learning cb group 1
TRANSCRIPT
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LEARNING 1LEARNING 1
By:
Purnima Agarwal
Shweta GautamSneha Joshi
Sonal Sewak
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"YOU CANT TEACH ANYONE ANYTHINGYOU CAN JUST MAKE HIM LEARN "
- GALILEO
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Nature of Learningy Learning involves change : change can be good or
bad
y Change in behaviour must be relative permanent
y
Change in behaviour should occur as a result ofexperience
y Its a life long process
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DefinitionyAccording to ROBBINS :- Learning may be
defined as a relative permanent change in
behaviour brought about as a result of experience
y In simple words : learning is a change in behaviour
as a result of experience.
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Significance of Learningy It offers significant insights controlling employee
behaviour
y It has marked effect on training in organizationalsettings
y It helps in understanding the skill that anemployee is born with.
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Theories of LearningI. Classical conditioning
II. Operant learning
III. Cognitive theory
IV. Social learning theory
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Introduction Classical condition is learning byassociation.
It is sometimes called reflexive learning.
It is sometimes called respondentconditioning.
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Pavlovs Experiment
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Strategic Applications of
Classical Conditioning.
Repetition
Stimulus Generalization
Stimulus Discrimination
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Repetitiony Based on concept that it increases association .
y Helps delay Advertising wearout
y Byy Cosmetic variations
y Substantive variations
y Three Hit Theory
The effectiveness of repetition is somewhat dependantupon the amount of competitive advertising to whichthe consumer is exposed ie. It is dependant oncompetitive interference.
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Stimulus generalizationy Learning depends on the ability of individuals to
generalize.
yExplains imitative me too products in market.
y Three forms:
y Product line, Form and category extensions.
y FamilyBranding
y Licencing.
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Stimulus discriminationy Is opposite of stimulus generalization
y Results in selection of specific stimulus from among
similar stimulis.y The consumers ability to discriminate among similar
stimuli is basis of Positioning Strategy.
y Stimulus Discrimination achieved by
y Positioningy Product Differentiation .
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y The administration of a consequence as a result ofbehaviour is known as reinforcement
y The idea behind it is to induce repetition of aparticular behaviour.
y Reinforcement can change the direction, level and
persistence of an individuals behavioury a Reinforcer is any stimulus which, when delivered
to a subject, increases the probability that a subjectwill emit a response
Reinforcement
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Categories ofReinforcers
All reinforcers fall into one of two categories:
y Primary Reinforcers Unconditioned
reinforcers:Based upon the satisfaction ofphysiological needs, such as food, water, air, sex,
escape from pain, etc.
y Secondary Reinforcers Learned/conditioned
reinforcers:A secondary reinforcer dependson the individual and his pastreinforcement history. Thus, these areprimarily learned ones. Eg:- praise,recognition.
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Money: aMoney: a MajorMajorsecondarysecondary reinforcerreinforcer
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Pleasant
Event
Unpleasant
Event
Stimulus is Added Stimulus is Removed
Positive
reinforcement
(increases behavior)
Negative
reinforcement(increases behavior)
Omission(decreases behavior)
Punishment(decreases behavior)
(best to use)
(worst to use)
Positive reinforcement is an increase in the future frequency of a behavior due to the
additionof a stimulus immediately following a response
Negative reinforcement is an increase in the future frequency of a behavior
when the consequence is the removalof an aversive stimulus
Contingencies of Reinforcement
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Rewards Used by Organizations:PositiveReinforcers
MATERIALREWARDSPayPay raisesStock optionsProfit sharingDeferred compensation
Bonuses/bonus plansIncentive plansExpense accounts
SUPPLEMENTAL ENEFITS
Company automobiles
Health insurance plans
Pension contributions
Vacation and sick leave
Recreation facilitiesChild care support
Club privileges
Parental leave
STATUSSYMBOLS
Corner offices
Offices with windows
Carpeting
Drapes
PaintingsWatches
Rings
Private restrooms
SOCIAL/INTER-PERSONALREWARDSPraise
Developmental feedbackSmiles, pats on the back, andother nonverbal signals
Requests for suggestionsInvitations to coffee or lunchWall plaques
REWARDSFROMTHETASKSense of achievement
Jobs with more responsibilityJob autonomy/self-directionPerforming important tasks
SELF-ADMINISTEREDREWARDSSelf-congratulation
Self-recognitionSelf-praiseSelf-development throughexpanded knowledge/skills
Greater sense of self-worth
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Guidelines for Using
Contingencies ofReinforcement
y Not reward all employees the same (i.e., take individual differencesinto account to re ard employees ith consequences that theypersonally value)
y Consider consequences of both actions and non-actions
y Make employees aware of what behavior will be reinforced (and thenbe sure to reinforce it uniformly)
y Let employees know what they are doing wrong
y Not punish in front of othersy Make their response equal to workers behavior
Managers should:
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Schedules ofReinforcementy Definition:The determination of hen reinforcers are applied; after every
response or only after some responses
y Two general categories of schedule are:
y Continuous Reinforcement: Every behavior is reinforced; the simplestschedule
y Intermittent Reinforcement: Only some behaviors are reinforced; four types
are identified in the text:
y Fixed Interval: based on a fixed time interval
y Fixed Ratio:based on a fixed number of responses
y Variable Interval:based on a variable time interval
y Variable Ratio:based on a variable number of responses
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Comparisons ofSchedules ofReinforcement
Fixed interval Reward on fixedtime basis
Leads to averageand irregularperformance
Fast extinction ofbehavior
Fixed ratio
Variable ratio
Variable interval
Reward tied to
specific number of
responses
Leads quickly tovery high andstableperformance
Moderately fastextinction ofbehavior
SCHEDULEFORMOF
REWARD
Reward given after
varying periods oftime
Leads to
moderately highand stableperformance
Slow extinction of
behavior
Reward given forsome behaviors
Leads to very highperformance
Very slowextinction ofbehavior
INFLUENCE ON
PERFORMANCE
EFFECTS ON
BEHAVIOR
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Punis
hment
y Through punishment, managers try to correctimproper behaviour of subordinates by providing
negative consequences.
y Punishment is the historic method of reducing oreliminating undesirable behaviour.
y Sometimes, punishment frustrates the punishedand leads to antagonism towards the punishingagent
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y Because of the possible dangers of punishment it
should be administered properly.
y The following points may be noted in this regard:-
a)The specific undesired behaviour should be punished,not the person should be punished.
b)Punishment should be administered privately.
c)Punishment must be administered carefully so that itdoes not become a reward of undesirable behaviour.
d)Punishment should be enough to extinguish theundesired behaviour.
e)Punishment should quickly follow the undesirablebehaviour.
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Applications of Learningy Training
y Innovative Reward System
yDisclipine
yKnowledge Management
yOrganizational Behaviour Management
yReduce indiscipline and abtenteeism
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