Module 2 Learning
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Transcript of Module 2 Learning
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Learning takes place as a result of practice orthrough experience
With learning comes change
Change must be relatively permanent
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1. Learning involves change-the change may be goodor bad from an organisations point of view
2. Not all changes reflect learning-to reflect learning,change should have been relatively permanent
3. Learning is reflected in behavior-change in thoughtprocess not reflected in behavior will not result inlearning
4. Change should have been brought about byexperience, practice or training. That brought aboutby maturity will not be learning
5. Experience must be reinforced to ensure learningelse the behavior will disappear
6. Learning is not confined to ones schooling. Itoccurs throughout life
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I. CLASSICAL CONDITIONING
*concepts central to classical conditioning are
a. Unconditioned stimulus (US)
b. Unconditioned Response (UR)c. Conditioned stimulus (CS)
d. Conditioned response (CR)
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Bell
Noresponse
US(Food)
UR(Salivation)
CS(BELL)
US (FOOD)
UR(Salivation)
CS(BELL)
CR
(Salivation)
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Our behavior produces certain consequences andhow we behave in future will depend on whatthose consequences are
Behavior is a function of its consequence
Reinforcement
Encourage desired behavior
Discourage undesired behavior
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Cognitive development is the construction ofthought processes, including remembering,problem solving, and decision-making, fromchildhood through adolescence to adulthood.As children grow, they become capable of
increasingly more sophisticated thoughtPeople organize the things they learnNew information is most easily acquired whenpeople can associate it with things they havealready learned
People control their own learningEg. An employee planning to change his job draws
from his past experiences prior to decision
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individuals have the ability to learn byobserving
BEHAVIORPAY ATTENTION
TO MODEL
PRACTISE MODELS
BEHAVIOR
MODEL OBSERVER
IMITATEMODELS
BEHAVIOR
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Benefitsa. Enhances self efficiency as one gains
confidence
b.
Enables employees shape behavior thatbenefit the organisation
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Encourage desired behavior
Positive
Negative
Discourage undesired behavior
Punishment
Extinction
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Positive Reinforcement: Strengthens behavior with rewards orpositive outcomes after a desired behavior is performed.
Potential positive reinforcers
Pay
Bonuses
Promotions
Job titles
Verbal praise
Awards
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Negative Reinforcement
Increases the probability that a desired
behavior will occur by removing a negative
consequence when an employee performs
the behavior
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Punishment involves administering a negativeconsequence when an undesired behavioroccurs
Negative reinforcement entails removing a
negative consequence when a desired
behavior occurs
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pros and cons of punishment
Factors that effect punishment:
- delay between response and punishment- severity of punishment(stronger=suppression)
- consistency of use
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Punishment reduces the probability of an
undesired behavior
Negative reinforcement increases the
probability of a desired behavior
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A. MOTIVATION
Eg. A college student must have the need
and drive to accomplish a task and reach aspecific goal
Motivation may be provided either through
Reinforcement, Punishment or Extinction
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a. Positive-strengthens behavior bypresentation of positive reinforcers.Reinforcers could be primary or secondary
Primary satisfy basic needs-food, water andsexual pleasure
Most behavior in organisations areinfluenced by secondary reinforcers include
money, status, grades, trophies, praise etc.
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b. Negative reinforcement-eg. Supervisors maystop criticizing employees whose poorperformance has improved. By withholdingcriticism, employees are likely to repeat
behavior that enhance their performance
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Attempt to eliminate or weaken undesirablebehavior
May end up in unintended results mainlynegative outcomes
Punishment tends to minimise undesirablebehaviour but if repeated it may result inundesirable emotions, hostility, low
performance, high turnover, absenteeism etc.
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Extinction is weakening of a behavior byignoring it or making sure it is not reinforced
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All human beings can learn.
An individual must be motivated to learn.Learning is active but not passive.Learners need reinforcement of correctbehaviour.
Time must be provided to practice learningLearning is closely related to attention andconcentration.Standards of performance should be set for thelearner.
Learners may acquire knowledge more rapidlywith guidance.Feedback ensures improvement in speed andaccuracy of learning
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Accuracy deserves generally more emphasis thanspeedLearning is a cumulative processLearning is an adjustment on the part of an individualLearning should be relatively based
Material used for learning should be meaningfulEach individual might have a different learning style-Assimilator-learns by doing and feeling ; diverger-learns by observing & feeling; Converger-learns bydoing and thinking and Assimilator-leanrs byobserving & thinking
andLearning should be a goal oriented
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Learning is a relatively permanent change inknowledge or observable behavior that results frompractice or experience.
Importance of Learning to OB
Most organizational behavior is learned (rememberthat only 2-12% of behavior is directly linked topersonality)
By controlling the situation, a manager can influence
behavior/performance The manager is held accountable for the performance
of his/her subordinates
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The formal and informal mechanisms by whichemployee performance is defined, evaluated, andrewarded.
Effects of Organizational Rewards
Higher-level performance-base rewards motivateemployees to work harder.
Rewards help align employee self-interest withorganizational goals.
Rewards foster increased retention and citizenship
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Merit Reward Systems Base a meaningful portion of individual compensation on
meritthe relative value of an individuals contributionsto the organization. Employees who make greater contributions are given higher
pay than those who make lesser contributions. Incentive Reward Systems
Concept: employee pay is based on employee output.
Assume that: Performance is under the control of the individual worker.
The employee work at a single task continuously. Pay is tightly tied to performance (i.e., pay varies with
output).
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Incentive pay plans Sales commissions
Other forms of incentives
Non-monetary incentives (perks)
Team and Group Incentive Reward Systems Gain sharing programs
Employee stock ownership plans (ESOPs)
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Executive Compensation Standard forms of executive compensation
Base salary
Incentive pay (bonuses)
Special forms of executive compensation Stock option plans
Executive perks
Criticism of executive compensation Excessively large compensation amounts
Compensation not tied to overall performance of theorganization
Earnings gap between executive pay and typicalemployee pay