Learning
Lecturer:
Eric Vassilikos
How do we form attitudes? Socialization and experience
Mere exposure Classical conditioning Operant conditioning Social learning Self-perception
Mere exposure effect We are (initially) attracted more to
objects we are repeatedly exposed to.
Conditioning Classical
A formerly neutral stimulus comes to elicit the same evaluative reaction as another stimulus, after systematic pairing (e.g. co-occurrence) with the latter
i.e. Positive/negative reinforcement or punishment of an attitude towards a stimulus (e.g. object, person, event) in a person’s environment
Spreading attitude effect Operant
A behaviour comes to be encouraged or disscouraged after systematic pairing with some form of reward or punishment respectively
i.e. Positive/negative reinforcement or punishment of a person’s behaviour
Social learning (Bandura, 1986)
Observational learning/Modelling Symbolizing capability Forethought capability Vicarious capability Self-regulatory capability Self-reflection capability
Related concepts (to attitudes)
Values Ideology
Different prioritization of values Different approach to pluralism
Social representations Collectively elaborated explanations of
unfamiliar and complex phenomena that transform them into a familiar and simple form
Orgnisational behaviour modification
Typical steps (Luthans & Kreitner,1985): Identifying ‘critical’ behaviour for
satisfactory performance Identifying behaviour’s strength/frequency Functional analysis of beaviour
Is it sustained by rewards/punishments? Possible causes
Identifying intervention process Evaluation
Skills’ development
Cognitive phase Understanding the task
Associative phase Intensifying association through practice
Autonomous phase Increasing automaticity
The learning organisation
An organisation promoting a continuous and enhanced capacity to learn, adapt and change
Major difficulty Transmission and management of expert, tacit knowledge and
insights Knowledge management
The collaborative organisation diffusing knowledge vs. the IT-driven illusion of knowledge management
The learning organisation Principles of learning organisations (Senge, 1990)
Person mastery Promotion of individual motivation to learn Continuous development
Mental models Openness to misconceptions Double-loop learning – Critical focus on the evaluative criteria
Shared vision/viewpoints Team learning
Emphasis on co-operation and communication Systems thinking