HRM 601 Organizational Behavior Session 4 Learning & Its Applications.

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Presentation transcript:

HRM 601 Organizational Behavior Session 4 Learning & Its Applications

Learning A relatively permanent change in behavior resulting from experience Learning and performance -- Performance is an indirect measure of learning but is influenced by other factors such as motivation and fatigue

Learning In Organizations Formal learning –skill training –orientation –rules and regulations Informal learning –norms –attitudes –shortcuts in doing your job

CLASSICAL CONDITIONING Classical Conditioning unconditioned stimulus unconditioned response conditioned stimulus conditioned response Time 1 Time 2 reflex learned

Some Basics Extinction -- eliminating the response Generalization -- extending the response to similar stimuli Discrimination -- limiting the response to a specific stimulus Higher order conditioning -- extending the response to remote conditioned stimuli

Operant Conditioning ANTECED- ENT BEHAVIOR CONSE- QUENCE A cue about consequences ex. advice Desired organizational behavior Positive reinforcement ex. attention Negative reinforcement ex. anxiety ex. promptness

Qualities Of Reinforcement Immediate Vs. delayed Contrived Vs natural Large Vs small Relative size

Reinforcement Schedules Interval schedules -- time based –fixed interval: ex. salary –variable interval: ex. spot inspections Ratio schedules -- performance based –fixed ratio: ex. piece rate –variable ratio: ex. gambling on slot machines

Shaping Reinforcement of successive approximations of desired behavior ex. shaping neatness by rewarding behaviors which gradually move towards keeping a workplace neat

Traps & Fences Traps -- behaviors with short term gain, long term pain –smoking, eating sweets, procrastination Fences -- behaviors with short term lack of consequence or even mildly aversive consequence –flossing, getting right on the job, eating broccoli

Punishment/Discipline Defined -- the application of aversive or unpleasant consequences to a behavior. A punishment reduces the likelihood of a behavior occurring. Like a negative reinforcer, it is unpleasant but a negative reinforcer strengthens and sustains behaviors. Punishment/Discipline weakens and eliminates behaviors.

Problems In The Process Is it truly punishment? Is the timing delayed? Is the punishment strong enough

A Case Against Punishment It requires monitoring It is wasteful of supervisor’s time It only suppresses behavior It has undesirable side effects –fear, hostility, revenge Nonetheless it is essential

Effective Punishment/Discipline Apply Before the Behavior Takes Root Make It Quick and Strong Enough Punish the Act, Not the Person It Should Be Consistent Across Time and People It Should Have Informational Value It Is More Effective in a Warm and Supportive Relationship

Observational Learning Learning by watching Distinctiveness of the theory –cognitive –vicarious learning –motivation –active –efficient

Vicarious Learning Modeling Ability and practice Vicarious reinforcement

Motivation Self-efficacy -- self-judgment concerning ability to perform an act. –positive enactment –modeling –coaching

Self-control Arrange work environment so that negative behaviors are reduced and positive ones increased. Engineer your antecedents (signals) for effective behavior Self-reward -- use more preferred activities as a reward for accomplishing less preferred ones.