Learning

Types of learners
The learning process
Learning theories
Organizational
behavior
modification
 CONTENTS

Introduction
Types Of Learning
Classical Conditioning
Operant Conditioning
Cognitive Process
Social Learning
Reinforcement
Applications
 LEARNING ??????
• Any relatively permanent change in
behavior that occurs as a result of
experience.
stephen p. robbins
 DEFINITION
 An individual reacts to any situation or responds to instructions in
particular fashion, that fashion or style is caused due to learning.
 Learning brings relatively permanent change in human
behavior that occurs as a result of experience.
 Learning is a lifelong process in which new behaviours
are acquired.
 We cannot see learning but we can see changed behavior as
a consequence of learning..
 Examples:
 Driving a vehicle
 An instant learning
 Neil Fleming's VARK model is expanded upon
the VAK model of Barbe and colleagues, and was
proposed in 1992
 The VARK model of learning styles suggests that
there are four main types of learners. These four
key types are:
1. Visual learners
2. Auditory learners
3. Reading / writing learners
4. Kinesthetic learners
 Visual Learners - Visual learners learn best by
seeing. Graphic displays such as charts, diagrams,
illustrations, handouts, and videos are all helpful
learning tools for visual learners. People who
prefer this type of learning would rather see
information presented in a visual rather than in
written form.
 Auditory learners - Aural (or auditory) learners
learn best by hearing information. They tend to
get a great deal out of lectures and are good at
remembering things they are told.
 Reading and Writing Learners -
Reading and writing learners prefer to
take in information displayed as words.
Learning materials that are primarily text-
based are strongly preferred by these
learners.
 Kinesthetic Learners - Kinesthetic (or
tactile) learners learn best by touching and
doing. Hands-on experience is important
to kinesthetic learners.
 THEORIES OF LEARNING

REINFORCEMENT

LEARNING

SOCIAL CLASSICAL
LEARNING CONDITIONING

OPERANT
CONDITIONING
 CLASSICAL CONDITIONING
- BEHAVIORIST THEORY
 “Classical conditioning can be
defined as a process in which
a formerly neutral stimulus
UNCONDITIONAL Or
when paired with UNCONDITIONAL Or
NATURAL STIMULUS NATURAL
an unconditional stimulus, (US) RESPONSE (UR)

becomes a conditioned
STIMULUS-
stimulus that illicit RESPONSE
(SR)
conditioned a response.”
(Luthans 1995)
CONDITIONAL CONDITIONAL
STIMULUS (CS) RESPONSE (UR)

 Classical conditioning states

that an event repeated several
times results into desired
response.
 IVAN PAVLOV’S THEORY

 Ivan Pavlov a Russian psychologist introduced classical conditioning

theory.
 EXPERIMENT CONDUCTED: -
 Dog as a subject.
 STAGE ONE: -
 presented meat (unconditional stimulus) to the dog.

 He noticed a great deal of salivation (unconditional response).

 STAGE TWO : -
 he only rang up the bell (neutral stimulus), the dog had no salivation.

 STAGE THREE: -
 accompanied the offering of meat to the dog along with ringing up of bell.
 After doing this several times, Pavlov rang up only bell (without offering
of meat to the dog). This time the dog salivated to the ringing up of bell
alone.
 CONCLUSION
 The dog has become classically conditioned to salivate
(response) to the sound of the bell (stimulus). It will be seen
that the learning can take place amongst animals based on
stimulus – response (SR) connections. The study was
undoubtedly single most famous study ever conducted in
behavioral sciences. It was a major break through and had
a lasting impact on understanding of learning.
 OPERANT CONDITIONING
 Operant conditioning deals with Response—Stimulus (R-S)
connection.
 concept originated by B.F. Skinner.
 states that “most human behavior operates based on
the environment.”
 Learning depends on what happens after the response –THE
CONSEQUENCES
 The learning of voluntary behaviour through the effects
of pleasant and unpleasant responses.
 Operant
conditioning Description Outcome Example

Positive Add or increase a Behavior is Giving a student a

reinforcement pleasant strengthened prize after he gets an
stimulus A on a test
Negative Reduce or remove an Behavior is Taking painkillers
reinforcement unpleasant strengthened that eliminate pain
stimulus increases the
likelihood that you
will take painkillers
again
Positive Present or add an Behavior is Giving a student
punishment unpleasant stimulus extra homework
weakened after she misbehaves
in class
Negative Reduce or remove a Behavior is Taking away a teen’s
punishment pleasant stimulus mobile
weakened
 COGNITIVE THEORY
 Cognitive Approach
 Edward Tolman
 The theory consists of relationship between
environmental (cognitive) cues and
expectations.
 EXPERIMEN
T: -
Subject
 He
 wasthat the rat could run through
found
RAT
critical path with particular intention of
getting food (goal/objective).
 This theory was later applied on human
resources where incentives were related to
higher performance.
 SOCIAL LEARNING
 Behavioral approach.

 It deals with learning process based on

direct observation and the experience.

 Achieved while interacting

with individuals.

 people observe, alter and even

construct a particular environment to
fit in the social behavioral pattern.
 It is practiced in organizations by observing various cultural, and
social practices.
 This phenomenon is distinctly visible in defense services where
cadets opt for a particular regiment based on the performance of
their instructors (role model).

 In industrial organizations leader must display a role model so

that subordinates copy the style of functioning.
 This theory states that there is more to learning than just the
antecedent stimulus and dependent consequences. This theory
assumes that leaning can also take place through vicarious or
modeling processes and self-control processes.

1. Modeling processes
Observational learning is the essential component of vicarious or
modeling processes. Behavior acquisition through the modeling
process cannot be directly attributed to either classical or operant
conditioning. Learning need not result always from S-R or R-S
connections.
People could learn from others and that such learning took place in two
steps:
1. Through observation a person acquires a mental picture of an act
carried out by someone and its consequences.
2. Then the person enacts the acquired image
If the consequences turn to be positive, the behavior is repeated;
otherwise, it is discontinued.

Self-efficacy

People with high self-efficacy, that is, people who think they can
perform a task well, usually do better than people with low self-
efficacy.
There is a fairly clear relationship between self-efficacy and work
related performance.
 PROCESS IN SOCIAL LEARNING

ATTENTION
PROCESS

RETENTION
PROCESS

MOTOR
REPEODUCTION
PROCESS

RE-INFORCMENT
PROCESS
Attention Process:
People learn from a model only when they recognize and pay attention to its
critical features. We tend to be most influenced by models that are attractive,
repeatedly available, important to us or similar to use in our estimation.
Retention Processes:
A model’s influence will depend upon how well the individual remembers
the model’s action after the model is not longer readily available.
 Motor Reproduction Processes:
After a person has seen a new behavior by observing the model, the
watching must be converted to doing. This process then demonstrates that
the individual can perform the modeled activities.
Reinforcement Processes:
Individuals will be motivated to exhibit the modeled behavior if positive
incentives or rewards are provided. Behaviors that are positively reinforced
will be given more attention, learned better and performed more often.
Meaning of Reinforcement
Reinforcement is defined as anything that tends to increase the
intensity of a response and also induces the person to repeat the
behavior which was followed by reinforcement.
A reward is something which is given or done in recognition of
an individual’s achievements or performance.

From a functional perspective something is reinforcing only if it

strengthens the response preceding it, thus inducing the
response to be repeated.

Positive reinforcement strengthens and increases the likelihood

of a particular behavior being repeated because a desirable
consequence is presented.

Negative reinforcement also strengthens and increases the

probability of a particular behavior being repeated, but by
withdrawing an undesirable consequence.

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RE-ENFORCEMENT
 Steps in the O. B. Mod Process
The O. B. Mod process uses the reinforcement theory to make
employees behave in the desired manner.
Flowchart of Steps in the O. B. Mod Process
Measure
Identify Analyze
Determine the number of
Identify the critical Determine the
times a particular behavior
behaviors which antecedent cues
is exhibited before using
have responsible for
any managerial
a significant impact on the a particular behavior and
intervention to modify
individual’s performance, also the consequences
that behavior.
and therefore on the that maintain the
organization’s performance behavior.

Evaluate
Intervene
Assess the effectiveness
of the intervention (checking
Design an appropriate
whether the intervention really
strategy to encourage
improved performance
desirable behavior and
of the organization)
discourage undesirable
based on various parameters. 17
behavior
 Only performance behaviors can be measured
through the OB Mod Process-absenteeism,
tardiness, promptness,
Base-line measure is obtained by determining the number
of times a particular behavior is exhibited- frequency of
occurrence
a. Positive reinforcement strategy-money, attention,
recognition, feedback,
b. Punishment-positive reinforcement strategy
Four levels of evaluation: reaction, learning, behavioral
change, performance improvement- turnover, absenteeism,
customer complaints, employee grievances, no. of clients
served, rate
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