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Published byMagdalene Bell Modified over 9 years ago
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Learning Lecturer: Eric Vassilikos
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How do we form attitudes? Socialization and experience Mere exposure Classical conditioning Operant conditioning Social learning Self-perception Mere exposure effect We are (initially) attracted more to objects we are repeatedly exposed to.
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Conditioning Classical A formerly neutral stimulus comes to elicit the same evaluative reaction as another stimulus, after systematic pairing (e.g. co-occurrence) with the latter i.e. Positive/negative reinforcement or punishment of an attitude towards a stimulus (e.g. object, person, event) in a person’s environment Spreading attitude effect Operant A behaviour comes to be encouraged or disscouraged after systematic pairing with some form of reward or punishment respectively i.e. Positive/negative reinforcement or punishment of a person’s behaviour
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Social learning (Bandura, 1986) Observational learning/Modelling Symbolizing capability Forethought capability Vicarious capability Self-regulatory capability Self-reflection capability
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Related concepts (to attitudes) Values Ideology Different prioritization of values Different approach to pluralism Social representations Collectively elaborated explanations of unfamiliar and complex phenomena that transform them into a familiar and simple form
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Orgnisational behaviour modification Typical steps (Luthans & Kreitner,1985) : Identifying ‘critical’ behaviour for satisfactory performance Identifying behaviour’s strength/frequency Functional analysis of beaviour Is it sustained by rewards/punishments? Possible causes Identifying intervention process Evaluation
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Skills’ development Cognitive phase Understanding the task Associative phase Intensifying association through practice Autonomous phase Increasing automaticity
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The learning organisation An organisation promoting a continuous and enhanced capacity to learn, adapt and change Major difficulty Transmission and management of expert, tacit knowledge and insights Knowledge management The collaborative organisation diffusing knowledge vs. the IT-driven illusion of k nowledge management
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The learning organisation Principles of learning organisations (Senge, 1990) Person mastery Promotion of individual motivation to learn Continuous development Mental models Openness to misconceptions Double-loop learning – Critical focus on the evaluative criteria Shared vision/viewpoints Team learning Emphasis on co-operation and communication Systems thinking
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