Prepared by Michael K. McCuddy Valparaiso University
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Presentation Slides Presentation Slides to Accompany to Accompany Organizational Behavior Organizational Behavior 10 10 th th Edition Edition Don Hellriegel and John W. Slocum, Don Hellriegel and John W. Slocum, Jr. Jr. Prepared by Michael K. McCuddy Valparaiso University Chapter 4—Fostering Learning and Reinforcement
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Presentation Slides to Accompany Organizational Behavior 10 th Edition Don Hellriegel and John W. Slocum, Jr. Prepared by Michael K. McCuddy Valparaiso University. Chapter 4 —Fostering Learning and Reinforcement. Learning Objectives for Fostering Learning and Reinforcement. - PowerPoint PPT Presentation
Transcript of Prepared by Michael K. McCuddy Valparaiso University
Presentation SlidesPresentation Slidesto Accompanyto AccompanyOrganizational BehaviorOrganizational Behavior 1010thth Edition EditionDon Hellriegel and John W. Slocum, Jr.Don Hellriegel and John W. Slocum, Jr.
Prepared byMichael K. McCuddyValparaiso University
Chapter 4—Fostering Learning and Reinforcement
Learning Objectives for Fostering Learning Objectives for Fostering Learning and ReinforcementLearning and ReinforcementExplain the differences between
classical and operant conditioningDescribe the contingencies of
reinforcementList the four schedules of
reinforcementDescribe social learning theory
Chapter 4: Fostering Learning and Reinforcement 2
Slide 4.2Slide 4.2Classical ConditioningClassical Conditioning
Chapter 4: Fostering Learning and Reinforcement 3
Unconditionedstimulus(food)
Conditionedstimulus(metronome)
Reflexresponse(salivation)
Examples of Operant BehaviorsExamples of Operant Behaviors and Their Consequences and Their Consequences
works and is paid. is late to work and is docked pay. enters a restaurant and eats. enters a football stadium and watches a football
game. enters a grocery store and buys food.
Chapter 4: Fostering Learning and Reinforcement 4
BEHAVIORS CONSEQUENCES
The Individual
Example of Contingent ReinforcementExample of Contingent Reinforcement
Chapter 4: Fostering Learning and Reinforcement 5
Manager complimentsemployee foraccomplishments
Manager andemployeeset goal
Does employeeachieve goal?
Manager is silent or reprimandsemployee
YES
NO
ReinforcementContingent on Consequence
EmployeeTaskBehavior
Antecedent(precedes thebehavior)
Consequences(result of thebehavior)
Types of ContingenciesTypes of Contingenciesof Reinforcementof Reinforcement
Chapter 4: Fostering Learning and Reinforcement 6
PleasantEvent
UnpleasantEvent
Event is Added Event is Removed
Positivereinforcement
Negativereinforcement
Omission
Punishment
Principles of Positive ReinforcementPrinciples of Positive ReinforcementContingent reinforcement—only
reinforce desired behaviorImmediate reinforcement—reinforce
immediately after desired behavior occurs
Reinforcement size—a larger amount of reinforcement has a greater effect
Reinforcement deprivation—deprivation increases effect on future behavior
Chapter 4: Fostering Learning and Reinforcement 7
Rewards Used by OrganizationsRewards Used by Organizations
Chapter 4: Fostering Learning and Reinforcement 8
MATERIAL REWARDSPayPay raisesStock optionsProfit sharingDeferred compensationBonuses/bonus plansIncentive plansExpense accounts
SUPPLEMENTAL BENEFITSCompany automobilesHealth insurance plansPension contributionsVacation and sick leaveRecreation facilitiesChild-care supportClub privilegesParental leave
STATUS SYMBOLSCorner officesOffices with windowsCarpetingDrapesPaintingsWatchesRingsPrivate restrooms
SOCIAL/INTER-PERSONAL REWARDSPraiseDevelopmental feedbackSmiles, pats on the back, other nonverbal signalsRequests for suggestionsInvitations to coffee/lunchWall plaques
REWARDS FROMTHE TASKSense of achievementJobs with more responsibilityJob autonomy/self-directionPerforming important tasks
SELF-ADMINISTEREDREWARDSSelf-congratulationSelf-recognitionSelf-praiseSelf-development through expanded knowledge/skillsGreater sense of self-worth
Potential Negative EffectsPotential Negative Effectsof Punishmentof Punishment
Chapter 4: Fostering Learning and Reinforcement 9
Fear ofmanager
Recurrenceof undesirable
employee behavior
Undesirableemotional reaction
Aggressive,disruptivebehavior
Apathetic,noncreativeperformance
High turnoverand absenteeism
But leads to
long-termShort-termdecrease infrequency
ofundesirabl
eemployeebehavior
Punishmentby
manager
Undesirableemployeebehavior
Antecedent
Which tendsto reinforce
Slide 4.9Slide 4.9How to Make Punishment EffectiveHow to Make Punishment Effective
Praise in public, punish in private Pinpoint and specifically describe the
undesirable behavior to be avoided Develop alternative desired behavior Balance the use of pleasant and unpleasant
events
Chapter 4: Fostering Learning and Reinforcement 10
Slide 4.10Slide 4.10Guidelines for UsingGuidelines for UsingContingencies of ReinforcementContingencies of Reinforcement
Do not reward all employees the same Consider consequences of both actions and non-
actions Make employees aware of the behaviors to be
reinforced Let employees know what they are doing wrong Do not punish in front of others Make the managerial response equal to workers’
behavior
Chapter 4: Fostering Learning and Reinforcement 11
Comparison ofComparison ofReinforcement SchedulesReinforcement Schedules
Fixed interval—leads to average performance Fixed ratio—leads quickly to high and stable
performance Variable interval—leads to moderately high and
stable performance Variable ratio—leads to very high performance
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Five Dimensions ofFive Dimensions ofSocial Learning TheorySocial Learning Theory
Chapter 4: Fostering Learning and Reinforcement 13
Sym
boliz
ing
Fore
thou
ght
Vic
ario
us L
earn
ing
Sel
f-Con
trol
Sel
f-Effi
cacy
Source: Adapted from Stajkovic, A. D., and Luthans, F. Social cognitive theory and self-efficacy. Organizational Dynamics, Spring 1998, 65.
Self-Efficacy at WorkSelf-Efficacy at Work
Chapter 4: Fostering Learning and Reinforcement 14
Set goals Preserve/practice Creatively solve problems Visualize success Learn from failure
HIGH
Avoid difficult tasks Think of excuses for failing Develop low aspirations Quit Blame setbacks on lack of ability or luck
LOW
Emotional State
Performance of Others
Past Accomplishments
Self-efficacy
“I know I can do the job and have outstanding quality”
“I don’t think I can do the job on time and have outstanding quality”
Guidelines for UsingGuidelines for UsingSocial LearningSocial Learning Theory Theory
Identify behaviors that lead to improved performance
Select an appropriate behavioral model Make sure that employees have requisite skills Structure a positive learning situation Provide positive consequences Develop organizational support for new
behaviors
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Conditions for Effective UseConditions for Effective Useof Self-Controlof Self-Control
The person must be able to:Engage in behaviors that s/he wouldn’t
normally want to performUse self-reinforcersSet goals that determine when self-
reinforcers are to be applied
Chapter 4: Fostering Learning and Reinforcement 16
