SBPD Publishing House (Organizational, response to the ringing of the bell alone. In ‘stimulus (CS) led to conditioned response (CR). Classical conditioning represents only a very small learning. So it has a limited value in the sti behaviour. In the words of S.P.Robbins, “Classical passive”. Something happens and we react in a sp way. It is elicited in response to a specific iden| such it explains simple and reflexible behaviours. people in organizations is emitted rather than elicite of complex behaviours can be better understood by I conditioning, .1@ amount of saliva secreted by piece of meat to the dog, he noticed He termed the food an unconditioned ‘the meat, it salivated. During the second a bell (neutral stimulus), the dog did not itroduced the sound of the bell each og. Thus meat and ringing of the bellSBPD Publishing House (Organizational Behaviour) PROCESS OF LEARNING ocess is a mental and habit formation process: ir learning which are reco} er gets a reward for habits motivate ‘The learning p' paid to certain stimuli used for into reinforcement and behaviour. If the learn behaviour, he forms it into behaviour. Proper The efforts result in sati is process continues and. ‘who makes efforts in the right direction become a stimulus for further learning. Thi Jearns in the process.‘sppD Publishing House (Organizational BEANO PROCESS OF LEARNING cs isa mental and habit formation process. ‘#ten ess for learning which are recognized anit © behaviour. Ifthe I to behaviour. Props ht direction. The efforts result in sal {tines and the emp! ‘The learning Pt paid to certain stimuli into reinforcement and behaviour, he forms it int who makes efforts in the rig Secomea stimulus for further learning, This process con Jearns in Stimull Recognition a. FORCEMENT:: Reinforcement is the crucial factor in the also Known as the method of shaping employees behaviour: Jearning only through reinforcement. i ‘Attention —> Recognition —> Translation on —> Recognition —> Translatic: | t —> Behaviour —> Habit. coss of learningA person receives a variety of stimulus inputs. When specific stimuli become associated with specific responses in a sufficiently permanent manner Wy learning has occurred. To understand this process, it is important to understand 7 the role of various components of learning These components are drive, cue 4q stimuli, response, reinforcement and retention Drive t Learning frequently occurs in the presence of drive ~ any strong kq stimulus that impels action. Without drive, learning does not take place or at Al Teast, is not discernible because drive arouses an individual and keeps him {iy readily to respond thus it is the basis of motivation Cue Stimuli : Cue stimuli are any objects existing in the environment as uy pereeived by the individual. It is common to speak of cue stimuli simply as stimuli or to use the term cue and stimuli interchangeably. The idea here is t discover the conditions under which a stimulus will increase the probability of liciting a specific response. There may be two types of stimuli hed Discrimination : Discrimination is opposite of generalization This is a | Process whereby an organism learns to omit a response to a similar but ‘somewhat different stimulus Responses : The stimulus results in responses, Responses may be in the physical form or may be in terms of attitudes, familiar perception, or other complex phenomena. Usually, however, learning psychologists attempt oe measurement of learning in behavioural terms, that is, responses must be ‘operationally defined and preferably physically observable un Retention : The stability of learned behaviour over time 1s defined as ju: Petention and the converse is forgetting Some of the learning is retained over "period of time, while other may be forgotten oo Extinction : Extinction may be defined as a loss of memory Extinction of ‘a ‘a well learned response is usually difficult to achieve because once something is learned, it is never truly unlearned Extinction means that the response in “question has been repressed or jt may be replaced by learning of incompatible Vl occurs when a response is clicited by a but mew stimulus. If two stimuli are exactly alike, they wall have the yofevaking a specified response, but more dissimilar the stimuli mm fundamental condition of learning reinforcement, no measurable modification of behaviour takes place ‘is very closely related to the psychological process of ci nt may be defined as environmental events affecting jof occurrence of responses with which they are associated. " +The return of response strength after extinction, lent, in called spontaneous recovery Spontaneous eople when they are confused under stress orsBPb Publishing House (O Firat, learning involves change. This siay Na persnigational polnt of ViswarePia am orem ours, to hold prejudices or to restrict favourable behaviours. 2, Second, the change must be relatively permanent. Tem] nay be only reflexive and fail to represent any learning. this requirement rules out behavioural changes caused by ‘temporary adaptations. ur definition is concerned with behaviour. Learning here there is a change in actions. A change in an ind panied by no ch ‘processes or attitudes, if accom uld not be learning.Pera LEARNING OUTLINE OF THE CHAPTER Introduction Meaning of Learning Definition of Learning Nature/Characteristics of Learning Components of Learning Process of Learning Theories of Learning Conclusion cocoooce INTRODUCTION Learning is another important psychological process determining human behaviour. The human species, unlike other animals, possesses an extremely high proportion of unused mental capacity at birth. Human beings h few instincts or innate response tendencies relative to lower animals. While this may be detrimental to man in the sense that he is helpless for a long period in his early years, it is favourable in the sense that he has greater capacity for ‘adaptation in response to change survival conditions. This is because of his Jearning capacity. As such, learning becomes an important concept in the study of human behaviour Learning is not observable, but only change in behaviour is observable which is the result of the process of learning. This change in behaviour must be differentiated from changes in behaviour from other causes. The causes of such changes include being stronger or improvement in memory in the early formative years, aging, instinctive response tendencies (a timid person being brave at the time ofa crisis), Learning as a unique determinant of behaviour, cannot take place unless the learner actually experiences what has to be learned MEANING OF LEARNING Learning refers to any relatively permanent change in behaviour that occurs as a result of experience. Changes in behaviour indicate that learning permanent change in behaviour. It has e very