ob learnin n behaviour mngt

8/8/2019 Ob Learnin n Behaviour Mngt

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Learning and

Behavior

Management

Learning and

Behavior

Management


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Behavioristic Theories

Classical conditioning

The theory of classical conditioning grew out of thefamous experiments conducted on dogs by theRussian psychologist, Ivan pavlov.

When he gave the dog a piece of meat, it would start

salivating.

The piece of meat was the unconditioned stimulus,and the salivation the unconditioned response.

(Contd.)


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Next, he just rang a bell, which naturally did not

cause the dog to salivate.

In subsequent experiments, he gave the dog a

piece of meat when a bell was rung. After this

process was repeated several times, the dog began

to associate the ringing of the bell with meat.

Pavlov found that the dog would start salivating atthe mere ringing of the bell, even when it was not

given any meat.

(Contd.)


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The dog developed a conditioned response (i.e.

salivation) to a conditioned stimulus (i.e. theringing of a bell), which was previously a neutral

stimulus.

Classical conditional can therefore be defined as a

process in which a formerly neutral stimulus, when

paired with an unconditioned stimulus, becomes aconditioned stimulus that elicits a conditional

response.


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Operant conditioning

Operant conditioning or reinforcement theory has

been associate with the work of B. F. Skinner.

Skinner designed an apparatus called the OperantChamber or the Skinner Box to understandlearned behavior in animals.

The Skinner box has a lever, which on pressing,drops a pellet of food.

Hungry rat was placed in the Skinner box. Soon, itstarted exploring and sniffing around, looking forfood.

(Contd.)


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Behavior is strengthened and is likely to be repeatedif it is reinforced.

Skinner argued that the frequency of specific formsof behavior could be increased if they were followedby pleasant consequences.

Positive reinforcement would establish a particularpattern of behavior. He also argued that theeffectiveness of rewards is at its highest when they

are given immediately after the desired behavior isexhibited. Similarly, when behavior is not rewardedor is punished, the chances of such behavior beingrepeated are less.

(Contd.)


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a) The strength and frequency of classicallyconditioned behaviors are determined by the

environmental event that precedes the behavior.In operant conditioning , it is the environmentalevent following the behavior that determines the

strength and frequency of the behavior. That is tosay, in operant conditioning, what happens as aconsequence of the response determines thebehavior of individuals.

Operant conditioning differs from classicalconditioning in many ways. The most important

differences between the two are given below.

(Contd.)


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b) In the classical conditioning process, the

unconditioned stimulus that serves as a reward

is presented every time. In operant conditioning

the reward is given only when the organism

gives the correct response. This requires the

organism to operate on the environment to

receive a reward.


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Classical ConditioningThe individual (S) Stimulus (R) Response

watches favorite tennis playerwinning a tournament

Jumps with joy

touches a hot vessel Moves away

hears good music Hums and rocks gently

steps on a nail Jumps and screams in pain

Operant ConditioningThe individual (R) Response (S) Stimulus

Browses the Internet Obtains desired information

Uses power carefully Saves money on electricity bill

Carries a credit card Finds it convenient for shopping

Pay loan instilments promptly Attracts no penalty for delayedpayment

Achieves sales targets Obtains incentives and gifts

Examples of Classical and Operant ConditioningExamp les of Classical and Operant Conditioning


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Cognitive Theories

Edward Tolman, a pioneering theorist in the field of

cognitive psychology, stated that cognitive learning

consists of a relationship between cognitive

environment cues and expectations.

Cognitive refer to the processing of information

coming in from the senses. i ,e, without any

known reinforcement a person or animal learns new relationship & association among events simply as a

result of having experienced these events.

(Contd.)


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This learning of the association between the cue and

expectation is termed S-S (Stimulus Stimulus)learning.

Nowadays, cognitive psychology focuses on the

structures and processes of human competence, like

the role of memory and information processing in

earning.

Expectations, attributions, locus of control, and goals

setting are all cognitive concepts.


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Learning need not result always from S-R or R-Sconnections.

People could learn form others that such learningtook place in two steps:

I. Through observation a person acquires a mentalpicture of an act carried out by someone and itsconsequences.

II. Then the person enacts the acquired image.

If the consequences turn out to be positive, thebehavior is repeated: otherwise, it is discontinued.

(Contd.)


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People with high self-efficacy, that is, people

who think they can perform a task well, usuallydo better than people with low self-efficacy.

That three is a fairly clear relationship between

self-efficacy and work related performance.

2. Self efficacy


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Meaning Reinforcement

Reinforcement is defined as anything that tends toincrease the intensity of a response and also inducesthe person to repeat the behavior which was followingby reinforcement.

A reward, however, is something which is given ordone in recognition of an individuals achievements orperformance.

From a functional perspective, something isreinforcement only if it strengthens the responsepreceding it, thus inducing the response to be

repeated.


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PRINCIPLE OF LEARNING

The most important of the learning arereinforcement and punishment.

Reinforce means of strengthen, and the term

reinforcement refers to a stimulus whichstrengthens the probability of a particular responsebeing repeated

Appreciating the good work of an employee andawarding promotions or raises are examples of commonly used reinforcers in organizations.

(Contd.)


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Positive reinforcement increases the chances that a

particular behavior would be repeated because it

results in a desirable consequence.

In negative reinforcement, the individual repeats a

behavior not because he wants to but because hewants to avoid a negative consequence.

Another method of managing behavior involves theuse of punishments are sometimes wrongly

considered to be the opposite of reinforcement.


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Law of Effect

Edward L. Thorndike believed that learning involvedforming bonds between stimuli and responses.

Law of Effect states that responses followed by

pleasant consequence are more likely to be repeated,while responses following by unpleasantconsequences are less likely to be repeated.

Some employees do not learn from repeated failures(on the job) as they have self-efficacy.


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POSITIVE REINFORCEMENT Example : goodperformance rating

PUNISHMENT

Example: suspensionof the employee

NEGATIVE REINFORCEMENT

Example: calling off strike and resumingwork to avoid beingdismissed

PUNISHMENT

Example: no accessto recreation facilitiesor e-mailing systemfor a week

StimulusPresented

StimulusRemovedorWithheld

BehaviorEncouraged

BehaviorSuppressed

Different Between Position and NegativeReinforcement and Punishment


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BEHAVIRAL MANAGEMENTThe O. B. Mod process focuses on the following

aspects: the influence of the environment onemployee behavior; the antecedent cues or conditionthat precede a behavior.

The consequence of a particular behavior; and theimpact of the behavior on performance effectiveness.

Only those behaviors which are tangible, observable,measurable and repeatable can be improved bymeans of the O.B. Mod process.

This process has been shown to reduce absenteeism,improve productivity, decrease costs, reduce

defective output and improve safety.


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The O.B. Mod Process

The O.B. process uses the reinforcement theory tomake employees behave in the desired manner.

The steps in the O. B. Mod process : -

1. Identifying critical performance behavior2. Measuring the critical performance behaviors

3. Carrying out a functional analysis of the

behaviors4. Developing an effective intervention strategy

5. Evaluation of the intervention strategy toensure performance improvement


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Identify

Identify the criticalbehaviors which havea significant impact on the

Individuals performance,and therefore on theorganizations performance

Measure

Determine the number of times a particularis exhibited before usingany managerialintervention to modifythat behavior.

Flowchart of Steps in the O. B. Mod ProcessFlowchart of Step s in the O. B. Mod Process

Analyze

Determine the antecedentcues responsible fora particular behavior and

also the consequences thatmaintain the behavior.

InterveneDesign an appropriate strategyto encourage desirablebehavior and discourageundesirable behavior

Evaluate

Assess the effectivenessof the intervention (checkingwhether the intervention reallyimproved performanceof the organization)based on various parameters.


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Application of the O.B. Process

1. Employee productivity

2. Absenteeism and tardiness

3. Safety and accident prevention

4. Sales performance

ob learnin n behaviour mngt

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