ito learning sess 1
TRANSCRIPT
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Individuals in Organisations:
How Individuals learn and the nature of learning
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A guide to these session
y There are three sets of slides to support these sessions.
y
They are: The psychology of learningLearning styles
Learning organisations
The first two provide background information and analysisrelating to learning theories; and the last reviewscontemporary developments and practice relating to howorganisations learn and the importance of this forachieving a competitive advantage
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Learning objectives:
By the end of this sessiony You should be able to:
y Explain the main components of the behaviourist and
cognitive approaches to learningy Understand the implications for the development of
practice
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Learningy Is the process of acquiring knowledge through
experience which leads to an enduring change in
behaviour
y You should consider how this differs from:
Training
Education
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A note on the theories and approaches
y Learning theory is a massive and important researcharea and can be approached from many disciplines ie
from a physical perspective ( the early approachesfocused on stimulus reaction models and assumedlittle or no free will ) and from a social / culturalperspective.
y The objective is to explain how learning take placehow this can be managed / promoted; and theimplications for mangers and Organisations generally
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(1)Comparative psychology (
behaviourism)y Comparative psychology is the branch of
psychology concerned with the study of animal
behaviour. Modern research on animal behaviorbegan with the work ofCharles Darwin andGeorges Romanes and has continued to grow intoa multidisciplinary subject. Today, biologists,psychologists, anthropologists, ecologists,
geneticists, and many more contribute to the studyof animal behavior.
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Important people in the history of
Comparative Psychologyy Charles Darwin
y George Romanes
y C. Lloyd Morgany Ivan Pavlov
y Edward Thorndike
y B.F. Skinner
y Konrad Lorenz
y However; there are may more contributions that could
be included
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(2)Cognitive Psychology
(second approach)
y Cognitive psychology is the branch of psychology that
studies mental processes including how people think,perceive, remember, and learn. As part of the largerfield of cognitive science, this branch of psychology isrelated to other disciplines including neuroscience,philosophy, and linguistics
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Two contrasting perspectives
on the psychology of learningy Behaviourist or stimulus
response psychologyargues that what we learnare chains of musclemovements. As brain ormental processes are notdirectly observable, they
are not considered validissues for study
y Cognitive orinformation
processing psychologyargues that what welearn are mentalstructures, and thatmental processes areboth important andamenable to study
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Behaviourist versus cognitive approaches:
T
he key differencesStudies only
observable behaviour
Also studies mental processes
Behaviour isdetermined by learned
sequence of muscle
movements
Behaviour is determined bymemory, mental processes and
expectations
Problem solvingoccurs by trial & error
Problem solving also involvesinsight & understanding
Dull, boring, but
amenable to research
Rich, interesting, but complex,
vague and un-researchable
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Classical behaviourist approaches
y The development of associations between stimuli andresponses through experience.
yThis happens in two different ways, known as:
y Pavlovian conditioning and Skinnerianconditioning
Ie the assertion is that behaviour and learning is
shaped or guided by events ( stimuli )
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Pavlovian or classical conditioning
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Pavlovian conditioningyAlso known as classical and as respondent
conditioning, is a technique for associating and
established response (a dog salivating at the sight offood, for example) with a new stimulus (say, the soundof a bell
y Unconditioned responses are also called reflexes.
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B. F. SKINNER
1904 - 1990
Operant conditioningOperant conditioning
Skinner BoxSkinner Box
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Some conclusions: It is
generally accepted thaty Rewarding and reinforcing desired behaviour is more
effective than punishing undesirable behaviour.
y But recognise it is possible to inadvertently (accidentally ) reinforce undesirable behaviour
y Eg if a worker is difficult and you ignore this youmight reinforce this behaviour
y You might like to consider other examples ?
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However, for punishment to be effective, it
should be
y Quick and short
yAdministered immediately after the undesirable
behavioury Limited in its intensity
y Specifically related to behaviour and not tocharacter traits
y Restricted to the context in which the undesirablebehaviour occurs
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For punishment to be effective, it should
y Not send any mixed messages to the recipient aboutwhat is and what is not acceptable
y
Penalties should take the form of withdrawal of accessto rewards and not physical pain
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Behaviour modificationy Is a technique for encouraging desired behaviours and
discouraging unwanted behaviours using operant
conditions. ( ie worker or workplace modifications )
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Desirable workplace behaviour
could includey Following training courses to develop new skills and
being helpful to colleagues.
y
Supporting and working with colleaguesy Exhibiting discretionary effort ie going the last
mile for the customer
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Undesirable work based behaviours could
include ( in addition to lateness etc)
y Deviation from the Organisations values -takingbribes
yNot following policies eg Health and Safety becausethey slow down the work
y Contributing to a deviant sub culture
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Behaviour modification
options look like thisPositive
reinforcement
Manager compliments employee
when work is completed on time
Negativereinforcement
Manager offers to reduce or eliminateunpaid overtime or evening shifts
when work is completed on time
punishment Manager increases employee
workload every time work is handed
in late
extinction Manager ignores the employee when
work is handed in late
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In contrast, more recent Cognitive learning
theory emphasises
y The informal and motivational functions of feedback,and offers advice for ensuring that job training is more
effective.
y Ie workers / learners can make positive decisions andlearning can be advanced or retarded by the action of
managers
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Feedback can bey Intrinsic
y Extrinsic
y Concurrenty Delayed
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Reflection:
y Consider now the type and quality of thefeedback you have given / received ?
y To what extent was it motivational
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Cognitive learning theories: A summaryPlease read more around these theories
y Vygotsky Social DevelopmentTheory
y Bandura Social Learning Theory
y Estes Stimulus Sampling Theoryy Scandura Structural Learning Theory
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Exam Practice:
y What can: Organisations and managers to positivelyencourage learning in a work situation.
y What factors can discourage learning ?
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You could have included:y Organisations:
Reflect first on the theories of how people learn
Learning and development policies p eg time andresources
Personal development plans (PDPs)
Supportive culture: recognise talent
Reward: Financial and non financial
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Managers can
y Support and encourage
y Review learning as part of performance reviews
y Seek out opportunities for their staffy Recognise different learning styles
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Advice on job trainingy 1. The trainee must be motivated to learn
y 2. The task to be learned should be divided into
meaningful segments for which performancestandards can be established
y 3. Trainees should be given clear, frequent andappropriate feedback on their performance and
progress
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Advice on job trainingy 4. Focus on rewarding appropriate behaviour , because
punishment does not tell trainees what they are doing
wrong or what they have to improvey 5. Concurrent feedback is more effective than delayed
feedback
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Reflective exercise 2:y The above slide is critical to understanding how to design
training event.
y Please review this.
y You should then identify a training need this couldinclude:
Training for managers who cannot interviewproperly; or give feedback or carry out disciplineinterviews. Or you could select from your ownexperience
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Reflective ex2( continue)y You should then attempt to design a training event /
programme using the model above.Work carefully andlogically through each stage. Try to be as detailed as
possible.