5-1 ©2005 prentice hall 5 learning and creativity chapter 5 learning and creativity

5-1 ©2005 Prentice Hall

Chapter 55Learning and Learning and

CreativityCreativity


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


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


Opening Case: Continuous Learning at Seagate Technologies

Why is continuous learning a necessity in today’s business environment?

Seagate Technologies Learning from multiple sources


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


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


Insert Figure 5.1 here

Figure 5.1 Operant Conditioning

Chapter 4: Learning and Reinforcement


Types of Contingencies of Reinforcement

PleasantEvent

UnpleasantEvent

Event is Added Event is Removed

Positivereinforcement

Negativereinforcement

Omission

Punishment


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


Learning Desired Behaviors

NegativeReinforcement

Positive Reinforcement


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


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


Reinforcement Schedules

Continuous Partial


Reinforcement Schedules

Fixed-Interval Schedule Variable-Interval Schedule Fixed-Ratio Schedule Variable-Ratio Schedule


Learning Complicated Behaviors

Shaping– Reinforcement of successive and closer

approximations to a desired behavior– Gradual acquisition of skills


Discouraging Undesired Behaviors

PunishmentExtinction


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


Organizational Behavior Modification

The systematic application of the principles of operant conditioning for teaching and managing organizational behaviors

OB Mod


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


Identify important organizational behavior Identify important organizational behavior

Measure the frequency of the behaviorMeasure the frequency of the behavior

Analyze antecedents and consequencesAnalyze antecedents and consequences

InterveneIntervene

Evaluate for performance improvementEvaluate for performance improvement

NoNo YesMaintain

YesMaintain

Problem solved?Problem solved?

Figure 5.2 Steps in OB Mod


Before this day care center could correct the problem with employee tardiness, it had to gauge how frequently tardiness occurred.


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


Figure 5.3 Social Cognitive Theory

Information

Learner

Self-Efficacy

Control

Vicarious Learning

Behavior


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


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


Conditions Indicating Use of Self-Control

Low-probability behavior Available self-reinforcers Goals determine self-reinforcement

schedule Reinforcement occurs upon goal

achievement


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


Sources of Self-Efficacy

Past performance Vicarious experience Verbal persuasion Individuals’ readings of their internal

physiological states


Learning By Doing

Experiential Learning Direct involvement in subject matter

– Hands-on training


Figure 5.4 The Creative Process

Recognition of a

problem or

opportunity

Productionof

creativeideas

Informationgathering

Selectionof

creativeideas

Implementationof

creativeideas


Figure 5.5 Determinants of Creativity


The Learning Organization

Organizational Learning

KnowledgeManagement


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

5-1 ©2005 prentice hall 5 learning and creativity chapter 5 learning and creativity

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