Transcript File - IISWBM EVE Website

LEARNING

There is a Chinese say ‘’If you wish to plan for a
year sow seeds, if you wish to plan for ten years plant
trees, if you wish to plan for a life time develop men’’ –
this obviously emphasizes learning.

Along with motivation, learning has occupied a
central role in the micro perspective of O.B. whereas
motivation has been a more popular construct, learning
has been more dominant in the field of psychology.

Researchers believe that learning is the single
most important concept in the study of human
behaviour.

A workers skill/ managers attitude/ supervisor’s
motivation/ secretary’s mode of dress are all learning
effect.
 Thus every aspect of human behaviour is responsive to learning
experience . All these aspects are like –
i)
Knowledge/ Language/ Skill
ii)
Attitudes/ Value systems/ Personality characteristics.
iii) Individual loyalties/ Awareness of organisation goal/ Job, even
performance safety records have been learned.

With respect to organisation situation learning takes place in
the form of training whereby people learn the skill/ knowledge/
attitudes & behaviors needed in order to perform their job
effectively.
No big organisation can ignore the need for training & development
in the way of learning to achieve desire performance & thereby
organisational goal.
Even careful selection of employees does not eliminate the need
for training since the people are not moulded to specifications &
demand of their jobs.

Learning/ Training/ Education are 3- closely related terms
but have distinct meanings.
Learning : Observable modification of behaviour as a result of
some experience. It includes both training & education. Almost
every thing that happen to an employee after joining the
organisation serves as an experience.
Training : Is the act of increasing the knowledge & skill of an
employee for doing a particular job. It is concerned with imparting
specific skills for particular purposes.
Education : It is concerned with increasing general knowledge &
understanding the employee’s total environment.
Thus when we teach a worker how to assemble two objects or
tighten a unit, it is Training. While giving him an engineering course
is Education. Again a course in M.B.A. is Education as he is taught
certain fundamentals common to all business situation. Where as a
clerk who manually types only & put for course for using computer
is his Training.

Thus the content & scope of learning in the two cases are
different. While training is aimed at learning skill, education deals
with more general issues in a wider context.
Characteristics:

If the learning process is different the behaviour of individuals
will also different e.g. a labour learns from Trade Union in a
particular manner with respect to the organisation while the
manager learn from management in different way.

Learning can be translated to favourable & unfavourable
behaviour.

Change is permanent more or less.
Sources of learning :


Maturing & aging.
Instinctive reflexes.
Purposes of learning :

To be civilized society.

At work place we learn to behave in a desired direction.

Management wants us to learn so that we perform tasks as
determined by them.

It gives insights into controlling employees behaviour.

We acquire some skill through learning.

In organisational setup we perform our task as an effect of
training.

Indiscipline/ absenteeism/ low output/ maladjustment with
colleagues are identified & be removed.

Functional areas like knowledge/ skill/ attitude/ personality
etc. are improved through learning.
Definition : Learning is a process of acquiring knowledge/
information. It is relatively permanent change in behaviour. It is
always incremental. It is terminated by measurement.
Here change means direction. Thus the entire process of learning
is based on understanding & remembering.
 Whenever there is a stimulus there is a response e.g. when the
teacher enters inside the class-room the students stands up.
Stimulus is received by 5- sense organs
our behaviour

goes to
goes to
spinal chord
Learning involve in consequence of O.B.
 In S-O-B-C model the feedback loop of Organism part
represents interactions of different variables, however it can be
thought of as learning.
Stimuli
Behaviour
Registration
Interpretation
Consequence
Feedback
Laws of Learning :

Ist Law : Law of Exerience – This law has two sub-laws
(a)Law of use – Due to repeated use or practice of an object the
bond between stimulus & response become strong (learning
strengthen).
(b)Law of Disuse – If there is no practice bond between stimulus &
response will become weak.

2nd Law :Law of Effect :
Effect may be two type
Good
If the effect is good the person
normally repeat the behaviour
or learning is more.
Bad
If the effect is bad, bonding will
be weak or forgetting will be
more.

3rd. Law : Law of readiness - This means ready to act i.e.
psychologically (mentally) & physiologically ready to act. Act gives
him satisfaction. Organism will repeat his behaviour and
S - R bond will
strong.
If the organism is not ready to act & does not give him satisfaction
the
organism
will
avoid
to
accept
the
situation.
Again if the organism is not ready to act but forced to act
repeatedly
gets success &
 and
 Repeat the behaviour S-R bond is strong
thereby interested
Principles of learning : Learning principles are being considered
for designing a training programme. These are –

The learner should be motivated to learn.

The responses should be meaningfully related to each other
& also to the motives of the learner into the situation.

The new responses should be reinforced with some rewards
so that the responses are made correctly.

The new responses so learnt should not be in conflict to old
responses. If so, there should be some training to unlearnt old
responses before learning new responses.

The learner should be an active participant in learning
process.

The new responses to be learnt must be broken into
learnable units & presented in appropriate sequence.

Coaching should be available for the learner to develop new
responses.

The learning situation should be designed considering the
ability of learner with respect to speed of learning, depth of learning
& must be up to the level of individuals requirement.
Types & Theories of learning :

Behaviour can be acquired or changed by following types of
learning.
i)
Direct learning – Most of the learning principles that have
been developed are based on this approach of learning.
ii)
Role of cognitive contingencies – Based on cognitive models.
iii) Social learning –
Behaviouristic theories :

Most dominant & widely discussed theory of learning comes
out of the behiouristic school of thought.

This thought attribute learning to the association or
connection between stimulus & response.

S-R deals with Classical or Respondent conditioning.

R-S deals with Instrumental or Operant conditioning. Where
in more attention is made with consequences play in learning OR
R-S connection.
Classical conditioning :

Pavlov’s classical conditioning experiment was with dogs &
then extrapolated to explain human behaviour.

It is the single most famous study even conducted behavioral
science.

Saliva secreted by a dog was noted when he presented a
piece of meat (unconditioned stimulus) to it, Pavlov noted a great
deal of salivation (unconditioned response).

On the other hand when he merely rang a bell (neutral
stimulation) the dog had no salivation.

In the next step Pavlov accompanied the meat with the
ringing of the bell.

After doing this for several times, Pavlov rang the bell without
the meat and the dog salivated to the bell alone.

The dog become classically conditioned to salivate
(conditioned response) to the sound of the bell (conditioned
stimulus).

This classical experiment was a major break through & has
had a lasting impact on the understanding of learning.
• Pavlov then paired a black square with the bell and after a number of
trails with this pairing it observed that the dog salivated to the black
square alone.
 
The original conditioned stimulus (bell) had become a reinforcing
unconditioned stimulus for the new conditioned stimulus (black square).

This conditioning experiment was a major source of support for the
S --- R theory of learning.

The overall conclusion from this research can be stated as – ‘’In all
probability, any response in an organism’s behavioural repertoire can be
conditioned if an unconditioned stimulus can be found that regularly
produce the response & if this unconditioned stimulus can be paired in
training with a conditioned stimulus’’.

However, scientists agree that human are being conditioned to
higher degree.

Most modern scientists explained that it only represents only a part
of total human learning.

‘’Skinner’’ in particular felt that ‘’Classical conditioning’’ explained
only respondent (Reflexive) behaviours. He further stated that most
human behaviour affects or operates on the environment.
Operant condition :

It is primarily concerned with learning that occurs as a
consequence of behaviour. It is not concerned with the eliciting
(draw out) causes of behaviour as in respondent.

Difference between Classical(Respondent) & Operant
conditioning theory :
i)A change in stimulus
(unconditioned to conditioned)
will elicit a particular response.
(stimulus elicit the response)
i)One particular response out of
many possible ones occurs in a
given stimulus situation.
(stimulus serves as a limit for a
person to emit the responses.)
Influenced by the environmental
event that precedes (lead) the
behaviour.
Influenced by the environmental
event that follows the behaviour.
ii)Unconditional stimulus serving
as a reward.
ii)Reward will occur only if the
Individual behaves the correct
response.
e.g. Employees work eight hours a day & 5 day a week in order to
feed +cloth +shelter himself & his family.
 Consequences of organisation behaviour can change the
environment situation & largely affect subsequent employees
behaviours. OR analysis of consequences of O.B. can help
accomplish the goal of prediction & control.
 Thus the operant theory is based on –
i) A series of assumptions about behaviour & its environment.
ii) A set of definitions which can be used in objective, scientific
description of behaviour & its environment.
iii) A group of techniques & procedures for the experimental study
of behaviour in the laboratory.
iv) A large body of facts & principles which have been
demonstrated by experiment.

Classical Connection
S
The individual is
R
Stuck by a pin
Shocked by electric current
Surprised by a loud sound
flinches
jumps
jumps
Operant Connection
The individual
S
works
talks to other
enters a restaurant
works hard
R
is paid
meets more person
obtains food
receives praise &
a promotion
Cognitive theory :
•
As per Edward Tolman learning consisted of a relationship between
cognitive environment cues (hint/signal) & expectation.
• It was S-S (stimulus-stimulus)approach on the rats by Place-Learning
experiment.
• He trained a rat to turn right in a ‘T’ in order to obtain food. Then
allowed the rat to run from opposite direction of ‘T’ & according to
behahiouristic theory the rat should turn right because of past
conditioning. However, it moved in direction of food. Tolman
concluded that the rat’s behaviour was purposive. The rat formed a
cognitive map to figure out how to get to the food. Tolman concluded
that reinforcement is not a pre-condition for learning to take place.
One stimulus led to another stimulus, or S-S, rather than the classical
S-R or operant R-S explanation.

This theory has been accepted for human relation movement
& known as selective learning theory.

In selective learning the individual must not only associate
stimulus –response & consequence experiences but must also
determine which things to connect in the mind.

It involves a complex interaction among
thinking/emotion/perception & motivation.

In other wards there are many cognitions that come into play
in selective learning.

This can be illustrated by – a worker faced with a job requiring
new skill or a system analyst confronted by a new computer
language may be using the selective learning process to
accomplish their relatively complex tasks.
Social Learning theory :

It combines both behaviouristic & cognitive concepts and
emphasizes the interactive nature of cognitive, behavioural &
environmental determinants.

It explains that learning can also take place via modeling &
self control process.

It is based on classical & operant conditioning process but
speaks that those are very limited.
Modeling process :

It is essentially involves observational learning.

As per Miller & Dollar learning need not result from Stimulusresponse or Response – consequence connections. Instead,
learning takes place through imitating others.

Albert Bandura said people can learn from others in two
ways –
First, the person observes how others act and then acquires a
mental picture of the
act & its consequences (reward and
punishment).
Second, the person acts out the acquired image & if the
consequences are +ve., he will tend to do it again. If the
consequences are –ve., he will tend not to do it again.

It is related to operant conditioning but includes attention,
retention & motoric reproduction as well as reinforcement apart
from response – consequence.

Modeling can be effectively apply to H.R.M.
Steps followed for Modeling application :
i)
Precisely identify the goal or target behaviour that will lead to
performance improvement.
ii)
Select the appropriate model or modeling medium, live
demonstration/ training film/ videotape.
iii) The employee be capable to meet technical skill requirements
of the target behaviour.
iv) A favourable learning environment which increases the
probability of attention, participation & ultimate attainment of target
behaviour.
v)
Model the target behaviour & support by other activities e.g.
Role-playing.
vi) +ve.ly reinforced all progress of modeled behaviour.
vii) Once achieved – strengthen the target behaviour by continuous
scheduled of reinforcement.
Self-control :

It refers to those behaviours that an individual deliberately
undertakes to achieve self-selected outcomes.

Behavioural self control depends on the individuals ability to
manage the stimulus environment & the contingent consequences.

The individual selects the goal & implements the procedures
to achieves these goals.
Example – Asst. manager of a retail shop determined that one of
her major problem affecting her effectiveness was her over
dependence on her boss.
She first use S.O.B.C. model functionally analyze & identify the
relevant environmental & cognitive variables.
She then set up a combination stimulus & consequence
management strategy to decrease her visits (her dependence) with
her boss.
Self – recording : i) No. of visits. ii) No. of times she restricted
herself. iii) What was discussed? iv) What exactly she did not
discussed?
In this way she resist visiting boss & takes her own action.
Feedback served to reinforced the appropriate & punish the
inappropriate behaviour.
Organizational management skill + Self- management skill together
will effectively use the organizational behaviour.
Reinforcement :
• Is the central role in the learning theories.
• Out of several responses made to the same situation, those which
are accompanied or closely followed by satisfaction
(reinforcement) will be more likely to recur, those which are
accompanied or closely followed by discomfort (punishment) will
be less likely to occur.
• In other-words desirable or reinforcing consequences will increase
the strength of a response & increase its probability of being
repeated in future. Undesirable or punishment consequences will
weaken the strength of a response & decreases its probability of
occurrence in the future.
• However, there are controversy like that learning indeed takes
place during non-reinforcement trials & the reinforcement only
make it worth while.
• Reinforcement is any thing that the person finds rewarding.
• It can be defined as anything that both increases the strength of response & tends
to induce repetitions of the behaviour that preceded the reinforcement.
e.g. A manager may reward an employee who found an error in a report, by
publicly
praising the employee. On examination it is found that the
employee is harassed by co-workers & error finding behaviour decreases in the
future. This is –ve reinforcement.
• Reinforces +ve or –ve will strengths the response & increase the probability of
repetition. However, the behaviour in these cases are completely different.
• +ve reinforcement strengthens & increases behaviour by the presentation of a
desirable consequences.
• Thus –ve reinforcement strengths & increases behaviour. While punishment
weakens & decreases behaviour. However, both are considered to be forms of
-ve control of behaviour.
• -ve reinforcement is really a form of social blackmail, because the person will
behave in a certain way.
• A discussion of escape & avoidance learning is the example for –ve
reinforcement.
• A worker poses busy while the supervisor visit the shop floor & otherwise a slow
mover – is the example of –ve reinforcement
Punishment :
• A least understood & badly administered aspects of learning.
• To modify or control behaviour parents or supervisor often revert to
punishment for rearing children or dealing with subordinates.
• Definition – Punishment is anything which weakens behaviour &
tends to decrease its subsequent frequency.
• Punishment usually consist of the undesirable consequences or
withdrawal of a desirable consequences before the undesirable
consequences occurs (in person’s environment).
• Punishment causes –
i)Undesirable side effects.
ii)No one liked to be punished & thereby he become fearful, anxious
or up tight.
iii)Punished behaviour temporarily suppressed rather then a permanent
change in
behaviour.
• Punishment is effect if –
i)Modified behaviour forces the person to select a desirable alternative
behaviour that is then reinforced.
ii)If applied at the time the undesirable behaviour actually
performed than at a later time.
iii)Should not be a reward for undesirable behaviour (shouting at
a particular worker all the time by the manager).
• It is always advised to attempt for reinforcement, rather than
punishment.
e.g.