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UNIT –II
Presented By
Senthil kumar.N
TODAYS discussion
 Review of last class
 Organizational behavior modification
 Learning theories
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ORGANIZATIONAL BEHAVIOR
MODIFICATION
Organizational behavior modification (OB MOD) is
the systematic application of the principles of operant
conditioning for teaching and managing organizational
behavior
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ORGANIZATIONAL BEHAVIOR
MODIFICATION
 OB Mod has been used successfully to improve
productivity, attendance, punctuality, safe work practices,
and customer service. It can be used to encourage desired
behaviors and discourage undesired behaviors.
 Proponents rightfully claim that OB Mod is useful for
managing important behaviors. Research shows that it can
be successful in increasing productivity and cutting down
on accidents, waste, and absenteeism. Critics say that it is
overly manipulative.
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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
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THE BASIC STEPS OF OB MOD
 OB Mod should be used to encourage behaviors that can
be observed by others (and can therefore be reinforced)
and measured, and are task-related and critical to the task.
 Measures of the frequency of behavior should be based on
direct observation, archival data, or historical data.
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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?
Yes
Maintain
No
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STEPS IN OB MOD
 Once the behavior is identified and its frequency has been
determined, it is important to identify the current
antecedents and consequences of the behavior.
 Interventions can include introducing antecedents and
applying operant conditioning techniques including
positive
reinforcement,
negative
reinforcement,
punishment, and extinction. When possible, positive
reinforcement is preferred to negative reinforcement and
extinction is preferred to punishment.
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STEPS IN OB MOD
 In the last step of evaluation, the frequency of the
behavior is measured again to determine if the
intervention was successful. If so, then all that has to be
done is to maintain the intervention by continuing to use
the antecedents and positive reinforcers from the prior
step. If not, then managers need to reconsider the behavior
and cycle through the process again until the behavior has
been successfully identified and modified.
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Theories of learning
Theories of
learning
connectionist
cognitive
Classical
conditioning
Operant
conditioning
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Social learning
Theories of Learning
Classical Conditioning
A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus
• Conditioned response
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Behaviorism
 Classical Conditioning - Pavlov
A stimulus is presented
in order to get a response:
S
R
Behaviorism
 Classical Conditioning - Pavlov
S
US
UR
CS
US
CR
Theories of Learning
Operant Conditioning
A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a punishment.
Key Concepts
• Reflexive (unlearned) behavior
• Conditioned (learned) behavior
• Reinforcement
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Behaviorism
 Operant Conditioning - Skinner
The response is made first,
then reinforcement follows.
Cognitive learning 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
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Vicarious 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
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Vicarious Learning
Physicians learn
vicariously by
watching skilled
physicians treat
patients.
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Self-efficacy
 Self-efficacy is the measure of one's own competence
to complete tasks and reach goals. Psychologists have
studied self-efficacy from several perspectives, noting
various paths to the development of self-efficacy; the
dynamics of self-efficacy, and lack thereof, in different
settings; interactions between self-efficacy and selfconcept; and habits of attribution that contribute to,
or detract from, self-efficacy.
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Self-control
 Self-control is the ability to control one's emotions,
behavior, and desires in order to obtain some reward,
or avoid some punishment, later. Presumably, some
(smaller) reward or punishment is operating in the
short term which precludes, or reduces, the later
reward or punishment. In psychology it is sometimes
called self-regulation. Exerting self-control through
the executive functions in decision making is held in
some theories to deplete one's ability to do so in the
future.[1]
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Theories of Learning
Social-Learning Theory
People can learn through observation
and direct experience.
Key Concepts
• Attentional processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
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 Attention — various factors increase or decrease the
amount of attention paid. Includes distinctiveness,
affective valence, prevalence, complexity, functional
value. One’s characteristics (e.g. sensory capacities,
arousal level, perceptual set, past reinforcement) affect
attention.
 Retention — remembering what you paid attention to.
Includes symbolic coding, mental images, cognitive
organization, symbolic rehearsal, motor rehearsal
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 Motor Reproduction — reproducing the image.
Including physical capabilities, and self-observation of
reproduction.
 Motivation & reinforcement — having a good reason
to imitate. Includes motives such as  past (i.e.
traditional behaviorism), promised (imagined
incentives) and vicarious (seeing and recalling the
reinforced model)
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THANK YOU,,,,,
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