Download Learning and Perception

Chapter 4
Learning and
Perception
Michael A. Hitt
C. Chet Miller
Adrienne Colella
Slides by Ralph R. Braithwaite
4-1
Learning at NUMMI
• What are your thoughts on the peer pressure approach
to teamwork and norms at NUMMI?
• What would be your reaction to having a high-level
manager from another part of the organization entering
your workforce “undercover”? What would be the
advantages and disadvantages?
• Have you had any experiences similar to the learning at
“the old plant” described in the scenario?
• How might the approach to teams and employees in
place at NUMMI work in other types of industries?
Exploring Behavior in Action
4-2
Knowledge Objectives
1. Describe the effects on learning of positive reinforcement,
negative reinforcement, punishment, and extinction.
2. Discuss continuous and intermittent schedules of
reinforcement.
3. Explain how principles of learning can be used to train
newcomers as well as to modify the behavior of existing
associates.
4. Describe the conditions under which adults learn, in addition
to rewards and punishments.
5. Describe some specific methods that organizations use to
train associates.
6. Discuss learning from failure.
7. Identify typical problems in accurately perceiving others and
solutions to these problems.
8. Explain the complexities of causal attributions and task
perception.
4-3
Learning
• Relatively permanent change in capabilities
• Process of behavior change based on positive
•
•
or negative experiences
Occurs only when changes in behavior happen
Driven by experience with a particular situation
4-4
Operant Conditioning
• Reinforcement based
• Behavior is learned as a function of its
•
•
consequence
Roots in the late 1800s with animals
Learning results from simple conditioning, not
from higher mental functioning
B.F. Skinner, a behaviorist,
emphasized conditioning in
people
4-5
Social Learning
• Humans can observe others in a situation and
•
•
learn from what they see
No direct experience to a specific situation is
needed to understand the behavior and its
consequences
Learning can result from higher
mental functioning
Albert Bandura
4-6
Contingencies of Reinforcement
Situation
Behavioral
Response
Consequences
of Behavior
4-7
Contingencies of Reinforcement
The Situation
Behavioral
Response
Consequences
of the Behavior
Positive consequences, or
removal of negative ones,
reinforces behavioral response
New Response
to the Situation
Aversive consequences lead to avoidance
of the same behavioral response, or to new
responses to similar situations in the
future
Adapted from Exhibit 4-1: Effects of Reinforcing Consequences on Learning New Behaviors
4-8
Reinforcing Contingencies
Reinforcement increases the likelihood that the
behavior will be repeated in the same or similar
situations
Positive Reinforcement
Negative Reinforcement
4-9
Non-Reinforcing Contingencies
Non-reinforcing contingencies always refer to
contingent events that decrease the likelihood
that the behavior will be repeated in the same or
similar situations
Punishment
Extinction
R.I.P.
4-10
Punishment Guidelines
• Use only if necessary
• Deliver as quickly as possible after
•
•
•
the undesired event
Focus on specific behaviors that have been
made clear to the recipient
Deliver in an objective, impersonal fashion
Listen to the person before taking action
4-11
Managerial
Advice
Punishment Taken
Too Far
• Thoughts about the “obey or else”
environment in the cockpit?
• What changes would you recommend to
improve the working relationships and
reduce potential accidents?
• What has been your experience with an
environment such as this one?
4-12
Schedules of Reinforcement
Continuous
Intermittent
4-13
Intermittent Reinforcement
What should
I use?
Fixed interval
Variable interval
Fixed ratio or
Variable ratio
4-14
Fixed Interval
Variable Interval
Calling a radio station once a
week for a chance to win a prize
Pressing the "redial" button when
you keep getting a "busy" signal
Examples
Car salesperson gets a $1000
bonus for each 10 cars sold
Fixed Ratio
Betting on specific numbers
on a roulette wheel
Variable Ratio
4-15
Social Learning Theory
Symbolization
and
Forethought
Observation
Self-Efficacy
4-16
Other Conditions for Learning
• Associates need to know why they are learning
•
•
•
what they are learning
Associates need to use their own experiences as
the basis for learning
Associates need to practice what they have
learned
Associates need feedback
4-17
Training and Enhancing
Performance
Determine new
behaviors to be
learned
New job behaviors
learned,
performance
improves
Break new
behavior into
smaller, logical
segments
Use contingent
reinforcement for
Demonstrate
desired behaviors
to trainee
Trainee
practices new
behavior
new behavior
4-18
Organizational Behavior Mod
Also known as performance management, a
formal procedure that focuses on improving
task performance through positive
reinforcement of desired behaviors and
elimination of undesired behaviors
4-19
OB Mod Part 1
Adapted from Exhibit 4-3: Shaping Behavior Through OB Modification
4-20
OB Mod Part 2
Adapted from Exhibit 4-3: Shaping Behavior Through OB Modification
4-21
OB Mod Part 3
Adapted from Exhibit 4-3: Shaping Behavior Through OB Modification
4-22
Simulations
What factors might have contributed
to the reaction of the two situations
described in the chapter?
Team Leader’s Pizza
Suggestions for the two leaders?
A simulation mimics the real
system but allows us to take
one action at a time to
understand its effects and
consequences.
Curling Club
General Manager
4-23
Causal Relationships
Exhibit 4-4: Casual Relationships at a Sports Club
4-24
Learning from Failure
“A failure that does not result in learning is a
mistake: a failure that results in learning is an
intelligent failure.”
Thoughts?
4-25
Intelligent Failures
Results of certain actions:
•
•
•
•
•
Thoughtfully planned
Reasonable chance of success
Typical modest in scale
Executed and evaluated in a speedy fashion
Limited to familiar domains
Examples
4-26
“We Are Ladies and Gentlemen
Serving Ladies and Gentlemen”
• What are your thoughts about the
Ritz-Carlton’s approach to
customers?
• Is all the training (310 hours in the
first year) they do necessary?
• What types of training programs
exist in the places you have
worked?
Experiencing
Strategic OB
WOW!
4-27
Perception
A process that involves sensing various aspects
of a person, task or event and forming
impressions based on selected inputs.
Three basic stages:
• Sensing various characteristics
• Selecting facts
• Organizing into useful concepts
4-28
Perception
• Need a volunteer to read what I am about to
•
show on the screen.
Look at the list below and say the color, not the
word as fast as you can.
RED GREEN PURPLE
BLUE ORANGE YELLOW
GREEN BROWN RED
PURPLE YELLOW BLUE
ORANGE GREEN BLACK
RED PURPLE ORANGE
4-29
Perception
• That was pretty fast.
• Can anyone do it faster.
• I need another volunteer.
4-30
Perception
Look at the list below and say the color, not the
word as fast as you can.
RED GREEN PURPLE
BLUE ORANGE YELLOW
GREEN BROWN RED
PURPLE YELLOW BLUE
ORANGE GREEN BLACK
RED PURPLE ORANGE
4-31
Perception
• Why did the second reading of the colors take
•
longer?
The right side of the brain tries to say the color
but the left side of the brain insists on reading
the word.
4-32
Perceptions of People
Nature of Perceiver
Familiarity with the Other Person
Feelings Toward the Other Person
General Emotion State
Perception of the
Person
Problems in
Person Perception
Implicit Theories
Halo Effect
Projecting
Stereotyping
Nature of the Situation
General Nature of the Other Person
Apparent Intentions of the Other
Person
Consequences of the Interaction
Adapted from Exhibit 4-5: Person Perception
4-33
“Beauty Is Only Skin Deep”
– Or Is It?
1. Should attractiveness be one of the
considerations for hiring someone?
2. Thoughts on whether or not attractive
people are perceived to be smarter,
more confident, and more likeable.
3. What can be done to overcome some of
the perceptual biases that exist in the
workplace?
Experiencing
Strategic OB
Christine Craft
4-34
Self-Perception
4-35
Internal-External Attribution
Consistency
Consensus
Distinctiveness
4-36
Attributions of Causality
High
External
Distinctiveness
Low
High
Individual
Behavior
Internal
External
Consensus
Low
High
Internal
Internal
Consistency
Low
Adapted from Exhibit 4.6 Attribution Theory
External
4-37
Attributions of Success and
Failure
Fundamental Attribution Error
Self-Serving Bias
4-38
Task Perception
• Perceptions of tasks develop through
•
•
subjective and sometimes idiosyncratic
processes
Intelligence, age and gender influence
perception of tasks
Levels of satisfaction play a role
4-39
The Strategic Lens
1. How does the knowledge held by managers and
associates affect the performance of an organization?
2. What are some important ways in which associates
can learn and thereby enhance their stock of
knowledge? What role does perception play in the
learning process?
3. What are the connections between learning,
perception, and organizational strategies?
Bill Breen
4-40
Questions
4-41