learning (ob) grp1

8/7/2019 learning (ob) grp1

1/40

LEARNINGLEARNING

By:

Shweta Gautam

Harpreet SinghTanvi Seth

Sneha Joshi

Sonal Sewak


2/40

"YOU CANT TEACH ANYONE ANYTHINGYOU CAN JUST MAKE HIM LEARN "

- GALILEO


3/40

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


4/40


5/40

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.


6/40

heories of LearningI. Classical conditioning

II. Operant learning

III. Cognitive theory

IV. Social learning theory


7/40


8/40

Introduction Classical condition is learning byassociation.

It is sometimes called reflexive learning orrespondent conditioning.


9/40

This experiment was performed by Russianscientists IAN PAVLOV in order to teach dog tosalivate in response to the ringing of a bell.

a) He presented meat (US) to the dog andnoticed great deal of salivation (UR)

b) But, when only bell was rang no salivation

was found.

c) Then, he linked meat with the ringing of a bell.He did several times.

Pavlovs Experiment


10/40

d) Now he just rang a bell without presenting ameat, dog started to salivate merely at the soundof a bell.

DOG HAS LEARNED TO RESPOND


11/40

Pavlovs Experiment


12/40


13/40

before conditioningbefore conditioning

(bell)(bell)

CS no responseCS no response

US URUS UR

(bone) (salivation)(bone) (salivation)

after conditioningafter conditioning

CS CS

(bell) (saliv(bell) (saliv

during conditioningduring conditioning

(bell)(bell)

CSCSUS URUS UR

(bone) (sali(bone) (sali

CS=conditioned stimulus

US=unconditioned stimulus

CR=unconditioned response

UR=unconditioned response


14/40

Limitationsy Human beings are more complex than dogs

y Behavioural environment in organizations is alsocomplex

y The human decision making process being

complex in nature.


15/40


16/40

Operant Conditioningy This theory was given by BF Skinner.

y

This theory states that behaviour is a function ofconsequences. According to this theory, there is arelationship between behaviour & theconsequences of the action taken, which isreferred to as operant conditioning.

y In very simple words, a particular behavior will berepeated if it is followed by favourable outcomeand it will be discontinued if it is followed by

unvavourable outcome.


17/40

y Consequences to behavior can be:

a. nothing happens: extinction

b. something happens the something can be pleasant

the something can be aversive

y Consequences include positive and negativereinforcement, and punishment. Well examineeach of these later.

This theory states that behaviour is a function of

consequences


18/40


19/40


20/40

Cognitive Theoryy Cognition refers to the thoughts, beliefs,

knowledge, ideas and understanding of anindividual about himself and his environment.

y The cognitive process of leaning implies that anindividual forms a cognitive structure in his

memory which preserves and organises theinformation received by him throughout hislifetime.


21/40

Prior learning Behavioural choice Perceivedconsequences


22/40


23/40

Introductiony Social learning theory talks about the ability of

the individual to learn by observing people,

events and objects around him which influencehim in different possible ways.

y According to Albert Bandura "Social learning

theory approaches the explanation of humanbehavior in terms of a continuous reciprocalinteraction between cognitive, behavioral, andenvironmental determinants


24/40


25/40

contdy Social cognitive theory extends learning by giving

more attention to the self regulatory mechanisms

y The social cognitive derivatives of modelling andself efficacy provide clarity in understandinglearning and provide base for behavioural

perfromance management


26/40

y Attention:- People learn from their environmentby paying attention to it. The basic condition for

learning is the willingness of the mind to absorbthings.

y Retention:- The ability to store information is the

next step of the learning process. The ability topull up information later and act on it is vital toobservational learning.

Modelling


27/40

y Motor Reproduction:- After a person hasabsorbed a particular learning, it is necessary forhim to put that knowledge to practice.

y Motivation/ Feedback:- Finally, for observationallearning to be successful, you have to be motivatedto imitate the behavior that has been modeled.

y Reinforcement and punishment are the principlesof learning and play an important role inmotivation.


28/40


29/40

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 andpersistenceof an individuals behaviour

y a Reinforcer is any stimulus which, when deliveredto a subject, increases theprobability that a subjectwillemit a response

Reinforcement


30/40

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.


31/40


32/40

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


33/40


34/40

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:


35/40

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


36/40

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


37/40

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


38/40

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.


39/40

Applications of Learningy Training

y Innovative Reward System

yDisclipine

yKnowledge Management

yOrganizational Behaviour Management

yReduce indiscipline and abtenteeism


40/40

learning (ob) grp1

Documents