ito learning sess 1

8/7/2019 ITO Learning Sess 1

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Individuals in Organisations:

How Individuals learn and the nature of learning


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A guide to these session

y There are three sets of slides to support these sessions.

y

They are: The psychology of learningLearning styles

Learning organisations

The first two provide background information and analysisrelating to learning theories; and the last reviewscontemporary developments and practice relating to howorganisations learn and the importance of this forachieving a competitive advantage


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Learning objectives:

By the end of this sessiony You should be able to:

y Explain the main components of the behaviourist and

cognitive approaches to learningy Understand the implications for the development of

practice


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Learningy Is the process of acquiring knowledge through

experience which leads to an enduring change in

behaviour

y You should consider how this differs from:

Training

Education


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A note on the theories and approaches

y Learning theory is a massive and important researcharea and can be approached from many disciplines ie

from a physical perspective ( the early approachesfocused on stimulus reaction models and assumedlittle or no free will ) and from a social / culturalperspective.

y The objective is to explain how learning take placehow this can be managed / promoted; and theimplications for mangers and Organisations generally


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(1)Comparative psychology (

behaviourism)y Comparative psychology is the branch of

psychology concerned with the study of animal

behaviour. Modern research on animal behaviorbegan with the work ofCharles Darwin andGeorges Romanes and has continued to grow intoa multidisciplinary subject. Today, biologists,psychologists, anthropologists, ecologists,

geneticists, and many more contribute to the studyof animal behavior.


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Important people in the history of

Comparative Psychologyy Charles Darwin

y George Romanes

y C. Lloyd Morgany Ivan Pavlov

y Edward Thorndike

y B.F. Skinner

y Konrad Lorenz

y However; there are may more contributions that could

be included


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(2)Cognitive Psychology

(second approach)

y Cognitive psychology is the branch of psychology that

studies mental processes including how people think,perceive, remember, and learn. As part of the largerfield of cognitive science, this branch of psychology isrelated to other disciplines including neuroscience,philosophy, and linguistics


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Two contrasting perspectives

on the psychology of learningy Behaviourist or stimulus

response psychologyargues that what we learnare chains of musclemovements. As brain ormental processes are notdirectly observable, they

are not considered validissues for study

y Cognitive orinformation

processing psychologyargues that what welearn are mentalstructures, and thatmental processes areboth important andamenable to study


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Behaviourist versus cognitive approaches:

T

he key differencesStudies only

observable behaviour

Also studies mental processes

Behaviour isdetermined by learned

sequence of muscle

movements

Behaviour is determined bymemory, mental processes and

expectations

Problem solvingoccurs by trial & error

Problem solving also involvesinsight & understanding

Dull, boring, but

amenable to research

Rich, interesting, but complex,

vague and un-researchable


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Classical behaviourist approaches

y The development of associations between stimuli andresponses through experience.

yThis happens in two different ways, known as:

y Pavlovian conditioning and Skinnerianconditioning

Ie the assertion is that behaviour and learning is

shaped or guided by events ( stimuli )


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Pavlovian or classical conditioning


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Pavlovian conditioningyAlso known as classical and as respondent

conditioning, is a technique for associating and

established response (a dog salivating at the sight offood, for example) with a new stimulus (say, the soundof a bell

y Unconditioned responses are also called reflexes.


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B. F. SKINNER

1904 - 1990

Operant conditioningOperant conditioning

Skinner BoxSkinner Box


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Some conclusions: It is

generally accepted thaty Rewarding and reinforcing desired behaviour is more

effective than punishing undesirable behaviour.

y But recognise it is possible to inadvertently (accidentally ) reinforce undesirable behaviour

y Eg if a worker is difficult and you ignore this youmight reinforce this behaviour

y You might like to consider other examples ?


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However, for punishment to be effective, it

should be

y Quick and short

yAdministered immediately after the undesirable

behavioury Limited in its intensity

y Specifically related to behaviour and not tocharacter traits

y Restricted to the context in which the undesirablebehaviour occurs


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For punishment to be effective, it should

y Not send any mixed messages to the recipient aboutwhat is and what is not acceptable

y

Penalties should take the form of withdrawal of accessto rewards and not physical pain


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Behaviour modificationy Is a technique for encouraging desired behaviours and

discouraging unwanted behaviours using operant

conditions. ( ie worker or workplace modifications )


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Desirable workplace behaviour

could includey Following training courses to develop new skills and

being helpful to colleagues.

y

Supporting and working with colleaguesy Exhibiting discretionary effort ie going the last

mile for the customer


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Undesirable work based behaviours could

include ( in addition to lateness etc)

y Deviation from the Organisations values -takingbribes

yNot following policies eg Health and Safety becausethey slow down the work

y Contributing to a deviant sub culture


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Behaviour modification

options look like thisPositive

reinforcement

Manager compliments employee

when work is completed on time

Negativereinforcement

Manager offers to reduce or eliminateunpaid overtime or evening shifts

when work is completed on time

punishment Manager increases employee

workload every time work is handed

in late

extinction Manager ignores the employee when

work is handed in late


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In contrast, more recent Cognitive learning

theory emphasises

y The informal and motivational functions of feedback,and offers advice for ensuring that job training is more

effective.

y Ie workers / learners can make positive decisions andlearning can be advanced or retarded by the action of

managers


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Feedback can bey Intrinsic

y Extrinsic

y Concurrenty Delayed


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Reflection:

y Consider now the type and quality of thefeedback you have given / received ?

y To what extent was it motivational


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Cognitive learning theories: A summaryPlease read more around these theories

y Vygotsky Social DevelopmentTheory

y Bandura Social Learning Theory

y Estes Stimulus Sampling Theoryy Scandura Structural Learning Theory


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Exam Practice:

y What can: Organisations and managers to positivelyencourage learning in a work situation.

y What factors can discourage learning ?


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You could have included:y Organisations:

Reflect first on the theories of how people learn

Learning and development policies p eg time andresources

Personal development plans (PDPs)

Supportive culture: recognise talent

Reward: Financial and non financial


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Managers can

y Support and encourage

y Review learning as part of performance reviews

y Seek out opportunities for their staffy Recognise different learning styles


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Advice on job trainingy 1. The trainee must be motivated to learn

y 2. The task to be learned should be divided into

meaningful segments for which performancestandards can be established

y 3. Trainees should be given clear, frequent andappropriate feedback on their performance and

progress


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Advice on job trainingy 4. Focus on rewarding appropriate behaviour , because

punishment does not tell trainees what they are doing

wrong or what they have to improvey 5. Concurrent feedback is more effective than delayed

feedback


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Reflective exercise 2:y The above slide is critical to understanding how to design

training event.

y Please review this.

y You should then identify a training need this couldinclude:

Training for managers who cannot interviewproperly; or give feedback or carry out disciplineinterviews. Or you could select from your ownexperience


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Reflective ex2( continue)y You should then attempt to design a training event /

programme using the model above.Work carefully andlogically through each stage. Try to be as detailed as

possible.

ito learning sess 1

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