salivation)


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Our behavior produces certain consequences andhow we behave in future will depend on whatthose consequences are

Behavior is a function of its consequence

Reinforcement

Encourage desired behavior

Discourage undesired behavior


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Cognitive development is the construction ofthought processes, including remembering,problem solving, and decision-making, fromchildhood through adolescence to adulthood.As children grow, they become capable of

increasingly more sophisticated thoughtPeople organize the things they learnNew information is most easily acquired whenpeople can associate it with things they havealready learned

People control their own learningEg. An employee planning to change his job draws

from his past experiences prior to decision


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individuals have the ability to learn byobserving

BEHAVIORPAY ATTENTION

TO MODEL

PRACTISE MODELS

BEHAVIOR

MODEL OBSERVER

IMITATEMODELS

BEHAVIOR


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Benefitsa. Enhances self efficiency as one gains

confidence

b.

Enables employees shape behavior thatbenefit the organisation


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Encourage desired behavior

Positive

Negative

Discourage undesired behavior

Punishment

Extinction


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Positive Reinforcement: Strengthens behavior with rewards orpositive outcomes after a desired behavior is performed.

Potential positive reinforcers

Pay

Bonuses

Promotions

Job titles

Verbal praise

Awards


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Negative Reinforcement

Increases the probability that a desired

behavior will occur by removing a negative

consequence when an employee performs

the behavior


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Punishment involves administering a negativeconsequence when an undesired behavioroccurs

Negative reinforcement entails removing a

negative consequence when a desired

behavior occurs


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pros and cons of punishment

Factors that effect punishment:

- delay between response and punishment- severity of punishment(stronger=suppression)

- consistency of use


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Punishment reduces the probability of an

undesired behavior

Negative reinforcement increases the

probability of a desired behavior


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A. MOTIVATION

Eg. A college student must have the need

and drive to accomplish a task and reach aspecific goal

Motivation may be provided either through

Reinforcement, Punishment or Extinction


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a. Positive-strengthens behavior bypresentation of positive reinforcers.Reinforcers could be primary or secondary

Primary satisfy basic needs-food, water andsexual pleasure

Most behavior in organisations areinfluenced by secondary reinforcers include

money, status, grades, trophies, praise etc.


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b. Negative reinforcement-eg. Supervisors maystop criticizing employees whose poorperformance has improved. By withholdingcriticism, employees are likely to repeat

behavior that enhance their performance


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Attempt to eliminate or weaken undesirablebehavior

May end up in unintended results mainlynegative outcomes

Punishment tends to minimise undesirablebehaviour but if repeated it may result inundesirable emotions, hostility, low

performance, high turnover, absenteeism etc.


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Extinction is weakening of a behavior byignoring it or making sure it is not reinforced


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All human beings can learn.

An individual must be motivated to learn.Learning is active but not passive.Learners need reinforcement of correctbehaviour.

Time must be provided to practice learningLearning is closely related to attention andconcentration.Standards of performance should be set for thelearner.

Learners may acquire knowledge more rapidlywith guidance.Feedback ensures improvement in speed andaccuracy of learning


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Accuracy deserves generally more emphasis thanspeedLearning is a cumulative processLearning is an adjustment on the part of an individualLearning should be relatively based

Material used for learning should be meaningfulEach individual might have a different learning style-Assimilator-learns by doing and feeling ; diverger-learns by observing & feeling; Converger-learns bydoing and thinking and Assimilator-leanrs byobserving & thinking

andLearning should be a goal oriented


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Learning is a relatively permanent change inknowledge or observable behavior that results frompractice or experience.

Importance of Learning to OB

Most organizational behavior is learned (rememberthat only 2-12% of behavior is directly linked topersonality)

By controlling the situation, a manager can influence

behavior/performance The manager is held accountable for the performance

of his/her subordinates


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The formal and informal mechanisms by whichemployee performance is defined, evaluated, andrewarded.

Effects of Organizational Rewards

Higher-level performance-base rewards motivateemployees to work harder.

Rewards help align employee self-interest withorganizational goals.

Rewards foster increased retention and citizenship


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Merit Reward Systems Base a meaningful portion of individual compensation on

meritthe relative value of an individuals contributionsto the organization. Employees who make greater contributions are given higher

pay than those who make lesser contributions. Incentive Reward Systems

Concept: employee pay is based on employee output.

Assume that: Performance is under the control of the individual worker.

The employee work at a single task continuously. Pay is tightly tied to performance (i.e., pay varies with

output).


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Incentive pay plans Sales commissions

Other forms of incentives

Non-monetary incentives (perks)

Team and Group Incentive Reward Systems Gain sharing programs

Employee stock ownership plans (ESOPs)


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Executive Compensation Standard forms of executive compensation

Base salary

Incentive pay (bonuses)

Special forms of executive compensation Stock option plans

Executive perks

Criticism of executive compensation Excessively large compensation amounts

Compensation not tied to overall performance of theorganization

Earnings gap between executive pay and typicalemployee pay

Module 2 Learning

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