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Overview of Learning Theories Learning Through Rewards and Punishments* Contingencies of Reinforcement* Schedules of Reinforcement* Social Learning Theory Case: Henry Butts Oldsmobile
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Nature of Learning
Learning is a relatively permanent change in knowledge or observable behavior that results from practice or experience. Importance of Learning to OB* [Not in Text]
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
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Classical Conditioning: The learning of involuntary, reflexive behavior, such as emotional reactions Operant Conditioning: The learning of voluntary, goal-directed behavior through the direct experience of consequences Social Learning: The learning of voluntary, goaldirected behavior through observation and imitation of others
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Classical Conditioning
BEHAVIORS
The Individual
CONSEQUENCES
works and is late to work and enters a restaurant and enters a football stadium and enters a grocery store and
Examples of the Three Types of Learning: Which Example Illustrates Each Type?
After a tightening in policy regarding lateness, a worker sees a coworker fired for excessive tardiness, resulting in increased attention to arriving on time After a tightening in policy regarding lateness, a worker receives a written reprimand for being late twice in one month, resulting in increased attention to arriving on time After witnessing a coworkers accidental loss of several fingers in a machinery accident, a worker experiences anxiety when operating the same piece of machinery
Contingency of Reinforcement*
Definition: The relationship between a behavior and the preceding and following environmental events that influence that behavior Basic Components:
Antecedent -- the stimulus that precedes the behavior Behavior -- the behavior emitted in response to the stimulus Consequence -- the positive or negative consequence of the behavior
Important Note: Managers can often control the contingencies of reinforcement influencing their subordinates behavior, and thereby, the behavior itself 7
NO
Manager and employee set goal
Does employee achieve goal? Manager compliments employee for YES accomplishment
Categories of Reinforcers
Primary Reinforcers -- Based upon the satisfaction of physiological needs, such as food, water, air, sex, escape from pain, etc. (Note that the text defines this as: an event for which the individual already knows the value.) Secondary Reinforcers -- Learned reinforcers; the text defines this as an event that once had neutral value but has taken on some positive or negative value for an individual because of past experience. 9
(best to use)
Pleasant Event
Unpleasant Event
Positive reinforcement
(increases behavior)
Omission
(decreases behavior)
Punishment
(decreases behavior)
Negative reinforcement
(increases behavior)
(worst to use)
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SOCIAL/INTERPERSONAL REWARDS Praise Developmental feedback Smiles, pats on the back, and other nonverbal signals Requests for suggestions Invitations to coffee or lunch Wall plaques
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Negative Reinforcement*
Definition: An unpleasant event is occurring which can be removed by emitting the desired behavior Differs from punishment, but may result from the fear of punishment Two types are identified:
Escape Learning: An unpleasant event occurs until the employee emits an escape response to terminate it Avoidance Learning: An employee prevents an unpleasant event from occurring by emitting the proper behavior [Not in Text]
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Antecedent
Punishment by manager
Fear of manager
Which tends to reinforce High turnover and absenteeism
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Anger and/or frustration on the part of the manager Inadequate interpersonal communication
In such cases, this inappropriate punishment creates long term interpersonal problems, by:
Use the principles of contingent punishment, immediate punishment, and punishment size Praise in public, punish in private Develop alternative desired behavior Balance the use of pleasant and unpleasant events Use positive discipline (i.e., change behavior through reasoning, with an emphasis on personal responsibility or self control, rather than by imposing increasingly severe punishments) 15
Not reward all employees the same (i.e., take individual differences into account to reward employees with consequences that they personally value, within the constraints of perceived equity) Consider consequences of both actions and non-actions Make employees aware of what behavior will be reinforced (and then be sure to reinforce it uniformly) Let employees know what they are doing wrong Not punish in front of others Make their response equal to workers behavior
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Schedules of Reinforcement*
Definition: The determination of when reinforcers are applied; after every response or only after some responses Two general categories of schedule are:
Continuous Reinforcement: Every behavior is reinforced; the simplest schedule Intermittent Reinforcement: Only some behaviors are reinforced; four types are identified in the text:
Fixed Interval: based on a fixed time interval Fixed Ratio: based on a fixed number of responses Variable Interval: based on a variable time interval Variable Ratio: based on a variable number of responses
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Fixed ratio
Variable interval
Variable ratio
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Learning viewed as knowledge acquisition through the mental processing of information Individuals learn voluntary behaviors by observing the behavior/consequences of others, cognitively processing that information, and then imitating, or not repeating, that behavior
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Symbolizing
Forethought
Self-Control
Self-Efficacy
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People use symbols as cognitive models that serve to guide their behavior People use forethought to anticipate, plan, and guide their behaviors and actions People learn vicariously (indirectly) by observing the behavior of others and the real or imagined consequences of those behaviors People exhibit self-control by taking personal responsibility to learn new behavior even though there is no external pressure to do so People have differing levels of self-efficacy, which differentially influences their learning and behavior 21
Self-Efficacy*
Definition: Refers to the individuals confidence in their ability to perform a specific task in a specific situation
Varies by people and tasks Strongly influences learning, with higher levels facilitating learning by enhancing goal setting, effort, and persistence toward success Managers can and should influence subordinates selfefficacy levels 22
Self-Efficacy at Work
HIGH
I know I can do the job and have outstanding quality Set goals Preserve/practice Creatively solve problems Visualize success Learn from failure
Past Accomplishments
Performance of Others
Self-efficacy
LOW
Avoid difficult tasks Think of excuses for failing Develop low aspirations Quit Blame setbacks on lack of ability or luck
Emotional State
I dont think I can do the job on time and have outstanding quality
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Identify behaviors that lead to improved performance Select an appropriate model Make sure that employees have requisite skills Create a positive learning situation Provide positive consequences for successful performance (i.e., reinforcement) Develop organizational support for new behaviors (i.e., maintain proper contingencies of reinforcement) 24
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