Learning – What is it?

According to Stephen Robbins, learning may

be defined as any relatively permanent
change in behavior that occurs as a result of
experience.
The present definition of learning has several
components that deserve clarification.
 Learning involves change
 The change must be relatively permanent
 Learning involves change in behaviour
 Implications of the above
definition:
1. Acquisition of new inputs of knowledge
2. Assimilation of new input of knowledge
3. Integration of new inputs of knowledge
4. Effective use of new inputs of knowledge.
5. Learning is not decorative
6. Creativity: Learning involves creativity
7. Further learning: Learning increases the
capability of a person to learn more on
his/her own.
 THEORIES OF LEARNING
In order to explain the complex topic like human
learning , various researchers have approached the
problem from various perspectives. This has given
rise to different theories of learning. We will review
some of the most important theories of learning
which are:
1. Classical Conditioning,
2. Operant Conditioning, And
3. Social Learning,
 Respondent or Classical Conditioning
We make associations with stimuli
Example: The Pavlov Dog.
Operant or Instrumental Conditioning
Learning is the result of the application of consequences; that
is, learners begin to connect certain responses with certain
stimuli.
Examples: Positive Reinforcement, Negative Reinforcement
Social Learning Theory:
People are not driven by either inner forces or environmental
stimuli in isolation; instead behaviors are learned through
continuous interaction of personal and environmental
determinants and all learning from direct experience occurs by
observing other people’s behavior.
Traditional view: Classical Conditioning
Learning that takes place when the learner
recognizes the connection between an
unconditioned stimulus and a conditioned stimulus.
Behavior is caused by the repetitive association
between a stimulus and a response
To understand contemporary thinking of
learning, we first need to be aware of its historical
roots.
Classical conditioning is a simple form of
learning in which conditioned response is linked
with an unconditioned stimulus.
2.1 Models: Pavlov’s Dog
 2. OPERANT CONDITIONING
We will now review the operant conditioning theory
of learning today that was offered by B. F. Skinner.
This is also known as Reinforcement theory.
Learning that takes place when the learner
recognizes the connection between a behavior and
its consequences.
It is also called “instrumental learning”
It is a system of learning through “rewards and
punishments”
This process of learning is the contribution of B F
Skinner
 FEATURES OF OPERANT
CONDITIONING:
People emit responses that are rewarded and
will not emit responses that are not neither
rewarded nor punished
Operant conditioning is voluntary behavior
and is maintained and controlled by its
consequences
Operant conditioning assumes that people
behavior is determined by environment and
they learn by producing alterations in their
environment
• Operant conditioning is a powerful tool in
the hands of managers to manage people
• They can very effectively influence people
behavior by simply manipulating reward
system.
• A reward system can be a reinforcer if the
rate of response increases
REINFORCEMENT
STRATEGIES
There are four reinforcement strategies:
(a) Positive reinforcement
(b) Negative reinforcement
(c) Extinction reinforcement
(d) Punishment
(a) Positive enforcement:
This strengthens and increases a desirable
behavior. It is a reward
There are two types of positive reinforcement:
Primary: Food, water, sex, biological
significance, rest rooms etc.,
Secondary: Job advancement, recognition
esteem etc.,
The managers must select Re-enforcers that are
sufficiently powerful depending upon
circumstances
SCHDULES OF REINFORCEMENT:
Continuous
In the continuous reinforcement, the employee
receives a reward every time he/she performs
a desired behavior
Intermittent
In the intermittent reinforcement, the employee
receives reward on random basis.
There are four types of intermittent
reinforcement
Fixed Ratio when a fixed number of responses are
required to be emitted for obtaining the reinforcement.
This is found to be offered as piece-rate payment system
Variable Ratio when a varying or random number of
responses must be emitted before reinforcement occurs.
This is found to be implemented when the employees are
given certain percentage on their performance as the
incentive as ‘commission’.
Fixed interval when the reinforcements are spaced at
uniform intervals of time. This is found in monthly or
weekly payment system.
Variable interval when reinforcements are distributed
in time so that these are unpredictable.
Negative reinforcement: This is the removal of
punishment or threat of punishment. Negative
reinforcement strengthens the desirable behavior by
removing obnoxious consequences
Extinction reinforcement: This is an effective
method of controlling undesirable behavior. It refers to non-
reinforcement and is based on the assumption that if a
response is not reinforced it will eventually disappear
Punishment: This is a control device used to discourage
and reduce the annoying behavior of the employees
Two forms of punishment can be effected:
 Termination of reward
 Unpleasant consequences of a continuing
undesirable behavior
3. SOCIAL LEARNING THEORY

Individuals learn by observing what

happens to other people, being told about
something, as well as by direct
experiences.
People use these observations to create a
“model” in their own mind of what is
occurring.
Necessary components of social
learning include

 Attentional processes.
 Retention processes.

 Motor reproduction processes.

 Reinforcement processes.

 Self-efficacy.
Attentional processes. People learn from a model
only when they recognize and pay attention to its
critical features.
Retention processes. A model’s influence will
depend on how well the individual remembers the
model’s action after the model is no longer readily
available.
Motor reproduction processes. After a person has
seen a new behavior by observing the model, the
watching must be converted to doing.
Reinforcement processes. Individuals
will be motivated to exhibit the modeled
behavior if positive incentives or rewards
are provided.
Self-efficacy: a person’s belief about his or
her ability to perform a particular
behavior successfully.
To encourage self-efficacy, we need to:
1. Encourage small successes
2. Let subordinates know that others like
them have succeeded on especially
challenging projects.
3. Have high expectations