Learning Learning Learning Learning

Miss Nafisa H KattarwalaMiss Nafisa H Kattarwala

Learning :• It can be described as an ever-

lasting change in behavior or behavioral tendency that happens as a consequence of a person’s interaction with his environment

• We use all our senses to learn

Forms of Knowledge• Explicit – one which can be openly

transmitted in any form• Tacit- that which can be

transmitted only through experience or observation

David Kolb’s Model of Learning

 

                                                                                                 

                                                                                   

Kolb’s Styles of Learning

• We need different styles to learn different types of knowledge. Kolb proposed the following continuum for learning:

• Kolb's model therefore works on two levels - a four-stage cycle:

• Concrete Experience - (CE) • Reflective Observation - (RO) • Abstract Conceptualization - (AC) • Active Experimentation - (AE)

Kolb’s Styles of Learning

• four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms:

• Diverging (CE/RO) • Assimilating (AC/RO) • Converging (AC/AE) • Accommodating (CE/AE)

The Learning Paradox

The two conflicting contexts for a learning style

• Concrete Experience - CE (feeling) -----V-----Abstract Conceptualization - AC (thinking)

• Active Experimentation - AE (doing)-----V----- Reflective Observation - RO (watching)

Learning In an Organization

• B. F. Skinner suggested the theory of Operant conditioning or instrumental conditioning. According to him any form of human behavior produces certain favorable or unfavorable consequences. And whether this behavior gets repeated in future or not depends on the consequences.

Learning In an Organization

• The law effect indicates that if the consequences lead to pleasant effects then you will repeat that behavior and if it has negative effects then you will not repeat it. For example, in a on-he-job training session, you taught a subordinate how to work on a machine. If he performs the task without any error and you praise him then he will repeat the same performance.

Reinforcement of Behavior

• Superiors need to use rewards and punishments in a discretionary manner to reinforce employee behaviors at work-place. Behaviors can either be positively or negatively reinforced.

Reinforcement of Behaviors

• If you want someone to repeat a certain behavior you can use rewards to reinforce the behavior. The reward could simply be a pat on the back or a word of praise.

• If you do not want an employee to repeat certain behavior then simply use deterrents such as warnings or reprimanding an undesirable form of behavior will lead to avoidance of such behavior in future.

Contingencies of Reinforcement

Stimulus presented or Withdrawn

Desirability of Stimulus

Name of contingency

Strength of response

Example

Presented Pleasant Positive Reinforcement

Increases Praise from a supervisor encourages continuing that behavior

Unpleasant

Punishment Decreases Criticism from a superior discourages doing the punished behavior

Withdrawn

Pleasant

Unpleasant

Extinction

Negative Reinforcement

Decreases

Increases

Failing to praise a helpful act reduces the odds of help in future

Future criticism is avoided by doing whatever the supervisor wants

Social Modeling Or Observational Learning• By observing other people’s behavior a

lot of learning happens. Here one needs to watch the person he wishes to learn from, remember the behavior, one must be able to reenact the behavior and there must be motivation to do so. Social Modeling or Observational Learning is used in training methods such as the understudy and apprenticeship.

Knowledge Management

• This is managing and ensuring appropriate utilization of the knowledge of an organization. Organizations must create resources to capture, disseminate and use knowledge quickly, particularly idea-sharing & implementation. Localization of knowledge must be avoided.

Behavior Modification • Steps in Organizational Behavior

Modification • 1. Identify the performance

Related behavioral events- For instance increasing production

• 2. Measure how often do behaviors as identified in step 1 occur under current conditions. Develop a baseline measure

• 3. Analyze what are the preceding cues of the performance behavior and its consequences. Conduct A-B-C analysis

Behavior Modification• 4. Intervene: Take action with the

goal to enhance productive behaviors and to discourage unproductive behaviors. Use Reward, recognition and monetary incentives and feedback as positive reinforcement

Behavior Modification• Evaluate: This step evaluates if

the intervention has actually led to change in performance as desired. If not then another analysis is attempted and intervention is introduced once again.

Behavior Modification• Factors to be considered: • Behaviors –must be observable,

measurable, task-related and critical to the task

• To develop baseline Measure – use direct observation, time sampling, archival data, historical data

Behavior Modification• Analyze- Antecedents • Behavioral Contingencies • Consequences

• Intervention- While designing intervention, take into account Organizational context vis-à-vis industry, structure, size, processes, technology

Behavior Modification• While applying Intervention- you may

use positive reinforcement strategies such as financial, non-financial, social, combination of several incentives

• Please measure post-test frequency of behaviors

• Has the behavior modified: If yes, continue with the modification.

Behavior Modification• You can use several schedules of

reinforcement such as continuous, intermittent, ratio, interval.

• Finally evaluate the performance improvement if any.

• If the behavior was not modified as identified earlier then change the intervention.