LEARNING

1. Amity School of BusinessBBAGEN, SEMESTER II ORGANISATIONAL BEHAVIOUR(BBAHR-10201) Ms. Kushi Sharma

2. Learning is a relatively permanent change in behavior (or behavior tendency) that occurs as a result of a person’s interaction with the environment. Learning is an important part of knowledge management and influences ability, role perceptions, and motivation in the MARS model of individual performance. LEARNING

3. Learning is modification of behaviour through practices, training or experience. It is an important component of OB because of its impact on individual behaviour. Learning takes place in various forms: the four models explaining this are: Classical conditioning, Operant conditioning, Cognitive learning and Social learning. LEARNING

5. Classical Conditioning A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. THEORIES OF LEARNING • Key Concepts • Unconditioned stimulus • Unconditioned response • Conditioned stimulus • Conditioned response

6. The major theorist in the development of classical conditioning is Ivan Pavlov, noble prize winner,a Russian scientist trained in biology and medicine Pavlov was studying the digestive system of dogs and became intrigued with his observation that dogs deprived of food began to salivate when one of his assistants walked into the room. He began to investigate this phenomena and established the laws of classical conditioning.

11. CLASSICAL CONDITIONING BEFORE CONDITIONING NO RESPONSE BELL UNCONDITIONED STIMULI(US) (FOOD) UNCONDITIONED RESPONSE(UR) (SALIVATION) DURING CONDITIONING CONDITIONED STIMULUS(CS) (BELL) UNCONDITIONED STIMULUS(US) (FOOD) UNCONDITIONED RESPONSE(UR) (SALIVATION) AFTER CONDITIONING CONDITIONED STIMULUS(CS) (BELL) CONDITIONED RESPONSE(CR) (SALIVATION)

12. Operant Conditioning A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment. • Key Concepts • Reflexive (unlearned) behavior • Conditioned (learned) behavior • Reinforcement

13. Also called instrumental conditioning, refers to the process that our behaviour produces certain consequences and how we behave in the future will depend on what those consequences are. If our actions have pleasant effects,then we will be more likely to repeat them in the future and vice-versa. Thus, according to this theory behaviour is the function of its consequences. It emphasises voluntary behaviours.

14. BEHAVIOURS Works Talks to others Enters a restaurant Enters a library Increases productivity CONSEQUENCES Is paid Meets more people Obtains food Finds/reads a book Receives merit pay OPERANT BEHAVIOUR ANDTHEIR CONSEQUENCES THE INDIVIDUAL

15. REACTIVE:(responses are elicited from a person) NO CHOICE:( responses are fixed to stimulus) CS is stimulus such as sound, an object, a person. PROACTIVE:( responses are emitted by a person) CHOICE: ( responses are variable in types and degrees) CS is situation such as office, a social setting, a specific set of circumstances. CLASSICAL CONDITIONING V/SOPERANT CONDITIONING

16. Cognitive-Learning Theory People are conscious, active participants in how they learn. (Edward Toleman) • Key Concepts • Prior learning • Behavioural choice • Perceived consequence

17. People use past learning and expereinces as a basis for present behaviour. These experiences represent presumed knowledge or cognitions. For eg. An employee faced with a choice of job transfer will use previous experience in deciding to accept or not the offer. He will recognise the consequences, thus when he accepts the offer when he understands that acceptance will lead to better rewards and experience. Finally, he will choose this learning for future assignments in favour of pleasant outcomes.

18. FEEDBACK PRIOR LEARNING BEHAVIOURAL CHOICE PERCEIVED CONSEQUENCES COGNITIVE LEARNING THEORY

19. Key Concepts • Attentional processes • Retention processes • Motor reproduction processes • Reinforcement processes Social-Learning Theory People can learn through observation and direct experience. The social learning theory proposed by Albert Bandura proposed that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling).

20. MODEL Pay attention to model Remember what model did BEHAVIOUR Practise model’s behaviour Motivated to imitate model? SOCIAL LEARNING Imitate Model’s behaviour

21. Attentional processes: People learn from a model only when they recognise and pay attention to its critical features. Retention processes: A model’s influence will depend on how well the individual remembers the model’s action after the model is no longer readily available. SOCIAL LEARNING THEORY

22. Motor- reproduction processes: After a person has seen a new behaviour by observing the model, the watching must be converted into doing. Reinforcement processes: Individuals will be motivated to exhibit the modeled behaviour if positive incentives or rewards are provided. Behaviours that are positively reinforced will be given more attention, learned better and performed more often.

23. SHAPING BEHAVIOUR Shaping Behavior Systematically reinforcing each successive step that moves an individual closer to the desired response. • Key Concepts • Reinforcement is required to change behavior. • Some rewards are more effective than others. • The timing of reinforcement affects learning speed and permanence.

24. BEHAVIOUR INCREASES OR IS MAINTAINED BEHAVIOUR DECREASES CONSEQUENCE IS REMOVED CONSEQUENCE IS INTRODUCED NO CONSEQUENCE

25. A reinforcer is any event that strengthens or increases the behavior it follows. There are two kinds of reinforcers:Positive reinforcers are favorable events or outcomes that are presented after the behavior.Negative reinforcers involve the removal of an unfavorable events or outcomes after the display of a behavior. In both of these cases of reinforcement, the behavior increases.

26. Punishment is the presentation of an adverse event or outcome that causes a decrease in the behavior it follows. There are two kinds of punishment:Positive punishment involves the presentation of an unfavorable event or outcome in order to weaken the response it follows.Negative punishment occurs when an favorable event or outcome is removed after a behavior occurs.In both of these cases of punishment, the behavior decreases.