Chapter 5 Learning and Creativity

5-1

2005 Prentice Hall

Learning in Organizations
What? Learning takes place as a result of practice or through experience With learning comes change Change must be relatively permanent

5-2

2005 Prentice Hall

Learning
Types Operant Conditioning Behavior Modification Social Learning Learning on your own Learning by doing Continuous learning through creativity The learning organization
5-3

2005 Prentice Hall

Learning
Operant Conditioning: Behavior is a
function of its consequence

Reinforcement Encourage desired behavior Discourage undesired behavior

5-4

2005 Prentice Hall

Learning
Reinforcement
Encourage desired behavior Positive Negative Discourage undesired behavior Punishment Extinction

5-5

2005 Prentice Hall

Figure 5.1 Operant Conditioning

Insert Figure 5.1 here

5-6

2005 Prentice Hall

Learning Desired Behaviors

Positive Reinforcement

Negative Reinforcement

5-7

2005 Prentice Hall

Positive Reinforcement
Potential positive reinforcers
Pay Bonuses

Promotions
Job titles Verbal praise Awards

5-8

2005 Prentice Hall

Negative Reinforcement
Increases the probability that a desired
behavior will occur by removing a negative consequence when an employee performs the behavior

5-9

2005 Prentice Hall

Reinforcement Schedules
Schedules: Intermittent or continuous Fixed- Ratio (Quantity) or Interval (Time period)

Variable- Ratio or Interval

5-10

2005 Prentice Hall

Learning Complicated Behaviors

Shaping Reinforcement of successive and closer approximations to a desired behavior Gradual acquisition of skills

5-11

2005 Prentice Hall

Discouraging Undesired Behaviors

Extinction

Punishment

5-12

2005 Prentice Hall

Negative Reinforcement vs. Punishment

Punishment involves administering a negative consequence when an undesired behavior occurs Negative reinforcement entails removing a negative consequence when a desired behavior occurs

5-13

2005 Prentice Hall

Negative Reinforcement vs. Punishment

Punishment reduces the probability of an undesired behavior
Negative reinforcement increases the probability of a desired behavior

5-14

2005 Prentice Hall

Organizational Behavior Modification

The systematic application of the principles of operant conditioning for teaching and managing organizational behaviors

5-15

2005 Prentice Hall

Figure 5.2 Steps in OB Mod

Identify important organizational behavior

Measure the frequency of the behavior

Analyze antecedents and consequences

Intervene

Evaluate for performance improvement

Problem solved? Yes Maintain

No
5-16

2005 Prentice Hall

Figure 5.3 Social Cognitive Theory

Information

Vicarious Learning Control Behavior

Learner

Self-Efficacy

5-17

2005 Prentice Hall

Vicarious Learning
Learner learns a behavior by watching the model perform the behavior Examples Role playing Demonstrations Training films Shadowing
5-18

2005 Prentice Hall

Conditions Required for Vicarious Learning

Learner observes the model when the model is performing the behavior
Learner accurately perceives models behavior Learner must remember the behavior

5-19

2005 Prentice Hall

Conditions Required for Vicarious Learning

Learner must have the skills and abilities to perform the behavior

Learner must see that the model receives reinforcement for the behavior in question

5-20

2005 Prentice Hall

Figure 5.3 Social Cognitive Theory

Information

Vicarious Learning Control Behavior

Learner

Self-Efficacy

5-21

2005 Prentice Hall

Conditions Indicating Use of Self-Control

Low-probability behavior
Available self-reinforcers Goals determine self-reinforcement schedule Reinforcement occurs upon goal achievement

5-22

2005 Prentice Hall

Self-Efficacy
What?
Belief about ability to perform a behavior successfully

Self-esteem? Affects learning via Activities and goals Effort Persistence

5-23

2005 Prentice Hall

Sources of Self-Efficacy
Past performance Vicarious experience

Verbal persuasion
Individuals readings of their internal physiological states

5-24

2005 Prentice Hall

Learning By Doing
Experiential Learning
Direct involvement in subject matter Hands-on training

5-25

2005 Prentice Hall

Chapter 5
Learning and Creativity

5-26

2005 Prentice Hall

Figure 5.4 The Creative Process

Recognition of a problem or opportunity

Information gathering

Production of creative ideas

Selection of creative ideas

Implementation of creative ideas

5-27

2005 Prentice Hall

Figure 5.5 Determinants of Creativity

5-28

2005 Prentice Hall

The Learning Organization

Organizational Learning

Knowledge Management

5-29

2005 Prentice Hall

Central Activities in a Learning Organization

Personal mastery or high self-efficacy

Complex schemas to understand work activities Learning in groups and teams Shared vision for organization Systematic thinking
5-30

2005 Prentice Hall

Opening Case: Continuous Learning at Seagate Technologies

Why is continuous learning a necessity in todays business environment? Seagate Technologies
Learning from multiple sources

5-31

2005 Prentice Hall