Udai Pareek’s Understanding

Organizational Behaviour
Fourth Edition

Dr Udai Pareek

Copyright © 2011 Oxford University Press Chapter 6 : Learning Process

 Chapter 6
Learning Process
Copyright © 2011 Oxford University Press Chapter 6 : Learning Process
 LEARNING OBJECTIVES
After studying this chapter, you will be able to
1. Define learning as a process
2. Enumerate various learning theories and their main
features
3. Explain the cycle of learning
4. Describe the learning process and its elements
5. Identify the conditions for effective learning
6. Understand reinforcement and behavioural modification
 LEARNING DEFINED

The process of learning:

acquiring, assimilating, and internalizing
cognitive, motor or behavioural inputs for their
effective and varied use when required, leading
to enhanced capability of further self-monitored
learning
 The process of learning
6. Self-monitored learning

5. Using learning in all situations

4. Application of new learning

3. Internalization of new knowledge

2. Assimilation or Retention

1. Acquiring knowledge
 LEARNING THEORIES

• Stimulus-response Theories
• Cognitive Theories
• Adult Learning Theories
• Social Learning Theories
• Experiential Learning Theories
• Motivation Theories
 STIMULUS–RESPONSE THEORIES

Three important Stimulus—Response Theories

are:
1. Classical Conditioning: Pavlov
2. Instrumental Conditioning: Thorndike
3. Operant Conditioning : Skinner
 CLASSICAL CONDITIONING - PAVLOV

Unconditioned
Unconditioned
Response
Stimulus

Neutral Stimulus

Conditioned
Stimulus
Copyright © 2011 Oxford University Press Chapter 6 : Learning Process
 Instrumental Conditioning:
INSTRUMENTAL CONDITIONING:
ThorndikeTHORNDIKE
 Thorndike used puzzle boxes
 Animals were required to escape by pressing lever
to get food (reward).
 He concluded, learning takes place through the
method of Trial and error
 Behavior or response is instrumental or more
important for learning .
 The response generalization theory or Type R
conditioning

Copyright © 2011 Oxford University Press Chapter 6 : Learning Process

 OPERANT CONDITIONING

 Importance of Reinforcement in learning: Positive or negative

 Schedule of Reinforcement is important.
 Different kinds of schedules produce different kinds of results.
 Two types of schedules:
1. Simple schedule: single type of reinforcer for single type
of behaviour
2. Compound schedule: combination of 2 or more different
simple schedules.

Copyright © 2011 Oxford University Press Chapter 6 : Learning Process

 REINFORCEMENT AND MODIFICATION
OF MANAGERIAL BEHAVIOUR
1. Positive Reinforcement: To increase the frequency of desired
behaviour in employees by giving some kind of reward for
behaving in the desired way.
2. Negative Reinforcement: To increase frequency of desired
behaviour in the person by helping the person understand
consequences of undesirable behaviour.
3. Punishment: To create an undesirable situation to decrease an
undesirable behaviour.
4. Extinction: To remove all stimuli that reinforce a particular
behavior to stop or weaken that behaviour. If any behaviour not
followed by a consequence, will disappear on its own.
5. Shaping: To impart new learning in graduated steps. Two ways of
shaping or modifying behaviour are graduated challenging
successes and schedule of reinforcement
 Cognitive Theories: importance of
thinking

1. Theory of Lateral
Thinking: De Bono

2. Theory of Cognitive
Dissonance:
Festinger

Copyright © 2011 Oxford University Press Chapter 6 : Learning Process

 Adult Learning Theories:
Knowles' Theory of Andragogy

Main Adult Learning Theories are:

1. Theory of Andragogy by Knowle (1980)

2. Theory of Adult learning by Cross (1981).

Copyright © 2011 Oxford University Press Chapter 6 : Learning Process

 Social Learning Theories

1. Modeling Theory: Bandura

2. Theory of Social Cognition: Vygotsky

Copyright © 2011 Oxford University Press Chapter 6 : Learning Process

 Experiential Learning Theories

 People learn best from their

own experiences and reflection.
 What people do is more
important than what they know.
 People learn best in an
atmosphere of support.
 Doing something new or
different is more significant than
the result.
 Effective learning requires
small controlled steps outside
comfort zones.

Copyright © 2011 Oxford University Press Chapter 6 : Learning Process

 Kolb’s Learning Cycle

Experiencing

Applying Processing
Experimentation Reflecting

Generalizing
Conceptualization

Copyright © 2011 Oxford University Press Chapter 6 : Learning Process

 Kolb’s Learning Styles
Concrete Experiencers
Excited by new experience, share it with
others. Combine Experiencing and
Generalizing

Active Experimenters Reflective Observers

learn from observation, reflect on it,
Pragmatic and rely on trying thing out
discuss, benefit from processing
in familiar situations. Applying part of
and Generalizing parts of cycle
cycle is more apealing to them

Abstract Conceptualizers
Rely mainly on logic and rational analysis.
Tend to generalize from exposure to
logical material.
Copyright © 2011 Oxford University Press Chapter 6 : Learning Process
 Kolb’s Learning Cycle

Concrete Experiences stage

Perception of the objective world.

Active Experimentation stage Observational and Reflective stage

Check out theories and hunches by Beginning of internalisation.
testing in new situations.

Abstract Conceptualisation stage

Step back from reality and draw
conclusions and generalisations.
Copyright © 2011 Oxford University Press Chapter 6 : Learning Process
 Graduated challenging successes

• Programmed instruction: increase difficulty and challenge with

every success

• Schedule of reinforcement: The timing of the behavioral

consequences that follow a given behavior

• Two types of schedules: simple and compound.

• Schedule of reinforcement can be continuous or intermittent