LEARNING

Learning Theories Behavior Modification Social Learning Theory Kolbs Cycle Organizational Application

Definition
Learning is any relatively permanent change in behavior that occurs as a result of experience.
Learning involves change Change must be relatively permanent Learning takes place when there is change in actions, no change in behavior no learning Some form of experience is necessary for learning.

Theories of Learning
Classical conditioning:
A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. Classical conditioning introduces a simple cause-andeffect relationship between one stimulus and one response.

 Experiment by Russian physiologist Ivan Pavlov

He established a Stimulus-Response connection.

Unconditioned Stimulus FOOD

Unconditioned Response

Conditioned Stimulus BELL Response Unconditioned Stimulus FOOD

Conditioned Stimulus BELL

Conditioned Response

 Operant conditioning (B.F. Skinner)

A type of conditioning in which desired voluntary behavior leads to a reward or prevent a punishment.
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.

Reinforcement strengthens a behavior and increases the likelihood that it will be repeated.
Rewards are most effective if they immediately follow the desired response. In addition, behavior that is not rewarded, or is punished, is less likely to be repeated.

 Behavior Modification
A theory that explains learning in terms of the antecedents and consequences of behavior. A-B-Cs of Behavior Modification
The central objective of behavior modification is to change behavior (B) by managing its antecedents (A) and consequences (C). Although antecedents are important, behavior modification mainly focuses on the consequences of behavior.
Antecedents What happens before behavior Behavior What person says or does Consequences What happens after behavior

 Contingencies of Reinforcement
Behavior modification identifies four types of consequences, collectively known as the contingencies of reinforcement, that strengthen, maintain, or weaken behavior. These are:
Positive reinforcement Negative reinforcement Punishment Extinction
Consequence is introduced
Behavior increases or is maintained No Consequence

Consequence is removed

Positive reinforcement
e.g.: Receiving a bonus after successfully completing an important project.

Negative reinforcement
e.g.: Boss stop criticizing when job performance improves.

Punishment
Behavior decreases e.g.: Threat of a demotion or discharge after messing up a critical order.

Extinction
e.g.: Co-workers no longer praise you when you engage in dangerous pranks.

Punishment
e.g. Giving up your employee of the month parking spot to this months winner.

Positive reinforcement
Occurs when the introduction of a consequence increases or maintains the frequency or future probability of a behavior.

Negative reinforcement
Occurs when the removal or avoidance of a consequence increases or maintains the frequency or future probability of a behavior.

Punishment
Occurs when a consequence decreases the frequency or future probability of a behavior.

Extinction
Occurs when the target consequence follows it. behavior decreases because no

Reinforcement, whether it is positive or negative, has an impressive record as a shaping tool (more than punishment or extinction). Various researches have concluded that
Some type of reinforcement is necessary to produce a change in behavior. Some types of rewards are more effective for use in organizations than other. The speed with which learning takes place and the permanence of its effects will be determined by the timing of reinforcement.

Schedules of Reinforcement
Continuous reinforcement A desired behavior is reinforced each and every time it is demonstrated. Intermittent reinforcement A desired behavior is reinforced often enough to make the behavior worth repeating but not every time it is demonstrated. Fixed-interval schedule Rewards are spaced at uniform time intervals. Variable-interval schedule Rewards are distributed in time so that reinforcements are unpredictable. Fixed-ratio schedule Rewards are initiated after a fixed or constant number of responses. Variable-ratio schedule The reward varies relative to the behavior of the individual.

Social Learning Theory

A theory stating that much learning occurs by observing others and then modeling the behavior that lead to favorite outcomes and avoiding the behaviors that lead to punishing consequences. It is an extension of operant conditioning Acknowledges importance of perception in learning The influence of models is central to social learning viewpoint. Four processes have been found to determine the influence that a model will have on an individual. Attentional processes. Retention process. Motor reproduction process. Reinforcement process

1. 2. 3. 4.

Behavior Modeling
People learn by observing the behaviors of a role model on the critical task, remembering the important elements of the observed behaviors, and then practicing those behaviors.
Behavioral modeling increases self-efficacy because people gain more self-confidence after seeing someone else do it than if they are simply told what to do. This is particularly true when observers identify with the model, such as someone who is similar in age, experience, gender and related features.

Learning Behavior Consequences

People learn by logically thinking through the consequences of our actions and by observing the consequences that other people experience following their behavior.

Self-Reinforcement
The final element of social learning theory is self-reinforcement. Self reinforcement occurs whenever an employee has control over a reinforcer but does not take the reinforcer until completing a self set goal.

Learning Through Experience

Experiential learning has been conceptualized in many ways, but one of the most enduring perspectives is Kolbs experiential learning model. The model illustrates experiential learning as a cyclic four-stage process.

Concrete experience Active experimentation Reflective observation

Abstract conceptualization

Learning Through Experience

Learning through experience works best where there is a strong learning orientation. Organizations achieve a learning orientation culture by rewarding experimentation and recognizing mistakes as a natural part of the learning process. They foster the concept that no question is dumb, no idea too wild, and no task or activity is irrelevant.

Action Learning
A variety of experiential learning activities in which employees are involved in a real, complex and stressful problem, usually in teams, with immediate relevance to the company.

Some Specific Organizational Applications

Using lotteries to reduce absenteeism Well pay vs. sick pay Employee discipline Developing training programs Creating mentoring programs Self management

Exercise: What is your learning style? Text Books Robbins S P, Organizational Behaviour,PrenticeHall of India, Ninth Edition
Steven L Mcshane, Mary Ann Von Glinow, Radha R Sharma, Organizational Behavior, Tata McGraw - Hill Publishing Company Limited, III Edition