Understanding Learning: Interactional, Conceptual, and Theoretical Perspectives - Prof. Al, Exercises of Commercial Law

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“WE CAN NEVER SEE LEARNING

HAPPENING , WE CAN ONLY SEE

CHANGES TAKING PLACE”

SPEAK

WRITE

LEARNING

LEARNING IS CONCEPTUALISED AS ACQUISITION OF NEW

BEHAVIOUR IN AN INTERACTIONAL ENVIRONMENTAL

SITUATION

LEARNING MAY BE DEFINED AS

 ACQUIRING,

 ASSIMILATING, AND

 INTERNALISING

COGNITIVE, MOTOR OR BEHAVIOURAL INPUTS FOR THEIR

EFFECTIVE AND VARIED USE

REFLEC

T

REFLEC

T

ME

WHAT DO WE LEARN

 (^) PERSONALITY: personality is dynamic concept describing the growth and development of a person’s whole psychological system  (^) PERCEPTION: perception is the viewpoint of how one

person interprets a situation  (^) ATTITUDE: attitude expresses an individual’s positive or negative feeling about some object  (^) VALUES:

 (^) values carries an individual’s ideas as to what is right and what is wrong  (^) values are global beliefs that guide actions and judgments across a variety of situations  (^) values represents basic convictions that a specific mode of conduct is personally or socially preferable to an opposite mode of conduct.

HOW DO WE LEARN?

DIFFERENT APPROACHES HAVE BEEN PROPOSED TO EXPLAIN

THE PHENOMEMON OF LEARNING

 STIMULUS-RESPONSE THEORIES

 COGNITIVE THEORIES

 ADULT LEARNING THEORIES

 SOCILA LEARNING THEORIES

 EXPERIENTIAL LEARNING THEORIES

THEORIES OF

LEARNING

 CLASSICAL CONDITIONING:

A TYPE OF CONDITIONING IN WHICH AN

INDIVIDUAL RESPONDS TO SOME STIMULUS THAT WOULD NOT

ORDINARILY PRODUCE SUCH A RESPONSE

 RUSSIAN PHYSIOLOGIST, IVAN PAVLOV ,AFTER

REPEATED EXPERIMENTS TRAINED HIS DOG TO SALIVATE

ON HEARING THE SOUND OF A BELL

 UNCONDITIONED STIMULUS: MEAT

 UNCONDITIONED RESPONSE: SALIVATION

 (^) CONDITIONED STIMULUS: THE BELL (The bell began as a neutral stimulus (i.e. the bell itself did not produce the dogs’ salivation). However, by pairing the bell with the stimulus that did produce the salivation response, the bell was able to acquire the ability to trigger the salivation response.)  (^) CONDITIONED RESPONSE: SALIVATION

 LEARNING A CONDITIONED RESPONSE INVOLVES BUILDING UP AN

ASSOCIATION BETWEEN A CONDITIONED STIMULUS (THE

BELL) AND AN UNCONDITIONED STIMULUS (THE MEAT)

 WHEN THE STIMULI, ONE COMPELLING (MEAT) AND ONE

NEUTRAL (BELL), ARE PAIRED, THE NEUTRAL ONE BECOMES A

CONDITIONED STIMULUS AND HENCE, TAKES ON THE PROPERTIES

OF THE UNCONDITIONED STIMULUS

 PAVLOV THEREFORE DEMONSTRATED HOW STIMULUS-RESPONSE

BONDS (WHICH SOME CONSIDER AS THE BASIC BUILDING BLOCKS

OF LEARNING) ARE FORMED

IMPLICATIONS IN OB

 (^) WHEN EMPLOYEES ARE INTRODUCED TO THEIR ROLES AND RESPONSIBILITIES, IT USUALLY TAKES THEM SOME TIME TO LEARN. THEY MAY LEARN THAT THEY HAVE A PROCEDURE TO FOLLOW ON A DAILY, WEEKLY OR MONTHLY BASIS. AFTER TIME, THESE DUTIES BECOME PART OF A CONDITIONED RESPONSE.  (^) AT ONE MANUFACTURING PLANT, EVERY TIME THE TOP EXECUTIVES FROM THE HEAD OFFICE WERE SCHEDULED TO MAKE A VISIT, THE PLANT MANAGEMENT WOULD CLEAN UP THE ADMINISTRATIVE OFFICES AND WASH THE WINDOWS. THIS WENT ON FOR YEARS. EVENTUALLY, EMPLOYEES WOULD TURN ON THEIR BEST BEHAVIOR AND LOOK PRIM AND PROPER WHENEVER THE WINDOWS WERE CLEANED — EVEN IN THOSE OCCASIONAL INSTANCES WHEN THE CLEANING WAS NOT PAIRED WITH THE VISIT FROM THE TOP BRASS. PEOPLE HAD LEARNED TO ASSOCIATE THE CLEANING OF THE WINDOWS WITH A VISIT FROM THE HEAD OFFICE.

 CLASSICAL CONDITIONING IS PASSIVE. SOMETHING HAPPENS AND

WE REACT IN A SPECIFIC WAY. IT IS ELICITED IN RESPONSE TO A

SPECIFIC, IDENTIFIABLE EVENT. AS SUCH, IT CAN EXPLAIN SIMPLE

REFLEXIVE BEHAVIORS. BUT MOST BEHAVIOR “ PARTICULARLY

THE COMPLEX BEHAVIOR OF INDIVIDUALS IN ORGANIZATIONS “ IS

EMITTED RATHER THAN ELICITED. THAT IS, IT IS VOLUNTARY

RATHER THAN REFLEXIVE.

FOR EXAMPLE, EMPLOYEES CHOOSE TO ARRIVE AT WORK

ON TIME, ASK THEIR BOSS FOR HELP WITH PROBLEMS, OR

GOOF OFF WHEN NO ONE IS WATCHING. THE LEARNING

OF THOSE BEHAVIORS IS BETTER UNDERSTOOD BY

LOOKING AT OPERANT CONDITIONING.

CONCEPTS IN OPERANT

CONDITIONING

 (^) KEY CONCEPTS IN OPERANT CONDITIONING ARE POSITIVE REINFORCEMENT, NEGATIVE REINFORCEMENT, POSITIVE PUNISHMENT AND NEGATIVE PUNISHMENT  (^) Positive Reinforcement is giving something pleasant after a desired behavior. This increases the probability that the behavior will continue  (^) Having a job and going to work every day to receive a paycheck  (^) A teacher complimenting students when they answer correctly will increase that behavior.  (^) Negative Reinforcement is taking away something unpleasant as a result of the behavior that is acceptable. This is also meant to increase the behavior  (^) A teacher exempts student from the final test if they have perfect attendance. So, the teacher is taking away something unpleasant to increase behavior  (^) In the Skinner box experiment, a loud noise continuously sounded inside the cage until the rat did what Skinner wanted him to do. When he did, the noise stopped, so the unpleasant noise was taken away

 (^) Positive Punishment is when unfavorable events or outcomes are given in order to weaken (decrease) the response (behaviour) that follows  (^) An employee exhibits bad behavior at work and the boss criticizes him. The behavior will decrease because of the boss’s criticism  (^) When a student misbehaves in class, she receives a time out  (^) Negative Punishment is characterized by when an favorable event or outcome is removed after a undesired behavior occurs  (^) An employee is habitually late for work so he begins losing the privilege of listening to music while working. The behavior will decrease because of losing a privilege  (^) A child doesn’t put his bike away so the parents lock it up for a certain time. The parents took away something pleasant to decrease behavior

 (^) There are four basic types of partial reinforcement schedule

 (^) Fixed Interval Schedule A fixed amount of time must elapse for reinforcements to be presented. Number of responses or trials is irrelevant.  (^) Variable Interval Schedule Reinforcement is contingent on the passage of time but the interval varies in random order.

 (^) Fixed Ratio Schedule Reinforcement is provided after a fixed number of correct responses have been made.  (^) Variable Ratio Schedule Reinforcement is provided after a variable number of correct responses.

IMPLICATIONS IN OB

 (^) Productivity:

Good employee morale can be directly linked to increased productivity in the workplace, and operant conditioning can be useful in keeping both high. According to the Theory, positive reinforcement, which is the cornerstone of Skinner's theory, in the form of verbal praise or pay increases, will elicit a desired response, which in the workplace is optimal productivity.  (^) Team Building:

Many business projects involve teams of employees working together to achieve a common goal. When one team member fails to meet his or her individual projects goals, the entire project can suffer, potentially leading to conflict among team members, punishment from superiors and the loss of repeat business from clients. Keeping all employees accountable for their actions and rewarding high performing teams is one form of operant conditioning that can help ensure projects are completed on time and within a set budget.

 (^) Diversity:

The globalization of the workforce has resulted in a high level of ethnic and cultural diversity within most business organizations. Managers who are not adept at communicating with a diverse group of employees risk offending their subordinates and possibly hampering business relations with overseas clients. Leadership training can help support the operant conditioning paradigm by helping to ensure that managers avoid making even one mistake when communicating with a global audience and helping them to maintain positive and, therefore, productive relationships with all involved.  (^) Customer Service:

In the realm of customer service, reinforcement can be immediate, such as when a client purchases a product. Continuous reinforcement can be helpful when new employees are learning an organization's customer service protocol because it can facilitate the learning process and ensure that proper orders are taken at a more rapid pace.