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Transcript of Ch04
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Presentation Slidesto Accompany
Organizational Behavior 10th EditionDon Hellriegel and John W. Slocum, Jr.
Chapter 4—Fostering Learning and Reinforcement
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.1Learning Objectives for Fostering
Learning and Reinforcement
Explain the differences between classical
and operant conditioning
Describe the contingencies of
reinforcement
List the four schedules of reinforcement
Describe social learning theory
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.2Classical Conditioning
Unconditionedstimulus(food)
Conditionedstimulus(metronome)
Reflexresponse(salivation)
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.3Examples of Operant Behaviors
and Their Consequences
works and is paid.
is late to work and is docked pay.
enters a restaurant and eats.
enters a football stadium and watches a football game.
enters a grocery store and buys food.
BEHAVIORS CONSEQUENCES
The Individual
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.4Example of Contingent
Reinforcement
Manager complimentsemployee foraccomplishments
Manager andemployeeset goal
Does employeeachieve goal?
Manager is silent or reprimandsemployee
YES
NO
ReinforcementContingent on Consequence
EmployeeTaskBehavior
Antecedent(precedes thebehavior)
Consequences(result of thebehavior)
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.5Types of Contingencies
of Reinforcement
PleasantEvent
UnpleasantEvent
Event is Added Event is Removed
Positivereinforcement
Negativereinforcement
Omission
Punishment
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.6Principles of Positive Reinforcement
Contingent reinforcement—only reinforce desired behavior
Immediate reinforcement—reinforce immediately after desired behavior occurs
Reinforcement size—a larger amount of reinforcement has a greater effect
Reinforcement deprivation—deprivation increases effect on future behavior
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.7Rewards Used by Organizations
MATERIAL REWARDSPayPay raisesStock optionsProfit sharingDeferred compensationBonuses/bonus plansIncentive plansExpense accounts
SUPPLEMENTAL BENEFITSCompany automobilesHealth insurance plansPension contributionsVacation and sick leaveRecreation facilitiesChild-care supportClub privilegesParental leave
STATUS SYMBOLSCorner officesOffices with windowsCarpetingDrapesPaintingsWatchesRingsPrivate restrooms
SOCIAL/INTER-PERSONAL REWARDSPraiseDevelopmental feedbackSmiles, pats on the back, other nonverbal signalsRequests for suggestionsInvitations to coffee/lunchWall plaques
REWARDS FROMTHE TASKSense of achievementJobs with more responsibilityJob autonomy/self-directionPerforming important tasks
SELF-ADMINISTEREDREWARDSSelf-congratulationSelf-recognitionSelf-praiseSelf-development through expanded knowledge/skillsGreater sense of self-worth
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.8Potential Negative Effects
of Punishment
Fear ofmanager
Recurrenceof undesirable
employee behavior
Undesirableemotional reaction
Aggressive,disruptivebehavior
Apathetic,noncreativeperformance
High turnoverand absenteeism
But leads to
long-termShort-termdecrease infrequency
ofundesirabl
eemployeebehavior
Punishmentby
manager
Undesirableemployeebehavior
Antecedent
Which tendsto reinforce
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.9How to Make Punishment Effective
Praise in public, punish in private
Pinpoint and specifically describe the undesirable
behavior to be avoided
Develop alternative desired behavior
Balance the use of pleasant and unpleasant events
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.10Guidelines for Using
Contingencies of Reinforcement Do not reward all employees the same
Consider consequences of both actions and non-actions
Make employees aware of the behaviors to be reinforced
Let employees know what they are doing wrong
Do not punish in front of others
Make the managerial response equal to workers’
behavior
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Slide 4.11Comparison of
Reinforcement Schedules
Fixed interval—leads to average performance
Fixed ratio—leads quickly to high and stable
performance
Variable interval—leads to moderately high and
stable performance
Variable ratio—leads to very high performance
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Chapter 4: Fostering Learning and Reinforcement
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Slide 4.12Five Dimensions of
Social Learning TheoryS
ymbo
lizin
g
For
etho
ught
Vic
ario
us L
earn
ing
Sel
f-C
ontr
ol
Sel
f-E
ffic
acy
Source: Adapted from Stajkovic, A. D., and Luthans, F. Social cognitive theory and
self-efficacy. Organizational Dynamics, Spring 1998, 65.
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Slide 4.13Self-Efficacy at Work
Set goals Preserve/practice Creatively solve problems Visualize success Learn from failure
HIGH
Avoid difficult tasks Think of excuses for failing Develop low aspirations Quit Blame setbacks on lack of ability or luck
LOW
Emotional State
Performance of Others
Past Accomplishments
Self-efficacy
“I know I can do the job and have outstanding quality”
“I don’t think I can do the job on time and have outstanding quality”
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Slide 4.14Guidelines for Using
Social Learning Theory
Identify behaviors that lead to improved
performance
Select an appropriate behavioral model
Make sure that employees have requisite skills
Structure a positive learning situation
Provide positive consequences
Develop organizational support for new behaviors
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Slide 4.15Conditions for Effective Use
of Self-Control
The person must be able to:
Engage in behaviors that s/he wouldn’t
normally want to perform
Use self-reinforcers
Set goals that determine when self-reinforcers
are to be applied