Content

 Learning- Definition
 Features of learning
 Learning Cycle
 Factors influencing learning
 Significance of Learning in OB
 Theories of learning
 Learning and OB Modification
 Steps in Behavior Modification
 Definitions: Learning is:
“a persisting change in human performance or
performance potential . . . (brought) about as a result
of the learner’s interaction with the environment.

“the relatively permanent change in a

person’s knowledge or behavior due to
experience.”

“Learning is a change in behavior as a result of

experience or practice and the acquisition of
knowledge”.
Features of Learning
 Involves change in behavior
 Must be relative permanent; not
temporary
 Continuous process
 Must be based on some form of practice
or experience
 Practice or experience must be
reinforced in order for learning to occur.
 Learning involves change either good or
bad.
 Learning Cycle
Rewards
(Transparent and Stimulus(Source
predictive incentive to of Motivation)
satisfy the motive)

Motivation
Response
(Drive to
(Reaction of
encourage
learner towards
Individual to
the stimulus)
learn)
Factors influencing learning
behavior
 Environmental Factors
 Social Factors
 Physiological Factors
 Psychological Factors
 Learning Methods
 Learning materials and content
Significance of Learning in
OB
 Helps to understand and predict
human behavior at work
 Helps to manage diversity
 Helps to adapt changing
technology
 Facilities organizational change
and development
Theory of Learning

 Behavioristic Theory
◦ Classical conditioning
◦ Operant conditioning
 Cognitive Learning
 Social Learning
Behaviorism Theories
Confined to observable and measurable
behavior

 Classical Conditioning – Ivan P.

Pavlov

 Operant Conditioning - Skinner

 Classical conditioning
 Classical conditioning is defined as a process in which
a formerly neutral stimuli, when paired with an
unconditioned stimulus, becomes a conditioned
stimulus that elicits (leads to) a conditioned response
thus S-R connection is learnt.

 Classical conditioning is based on the premise that

a physical event termed as a stimulus that initially
does not lead to a particular response gradually
acquires the capacity to lead to that response as a
result of repeated pairing with an unconditioned
stimulus.


This is important in reactions such as fear,
prejudice, taste, aversion.
There are three stages in classical conditioning.

Stage 1: Before conditioning. Something in the environment triggers

a natural response in the subject. During this stage, no new behavior
has been learned yet. This stage also includes a neutral stimulus, which
doesn't affect the subject.
Stage 2: During conditioning. This is the stage where the neutral
stimulus becomes associated with the positive stimulus that caused
the response during the first stage. In Pavlov's experiment, this stage
involved ringing a bell when the dogs were fed. After repeated
exposure, the dogs began to associate the bell with food and would
salivate when they heard it, even if no food was present.
Stage 3: After conditioning. During the final stage of conditioning, the
neutral stimulus is firmly associated with the unconditioned response.
This creates a new behavior, or what's known as the conditioned
response.
Criticisms of Classical
Conditioning
Some psychologists maintain that classical conditioning
represents a reductive, mechanical explanation for some
behaviors. Some other criticisms of classical conditioning
center on the fact that:
•Classical conditioning does not take human individuality and
free will into account
•It generally does not predict human behavior; people can
form associations but still not act upon them
•Many different factors can impact the associations and
outcomes
•People can choose to not act on the associations they have
made through classical conditioning
However, the approach still holds great fascination for
researchers and relevance in modern psychology.
 Operant conditioning
 Operant conditioning is also known as instrumental conditioning .
It is a learning process in which behavior is sensitive to, or
controlled by its outcomes.
 Our behavior process certain consequences
and how we behave in the future will depend on
what those consequences are.
 Operant conditioning is a learning method in
which a specific behavior is associated with
either a positive or negative consequence. This
form of learning links voluntary actions with
receiving either a reward or punishment, often
to strengthen or weaken those voluntary
behaviors.
Components of Operant Conditioning
There are several key concepts in operant conditioning. The type of reinforcement or
punishment that is used can have an effect on how the individual responds and the
effect of conditioning. There are four types of operant conditioning that can be utilized
to change behavior: positive reinforcement, negative reinforcement, positive
punishment, and negative punishment.
Reinforcement in Operant Conditioning
Reinforcement is any event that strengthens or increases the behavior it follows. There
are two kinds of reinforcers. In both of these cases of reinforcement, the
behavior increases.
1.Positive reinforcers are favorable events or outcomes that are presented after the
behavior. In positive reinforcement situations, a response or behavior is strengthened
by the addition of praise or a direct reward. If you do a good job at work and your
manager gives you a bonus, that bonus is a positive reinforcer.
2.Negative reinforcers involve the removal of an unfavorable events or outcomes
after the display of a behavior. In these situations, a response is strengthened by the
removal of something considered unpleasant. For example, if your child starts to
scream in the middle of a restaurant, but stops once you hand them a treat, your action
led to the removal of the unpleasant condition, negatively reinforcing your behavior
(not your child's).
Reinforcement in Conditioning Behavior
Punishment in Operant Conditioning
Punishment is the presentation of an adverse event or outcome that causes a decrease
in the behavior it follows. There are two kinds of punishment. In both of these cases,
the behavior decreases.
3.Positive punishment, sometimes referred to as punishment by application,
presents an unfavorable event or outcome in order to weaken the response it follows.
Spanking for misbehavior is an example of punishment by application.
4.Negative punishment, also known as punishment by removal, occurs when a
favorable event or outcome is removed after a behavior occurs. Taking away a child's
 Cognitive learning theory
 The cognitive theory defines human behavior
as a dynamic, and reciprocal interaction of
personal factors, behavior, and the
environment.
 Strongly emphasis on one’s cognitions. It
refers to the power and ability of knowing.
 This theory suggests that the mind is an
active force that construct’s one’s reality is
formed by the interaction of the environment
and one’s cognitions.
The following are fundamental aspects of cognitive
learning:
1. Comprehension
For cognitive learning to be efficient and benefit you, understand
the reason why you are learning a specific subject in the first
place.
2. Memory
Cognitive learning discourages cramming of information, which
is very ineffective in education. Having a deep understanding of
a subject improves your ability to relate new knowledge with
previous experiences or information.
3. Application
Cognitive learning strategies help you apply new information or
skills in life situations. They encourage you as you continue to
develop problem-solving skills.
Benefits of Cognitive Learning
1. Enhances learning
Cognitive learning theory enhances lifelong learning. Workers can
build upon previous ideas and apply new concepts to already existing
knowledge.
2. Boosts confidence
Employees become more confident in approaching tasks as they get
a deeper understanding of new topics and learn new skills.
3. Enhances Comprehension
Cognitive learning improves learners’ comprehension of acquiring
new information. They can develop a deeper understanding of new
learning materials.
4. Improves problem-solving skills
Cognitive learning equips employees with the skills they need to
learn effectively. They are thereby able to develop problem-solving
skills they can apply under challenging tasks.
5. Help learn new things faster
Through the experience of learning, the employee will be able to
recycle and use the same learning methods that worked previously.
This will help them learn new things a lot faster as they already know
what works for them when it comes to obtaining new knowledge.
6. Teaches to form concept formation (think abstract)
Cognitive learning can also teach your employees to form a range of
different concepts such as easily perceiving and interpreting
 Cognitivism in the Classroom
 Inquiry-oriented
projects
 Opportunities for
the testing of
hypotheses
 Curiosity
encouraged
 Staged
scaffolding
 Social Learning Theory (SLT)
 Grew out of Cognitivism
 Albert Bandura (1973)
 This theory states that we learn not just
from first hand experience, but
also from watching others or by
hearing about something.
 Such observational learning stresses the
importance of models in our lives.
Components of Social Learning
Observation
Social learning works by observing the behaviour of other people. The
consequences of specific situational actions are observed, then that
behaviour is mirrored depending on the outcome of the consequence.
In this way, people learn which behaviours are socially acceptable and which
behaviours are usually criticised. Observational learning allows people to
adapt and approach situations more confidently quickly.
Assessment
Next, we assess whether the observed person’s behaviour fits our
personality and whether the results and reactions of others are desirable. If
we decide that we would like to be praised and recognised for something, we
analyse how the observed person came to this result.
There is often not enough data to know on which factors the desired reaction
depends. Therefore, it is often necessary to observe similar situations
repeatedly to develop a better understanding.
Imitation
After observation and assessment of a particular behaviour, imitation follows
to achieve the desired consequence. Imitation can only happen within our
personal limitations, e.g. physical traits, characteristics, and experiences.
In most cases, the consequences of a behaviour depend on several factors.
The views of the other person, place, time, one’s character, the situation,
everything can play a role in how others react to something.
Therefore, it usually takes repeated positive feedback for a behaviour to
become a habit, but it only takes a little criticism to avoid it in the future.
Identification
A large part of social learning is based on the idea that people
want to identify with others and their achievements, or earn
the appreciation of those role models. As it is understood in
social learning, identification is comparable to the Freudian
notion of the Oedipus complex. A part of this concept is about
internalising or adopting the behaviours of other people.
While the term imitation refers to only a single aspect,
identification is about several learned behaviours coming
together. Imitations, such as language use, attitude, habits, or
views, help people achieve feeling similar to role models.
It is important to emphasise that while social learning is based
on imitating another person’s behaviour, it can have
completely different consequences. People are individuals, and
so are the results of behaviour. Social learning should serve as
a way to help you see if others’ successful behaviours work for
you as well. However, it should not become a direct
comparison of results. It is about trying new techniques,
habits, and behaviours for yourself, but you should not expect
to get the exact same results as your role model. Social
learning is not about becoming a different person or modifying
your personality to be more like someone else. It is about
improving your skills and thus becoming better than you were
yesterday.
According to Bandura, there are 4 processes that influence learning:
1.Awareness
For us to imitate behaviour, we must first notice it. It must therefore
be something that stands out from the mass of our surroundings.
Only then do we decide to observe the consequences of this
behaviour more closely.
2.Retention
We can imitate a behaviour only if we remember it. It is necessary
to observe a behaviour often and possibly apply it ourselves in order
to form a clear memory. This point is particularly important in social
learning.
3.Reproduction
To imitate a behaviour, we must also be able to perform it. We
cannot always physically or mentally imitate every behaviour, even
if we would like to. Our knowledge of our limitations influences
whether or not we try to imitate something.
4.Motivation
The expected reward of imitation must be appealing enough and
exceed the cost. The more positive and desirable a consequence,
the more likely someone will adopt a new behaviour. It should be
noted that not all people respond strongly to vicarious
reinforcement. Some individuals do not focus on the consequences
 Social Learning Theory

Four interrelated processes establish and

strengthen identification with the
model:

1. Children want to be like the model

2. Children believe they are
like the model
3. Children experience
emotions like those the model is
feeling.
4. Children act like the model.
 Social Learning Theory

Through identification, children come to

believe they have the same
characteristics as the model.
When they identify with a nurturant and
competent model, children feel pleased and
proud.
When they identify with an inadequate model,
children feel unhappy and insecure.
 SLT in the Classroom
 Collaborative
learning and group
work
 Modeling responses
and expectations
 Opportunities to
observe experts in
action
 Critiques of Social Learning
Theory
 Does not take into account individuality,
context, and experience as mediating
factors
 Suggests students learn best as passive
receivers of sensory stimuli, as
opposed to being active learners
 Emotions and motivation not considered
important or connected to learning
 Social Constructivism in the
Classroom

 Journaling
 Experiential
activities
 Personal
focus
 Collaborative &
cooperative
learning
Learning and OB Modification
 OB Modification is used to understand
the behavior of human being more
effectively and used to improve,
eliminate or modify undesirable behavior
to get organizational effectiveness.
 Behavioral modification focus in;
◦ Improving employee productivity,
◦ Reducing absenteeism and lateness,
◦ Reducing accident rates,
◦ Improving employee discipline,
◦ Developing training and development
programs.
◦ Improving industrial relations
Steps in Behavior Modification

 Identify Critical behavior

 Develop Benchmark to identify
desirable and undesirable behavior
 Analyze Behavioral consequence
 Implement Intervention strategy
 Evaluate Performance change
THANK YOU