5-1©2005 prentice hall understanding and managing organizational behavior 4th edition 5: learning...
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5-1 ©2005 Prentice Hall
Understanding and
Managing Organizational
Behavior
4th Edition
Chapter 5:5:Learning and Learning and
CreativityCreativity
JENNIFER GEORGE JENNIFER GEORGE & GARETH JONES& GARETH JONES
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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
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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
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Opening Case: Continuous Learning at Seagate Technologies
Why is continuous learning a necessity in today’s business environment?
Seagate Technologies has shown how continuous learning can put organizations and their members in charge of their own fate
Seagate decided to learn from multiple sources including its customers’ customers.
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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
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Operant Conditioning
Learning that takes place when the learner recognizes the connection between a behavior and its consequences– Individuals learn to operate on their
environment, to behave in certain ways to achieve desirable consequences or avoid undesirable consequences
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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
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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
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Negative Reinforcement
Increases the probability that a desired behavior will occur by removing a negative consequence when an employee performs the behavior
Subordinates experiencing negative reinforcement learn the connection between a desired organizational behavior and a consequence
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Reinforcement Schedules
Continuous Reinforcement: Occurs after every occurrence of a behavior
Partial Reinforcement: Occurs only a portion of the time that behavior occurs
Differences:– Continuous reinforcement can result in faster
learning of desired behaviors– Behaviors learned using partial reinforcement
are likely to last longer
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Reinforcement Schedules
Fixed-Interval ScheduleFixed-Interval Schedule Variable-Interval ScheduleVariable-Interval Schedule Fixed-Ratio ScheduleFixed-Ratio Schedule Variable-Ratio ScheduleVariable-Ratio Schedule
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Extinction and Punishment
ExtinctionExtinction: Removing a consequence that is currently reinforcing an undesirable behavior in an effort to decrease the probability that the behavior will occur again in the future
PunishmentPunishment: Administering negative consequences to workers who perform undesirable behaviors in an effort to decrease the probability that the behavior will occur again in the future
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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
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Organizational Behavior Modification
The systematic application of the principles of operant conditioning for teaching and managing organizational behaviors
OB Mod
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The Basic Steps of OB Mod
Identify the behavior to be learned Measure the frequency of the behavior Perform a functional analysis Develop and apply a strategy Measure the frequency of the behavior
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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
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Vicarious Learning
Learning that occurs when one person (the learner) learns a behavior by watching another person (the model) perform the behavior
Learners can also learn from situations in which models get punished
Role models can be positive or negative
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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
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Conditions Indicating Use of Self-Control
Individual must engage in a low-probability behavior
Self-reinforcers must be available Learner must set goals that determine when
self-reinforcement takes place Learner must administer the reinforcer when
the goal is achieved
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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– Effort– Persistence
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Sources of Self-Efficacy
Past performance Vicarious experience or observation of
others Verbal persuasion Individuals’ readings of their internal
physiological states
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The Learning Organization
Organizational learning: the process through which managers instill a desire to find new ways to improve organizational effectiveness
Knowledge management: the ability to capitalize on the knowledge possessed by organizational members which is not necessarily written down anywhere or codified in formal documents
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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
Communicating a shared vision for the organization as a whole
Encouraging systematic thinking