LEARNINGVALUESATTITUDESMOTIVATION

Presented by-Saumya UttamShivangi Sharma ShobhitSunanda RathoreVidushi ChaudharyVishesh

Surabhi MittalSurabhi VermaShikha YadavSwati SrivastavaMohit KumarAshish Dohre

MBA - I Year Section : A

LEARNING

Surabhi Mittal

DEFINITION Learning is any relatively permanent change

in the behaviour after a particular activity or experience.

Watson and Skinner have used learning as a relation or association between two types of incidents.

According to T.R. Mitchell, “learning is the process by which new behaviours are acquired. It is generally agreed that learning involves changes in behaviour, practising new behaviours, and establishing permanency in the change.”.

Surabhi Mittal

COMPONENTS OF LEARNING PROCESS Drive –

Any strong stimuli that impels action. Cue stimuli

Any objects existing in the environment as perceived by the individual.

Responses May be in physical form or may be in terms of attitudes,

familiarity, perception or other complex phenomena. Reinforcement

Of several responses made to the same situation, those which are accompanied or closely followed by satisfaction (reinforcement) will be more likely to occur.

Retention Stability of learned behaviour over time.

Surabhi Mittal

FACTORS AFFECTING LEARNING Motivation of learner

Something that moves a person to action, and continues him in the course of action already initiated.

His mental set Preparation for an action (learning).

Nature of learning materials If the learning material is of easy nature, it is learned

quickly whereas difficult material takes time to understand.

Practice More a person practices, more he absorbs learning

contents. Environment

Situational setup for learning that can either strengthen or weaken the innate ability to achieve and learn.

Surabhi Mittal

NATURE OF LEARNING Learning involves a change in behaviour, though

this change is not necessarily an improvement over previous behaviour.

The behavioural change must be permanent. Any temporary change in behaviour due to fatigue or any reason is not a part of learning.

The behavioural change must be based on some form of practice or experience. Thus, any behavioural change because of physical maturation is not learning.

The practice or experience must be reinforced in order for learning to occur. If reinforcement does not accompany the practice or experience, the behaviour will disappear.

Surabhi Mittal

THEORIES Conditioning Theory

Classical Conditioning Operant Conditioning

Cognitive Learning Theory Social Learning Theory

Surabhi Mittal

CONDITIONING THEORY Conditioning is the process in which an

ineffective object or situation becomes so much effective that it makes the hidden response apparent. In the absence of this stimulus, hidden response is a natural or normal response.

Based on premise that learning is establishing association between response and stimulus.

Has 2 main theories : Classical conditioning Operant conditioning

Surabhi Mittal

CLASSICAL CONDITIONING Given by Dr. Ivan Pavlov States that behaviour is learned by repetitive

association between a stimulus and a response (S-R association). The organism learns to transfer a response from one stimulus to a previously neutral stimulus.

Four elements always present in classical conditioning are : US (Unconditioned Stimulus) UR (Unconditioned Response) CS (Conditioned Stimulus) CR (Conditioned Response)

Surabhi Mittal

CLASSICAL CONDITIONINGThe famous Dog-Meat experiment

Surabhi Mittal

OPERANT CONDITIONING Given by B.F. Skinner Implies that behaviour is voluntary and is

determined, maintained and controlled by its consequences.

B = f ( c ) Involves relationship between 3 elements :

Stimulus situation Behavioural response to the situation Consequences of the response to the person

Dimension: talks of reinforcement which strengthens the behaviour and keep it worth repeating.

Surabhi Mittal

COGNITIVE LEARNING THEORY Drawn heavily from the work done by Edward C.

Tolman Emphasis on individual. Cognitive model is used in perception, learning,

attitude formation and motivation . Emphasizes the positive and free-will aspects of

human behaviour. Cognition refers to an individual’s ideas, thoughts,

knowledge , interpretation and understanding about himself and his environment.

The learner forms a cognitive structure in memory, preserves and organises information about the various events that occur in a learning situation.

Surabhi Mittal

SOCIAL LEARNING THEORY Combines and integrates both behaviouristic

and cognitive concepts and emphasises the integrative nature of cognitive , behavioural and environmental determinants.

People can learn through direct experience and observations.

Dimensions : Attention Process Retention Process Motor Reproduction Process Reinforcement Process

Surabhi Mittal

REINFORCEMENT “Anything that increases the strength if

response and tends to induce repetitions of the behaviour that preceded the reinforcement”

Environmental event that follows a response. Behaviour gets shaped when

systematically reinforcing each successive step that gives desired response.

Surabhi Mittal

REINFORCEMENT “Anything that increases the strength if

response and tends to induce repetitions of the behaviour that preceded the reinforcement”

Environmental event that follows a response. Behaviour gets shaped when

systematically reinforcing each successive step that gives desired response.

Surabhi Mittal

METHODS OF REINFORCEMENT Positive

Continuous Reinforcement Intermittent Reinforcement

Fixed Interval Schedule Variable Interval Schedule Fixed Ratio Schedule Variable Ration Schedule.

Negative Punishment Extinction

Surabhi Mittal

VALUES IN

MANAGEMENT OF ORGANIZATION

Surabhi Verma

DEFINITION Values are important and lasting beliefs

ordeals shared by the members of culture about what is good or bad and desirable or undesirable. Values have major influence one persons behavior and attitude and serve abroad guidelines in all situations.

Surabhi Verma

VALUES VS. ATTITUDES Values are different form Attitudes. Values are general beliefs about life. Whereas attitude are directed towards

specific objects, events, or people.

Surabhi Verma

TYPES OF VALUES Terminal Value Terminal Values include things like happiness,

self respect, family security, recognition, freedom, inner harmony, comfortable life, professional excellence, etc.

Instrumental Value These include honesty, sincerity, ambition,

independence, obedience, imaginativeness, courageousness, competitiveness, and also some negative traits too.

Surabhi Verma

OTHER CATEGORY OF VALUES Theoretical: Values the discovery of truth and

emphasizes critical and rational approach to problem.

Economic: Values utility and practicality and  emphasizes standard of living. Aesthetic: Values form grace and harmony

and emphasizes the artistic aspects of life.

Social: Values love of people and altruism and emphasizes competition and winning.

Surabhi Verma

IMPORTANCE OF VALUES IN AN ORGANIZATION Contribute to the shared meaning in the organization. Binds people together as a community. Provides people with a common language. Tell people how to behave to achieve the

organization’s vision. Contribute to organization’s vitality and performance.  Organizational values are unique to each company. Values should represent the culture of the business.

It’s okay to be competitive and profit driven. As you’re starting to plan for next year, think about

your organizational values and whether they’re representative of your organization.

Surabhi Verma

IMPORTANCE OF VALUES IN VARIOUS FIELDS Recruiting Training Performance

Surabhi Verma

THE BENEFITS OF VALUES IN MANAGEMENT  Provides good basis to management for better

business decisions. Improves provided services to

partners/customers real needs. Facilitate innovation to support organization

competitiveness . Strong awareness of value culture, with good

understanding of business goals. Good knowledge of business/ organization KPIs

Enhance communication and the efficiency of teamwork.

Commitment from partners/customers and stakeholders.

Surabhi Verma

TWO STEP PROCESS Every individual and every organization on

this planet is involved in making decisions on a daily basis.

The first step in creating values alignment is to find out what the values of employees are.

The second step is to find out how employees perceive the values of their decisions we make are a reflection of our personal and organizational values.

When the values of an individual are the same as the values of their organization, then there is a values alignment &Vice versa.

Surabhi Verma

CONCLUSION Values are the ideals of an individual personal

importance. However, to be successful in an organization,

managers need to learn adopted values, a set of values that are part of the organization's culture.

When personal values (intended) and organizational values(adopted) are congruent, these become highly pragmatic operative values.

Thus, they provide a frame of references for consistency in making decision and relationship with others.

Organization grows and prospers when operative values are strong.

Surabhi Verma

ATTITUDES

Swati Srivastava

ATTITUDES A lasting, general evaluation of people

(including oneself), objects, advertisements, or issues.

Anything toward which one has an attitude is called an Attitude Object.

An attitude is: Lasting because it tends to endure over time.General because it applies to more than a

momentary event. Attitudes help us make all forms of choices such

as:Very product-specific behaviors, andMore general consumption-related behaviors.

Swati Srivastava

THE FUNCTIONS OF ATTITUDES

UtilitarianReward and Punishment

KnowledgeNeed for Meaning,Order & Structure

Value-ExpressiveConsumer’s Values

or Self-Concept

AttitudeFunctions

Ego-DefensiveProtect Person From Threats

By Identifying the Dominant Function a Product Serves for Consumers - What Benefits it Provides - Marketers Can Emphasize These Benefits in

Communications & Packaging.

Swati Srivastava

THE ABC MODEL OF ATTITUDES

AffectWay a Consumer

Feels

BehaviorPerson’s Intentions

to Do

CognitionConsumer’s

Beliefs

Components of anAttitude

Swati Srivastava

Standard Learning Hierarchy

Beliefs Affect Behavior

ATTITUDEBased on Cognitive Information Processing

HIERARCHIES OF EFFECTS

Low-Involvement Hierarchy

Beliefs AffectBehavior

ATTITUDEBased on Behavioral Learning Processes

Experiential Hierarchy

BeliefsAffect Behavior

ATTITUDEBased on Hedonic Consumption

Swati Srivastava

ATTITUDES TOWARD THE ADVERTISEMENT

The Attitude Toward the Advertisement is Defined as a Predisposition to Respond in a Favorable or Unfavorable Manner to a Particular Advertising

Stimulus During a Particular Exposure Occasion.Determinants Include:

Attitude Toward

AdvertiserMood

Evoked by the Ad

Degree to Which the Ad Affects

Viewers’ Arousal LevelsEvaluations

of the Ad Execution

Itself

Swati Srivastava

FORMING ATTITUDES

An Attitude can form in several different ways depending on the Hierarchy of Effects and how the attitude is learned.

It can occur because of:Classical Conditioning, i.e. Attitude Object is

paired with a catchy jingle. Instrumental Conditioning, i.e. consumption of

the Attitude Object is reinforced.Complex Cognitive Process, i.e. teenager

models behavior of friends and media figures.

Swati Srivastava

FORMING ATTITUDESLevels of Commitment to an Attitude

Internalization

Identification

Compliance

Deg

ree

of C

omm

itmen

t

The Consistency Principle

Consumers Value Harmony Among Their Thoughts, Feelings, and Behaviors, and They are Motivatedto Maintain Uniformity Among These Elements.

Swati Srivastava

• States that when a person is confronted with inconsistencies among attitudes or behaviors, he or she will take some action to resolve this “dissonance”.

• Theory focuses on situations in which two Cognitive Elements are inconsistent with one another.

– Cognitive Elements can be something that a person believes about himself, a behavior he performs, or an observation about his surroundings.

• Dissonance reduction can occur either by eliminating, adding, or changing elements.

COGNITIVE DISSONANCE AND HARMONY AMONG VALUES

Swati Srivastava

SOCIAL JUDGMENT THEORY

Latitudes of Acceptance and Rejection

Latitudes of Rejection

Attitude Anchor

Assimilation

Contrast

Latitude of Acceptance

Swati Srivastava

BALANCE THEORY

Considers Relations Among Elements a Person Might Perceive as Belonging Together and Desires the Relations Among the Elements in a Triad to be

Harmonious, or Balanced.

A Person and His/ Her Perceptions (+ or - )

An Attitude Object

Some Other Person or

ObjectMarketers May Use Celebrities to Endorse Products to Achieve Balance.

Triad

Swati Srivastava

MULTI-ATTRIBUTE ATTITUDE MODELS

Attributes Beliefs

ImportanceWeights

Models Assume That a Consumer’s Attitude (Evaluation) of an Attitude Object Will Depend on the Beliefs He or She Has About Several or Many

Attributes of the Object.

Swati Srivastava

THE FISHBEIN MODELThe Fishbein Model is the Most Influential Multi-

attribute Model and It Measures Three Components of Attitudes:

Salient Beliefs About

the Object ThatAre Considered

During Evaluation

Object-Attitude Linkages, or The Probability That a

Particular Object Hasan Important

Attribute

Evaluation of Each of the

Important Attributes

Swati Srivastava

FISHBEIN MODEL

Formed by integrating (summing) the separate evaluations of the salient beliefs (ei), weighted by the strength of each beliefs (bi), to create an overall evaluation or attitude (Ao).

Ao = Sbiei

Swati Srivastava

HOW BELIEFS ARE ACQUIRED

Direct experience with product.Information processing

information from outside sources (friends)

Vicarious experienceInferences

Swati Srivastava

Swati Srivastava

STRATEGIC IMPLICATIONS OF THE MULTI-ATTRIBUTE MODEL

Capitalize onRelative Advantage

Strengthen PerceivedProduct / Attribute

Linkages

Influence Competitors’Ratings Add a New Attribute

Swati Srivastava

ATTITUDE-BEHAVIOR RELATIONSHIP

Weak empirical relationship between attitude and behavior

Why?Overall evaluation of product (Ao) not tied to

situational factors while behaviors, in contrast, always occur in a situational context or are highly influenced by the environment.

Swati Srivastava

USING ATTITUDES TO PREDICTBEHAVIOR

IntentionsVersus

BehaviorSocial

PressureAttitudeToward Buying

The Extended Fishbein Model is Called the “Theory of Reasoned Action” and Includes

the Following Modifications:

Swati Srivastava

THE THEORY OF REASONED ACTION

Reflects the assumption that consumers consciously consider the consequences of alternative actions and choose the behavior which leads to the most desirable consequences.

Swati Srivastava

Swati Srivastava

OBSTACLES TO PREDICTING BEHAVIOR IN THE THEORY OF REASONED ACTION

Obstacles to Predicting Behavior

Design

Locus of Control

Basic Assumptions

Correspondence

Time-Frame

Attitude Accessibility

Swati Srivastava

THEORY OF TRYING

Amount of Control Over Situation

Expectations of Success or Failure

Social Norms

Attitudes Toward the Process of Trying

Frequency of Past Trying of Behavior

Recentness of Past Trying of BehaviorStates That the Criterion of Behavior in the Reasoned Action Model Should be

Replaced With Trying to Reach a Goal. Recognizes That Additional Factors Might Intervene Between Intent and

Performance Such As:

Swati Srivastava

TRACKING ATTITUDES OVER TIME

Attitude Tracking Programs Allow Researchers to Analyze Attitude Trends Over an Extended Period of

Time. Some Dimensions To Include in Attitude Tracking Programs Include:

Changes in Different Age GroupsLifecycle, Cohort and Historical Effects

Scenarios About the FutureFuture Plans and Confidence in the Economy

Identification of Change Agents

Swati Srivastava

MOTIVATION

Saumya Uttam

MOTIVATION“Motivation is a process of stimulating people to action to accomplish desired goals” - Scott

Saumya Uttam

CHARACTERISTICS OF MOTIVATION Internal feeling Goal directed System orientation Positive or negative Bargaining Complete process Different for job satisfaction.

Saumya Uttam

TYPES OF MOTIVATION Monetary motivation. Non-monetary motivation.

Saumya Uttam

CONTENT THEORIES Maslow’s hierarchy of needs theory Aldermen's ERG model Herzberg’s two factor theory McGregor’s theory X and Y Maturity and immaturity theory

Saumya Uttam

MASLOW’S HIERARCHY OF NEEDS THEORYPEOPLE ARE MOTIVATED BY MULTIPLE NEEDS AND THESE NEEDS EXIST IN A HIERARCHICAL MODEL

Saumya Uttam

CRITICISM OF MASLOW’S HIERARCHY OF NEEDS THEORY Theoretical difficulties Research methodology Superfluous classification scheme Chain of causation in the hierarchy Need-crucial determinants of behavior Individual differences

Saumya Uttam

ALDERFER’S ERG MODEL

Saumya Uttam

HERZBERG’S TWO FACTOR THEORY

Saumya Uttam

CRITICISM OF HERZBERG’S TWO FACTOR THEORY Research methodology Empirical validity Assumptions

Saumya Uttam

MCGREGOR’S THEORY X AND Y

Saumya Uttam

MATURITY AND IMMATURITY THEORY

Saumya Uttam

POCESS THEORIES Adams’ equity theory Vrooms’ expectancy theory reinforcement theory

Saumya Uttam

Saumya Uttam

VROOMS’ EXPECTANCY THEORY

Saumya Uttam

REINFORCEMENT THEORY

Saumya Uttam

GOAL SETTING THEORY Specific high goals lead to greater

performance Feedback helps ensure difficult goals are

reached Participative , assigned and self set goals are

equally effective Action planning facilitates goal

accomplishment Commitment and incentives dramatically

influence outcomes.

Saumya Uttam

THANK YOU !!