MOB 9

Learning and performance

Learning
Learning is a change in behavior
acquired through experience
Process
It may begin with developing knowledge
about a subject
Which then leads to change in behavior
Alternatively
Behaviorist approach to learning
observable behavior is a function of its
consequences it stems from
Classical conditioning
Operant conditioning

Cont
Learning may be defined as the process of
acquiring, assimilating, and internalizing
cognitive, motor or behavioral inputs for their
effective and varied use when required,
leading to an enhanced capability for further
self-monitored learning.
Steps in learning
Acquiring of new input in terms of knowledge and
understanding
Assimilation of new input (retaining it for long time)
Not a collection of various inputs alone, if they
hang independent of each other but internalizing
of new inputs and they should become the part of
the individuals personality

Cont
The acquired inputs after internalization should
be available to the individual for their effective
use when the need arises
Learning should have transfer value. What one
has learned in one field should be able to apply
and use in another field. This would mean being
creative. Thus there should be continuous
enrichment of knowledge and practice. This way
learning must contribute to creativity
It should increase a persons capability for
learning more on his or her own. Initial learning
organizes one self to further learn on his own

Stimulus Response
Theories
Classical conditioning
It is a process of modifying behavior
By paring a conditioned stimulus with an
unconditioned stimulus elicits an unconditioned
response
When a stimulus gets associated with another neutral
phenomenon, the neutral phenomenon acquires the
quality of the original stimulus to get the desired
response
Tested with Dogs by Ivan Pavlov, but humans are more complex
and less amenable to simple cause and effect conditioning
second, the environment in organizations are more complex and
not very amenable to single stimulus response manipulations
Third, complex human decision making can override simple
conditioning

Cont
Operant conditioning
Skinner felt stimulus did not occupy specific place as an
independent variable. He focused on the present not on the
past
His focus was on the operants freely emitted behaviors, which
operate upon the environment, and which are in turn, controlled by their
environmental consequences, i.e. the events that follow their emission can
increase or decrease their future probability of occurrences. Operants

are learned behavior and can be distinguished from

respondents (a respondent is a behavior under the control of prior

eliciting stimuli and is a part of the individuals biological equipment of a

respondent, for example a knee jerk is an example of a respondent)

Operant analysis if the contingency relationship between an

operant and the events that follow it
Os operant conditioning is a simple feedback process: if a
reward or reinforcement follows the response to a stimulus,
then the response becomes more probable in future

Cont
It is the process of modifying behavior by following
specific behaviors with positive or negative
consequences
The behavior is shaped through three strategies
Reinforcement
To develop desirable behavior by either bestowing positive
consequences or withholding negative consequences
(promotion for corrupt officer)

Punishment
To weaken undesirable behavior by punishing a person for following
undesirable behavior

Extinction
To weaken a behavior by attaching no consequences to it. Most
effective when complemented with positive reinforcement for desirable
behavior

Fred Luthans used organizational behavior

modifications which employ three types of
consequences financial reinforcement, nonfinancial
reinforcement and social reinforcement

Reinforcement theory
Positive reinforcement
Negative reinforcement
When a manager withhold a negative
consequence after a desirable behaviour

Punishment
Extinction

Banduras Social Learning

Theory
This theory emphasizes the importance of observing
and modeling behaviors, attitudes and emotional
reactions of the others
Learning occurs when we observe other people and
model their behavior we form an idea and on later
occasions this coded information serves as guideline
for taking actions
Human behavior is a continuous reciprocal
interaction between cognitive, behavioral and
environmental influences
Component of observational learning are
(employees ape their senior)

Attention, including modeled events and observer

characteristics
Retention, including symbolic coding, cognitive
organizations, symbolic rehearsal, motor rehearsal
Motor reproduction (capacity to reproduce),
Motivation

Cont
Principles of Banduras theory is
Organising and rehearsing the modelled
behaviour symbolically and then enacting
them overtly helps to achieve the highest
level of observational learning
Individuals are more likely to adopt a
modelled behaviour if it results in outcomes
they value
Individuals are more likely to adopt a
modelled behaviour if the model is similar to
the observer and has admired status and the
behaviour has functional value

Cognitive Theories of
Learning
Based on Gestalt school of thought and draws
on Jungs theory of personality differences
Each person has a preferred mode of gathering
information and a preferred mode of evaluating
and making decisions about that information
Introvert learn best alone while Extrovert learn
best by exchanging ideas
Intuitive thinker may want to skim research reports
about implementing total quality programs and
then, based on hunches, decide how to apply the
research findings to the organization while
feeler may prefer viewing videotaped interviews
with pSensing eople that implemented quality
programs

Kolbs Learning Cycle learning

cycles of adults
Concrete
Experienc
e (CE)
Reflective
Observatio
n
(Processing
) (RO)

Active
Experimentati
on (Applying)
(AE)
Abstract
Conceptualiza
tion
(Generalizing)
(AC)

Cont
Four dominant type of learning style
Diverger
He is best at CE and RO
His greatest strength lies in his imaginative ability
He excels in the ability to view concrete situations from many
perspectives
They perform better in situations that call for generation of ideas
such as brainstorming
They are interested in people and tend to be imaginative and
emotional

Assimilator

Dominant learning abilities are AC and RO

His greatest strength lies in creating theoretical models
Excels in inductive reasoning
Less interested in people and more concerned for abstract
concepts; but less concerned with the practical use of theories
More characteristics of basic sciences rather than applied sciences
This learning style is found in research and planning department

Cont
Converger
Their dominant learning abilities are AC and AE
His greatest strength lies in the practical application of
ideas
He does best where there is single correct answer
They are relatively unemotional, preferring to deal with things
rather than people
This learning style is characteristics of many engineers

Accommodator
Best at CE and AE
Greatest strength lies in doing things, carrying out plans and
experiments and involving himself into new experiences
He is more of a risk taker
He tend to fit in situations where he must adapt himself to
specific immediate circumstances. In situations where the
theory or plans do not fit the facts, he will most likely discard
the plan or theory
Often found in marketing or sales