ORGANISATIONALBEHAVIOUR

LEARNING
B. Manobo

Objectives
After completing this session, students will have
mastered:
1. The meaning of learning
2. Principles of learning
3. Types of knowledge
4. Theories of learning
5. Learning organization
6. Effective punishment

Definition of Learning

Learning can be defined as a relatively

permanent change in behaviour or
potential behaviour as a result of direct
or indirect experience.

Principles of learning
PRINCIPLES OF LEARNING
1. Learning involves change without change learning has not taken
place
2. The change must be relatively permanent. This means that after
"learning" our behaviour must be different, either better or worse as
compared to our behaviour prior to this learning experience.
3. This change must occur due to some kind of experience or
practice. This learning is not caused by biological maturation.
4. Learning itself is not observable, but only change in behaviour is
observable which is the result of the process of learning.
5. Only change in behaviour acquired through experience is considered
learning.
6. Experience may be acquired directly through practice or observation or
indirectly as through reading.
7. Learning is not confined to our schooling only. As a matter of fact,
4
learning is a life long process.

Types of Knowledge
Explicit knowledge knowledge that is easily
communicated, quantified and systematic
Tacit knowledge knowledge and wisdom that is not
easily communicated or quantified but is gained through
experience and communicated on an informal basis
1. Knowledge-creating companies systematically ensure
that tacit & explicit knowledge feed into each other in
a spiral of knowledge
2. Tacit knowledge is converted into explicit knowledge
by articulation.
3. Explicit knowledge is used with an individuals
cognitive understanding by a process of internalisation5

Theories of Learning

1. Classical conditioning theory;

2. Operant conditioning theory;
3. Cognitive learning theory; and
4. Social learning theory.

Theories of Learning
1. Classical Conditioning (Pavlov)
1. Classical conditioning is one of the simplest forms of
learning
2. We have all learned to respond in specific ways to a
variety of words and symbols.
3. Classical conditioning introduces a simple cause-andeffect relationship between one stimulus and response.
4. For example, if a student is always reprimanded by his
Principal when he is summoned to the principal's
office he may become nervous whenever asked to come
to the principal's office because of this association.
7

Learning Theories
Factors Influencing Classical Conditioning:
1. The number of pairings of the conditioned stimulus
and the unconditional stimulus.
2. The intensity of the unconditioned stimulus.
3. The most important factor is how reliably the
conditioned stimulus predicts the unconditioned
stimulus.
4. The temporal relationship between the conditioned
stimulus and the unconditioned stimulus.
Human beings, organizations and process of
decision making is complex for conditioning8

Learning Theories
2. Operant conditioning (Skinner)
1. Behavior is a function of its consequences.
2. People learn to behave to get something they want
or avoid something they don't want.
3. Operant behavior means voluntary or learned
behavior in contrast to reflexive or unlearned
behavior.
4. The tendency to repeat such behavior is influenced
by the reinforcement or lack of reinforcement
brought about by the consequences of the behavior.
5. Reinforcement therefore strengthens behavior and
9
increases the likelihood it will be repeated.

Learning Theories
1.
2.

3.
4.
5.
6.
7.

The consequences of a given behavior would determine whether

the same behavior is likely to occur with future or not.
Managers can study and identify the relationship between
behavior and consequence and try to modify and control
behavior.
The behavior that results in positive rewards tend to be repeated
and behavior with negative consequences tend not to be repeated.
Hence employee behavior can be predicted and controlled.
Workers would be motivated to work harder and faster, if they
were paid a higher salary.
Responses are conditioned more effectively when reinforcement
is immediate.
If you are highly motivated you will learn faster and practice
more than if you have no interest
10

Learning Theories
3. Cognitive Learning Theory
1. Thus, cognitive learning theories are also called
information-processing theories.
2. Our behaviour is purposive. We formulate plans for
achieving our purposes.
3. Studies mental processes as against observable behavior
4. Behavior is determined by memory, mental processes and
expectations
5. We learn cognitive structures and alternative ways to
achieve our goals
6. Problem solving involves insight and understanding
7. Cognitive is rich, interesting but complex, vague and
11
unresearchable?

Learning Theories
We learn from feedback:
1. Intrinsic feedback is information which comes from
within our bodies, from the muscles, joints, skin and other
internal mechanisms such as that concerned with
maintaining balance when walking.
2. Extrinsic feedback is information which comes from our
environment such as the visual and aural information needed
to drive a car.
3. Concurrent feedback is information which arrives during
our behavior and which can be used to control behavior as it
unfolds.
4. Delayed feedback is information which is received after a
task is completed and which can be used to influence future12
performance.

Learning Theories
4. Social learning Theory
1. Learning viewed as knowledge acquisition through the mental
processing of information
2. Observational learning, sometimes called modelling results
when we observe the behaviours of others and note the
consequences of that behaviour.
3. The person who demonstrates behaviour or whose behaviour
is imitated is called models.
4. The effectiveness of a model is related to his or her status,
competence and power.
5. Social learning integrates the cognitive and operant
approaches to learning.
6. It says that people acquire new behaviours by observing or 13
imitating others in a social setting.

Theories of learning
Implications for managers:
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)
14

LEARNING ORGANIZATION
Adaptive learning cycle
Leaders should find ways of building and enhancing
learning capabilities in individuals and the whole
organization
Every living organism survive by;
1.

2.

3.

Sensing the environment observing others, reading,

listening to sources
Responding with action based on what is head,
observed, or read
Correcting itself if feedback indicate previous actions were
inappropriate feedback can be either positive or negative

When feedback causes the person or organization to

change behaviour, learning takes place.

15

FROM EFFICIENT PERFORMANCE TO

LEARNING ORGANIZATION
Traditional organizations used rational management and

organizational design to maintain control and stability of organisation

Today, designing organizations strictly for efficient performance is
generally not effective
Knowledge and information are becoming more important than
production machinery.
21st organisation require employees minds than their physical labour.
Learning organizations mean everyone is engaged in identifying and
solving problems.
Learning organizations are skilled at acquiring, transferring, and
building knowledge that enables the organization to continuously
experiment and improve its capabilities.
Leaders emphasize employee empowerment and encourage
collaboration across departments and with other organizations

16

17

LEARNING ORGANIZATION

18

The role of Punishment in Learning

Major causes of inappropriate use of punishment:
Anger and/or frustration on the part of the manager
Inadequate interpersonal communication
Effects of inappropriate punishment :
Reducing

trust
Stifling motivation
Undermining and/or destroying relationships
19

How to Make Punishment Effective

Managers should:
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
20

END

Thank YOU

21