Organizational Behavior Chapter 4 Learning PDF

Organizational Behavior Dr. Eman Aly Lecture 4 - Chapter 4 LEARNING Chapter outline: 1. Introduction. 2. Define learning. 3. Principles of learning 4. Types of learning. 5. Organizational practices using rewards and punishment. Definition of Learning : Learning is a relatively per...

Organizational Behavior Dr. Eman Aly Lecture 4 - Chapter 4 LEARNING Chapter outline: 1. Introduction. 2. Define learning. 3. Principles of learning 4. Types of learning. 5. Organizational practices using rewards and punishment. Definition of Learning : Learning is a relatively permanent change in behavior occurring as a result of practice and experience. Several aspects of this definition are noteworthy: 1- Change in Behavior: Learning involves a change in a behavior. 2-Change in Behavior must be relatively permanent: All the changes do not reflect learning. So changes in behavior that result from fatigue or temporary adaptation to a unique situation would not be considered examples of learning. 3- Change must be based on some experience, practice or training: The change that results from physical maturation, as when a baby develops the physical strength to walk, is in itself not considered learning. Any change in behavior due to physical maturation, any disease or physical damages do not constitute learning. 4- Learning is reflected in Behavior: Finally, learning is an inferred process; we cannot observe learning directly. Instead, we must infer the existence of learning from observing changes in overt behavior. Principles of learning: Learning is a very complex and wide topic. Following are the principles of learning in training situations: 1) Feedback Learning can be a more effective process when both the instructor and trainee give feedback to each other. The instructor needs feedback to know how the trainee is progressing and the trainee needs the feedback to know his level of performance. 2) Active learning Learning can be more effective and quick, if the trainee is actively involved in the learning process. Active responding produces more effective learning than passive listening or reading. 3) Reinforcement According to this principle “learning which is rewarded is more likely to be retained.” This is how learning make children, students and even pets to learn. 4) Meaningful material The material supplied to the trainee should be meaningful. He can understand and learn more, if the material supplied is related to his existing knowledge. 5) Multiple sense learning Learning is far more effective if the participants use more than one of their five senses. Generally, the most important senses for learning are SIGHT and HEARING. 6) Encourage repetition: If you know the old adage “Practice makes perfect,” you are already aware of the benefits of repetition on learning. Perhaps you learned the multiplication table, or a poem, or a foreign language phrase by going over it repeatedly. Types of learning: Although there are several different types of learning, we will examine two that are most relevant in organizations. The observational learning and operant conditioning. A- Observational Learning: The form of learning in which people acquire new behaviors, and skills by systematically observing and imitating others. People watch others perform a skill, remember what they have observed, and later replicate this knowledge through their own behaviors. This type of learning is often associated with social learning theory. B- Operant Conditioning: Operant Conditioning is the form of learning in which people associate the consequences of their actions with the actions themselves. Behaviors with positive consequences are repeated; behaviors with negative consequences are avoided. Contingencies of reinforcement The various relationships between a person’s behavior and the consequences resulting from it are known collectively as contingencies of reinforcement. They represent the conditions under which rewards and punishments either will be given or taken away. Here, we describe the four contingencies of reinforcement: A) Positive reinforcement: The application or addition of a stimulus to the situation in question to increase or maintain the probability of some behavior. It includes pleasant things, such as food, praise, money, promotion, or business success. Example : - A student receives $10 for every ( A ) he earns on his report card. - Offering a bonus to employees after completing a project by a certain date. B) Negative reinforcement: The removal of a stimulus from the situation in question to increase or maintain the probability of some behavior. This includes unpleasant things such as, shock, nagging, or threat of fines. Example: - TO avoid pay cut , the employee shows up on time for all his assigned shifts. - Cleaning the room to avoid your mother nagging. C) Punishment Decreasing undesirable behavior by following it with undesirable consequences Involves following an unwanted behavior with some unpleasant, aversive stimulus. This should reduce the probability of the response when the actor learns that the behavior leads to unwanted consequences. Example: - AT customer service center, a worker isn’t answering enough phone calls, the boss demotes his pay for his bad performance. D) Extinction The process through which responses that are no longer reinforced tend to gradually diminish in strength. In other words, Extinction is the gradual dissipation of the behavior following the termination of reinforcement. Example: The teacher no longer gives attention (which was reinforcing) to a student that talks out during instructions. NOTE: In negative reinforcement a nasty stimulus is removed following some behavior, increasing the probability of that behavior. In punishment a nasty stimulus is applied after some behavior, decreasing the probability of that behavior  Summary of Reinforcement Contingencies Stimulus Probability of the Name of contingences Desirability of stimulus Example Added or withdrawn behavior Positive Pleasant Added Praise from a supervisor reinforcement Encourages continuing the praised behavior Increases Negative unpleasant withdrawn Future criticism is avoided by reinforcement doing whatever the supervisor wants unpleasant Added Decreases Criticism from a Punishment Supervisor discourages Enacting the punished Behavior Pleasant withdrawn Failing to praise a helpful act reduces the odds of helping in the Extinction future Social cognitive theory: The theory was developed by Albert Bandura, The Social Cognitive Theory emphasizes that human behavior is not only influenced by environmental factors, but also by internal cognitive processes, such as perceptions, thoughts, and self-beliefs. SCT posits a reciprocal relationship between the individual, his or her environment, and behavior; all three elements dynamically and reciprocally interact with and upon one another to form the basis for behavior..  The three elements are: - Environment includes social and physical environments: the people that the learner works with, family and friends, teachers , peers.. etc. - Personal factors Personal factors include cognitive processes, beliefs, expectations, self- efficacy and motivation to learn that influence behavior. - Behavior refers to the actions individuals exhibit. Bandura recognized that individuals learn through both direct experiences and observational learning. Organizational practices using rewards and punishment:  Behavior management (OB Modification): OB Mod is the is the systematic application of positive reinforcement principles in organizational settings for the purpose of raising desirable organizational behaviors.  Discipline: Discipline is the process of systematically administering punishments. One very common practice of discipline involves using punishment progressively , or progressive discipline, which means gradually increasing the severity of punishments for unacceptable behavior Effective Discipline:  Deliver punishment immediately after an undesirable response occurs.  Give moderate levels of punishment – not too high or too low.  Punish undesirable behavior, not person.  Punish everyone equally for same infraction.  Clearly communicate reasons for punishment while showing dignity and respect. Discussion questions: 1- The form of learning in which people acquire new behaviors by systematically observing others is: a) Operant conditioning b) Observational learning. c) Classical conditioning d) None of the above 2- Being given extra chores at home for doing something wrong. a) Positive Reinforcement b) Negative reinforcement c) Extinction d) Punishment. 3-Mona learns that she can avoid a fight with her supervisor by taking a short coffee break. This is an example of: a) Negative reinforcement. b) Positive reinforcement c) Extinction d) Punishment 4- Effective Discipline involves: a) Deliver punishment immediately after an undesirable response occurs b) Give moderate levels of punishment – not too high or too low c) Punish undesirable behavior, not person d) All of the above.