learning - organisational behaviour, management
TRANSCRIPT
-
8/10/2019 Learning - Organisational Behaviour, Management
1/29
LEARNING
-
8/10/2019 Learning - Organisational Behaviour, Management
2/29
Learning
Learning
Involves change
Is relatively permanent
Is acquired through experience
Learning
Involves change
Is relatively permanent
Is acquired through experience
LearningAny relatively permanent change inbehavior that occurs as a result ofexperience.
-
8/10/2019 Learning - Organisational Behaviour, Management
3/29
Characteristics of Learning
Change
1.may e good or ad !rom an organi"ation
point o! vie#.
$.must ecome ingrained rather than immediate.
%ermanent &Learning should e permanent
Experience may e acquired directly through
oservation or practice' or it may e acquired indirectly' as
through reading
Change
1.may e good or ad !rom an organi"ation
point o! vie#.
$.must ecome ingrained rather than immediate.
%ermanent&Learning should e permanent
Experiencemay e acquired directly through
oservation or practice' or it may e acquired indirectly' as
through reading
-
8/10/2019 Learning - Organisational Behaviour, Management
4/29
Theories of Learning
Classical
conditioning
(perant
conditioning
)ocial*
learning
theory
)haping
ehavior
-
8/10/2019 Learning - Organisational Behaviour, Management
5/29
Theories of Learning
+ey Concepts
,nconditioned stimulus
,nconditioned response
Conditioned stimulus
Conditioned response
+ey Concepts
,nconditioned stimulus
,nconditioned response
Conditioned stimulus
Conditioned response
Classical ConditioningA type of conditioning in which anindividual responds to some stimulus thatwould not ordinarily produce such a
response.
-
8/10/2019 Learning - Organisational Behaviour, Management
6/29
Classical conditioning concepts
,nconditioned stimuli*a naturally occurringstimulus that leads to an involuntary response.
Unconditioned means unlearned or naturallyoccurring.
,nconditioned response*an involuntary response to
a naturally occurring or unconditioned stimulus.
Conditioned stimulus*stimulus that becomes ableto produce a learned reflex response by being paired
with the original unconditioned stimulus.
Conditioned means learned.
-
8/10/2019 Learning - Organisational Behaviour, Management
7/29
Classical conditioning example
Conditional response*Learned reflex response to aconditioned stimulus
Classical conditioning example-
dog bite(ucs) frightened(C!)
sight of dog(cs) "og bite(C#) $rightened(ucr)
sight of dog(cs) $rightened(cr)
-
8/10/2019 Learning - Organisational Behaviour, Management
8/29
Theories of Learning (cont%d)
+ey Concepts
Re!lexive -unlearned ehavior
Conditioned -learned ehavior
Rein!orcement
+ey Concepts
Re!lexive -unlearned ehavior
Conditioned -learned ehavior
Rein!orcement
(perant Conditioning
A type of conditioning in which desired voluntarybehavior leads to a reward or prevents apunishment.
-
8/10/2019 Learning - Organisational Behaviour, Management
9/29
Conditioning comparison
C(/%ARING 0( +IN2) (3 C(N2I0I(NING
(perant conditioning Classical conditioning
&oals to increase the rate ofan already occurring response
&oals to create a newresponse to a stimulus thatdoesn%t normally produce that
response
!esponses are voluntary !esponses are involuntaryand reflexive
Conse'uences are importantin forming an association
ntecedent stimuli areimportant in forming an
association
!einforcement must beimmediate
C# must occur immediatelybefore the C#
n expectancy develops forreinforcement to follow a
correct response
n expectancy develops forC# to follow C#
-
8/10/2019 Learning - Organisational Behaviour, Management
10/29
Theories of Learning (cont%d)
+ey Concepts
Attentional processes
Retention processes
/otor reproduction processes
Rein!orcement processes
+ey Concepts
Attentional processes
Retention processes
/otor reproduction processes
Rein!orcement processes
)ocial*Learning 0heoryPeople can learn through observation anddirect experience.
-
8/10/2019 Learning - Organisational Behaviour, Management
11/29
xample of social learning theory
0he most common -and pervasive examples
o! social learning situations are television
commercials. 3or instance commercials
suggest that using a particular hair shampoo
#ill ma4e us popular and #in the admiration
o! attractive people. 2epending upon the
component.
-
8/10/2019 Learning - Organisational Behaviour, Management
12/29
Theories of Learning (cont%d)
+ey Concepts
Rein!orcement is required to change ehavior.
)ome re#ards are more e!!ective than others.
0he timing o! rein!orcement a!!ects learningspeed and permanence.
+ey Concepts
Rein!orcement is required to change ehavior.
)ome re#ards are more e!!ective than others.
0he timing o! rein!orcement a!!ects learningspeed and permanence.
)haping 5ehaviorystematically reinforcing each successive stepthat moves an individual closer to the desiredresponse.
-
8/10/2019 Learning - Organisational Behaviour, Management
13/29
!einforcement
6 Rein!orcement * any event or stimulus' that
#hen !ollo#ing a response' increases the
proaility that the response #ill occur again.
6 %rimary rein!orcer * any rein!orcer that is naturally
rein!orcing y meeting a asic iological need'
such as hunger' thirst' or touch.
6 )econdary rein!orcer * any rein!orcer thatecomes rein!orcing a!ter eing paired #ith a
primary rein!orcer' such as praise' to4ens'etc.
-
8/10/2019 Learning - Organisational Behaviour, Management
14/29
Types of !einforcement
%ositive rein!orcement Providing a reward for a desired behavior.
Negative rein!orcement
!emoving an unpleasant conse"uence when thedesired behavior occurs.
%unishment
Applying an undesirable condition to eliminatean undesirable behavior.
Extinction #ithholding reinforcement of a behavior tocause its cessation.
-
8/10/2019 Learning - Organisational Behaviour, Management
15/29
*unishment
6 %unishment * any event or o7ect that'
#hen !ollo#ing a response' ma4es that
response less li4ely to happen again.
6 %unishment y application * thepunishment o! a response y the
addition or experiencing o! an
unpleasant stimulus.
6 %unishment y removal * the
punishment o! a response y the
removal o! a pleasurale stimulus.
-
8/10/2019 Learning - Organisational Behaviour, Management
16/29
Example o! NegativeRein!orcement
Example o! %unishment yRemoval
#topping at a red light to avoidgetting in an accident
Losing the privilege of drivingbecause you got into too many
accidents
+ailing an income tax returnby pril , to avoid paying apenalty
aving to lose some of yourmoney to pay the penalty forlate tax filing
/beying a parent before theparent reaches the count of0three1 to avoid getting ascolding
2eing 0grounded1(losing yourfreedom) because ofdisobedience
Comparison of 3egative !einforcement and
*unishment by removal
-
8/10/2019 Learning - Organisational Behaviour, Management
17/29
#chedules of !einforcement
Continuous Rein!orcement
A desired behavior is reinforced each time it isdemonstrated.
Intermittent Rein!orcement
A desired behavior is reinforced often enough
to ma$e the behavior worth repeating but notevery time it is demonstrated.
-
8/10/2019 Learning - Organisational Behaviour, Management
18/29
#chedules of !einforcement (cont%d)
3ixed*Interval )chedule
!ewards are spaced at uniform time intervals.
8ariale*Interval )chedule
!ewards are initiated after a %xed or constantnumber of responses.
-
8/10/2019 Learning - Organisational Behaviour, Management
19/29
2ehavior +odification
3ive )tep %rolem*)olving /odel
1. Identi!y critical ehaviors
$. 2evelop aseline data
9. Identi!y ehavioral consequences
:. 2evelop and apply intervention
;. Evaluate per!ormance improvement
3ive )tep %rolem*)olving /odel
1. Identi!y critical ehaviors
$. 2evelop aseline data
9. Identi!y ehavioral consequences
:. 2evelop and apply intervention
;. Evaluate per!ormance improvement
(5 /od&he application of reinforcementconcepts to individuals in the wor$setting.
-
8/10/2019 Learning - Organisational Behaviour, Management
20/29
/2 +/" /rgani4ational pplications
ell %ay versus )ic4 %ay !educes absenteeism by rewarding attendance'
not absence.
Employee 2iscipline
&he use of punishment can be counter(productive.
2eveloping 0raining %rograms
)* +), methods improve training
e-ectiveness. )el!*management
!educes the need for external managementcontrol.
-
8/10/2019 Learning - Organisational Behaviour, Management
21/29
2C +odel
ntecedent
*ehavior
Conse"uence
21
-
8/10/2019 Learning - Organisational Behaviour, Management
22/29
-
8/10/2019 Learning - Organisational Behaviour, Management
23/29
ntecedents
1. An antecedent is a stimulus that precedesa ehavior and ma4es it more li4ely that theehavior #ill occur
$. hen and #here did the ehavior occurred
9. hat happened e!ore the ehavioroccurred
:. ho #as present #hen the ehavioroccurred
23
-
8/10/2019 Learning - Organisational Behaviour, Management
24/29
xamples of ntecedents
1. 0om tends to engage in sel!*in7uryehavior more o!ten #hen ?ane' a sta!!
memer' #or4s on the shi!t' ecause she
typically rein!orces the ehavior #ith
attention.$. Lu4e' a @*year*old oy #ith Autism
exhiited challenging ehaviors at
school and home. It appeared that much
o! Luc4s school#or4 #as too di!!icult !or
him.
24
-
8/10/2019 Learning - Organisational Behaviour, Management
25/29
2ehavior
1. 5ehavior is everything a person does.$. =5ehavior> re!ers to all ehaviors' not
7ust prolem ehaviors.
9. 5ehaviors that can e oserved *ehaviors that can be heardseen
People can agree something happened
*ehaviors that can be measured
25
-
8/10/2019 Learning - Organisational Behaviour, Management
26/29
2ehavior
+ate is angry vs. +ate hit /ar4
/ary is depressed vs. /ary is crying
Ryan is anxious vs. Ryan is pacing
)ue is listening vs. )ue is loo4ing at
the spea4er
26
-
8/10/2019 Learning - Organisational Behaviour, Management
27/29
2ehavior
=?ac4 has a personality issue. Be can tell you #hat
to do #hen someody annoys him -such as ta4e
a deep reath' count 1*$*9' ho#ever' he chooses
to e aggressive instead o! using the
4no#ledge.>
27
-
8/10/2019 Learning - Organisational Behaviour, Management
28/29
Conse'uences
1. Events occurring a!ter the ehavior
$. Consequences can e good or ad
/et what you want
/et away from you don0t li$e
People leave you alone
/et a scolding from others
lose something valuable
28
-
8/10/2019 Learning - Organisational Behaviour, Management
29/29
Conse'uences
Rein!orcement
Consequences increasethe proaility o! the
ehavior.
%unishment
Consequences decreasethe proaility o! theehavior.
29