Learning takes place as a result of practice or through experience

With learning comes change Change must be relatively permanent

1. 2. 3.

4.

5. 6.

Learning involves change-the change may be good or bad from an organisations point of view Not all changes reflect learning-to reflect learning, change should have been relatively permanent Learning is reflected in behavior-change in thought process not reflected in behavior will not result in learning Change should have been brought about by experience, practice or training. That brought about by maturity will not be learning Experience must be reinforced to ensure learning else the behavior will disappear Learning is not confined to ones schooling. It occurs throughout life

I.

CLASSICAL CONDITIONING
*concepts central to classical conditioning are a. Unconditioned stimulus (US) b. Unconditioned Response (UR) c. Conditioned stimulus (CS) d. Conditioned response (CR)

Bell US (Food) CS (BELL) CS (BELL)

No response UR (Salivation) US (FOOD)

UR (Salivation) CR (Salivation)

Our behavior produces certain consequences and how we behave in future will depend on what those consequences are Behavior is a function of its consequence

Reinforcement Encourage desired behavior Discourage undesired behavior

Cognitive development is the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood. As children grow, they become capable of increasingly more sophisticated thought People organize the things they learn New information is most easily acquired when people can associate it with things they have already learned People control their own learning Eg. An employee planning to change his job draws from his past experiences prior to decision

individuals have the ability to learn by observing

MODEL OBSERVER

BEHAVIOR

PAY ATTENTION TO MODEL

PRACTISE MODELS BEHAVIOR

IMITATE MODELS BEHAVIOR

Benefits a. Enhances self efficiency as one gains confidence b. Enables employees shape behavior that benefit the organisation

 Encourage desired behavior Positive Negative Discourage undesired behavior Punishment Extinction

Positive Reinforcement: Strengthens behavior with rewards or positive outcomes after a desired behavior is performed. Potential positive reinforcers Pay Bonuses Promotions Job titles Verbal praise Awards

Negative Reinforcement

Increases the probability that a desired

behavior will occur by removing a negative

consequence when an employee performs the behavior

Punishment involves administering a negative consequence when an undesired behavior occurs

Negative reinforcement entails removing a negative consequence when a desired behavior occurs

pros and cons of punishment Factors that effect punishment: - delay between response and punishment - severity of punishment (stronger=suppression) - consistency of use

Punishment reduces the probability of an undesired behavior Negative reinforcement increases the probability of a desired behavior

A.

MOTIVATION Eg. A college student must have the need and drive to accomplish a task and reach a specific goal
Motivation may be provided either through Reinforcement, Punishment or Extinction

a.

Positive-strengthens behavior by presentation of positive reinforcers. Reinforcers could be primary or secondary Primary satisfy basic needs-food, water and sexual pleasure Most behavior in organisations are influenced by secondary reinforcers include money, status, grades, trophies, praise etc.

b. Negative reinforcement-eg. Supervisors may stop criticizing employees whose poor performance has improved. By withholding criticism, employees are likely to repeat behavior that enhance their performance

Attempt to eliminate or weaken undesirable behavior May end up in unintended results mainly negative outcomes Punishment tends to minimise undesirable behaviour but if repeated it may result in undesirable emotions, hostility, low performance, high turnover, absenteeism etc.

Extinction is weakening of a behavior by ignoring it or making sure it is not reinforced

All human beings can learn. An individual must be motivated to learn. Learning is active but not passive. Learners need reinforcement of correct behaviour. Time must be provided to practice learning Learning is closely related to attention and concentration. Standards of performance should be set for the learner. Learners may acquire knowledge more rapidly with guidance. Feedback ensures improvement in speed and accuracy of learning

Accuracy deserves generally more emphasis than speed Learning is a cumulative process Learning is an adjustment on the part of an individual Learning should be relatively based Material used for learning should be meaningful Each individual might have a different learning styleAssimilator-learns by doing and feeling ; divergerlearns by observing & feeling; Converger-learns by doing and thinking and Assimilator-leanrs by observing & thinking and Learning should be a goal oriented

Learning is a relatively permanent change in knowledge or observable behavior that results from practice or experience.

Importance of Learning to OB

Most organizational behavior is learned (remember that only 2-12% of behavior is directly linked to personality) By controlling the situation, a manager can influence behavior/performance The manager is held accountable for the performance of his/her subordinates

 The formal and informal mechanisms by which employee performance is defined, evaluated, and rewarded.

Effects of Organizational Rewards

Higher-level performance-base rewards motivate employees to work harder. Rewards help align employee self-interest with organizational goals. Rewards foster increased retention and citizenship

Merit Reward Systems

Base a meaningful portion of individual compensation on meritthe relative value of an individuals contributions to the organization.
Employees who make greater contributions are given higher pay than those who make lesser contributions.

Incentive Reward Systems

Concept: employee pay is based on employee output. Assume that:

Performance is under the control of the individual worker. The employee work at a single task continuously. Pay is tightly tied to performance (i.e., pay varies with output).

 Incentive pay plans

Sales commissions

Other forms of incentives

Non-monetary incentives (perks)

Team and Group Incentive Reward Systems

Gain sharing programs Employee stock ownership plans (ESOPs)

Executive Compensation
Base salary Incentive pay (bonuses) Stock option plans Executive perks

Standard forms of executive compensation

Special forms of executive compensation Criticism of executive compensation

Excessively large compensation amounts Compensation not tied to overall performance of the organization Earnings gap between executive pay and typical employee pay