How do we learn? l Classical Conditioning »Learn by experiencing two stimuli occurring close in time (They become associated or connected.) l Operant Conditioning.

Slides:

Advertisements

Similar presentations

Foundations of Individual Behavior

Advertisements

Foundations of Individual Behavior

Chapter 6: Learning. Classical Conditioning Ivan Pavlov A type of learning in which a neutral stimulus acquires the ability to elicit a response. How.

LEARNING A relatively permanent change in behavior resulting from experience Learning and performance -- Performance is an indirect measure of learning.

HRM 601 Organizational Behavior Session 4 Learning & Its Applications.

Chapter 12 Motivating Employees. CATEGORIES OF MOTIVATION THEORIES n Content Theories u Concerned with WHAT people need or want n Process Theories u Concerned.

Classical and Operant Conditioning Pavlov, Skinner, and YOU!

Operant Conditioning. I. Operant Conditioning A type of learning that occurs when we receive rewards or punishments for our behavior A type of learning.

Chapter 5: Learning and Behavior Presented by: Heather Hays.

5-1 ©2005 Prentice Hall 5 Learning and Creativity Chapter 5 Learning and Creativity.

Conditioning and Learning Processes Chapter Process by which a neutral stimulus becomes capable of eliciting a response because it was repeatedly.

Learning Questions What Causes Phobias? How Can You Control Behavior?

MotivationMotivation Initiation / Arousal Arousal Effort / Persistence PersistenceDirectionDirection.

5-1©2005 Prentice Hall Understanding and Managing Organizational Behavior 4th Edition 5: Learning and Creativity Chapter 5: Learning and Creativity JENNIFER.

Chapter 6: Learning. Classical Conditioning Ivan Pavlov Terminology –Unconditioned Stimulus (UCS): evokes an unconditioned response without previous conditioning.

CHAPTER 3 CHANGING EMPLOYEE BEHAVIOR THROUGH CONSEQUENCES.

Chapter 5 LEARNING IN ORGANIZATIONS. CHAPTER 5 Learning in Organizations Copyright © 2002 Prentice-Hall Learning in Organizations Definition: A relatively.

Lecture 10 CHANGING EMPLOYEE BEHAVIOR: LEARNING AND PUNISHMENT.

Chapter 5: Learning Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.

ILRCornellILRCornell Copyright 1999 by Brent Smith, Ph.D. Micro-Organizational Behavior: Perception and Learning.

Chapter 7 Learning. Classical Conditioning Learning: a relatively permanent change in behavior that is brought about by experience Ivan Pavlov: – Noticed.

Chapter 6: Learning 1Ch. 6. – Relatively permanent change in behavior due to experience 1. Classical Conditioning : Pairing 2. Operant Conditioning :

© 2013 The McGraw-Hill Companies, Inc. All rights reserved. LearningLearning Chapter 5.

Behavioral Approach. Assumptions of Behaviorism All species of animals learn in similar (equal ways with the same guiding principles All species of animals.

Classical Conditioning

Learning. This is happening when you respond to a second stimulus that is similar to a conditioned stimulus without additional training Generalization.

Chapter 5 Learning. chapter 5 What is Learning? Occurs whenever experience or practice results in a relatively permanent change in behavior.

Chapter 6 Learning.

Psychology: An Introduction Charles A. Morris & Albert A. Maisto © 2005 Prentice Hall Learning Chapter 6.

Dr. Ramez. Bedwani.  Different methods of learning  Factors affecting learning.

Consultancy Project Experiential Learning MGT529 Dr. Khurrum S. Mughal.

Learning Principles and Applications

Learning How learning occurs through reinforcement and conditioning.

Chapter 9: Conditioning and Learning. Outline Classical conditioning Operant conditioning –types of reinforcement –types of reinforcement schedules –role.

Learning and Conditioning. I. The Assumptions of Behaviorism A. Behaviorists are deterministic. B. Behaviorists believe that mental explanations are ineffective.

Ch. 9: Learning and Memory Learning – any change in the content or organization of long-term memory and/or behavior. Consumer Learning - A process by which.

© 2007 Prentice Hall Inc. All rights reserved. Foundations of Individual Behavior Chapter TWO.

Operant Conditioning A learning process by which the likelihood of a particular behaviour occurring is determined by the consequences of that behaviour.

Module 10 Operant & Cognitive Approaches. OPERANT CONDITIONING Operant conditioning –Also called _________________________________ –Kind of learning in.

Learning Chapter 5.

Prentice Hall, 2000Chapter 41 Reinforcement Theory Consequences Rewards No Rewards Punishment Behavior.

-SKINNER BELIEVED THAT CLASSICAL CONDITIONING DIDN’T ALLOW FOR ENOUGH CONTROL OVER AN ORGANISM’S BEHAVIOR - HE SAW IT MORE AS JUST A REFLEX (REACTION)

It explains learning in terms of observable behaviours and how they are influenced by stimuli from the environment.

CP PSYCHOLOGY CP PSYCHOLOGY CHAPTER 2 Learning Theories.

Chapter 5 Learning. Copyright © 1999 by The McGraw-Hill Companies, Inc. 2 Defining Learning Learning –a relatively permanent change in behavior that occurs.

Psychology: An Introduction Charles A. Morris & Albert A. Maisto © 2005 Prentice Hall Learning Chapter 5.

Classical and Operant Conditioning. Classical Conditioning A type of learning in which an organisms comes to associate stimuli A neutral stimulus that.

O r g a n i z a t i o n a l b e h a v i o r e l e v e n t h e d i t i o n.

Behavioral Learning Theory : Pavlov, Thorndike & Skinner M. Borland E.P. 500 Dr. Mayton Summer 2007.

Keywords / Concepts PsychologistKeywords PavlovClassical Conditioning Unconditioned Stimulus/Response Conditioned Stimulus/Response HarlowLearning to Learn.

Classical Conditioning Unconditioned Stimulus (meat) Unconditioned Response (salivation-to-meat) Conditioned Stimulus (bell) Conditioned Response (salivation-to-bell)

Learning and Human Behavior “Learning” Instructor: Saba Nasir 2 What is learning? The process by which an experience or practice results in.

Educational Psychology, 11 th Edition ISBN © 2010 Pearson Education, Inc. All rights reserved. Behavioral Views of Learning Chapter 6.

Seductive patient Use open ended questions Refuse to see the patient Ignore if the patient cross boundaries Set limits to behaviors you will tolerate.

Chapter 6 Learning. Objectives 6.1 How We Learn Distinguish among three major types of learning theories focusing on behavior. 6.2 Classical Conditioning.

Chapter 5 Learning. What is Learning?  A relatively permanent change in behavior that results from experience  Learning is adaptive  Three major types.

ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H E D I T I O N W W W. P R E N H A L L. C O M / R O B B I N S © 2005 Prentice Hall.

Motivation Questionnaires Motivation to Manage CLASS MEAN HISTORICAL MEAN CLASS MEAN HISTORICAL MEAN ERG CLASS MEAN HISTORICAL MEAN CLASS MEAN.

Chapter 6 LEARNING. Learning Learning – A process through which experience produces lasting change in behavior or mental processes. Behavioral Learning.

Conditioning and Learning Unit 6 Conditioning and Learning Modules

Learning Chapter 9.

Amity Business School Amity School of Business BBAGEN, SEMESTER II ORGANISATIONAL BEHAVIOUR (BBAHR-10201) Ms. Kushi Sharma.

Types of Learning Classical Conditioning Vicarious Learning

Behavioral Views of Learning

ORGANIZATIONAL BEHAVIOR

Behavioral Approach.

Learning and Memory Lap 3 Chapters 9 and 10.

Learning Theory SAC Revsion.

Foundations of Individual Behavior

Presentation transcript:

How do we learn? l Classical Conditioning »Learn by experiencing two stimuli occurring close in time (They become associated or connected.) l Operant Conditioning »We learn the connection between a behavior and its consequences l Social Learning »Learn by observing others

Classical Conditioning l Involuntary reflexes »Behavior is “elicited” l Neutral Stimulus (e.g., bell) becomes “conditioned” through association with an “unconditioned” one (e.g., meat) l Thus, the formerly neutral stimulus now elicits the response (salivation) previously elicited only by the “unconditioned” stimulus

Operant Conditioning l Voluntary Behavior »Behavior is “emitted” l Associations learned among Stimulus, Response, and Consequence l Learning to obtain positive outcomes and avoid negative ones by making the correct response in the presence of a stimulus (or cue or signal) l Behavior is “Shaped” through reinforced steps

Social Learning l Also called “Modeling” and “Vicarious Learning” l Observe someone else (the Model) l Consequences to Model are important l Can be considered a sub-category of Operant Conditioning

Major Elements of the Reinforcement Theory of Motivation l Stimulus »Supervisor requests faster work l Response »Employee increases or decreases speed or does nothing l Consequence »Positive Reinforcement, Negative Reinf. (Avoidance), Extinction, Punishment

CONSEQUENCES OF BEHAVIOR To Motivate Employees to Continue Desired Behaviors To Motivate Employees to Cease Undesirable Behaviors Positive Reinforcement (Good outcome if you continue) Negative Reinforcement (Avoidance Learning) (Bad outcome if you don’t continue) Extinction (No outcome/reward whether you continue or not) Punishment (Bad outcome if you don’t stop)

PositiveReinforcement NegativeReinforcementPunishment Encourages Immature Behaviors Effect on Maturity/Development IncreasesBehavior Effect on Behavior CONSEQUENCES OF BEHAVIOR Extinction Encourages Mature Behaviors Decreases Behavior

How to Effectively Shape Behavior with Reinforcement  Define desired behavior patterns specifically.  Measure performance accurately.  Reinforce behavior quickly.  Use valued reinforcement.  Give individual rewards for independent jobs.  Give team rewards for interdependent jobs.  Beware of “Loser Effects”.  Beware of unintended consequences (rewarding the wrong thing).

SCHEDULES OF REINFORCEMENT: EXTINCTION The less predictable Reinforcement was in the past, the more difficult behavior is to extinguish (Resistance to Extinction) --Intermittent (Partial) Schedules are more resistant than Continuous (100%) --Variable Schedules are more resistant than Fixed

APPLICATIONS OF REINFORCEMENT THEORY l Pay for Performance or Knowledge (Merit Pay) l Organizational Behavior Modification (OB MOD) »Specific, desired, individual behaviors reinforced

The Learning Organization l The knowledge needed by organizations is increasing l Acquired knowledge needs to be managed (preserved and communicated) l Everyone participates (often in teams) in identifying and solving problems l There is “open-book” management of information l Training is extensive, frequent