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

5-2 ©2005 Prentice Hall Chapter Objectives  Describe what learning is and why it is so important for all kinds of jobs and organizations  Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors  Describe the conditions necessary to determine if vicarious learning has taken place

5-3 ©2005 Prentice Hall Chapter Objectives  Appreciate the importance of self control and self efficacy for learning on your own  Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity  Understand what it means to be a learning organization

5-4 ©2005 Prentice Hall Opening Case: Continuous Learning at Seagate Technologies  Why is continuous learning a necessity in today’s business environment?  Seagate Technologies  Learning from multiple sources

5-5 ©2005 Prentice Hall Learning in Organizations  A relatively permanent change in knowledge or behavior that results from practice or experience –With learning comes change –Change must be relatively permanent –Learning takes place as a result of practice or through experience

5-6 ©2005 Prentice Hall Operant Conditioning  Learning that takes place when the learner recognizes the connection between a behavior and its consequences –to operate on environment –to behave in certain ways

5-7 ©2005 Prentice Hall Insert Figure 5.1 here Figure 5.1 Operant Conditioning

5-8 ©2005 Prentice Hall Chapter 4: Learning and Reinforcement 8 Types of Contingencies of Reinforcement Pleasant Event Unpleasant Event Event is AddedEvent is Removed Positive reinforcement Negative reinforcement Omission Punishment

5-9 ©2005 Prentice Hall Reinforcement in Operant Conditioning  The process by which the probably that a desired behavior will occur is increased by applying consequences that depend on the behavior in question –Step 1: identify desired behaviors to be encouraged –Step 2: decide how to reinforce the behavior

5-10 ©2005 Prentice Hall Learning Desired Behaviors Negative Reinforcement Positive Reinforcement

5-11 ©2005 Prentice Hall Positive Reinforcement  Increases the probability that a behavior will occur by administering positive consequences to employees who perform the behavior  Potential positive reinforcers –Pay –Bonuses –Promotions –Job titles –Verbal praise –Awards

5-12 ©2005 Prentice Hall Negative Reinforcement  Increases the probability that a desired behavior will occur by removing a negative consequence when an employee performs the behavior –connection between a desired organizational behavior and a consequence

5-13 ©2005 Prentice Hall Reinforcement Schedules Continuous Partial

5-14 ©2005 Prentice Hall Reinforcement Schedules  Fixed-Interval Schedule  Variable-Interval Schedule  Fixed-Ratio Schedule  Variable-Ratio Schedule

5-15 ©2005 Prentice Hall Learning Complicated Behaviors  Shaping –Reinforcement of successive and closer approximations to a desired behavior –Gradual acquisition of skills

5-16 ©2005 Prentice Hall Discouraging Undesired Behaviors PunishmentExtinction

5-17 ©2005 Prentice Hall Negative Reinforcement vs. Punishment  Punishment reduces the probability of an undesired behavior  Negative reinforcement increases the probability of a desired behavior  Punishment involves administering a negative consequence when an undesired behavior occurs  Negative reinforcement entails removing a negative consequence when a desired behavior occurs

5-18 ©2005 Prentice Hall Organizational Behavior Modification  The systematic application of the principles of operant conditioning for teaching and managing organizational behaviors  OB Mod

5-19 ©2005 Prentice Hall The Basic Steps of OB Mod  Identify the behavior to be learned  Measure the frequency of the behavior  Analyze antecedents and consequences  Intervene  Evaluate the performance improvement

5-20 ©2005 Prentice Hall Identify important organizational behavior Measure the frequency of the behavior Analyze antecedents and consequences Intervene Evaluate for performance improvement No Yes Maintain Yes Maintain Problem solved? Figure 5.2 Steps in OB Mod

5-21 ©2005 Prentice Hall Before this day care center could correct the problem with employee tardiness, it had to gauge how frequently tardiness occurred.

5-22 ©2005 Prentice Hall Social Cognitive Theory  A learning theory that takes into account the fact that thoughts and feelings influence learning  Necessary components include –Vicarious learning –Self-control –Self-efficacy

5-23 ©2005 Prentice Hall Figure 5.3 Social Cognitive Theory Information Learner Self-Efficacy Control Vicarious Learning Behavior

5-24 ©2005 Prentice Hall Vicarious Learning  Learning that occurs when one person (the learner) learns a behavior by watching another person (the model) perform the behavior  Examples –Role playing –Demonstrations –Training films –Shadowing

5-25 ©2005 Prentice Hall Conditions Required for Vicarious Learning  Learner observes the model when the model is performing the behavior  Learner accurately perceives model’s behavior  Learner must remember the behavior  Learner must have the skills and abilities to perform the behavior  Learner must see that the model receives reinforcement for the behavior in question

5-26 ©2005 Prentice Hall Conditions Indicating Use of Self-Control  Low-probability behavior  Available self-reinforcers  Goals determine self-reinforcement schedule  Reinforcement occurs upon goal achievement

5-27 ©2005 Prentice Hall Self-Efficacy  A person’s belief about his or her ability to perform a particular behavior successfully –Not the same as self-esteem  Self-efficacy affects learning via –Activities and goals –Effort –Persistence

5-28 ©2005 Prentice Hall Sources of Self-Efficacy  Past performance  Vicarious experience  Verbal persuasion  Individuals’ readings of their internal physiological states

5-29 ©2005 Prentice Hall Learning By Doing  Experiential Learning  Direct involvement in subject matter –Hands-on training

5-30 ©2005 Prentice Hall Figure 5.4 The Creative Process Recognition of a problem or opportunity Production of creative ideas Information gathering Selection of creative ideas Implementation of creative ideas

5-31 ©2005 Prentice Hall Figure 5.5 Determinants of Creativity

5-32 ©2005 Prentice Hall The Learning Organization Organizational Learning Knowledge Management

5-33 ©2005 Prentice Hall Central Activities in a Learning Organization  Encouragement of personal mastery or high self-efficacy  Development of complex schemas to understand work activities  Encouragement of learning in groups and teams  Communication of a shared vision for the organization as a whole  Encouragement of systematic thinking