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Definition of Learning

The document defines learning as a relatively permanent change in behavior resulting from interaction with the environment. It discusses how managers can shape employee behavior through reinforcement to guide them toward desired responses. Behavior modification views learning as dependent on environmental consequences and aims to alter behavior to maximize positive outcomes. Key concepts discussed include operant conditioning, reinforcement schedules, and social learning theory which incorporates observational learning.

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Manuj Kapoor
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Download as PPT, PDF, TXT or read online on Scribd
57 views

Definition of Learning

The document defines learning as a relatively permanent change in behavior resulting from interaction with the environment. It discusses how managers can shape employee behavior through reinforcement to guide them toward desired responses. Behavior modification views learning as dependent on environmental consequences and aims to alter behavior to maximize positive outcomes. Key concepts discussed include operant conditioning, reinforcement schedules, and social learning theory which incorporates observational learning.

Uploaded by

Manuj Kapoor
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Definition of Learning

A relatively permanent change in


behavior (or behavior tendency)
that occurs as a result of a persons
interaction with the environment
Managers can shape employee behavior by
systematically reinforcing each successive step
that moves the individual closer to the desired
response. Managers can mold individuals by
guiding their learning in steps. Reinforcement
increases as responses more closely
approximate the desired behavior. Managers
may use positive reinforcement, negative
reinforcement, punishment, and extinction.

Behavior Modification
We operate on the environment
alter behavior to maximize positive and minimize
adverse consequences
Learning is viewed as completely dependent
on the environment
Human thoughts are viewed as unimportant
A-B-Cs of Behavior Modification
Consequences

What happens
after behavior
Co-workers
thank
operator
Example
Behavior

What person
says or does
Machine
operator turns
off power
Antecedents

What happens
before behavior
Warning
light
flashes
Contingencies of Reinforcement
Behavior
increases/
maintained
Behavior
decreases
Consequence
is introduced
Consequence
is removed
Punishment
Positive
reinforcement
Extinction Punishment
Negative
reinforcement
No
consequence
Operant conditioning according to Skinner, argues
that behavior is a function of its consequences
People learn to behave to get something they want
or to avoid something they dont want. Operant
behavior means voluntary or learned behavior in
contrast to reflexive or unlearned behavior. The
tendency to repeat such behavior is influenced by
the reinforcement or lack of reinforcement brought
about by the consequences of the behavior.
Reinforcement, therefore, strengthens a behavior
and increases the likelihood that it will be repeated.
Social learning is the view that we can learn
through both observation and direct
experience. While social learning theory is an
extension of operant conditioning that is, it
assumes that behavior is a function of
consequences it also acknowledges the
existence of observational learning and the
importance of perception to learning. People
respond to how they perceive and define
consequences, not to the objective
consequences themselves.

Schedules of Reinforcement
Behaviors
1 2 3 4 5 6 7 8 9
Continuous
Fixed ratio
Variable ratio
Fixed interval
Time (Days)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Variable interval
Fixed-ratio schedule rewards are initiated
after a fixed or constant number of responses.
For example, a worker is rewarded with a
piece rate system paying --for every ---
produced.
A variable-ratio schedule provides variable
reward relative to the behavior of the
individual. For example, a car salesman on
commission is on a variable-ratio schedule.
OB Mod program follows a five-step problem-
solving model: identifying critical behaviors,
developing baseline data, identifying
behavioral consequences, developing and
implementing an intervention strategy, and
evaluating performance improvement.
The first step is to identify the critical
behaviors that make a significant impact on
the employees job performance. The second
step requires the manager to develop some
baseline performance data.
This is obtained by determining the number of
times the identified behavior is occurring under
present conditions.
The third step is to perform a functional analysis
to identify the behavioral contingencies or
consequences of performance. This tells the
manager the antecedent cues that emit the
behavior and the consequences that are
currently maintaining it. In the fourth step, the
manager develops and implements an
intervention strategy to strengthen desirable
performance behaviors and weaken undesirable
behaviors. The final step is to evaluate
performance improvement.


Behavior Modification Limitations
More difficult to apply to conceptual activities
Reward inflation
Ethical concern that variable ratio schedule is a
lottery
Behaviorist philosophy vs. learning through
mental processes
Social Learning Theory
Behavioral modeling
Observing and modeling behavior of others
Learning behavior consequences
Observing consequences that others
experience
Self-reinforcement
Reinforcing our own behavior with
consequences within our control
Concrete
experience
Reflective
observation
Abstract
conceptualization
Active
experimentation
Kolbs Experiential Learning Model
Developing a Learning Orientation
Value the generation of new knowledge
Reward experimentation
Recognize mistakes as part of learning
Encourage employees to take reasonable risks

Action Learning
Experiential learning in which employees are
involved in a real, complex and stressful
problem, usually in teams, with immediate
relevance to the company
Concrete experience
Learning meetings
Team conceptualizes and applies a solution to a
problem

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