Organizational Behaviour

Theories of learning: Behavioral Theories – Most traditional & researched theory – Foundation of principles of learning; Org. reward systems & the behavioural management approach Classical Conditioning Ivon Pavlov (Russian) & John B. Watson (Amercian) – Attributed learning to the association/ connection between S – R Ivon Pavlov – measured the amount of saliva secreted by the dog: – Unconditional Stimulus (Meat) & Unconditional Response (Saliva)

Combined with Neutral Stimulus – ie. with Unconditional Stimulus (meat), the dog salivated (CR) to the sound of the bell (CS) Classical conditioning, therefore, is a process in which a formerly neutral stimulus (bell) when paired with unconditional stimulus (meat), becomes a conditional stimulus that elicits a conditional response. 2 Theories of learning: Operant Conditioning Skinner (American Psychologist) – classical conditioning explains only respondent behaviour and these are involuntary responses that are elicited by a stimulus.

Since human behaviour affects/ operates on the environment, the latter type of behaviour is learned through operant conditioning (learning that occurs as a consequence of behaviour). Skinner emphasized the role the consequences play in learning, I. e. , (R – S) connections Therefore, behaviour is a function of its consequence. Both – called Connectionists theories. – Thus S – R deals with classical or respondent conditioning – R – S deals with instrumental or operant conditioning. 3 Theories of learning:

Toleman forerunner of modern social learning theory Cognitive learning consists of relationship between cognitive environmental cues & expectations. Rats run through the maze with purpose and direction toward a goal. At each choice point in the maze, expectations were established: that is, the rat learned to expect that certain cognitive cues associated with the choice might eventually lead to food. If the rat actually received the food, the association between the cue and the expectancy was strengthened and learning occurred. 4 Theories of learning:Self control processes – Both of these add cognitive personality dimension.

Theories of learning: Modeling Modeling involves interrelated subprocesses such as: Attention, Retention, Motoric Reproduction & Reinforcement. – involves observational learning; occurs through imitating others – Learning from others involves two steps: – Observation: the person observes how others act and then acquires a mental picture of the act and its consequence – Acts out: the person acts out the acquired image & if the consequence is Positive (tends to do it again) or Negative (gives it up). 6 6 Principles of Learning

Law of Effect (Thorndike) : – of several responses those behaviour which are accompanied or closely followed by satisfaction will be more likely to recur. & – Those accompanied by discomfort (punishment) will be less likely to recur. – Desirable/ reinforcing consequences will increase the strength of a response and its probability of being repeated in the future. – Increase the strength of a response or repetition through reinforcement; decrease the strength of a response through punishment. 7 Principles of Learning Reinforcement – anything the person finds rewarding.

Anything that both increases the strength of response & tends to induce repetition of the behaviour that preceded is called reinforcement. Functionally something is reinforcing only if it strengthens the response preceding it & induces repetition of the response Positive reinforcement – strengthens response & increases behaviour. By presentation of a desirable consequence Negative reinforcement strengthens & increases behaviour by the termination/ withdrawal of an undesirable consequence – a kind of blackmail 8 Punishment Anything that weakens behaviour & tends to decrease its subsequent frequency.

It is reverse of reinforcement , viz. , (a) it is application of undesirable consequence & (b) also defined as withdrawal of desirable consequence (taking away certain privileges) Sometimes punishment becomes attention giving/ recognition e. g. , shouting infront of the others makes someone a hero. Punishment to occur there must be a weakening of & decrease in the behaviour which preceded it. Note: Negative reinforcement is not punishment; both have opposite effect on behaviour – reinforcement increases/ strengthens while punishment weakens and decrease behaviour.

Punished behaviour tends to be only temporarily suppressed rather than permanently changed and the punished person tends to get anxious and resentful of the punisher. Vicious cycle – unless the punishment is severe, the behaviour will reappear quickly but more severe the punishment greater the side effects such as hate and revenge. Therefore it is important to provide an alternative to the behaviour that is being punished. Punishment must be immediate (Hot Stove method), consistent and impersonal: something that the person who presents it deems it desirable; given by the person who thinks it is desirable.