Загрузил Islombek Ergashev

05People Learning(no Video)

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Learning & Training
Chapter 5
5-1
Before Starting
 What happens to your life?
 Any little changes in you?
- Thinking
- Feeling
- Behavior
 What did we study in Chap. 4?
2
Key words of Chap. 4
3
Lessons of Chap. 5
Lesson 1: Classical Conditioning Theory
Lesson 2: Operant Conditioning Theory
Lesson 3: Social Cognitive Theory
4
We are studying OB
5
Lesson 1
Classical Conditioning
Theory
6
Two Kinds of Behaviors
Instinctive
(unlearned)
Behavior
Learned
5-7
Learned Behaviors
Eating
Cooked
Three times a day
With chopsticks (Korean)
Communicating Thru languages
Thru letters
Conversation, Speech
Teleconferencing
5-8
Early Learning
Learning in Childhood
5-9
Professional Learning
Knowledge
Skills
Attitude
Values
5-10
Learning in Organization
Learning becomes more important!
Why?
5-11
Professional Obsolescence
Skill
Level
(Usefulness)
Time
(Age)
5-12
Lifelong Learning
Continuing Education
Learning Person
(Homo Eruditio)
Learning Organization
Learning Society
5-13
Learning Defined
Learning is 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
5-14
Three Major Learning Theories
1. Classical Conditioning Theory
2. Operant Conditioning Theory
3. Social Cognitive Theory
5-15
Classical Conditioning
Classical conditioning (also known
as Pavlovian or respondent conditioning)
refers to a learning procedure in which a
biologically potent stimulus (e.g. food) is paired
with a previously neutral stimulus (e.g. a bell).
 Ivan Pavlov(1849-1936)
5-16
Classical Conditioning
5-17
Classical Conditioning
Classical conditioning (also known
as Pavlovian or respondent conditioning)
refers to a learning procedure in which a
biologically potent stimulus (e.g. food) is paired
with a previously neutral stimulus (e.g. a bell).
 Ivan Pavlov(1849-1936)
5-18
Classical Conditioning
Stimulus
(food,
unconditioned)
Response
(Salivation,
physiological)
Stimulus
(Bell, conditioned)
5-19
Higher-Order Conditioning
Food
Salivation
Bell
Person in
white gown
Step sound of
person
5-20
Classical Conditioning in Org’n
Most emotional response of employees
(Higher-order Conditioning)
 Anxious response to the boss or customers
 Joyful reactions to a sound, smell, or color
(Without awareness of employee)
5-21
Classical Conditioning for Self-Control
Anchoring: It usually involves a touch, gesture or
word as an ‘anchor’, like a bookmark for a desired
emotion, and recall it again later using the same
anchor. (NLP technique)
Baseball Batter
Hit a homerun
Good feeling
(Being confident)
Hit the chest
5-22
Exercise for lesson 1
1. What is learning?
2. Why is learning becoming more important in
today’s society?
3. What are three major learning theories?
4. What is conditioning?
5. What is anchoring?
23
Lesson 2
Operant Conditioning
Theory
24
Operant Conditioning
Operant conditioning describes how learning
takes place when the learner recognizes the
connection between a behavior and its
consequences(reinforcement)
 Burrhus Frederic Skinner(1904-1990)
5-25
Dog Training
5-26
Operant vs. Classical Conditioning
What are the differences between Pavlovian
experiment and dog training?
5-27
Two Conditioning Theories
Classical
Stimulus
(food,
unconditioned)
Response
(salivation,
physiological)
Stimulus
(bell, conditioned)
Operant
Stimulus
(order,
conditioned)
Response
(Stay, Operant Behavior)
Stimulus
(reward,
unconditioned)
5-28
Operant Conditioning
Simply put, operant conditioning refers to a
systematic program of rewards and punishments.
5-29
Operant Conditioning
5-30
Reinforcement in Operant Conditioning
The process by which the probability 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
5-31
Learning Desired Behaviors
Positive
Reinforcement
Negative
Reinforcement
5-32
Positive Reinforcement
 Administering positive consequences to employees
who perform the behavior.
Pay
 Bonus
 Promotion
 Job title
 Verbal praise
 Award

5-33
Negative Reinforcement
 Removing negative consequences when employees
perform the desired behaviors.
When Bob does the dishes, mom stops nagging.
 Play hard to avoid cut-off
 Save money to prevent bankruptcy
 Keep social distance to prevent infection

5-34
Reinforcement Schedules
• Continuous
• Partial
 Fixed-interval
 Variable-interval
 Fixed-ratio
 Variable-ratio
5-35
Shaping
Shaping is the reinforcement of successive and
closer approximations to a desired behavior

Powerful for complicated sequences

Gradual acquisition of skills
5-36
Operant Conditioning
5-37
Discouraging Undesired Behaviors
Extinction
Punishment
(negative punishment)
(positive punishment)
 Remove existing rewards
- Attention given to misbehavior
- Extra-hour pay to lazy person
- Reward to aggressive behavior
5-38
Organizational Behavior Modification
Organizational behavior modification (OB
MOD) is the systematic application of the principles
of operant conditioning for teaching and managing
organizational behavior
5-39
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
5-40
Steps in OB Mod
Identify important organizational behavior
Measure the frequency of the behavior
Analyze antecedents and consequences
Intervene
Evaluate for performance improvement
Problem solved?
No
Yes
Maintain
5-41
Application of Operant Conditioning
Simply put, operant conditioning refers to a
systematic program of rewards and punishment.
1.
Focus on specific behaviors, not the person.
2. Encourage desired behaviors before discouraging
undesired ones.
3. Maximize rewards and minimize punishment
4. When use punishment, be impersonal.
5-42
Exercise for lesson 2
1. How is operant conditioning different from classical
conditioning?
2. What is positive reinforcement? What is negative
reinforcement?
3. What is extinction?
4. What’s the process of behavioral modification in
organization?
5. What are general rules for the application of operant
conditioning?
43
Lesson 3
Social Cognitive
Learning Theories
44
Social Cognitive Theory
Do you like conditioning theories?
What would be the major problems?
Learning happens without reinforcement!
 Albert Bandura(1925 - )
Bobo Doll Experiment
5-45
Bobo Doll Experiment
5-46
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
5-47
Social Cognitive Theory
Information
Learner
Vicarious
Learning
Self-Control
Behavior
Self-Efficacy
5-48
Vicarious(Observational) 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
5-49
Vicarious Learning
Physicians learn vicariously by watching
skilled physicians treat patients
What are your experiences?
5-50
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 receive
reinforcement for the behavior in question
5-51
Mentoring Program
• Mentoring programs connect people who have
specific skills and knowledge (mentors) with
individuals (protégés or mentee) who need or want
the same skills and advantages to move up in work,
skill level, or school performance.
• Mentor is usually not the superior.
• Mentoring for specific purposes
• Mentoring for general coaching
5-52
Use of Self-Control
• Learner sets goals for learning
• Learner makes plan for learning
• Learner uses self-reinforcement and self-
punishment
• Self-control in low-probability behavior
5-53
Use of Self-reinforcement
• What rewards do you give to yourself, when you
do well?
• What punishments do you give, when you do
badly?
5-54
Self-Efficacy
Self-efficacy is a person’s belief about his
or her ability to perform a particular
behavior successfully
5-55
Sources of Self-Efficacy
• Past performance
• Vicarious experience
• Verbal persuasion
• Individuals’ readings of their internal
physiological states
5-56
Learning by Doing
 Experiential learning
 Direct involvement in subject matter
 Hands-on
training
5-57
Application of Social Cognitive Theory
1.
People must be involved in their learning.
2. Learning must be integrated into the life of people
in the workplace. (formal learning+informal
learning)
3. Encourage social communication and connection
between people.
4. Learning must be open and flexible.
5-58
The Learning Organization
Organizational
Learning
Knowledge
Management
5-59
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
5-60
Chapter Review
1.
Close your book and notes.
2. Take a blank sheet and try to write down on the
sheet the key words you’ve learnt today, as many as
possible, without any reference.(2 min.)
3. Now, look at your notes and lecture slides of
today’s class. (3 min.)
4. Select three key words you’d like to memorize from
today’s lessons.
Thank You Very Much!
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