learning and creativity chapter 5 sixth edition jennifer m. george & gareth r. jones copyright...
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Learning and Creativity
Understanding and Managing
Organizational Behavior
Chapter 5
Sixth EditionJennifer M. George & Gareth R. Jones
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5-1
Learning Objectives
Describe what learning is and why it is so
important for all kinds of jobs and
organizations
Understand how to effectively use
reinforcement, extinction, and punishment to
promote the learning of desired behaviors
and curtail ineffective behaviors
Describe the conditions necessary to determine
if vicarious learning has taken placeCopyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5-2
Learning Objectives
Appreciate the importance of self-control and
self-efficacy for learning on your own
Describe how learning takes place
continuously through creativity, the nature of
the creative process, and the determinants of
creativity
Understand what it means to be a learning
organization
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UPS Serious about Learning
Why is learning of utmost importance in organizations?
Extensive training is done so employees learn everything they need to know to provide excellent customer service.
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Learning in Organizations
Learning is a relatively permanent change in knowledge or behavior that results from practice or experience
With learning comes change
Change must be relatively permanent
Learning takes place as a result of practice or through experience
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Operant Conditioning
Operant conditioning describes how
learning takes place when the learner
recognizes the connection between a
behavior and its consequences
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Operant Conditioning
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Exhibit 5.1
5-7
Reinforcement in Operant Conditioning
The process by which the probability that a desired behavior will occur is increased by applying consequences that depend on the behavior in question
Step 1: Identify desired behaviors to be
encouraged
Step 2: Decide how to reinforce the behavior
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Learning Desired Behaviors
Positive Reinforcement
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NegativeReinforcement
Positive Reinforcement
Increases the probability that a behavior will occur by administering positive consequences to employees who perform the behavior Pay Bonuses Promotions Job titles Verbal praise Awards
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Reinforcement Schedules
• Continuous
• Partial
Fixed-interval
Variable-interval
Fixed-ratio
Variable-ratio
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Shaping
Shaping is the reinforcement of successive
and closer approximations to a desired
behavior
Powerful for complicated sequences
Gradual acquisition of skills
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Discouraging Undesired Behaviors
PunishmentExtinction
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Negative Reinforcement vs. Punishment
• Punishment reduces the probability of an undesired behavior
• Negative reinforcement increases the probability of a desired behavior
• Punishment involves administering a negative consequence when an undesired behavior occurs
• Negative reinforcement entails removing a negative consequence when a desired behavior occurs
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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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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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NoNo YesMaintain
YesMaintain
Identify important organizational behavior Identify important organizational behavior
Measure the frequency of the behaviorMeasure the frequency of the behavior
Analyze antecedents and consequencesAnalyze antecedents and consequences
InterveneIntervene
Evaluate for performance improvementEvaluate for performance improvement
Problem solved?Problem solved?
Steps in OB Mod
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Measure Frequency of Behavior
Before this restaurant could correct the problem with employee tardiness, it had to gauge how frequently tardiness occurred.
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Social Cognitive 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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Social Cognitive Theory
Information
Learner
Self-Efficacy
Control
Vicarious Learning
Behavior
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Exhibit 5.3
5-20
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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Conditions Required for Vicarious Learning
• Learner observes the model when the model is performing the behavior
• Learner accurately perceives model’s behavior
• Learner must remember the behavior
• Learner must have the skills and abilities to perform the behavior
• Learner must see that the model receive reinforcement for the behavior in question
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Use of Self-Control
• Low-probability behavior
• Available self-reinforcers
• Goals determine self-reinforcement
schedule
• Reinforcement occurs upon goal
achievementCopyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5-24
Self-Efficacy
Self-efficacy is a person’s belief
about his or her ability to perform a
particular behavior successfully
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Sources of Self-Efficacy
• Past performance
• Vicarious experience
• Verbal persuasion
• Individuals’ readings of their internal physiological states
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Learning by Doing
Experiential learning
Direct involvement in subject matter
Hands-on training
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The Creative Process
Recognition of a
problem or
opportunity
Productionof
creativeideas
Informationgathering
Selectionof
creativeideas
Implementationof
creativeideas
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Exhibit 5.4
5-28
Determinants of Creativity
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Exhibit 5.5
5-29
The Learning Organization
Organizational Learning
KnowledgeManagement
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Central Activities in a Learning Organization
• Encouragement of personal mastery or high self-efficacy
• Development of complex schemas to understand work activities
• Encouragement of learning in groups and teams
• Communication of a shared vision for the organization as a whole
• Encouragement of systematic thinking
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 5-31
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