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Amity School of Business
Amity School of Business
BBAGEN, SEMESTER II
ORGANISATIONAL BEHAVIOUR (BBAHR-10201)
Ms. Kushi Sharma
Amity School of Business
LEARNING
• Learning is a relatively permanent change
in behavior (or behavior tendency) that
occurs as a result of a person’s interaction
with the environment.
• Learning is an important part of knowledge
management and influences ability, role
perceptions, and motivation in the MARS
model of individual performance.
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• Learning is modification of behaviour through
practices, training or experience.
• It is an important component of OB because of
its impact on individual behaviour.
• Learning takes place in various forms: the four
models explaining this are:
• Classical conditioning, Operant conditioning,
Cognitive learning and Social learning.
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LEARNING
MODELS
CLASSICAL
CONDITIONING
OPERANT
CONDITIONING
COGNITIVE
LEARNING
SOCIAL
LEARNING
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THEORIES OF LEARNING
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• 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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• The major theorist in the development of classical
conditioning is Ivan Pavlov, noble prize winner,a
Russian scientist trained in biology and medicine
• Pavlov was studying the digestive system of dogs
and became intrigued with his observation that
dogs deprived of food began to salivate when one
of his assistants walked into the room.
• He began to investigate this phenomena and
established the laws of classical conditioning.
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CLASSICAL CONDITIONING
BEFORE CONDITIONING
BELL
UNCONDITIONED
STIMULI(US)
(FOOD)
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NO RESPONSE
UNCONDITIONED
RESPONSE(UR)
(SALIVATION)
DURING CONDITIONING
CONDITIONED
STIMULUS(CS)
(BELL)
AFTER CONDITIONING
CONDITIONED
STIMULUS(CS)
(BELL)
UNCONDITIONED
STIMULUS(US)
(FOOD)
UNCONDITIONED
RESPONSE(UR)
(SALIVATION)
CONDITIONED
RESPONSE(CR)
(SALIVATION)
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• 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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• Also called instrumental conditioning, refers to
the process that our behaviour produces certain
consequences and how we behave in the future
will depend on what those consequences are.
• If our actions have pleasant effects,then we will
be more likely to repeat them in the future and
vice-versa.
• Thus, according to this theory behaviour is the
function of its consequences. It emphasises
voluntary behaviours.
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OPERANT BEHAVIOUR AND
THEIR CONSEQUENCES
THE INDIVIDUAL
•
•
•
•
•
•
BEHAVIOURS
Works
Talks to others
Enters a restaurant
Enters a library
Increases productivity
•
•
•
•
•
•
CONSEQUENCES
Is paid
Meets more people
Obtains food
Finds/reads a book
Receives merit pay
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CLASSICAL CONDITIONING V/S
OPERANT CONDITIONING
• REACTIVE:(responses • PROACTIVE:( responses
are emitted by a person)
are elicited from a
person)
• CHOICE: ( responses are
variable in types and
• NO CHOICE:(
degrees)
responses are fixed to
stimulus)
• CS is situation such as
office, a social setting, a
• CS is stimulus such as
specific set of
sound, an object, a
circumstances.
person.
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Cognitive-Learning Theory (Edward Toleman)
People are conscious, active
participants in how they learn.
Key Concepts
• Prior learning
• Behavioural choice
• Perceived consequence
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• People use past learning and expereinces as a
basis for present behaviour. These experiences
represent presumed knowledge or cognitions.
• For eg. An employee faced with a choice of job
transfer will use previous experience in deciding
to accept or not the offer.
• He will recognise the consequences, thus when
he accepts the offer when he understands that
acceptance will lead to better rewards and
experience.
• Finally, he will choose this learning for future
assignments in favour of pleasant outcomes.
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FEEDBACK
PRIOR
LEARNING
BEHAVIOURAL
CHOICE
PERCEIVED
CONSEQUENCES
COGNITIVE LEARNING THEORY
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Key Concepts
• Attentional processes
Social-Learning Theory • Retention processes
People can learn through • Motor reproduction processes
observation and direct
• Reinforcement processes
experience. The social
learning theory proposed by
Albert Bandura proposed that
people can learn new
information and behaviors by
watching other people. Known
as observational learning (or
modeling).
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MODEL
Pay attention to model
Remember what model did
BEHAVIOUR
Practise model’s
behaviour
Motivated to
imitate model?
SOCIAL LEARNING
Imitate
Model’s
behaviour
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SOCIAL LEARNING THEORY
• Attentional processes: People learn from a
model only when they recognise and pay
attention to its critical features.
• Retention processes: A model’s influence
will depend on how well the individual
remembers the model’s action after the
model is no longer readily available.
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• Motor- reproduction processes: After a
person has seen a new behaviour by
observing the model, the watching must
be converted into doing.
• Reinforcement processes: Individuals will
be motivated to exhibit the modeled
behaviour if positive incentives or rewards
are provided.
Behaviours that are positively reinforced will be given
more attention, learned better and performed
more often.
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SHAPING BEHAVIOUR
Shaping Behavior
Systematically reinforcing each successive step that
moves an individual closer to the desired response.
Key Concepts
• Reinforcement is required to change behavior.
• Some rewards are more effective than others.
• The timing of reinforcement affects learning
speed and permanence.
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BEHAVIOUR POSITIVE
INCREASES REINFORCE-OR IS
MENT
MAINTAINED
PUNISHMENT
NEGATIVE
REINFORCE-MENT
EXTINCTION
PUNISHMENT
BEHAVIOUR
DECREASES
CONSEQUENCE
IS INTRODUCED
CONSEQUENCE
NO
CONSEQUENCE IS REMOVED
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• A reinforcer is any event that strengthens or
increases the behavior it follows. There are two kinds
of reinforcers:
Positive reinforcers are favorable events or
outcomes that are presented after the behavior.
Negative reinforcers involve the removal of an
unfavorable events or outcomes after the display of a
behavior.
• In both of these cases of reinforcement, the behavior
increases.
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• Punishment is the presentation of an adverse event
or outcome that causes a decrease in the behavior it
follows. There are two kinds of punishment:
Positive punishment involves the presentation of an
unfavorable event or outcome in order to weaken the
response it follows.
Negative punishment occurs when an favorable event
or outcome is removed after a behavior occurs.
In both of these cases of punishment, the behavior
decreases.
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