Learning Response Sheet 2 OB

8/12/2019 Learning Response Sheet 2 OB

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Registration Number:Name: Garima SrivastavaPaper no: 1Response Sheet No: 2Question No: 1

ISTD DIPLOM IN TRINING ND D!"!LOPM!NT

PP!R: 1

ORGNISTIONL #!$"IO%R

R!SPONS! S$!!T NO: 2

S%#MITT!D #&: GRIM SRI"ST"

R!GISTRTION N%M#!R:

'%L& 2(1( #at)h

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Question No 1: Define learning. Compare and contrast conditioned andinstrumental learning. Give an example of how a particular behavior islearned and modified in organization.

nswer No 1:

Definition of !earning:

Learning )ou*+ be +e,ine+ as - re*ative*. permanent )hange in behaviour that o))ursas a resu*t o, prior e/perien)e0E.R.HILGARD

Learning has ta3en p*a)e i, an in+ivi+ua* behaves4 rea)ts 5 respon+s as a resu*t o,e/perien)e in a manner +i,,erent ,rom the 6a. he ,ormer*. behave+0W.McGEHEE

Learning is a re*ative*. permanent )hange in behaviour potentia**. that resu*ts ,romrein,or)e+ pra)ti)e or e/perien)eSTEERS AND PORTER

!earningis a)7uiring ne63no6*e+ge4 behaviors4 s3i**s4 va*ues4 pre,eren)esorun+erstan+ing4 an+ ma. invo*ve s.nthesi8ing +i,,erent t.pes o, in,ormation The abi*it.to *earn is possesse+ b. humans4 anima*s an+ some ma)hines

Comparison " contrast between Conditioned " instrumental learning:

Conditioned !earning:9*assi)a* )on+itioning gre6 out o, e/periments to tea)h +ogsto sa*ivate in response to the ringing o, a be**4 )on+u)te+ in the ear*. 1((s b. Russianph.sio*ogist Ivan Pav*ov

9on+itione+ Learning invo*ves bui*+ing up an asso)iation bet6een a )on+itione+stimu*us an+ an un)on+itione+ stimu*us ;hen the stimu*i4 one )ompe**ing an+ the

other neutra*4 are paire+4 the neutra* one be)omes a )on+itione+ stimu*us an+4 hen)e4ta3es on the properties o, the un)on+itione+ stimu*us

9*assi)a* )on+itioning )an be use+ to e/p*ain 6h. 9hristmas )aro*s o,ten bring ba)3p*easant memories o, )hi*+hoo+< the songs are asso)iate+ 6ith the ,estive 9hristmasspirit an+ evo3e ,on+ memories an+ ,ee*ings o, euphoria

9*assi)a* )on+itioning is passive Something happens an+ 6e rea)t in a spe)i,i) 6a. Itis e*i)ite+ in response to a spe)i,i)4 i+enti,iab*e event s su)h4 it )an e/p*ain simp*ere,*e/ive behaviors #ut most behaviors4 parti)u*ar*. the )omp*e/ behavior o,in+ivi+ua*s in organi8ations is emitte+ rather than e*i)ite+ That is4 it=s vo*untar. ratherthan re,*e/ive

#nstrumental !earning:The se)on+ t.pe o, *earning te)hni7ue is instrumenta**earning4 or )on+itioning4 a*so )a**e+ operant )on+itioning In this t.pe o, )on+itioning aresponse is ,o**o6e+ b. some )onse7uen)e 6hi)h then )hanges the ,uture probabi*it.o, that response >or e/amp*e4 instrumenta* )on+itioning appears to be one 6a. in6hi)h aggressive motivation )an be )hange+ I, an aggressive response b. one )hi*+to6ar+ another )hi*+ is ,o**o6e+ b. some positive event su)h as the aggressor gettingto p*a.

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6ith a +esire+ to.4 then the motivation to behave aggressive*. )an be e/pe)te+ toin)rease in the ,uture

#llustration of how a particular behavior is learned and modified inorganization through an $xample:

))or+ing to rein,or)ement theor.4 +esirab*e behaviors )an be in)rease+ b.asso)iating them 6ith positive )onse7uen)es4 6hi*e un+esirab*e behaviors )an bein)rease+ b. asso)iating them 6ith punishments In organi8ationa* behaviormo+i,i)ation4 a manager i+enti,ies +esire+ an+ un+esire+ behaviors4 measures thee/isting per,orman)e *eve* o, in+ivi+ua* sta,, members an+ i+enti,ies )urrent)onse7uen)es o, behaviors The manager then +eve*ops a strateg. to ma3e high*.+esirab*e behaviors more re6ar+ing ,or an emp*o.ee

To assess 6hether or not his strateg. is e,,e)tive a,ter imp*ementation4 the managermust again measure the per,orman)e *eve* o, sta,, members4 to see 6hether the.have in)rease+ their ,re7uen)ies o, +esire+ behavior I, the. haven?t4 the managermust tr. a +i,,erent ,orm o, positive rein,or)ement

On)e the manager per)eives a positive )hange in sta,, behavior4 he must maintain thepositive behavior To +o this4 he must )ontinue to re6ar+ his sta,, ,or +esirab*ebehavior on a )ontinuous4 intermittent s)he+u*e >or e/amp*e4 i, an emp*o.ee 6house+ to )ome to 6or3*ate is given a raise ,or )hanging his behavior an+ )oming to6or3 on time4 he shou*+ be given another re6ar+ *ater i, he )ontinues to be pun)tua* I,the raise is on*. a onetime re6ar+4 the emp*o.ee might start )oming to 6or3 *ateagain4 seeing no bene,it in )oming to 6or3 on time

The below mentioned case std! illst"ates how a #a"ticla" beha$io" can belea"ned % modi&ied in an o"'ani(ation sin' Rewa"d) Moti$ation %Pnishment.

%vercoming bsenteeism at &ni'ue (chweppes !td :

%ni7ue S)h6eppes Lt+ 6as mu*tinationa* Pub*i) *imite+ 9ompan. 6ith its hea+ o,,i)e atLon+on Its gra unit 6as situate+ near Mathura 6ith a manpo6er )apa)it. o, @A(emp*o.eesInspite o, goo+ ,a)i*ities provi+e+ to the 6or3ers absenteeism 6as ver. high thus)reating prob*ems in the pro+u)tionIn 'u*. 1A4 $R e/e)utive4 *o3 Gupta re)eive+ a )omp*aint ,rom *ine supervisor4Pra3ash Sharma that pro+u)tion 6as su,,ering +ue to absenteeism in his +epartment*o3 Gupta 6as perp*e/e+ The reason being that 6ith A2 6ee3*. o,,4 )asua* *eavesan+ 22 earne+ *eaves provi+e+ to the 6or3ers in *ine 6ith >a)tor. )t 1@B un+erSe)tion A24 the absenteeism rate 6as sti** 1B CIn 'anuar. 14 a meeting 6as )a**e+ b. *o3 Gupta an+ in )onsu*tation 6ith Pra3ash

Sharma4 it 6as +e)i+e+ that 6arning shou*+ be given to )roni) )ases an+ the 6or3ers6ho ha+ starte+ remaining absent shou*+ be )ounse*e+ Inspite o, +oing this no)hange

6as observe+ unti* pri* 1 *o3 Gupta reporte+ to Pri.a Eumar4 $uman resour)esmanager about in)reasing )omp*aints re*ate+ to absenteeism The management

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o,,ere+ the emp*o.ees the s)heme o, +oub*ing the amount o, annua* interest ,ree*oans ,rom Rs A((( to Rs 1( ((( to those 6ho 6ere regu*ar at their 6or3 p*an)ha*3e+ out ,or this:

Fa !mp*o.ee 6ho ha+ 6or3e+ ,or more than 2B( +a.s out o, HA +a.s 6ou*+ getRs 1(4((( interest ,ree *oan !mp*o.ees 6ho 6ere present ,or more than 2H( 6or3ing+a.s4 amount o, ,ree *oan 6ou*+ be Rs A((( >or *ess than 2H( there 6ou*+ beno *oan ,a)i*itiesFb In a perio+ o, @ months4 i, an emp*o.ee avai*e+ no *eave then he 6ou*+ be entit*e+,or a++itiona* pa.ment o, Rs A(( I, a ha*,+a. *eave4 it 6ou*+ be Rs HA( an+ ,or one+a. *eave it 6ou*+ be Rs 2A( Simi*ar*.4 some 6or3ers 6ho ha+ not sho6n an.improvement in their atten+an)e4 it 6as +e)i+e+ that )harge sheet 6ou*+ be issue+$o6ever4 6hen the )harge sheet 6as issue+ to su)h )ases the union membersresiste+It 6as observe+ in the beginning o, 14 that the rate o, absenteeism ha+ +e)rease+,rom 1BC to 1 C #ut it 6as not satis,a)tor. an+ hen)e management +e)i+e+ to putinmore e,,orts in the ,orm o, ne6 in)entives s)hemes 6hi)h 6ere best on so)ia*re)ognition*i3e< tea part.4 atten+an)e a6ar+s4 re)ognition b. senior e/e)utives at 6or3 p*a)e an+)e*ebrating ,ami*. +a. on 1 September ie4 on "ish6a3arma 'a.anti#. the en+ o, 14 the. ha+ intro+u)e+ a** monetar. as 6e** as so)ia* bene,itss)hemes.et three emp*o.ees among the nine emp*o.ees 6ho ha+ been issue+ the )hargesheet in September4 1B ha+ not sho6n an. improvement an+ remaine+ absent ,ormore than 2(( +a.s out o, 2B( 6or3ing +a.s There,ore4 the management ,ina**.+e)i+e+ to terminate them4 an+ termination *etters 6ere issue+ to themIn the .ear 2(((4 a remar3ab*e +e)*ine 6as ,oun+ in the rate o, absenteeism It ha+re+u)e+ ,rom 1C to 12C

)he above case stud* clearl* indicates how a behavior can be learned andmodified b* using motivation+ reward+ recognition " punishment.

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Learning Response Sheet 2 OB