Understanding and Managing Organizational Behavior

4th Edition

Chapter 5: Learning and Creativity

JENNIFER GEORGE & GARETH JONES

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Chapter Objectives
Describe what learning is and why it is so important for all kinds of jobs and organizations Understand how to effectively use reinforcement, extinction, and punishment to promote the learning of desired behaviors and curtail ineffective behaviors Describe the conditions necessary to determine if vicarious learning has taken place
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Chapter Objectives
Appreciate the importance of self control and self efficacy for learning on your own Describe how learning takes place continuously through creativity, the nature of the creative process, and the determinants of creativity Understand what it means to be a learning organization

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Opening Case: Continuous Learning at Seagate Technologies

Why is continuous learning a necessity in todays business environment? Seagate Technologies has shown how continuous learning can put organizations and their members in charge of their own fate Seagate decided to learn from multiple sources including its customers customers.
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Learning in Organizations
A relatively permanent change in knowledge or behavior that results from practice or experience With learning comes change Change must be relatively permanent Learning takes place as a result of practice or through experience

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Operant Conditioning
Learning that takes place when the learner recognizes the connection between a behavior and its consequences Individuals learn to operate on their environment, to behave in certain ways to achieve desirable consequences or avoid undesirable consequences

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Reinforcement in Operant Conditioning

The process by which the probably that a desired behavior will occur is increased by applying consequences that depend on the behavior in question Step 1: identify desired behaviors to be encouraged Step 2: decide how to reinforce the behavior
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Positive Reinforcement
Increases the probability that a behavior will occur by administering positive consequences to employees who perform the behavior Potential positive reinforcers Pay Bonuses Promotions Job titles Verbal praise Awards
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Negative Reinforcement
Increases the probability that a desired behavior will occur by removing a negative consequence when an employee performs the behavior Subordinates experiencing negative reinforcement learn the connection between a desired organizational behavior and a consequence

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Reinforcement Schedules
Continuous Reinforcement: Occurs after every occurrence of a behavior Partial Reinforcement: Occurs only a portion of the time that behavior occurs Differences: Continuous reinforcement can result in faster learning of desired behaviors Behaviors learned using partial reinforcement are likely to last longer

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Reinforcement Schedules
Fixed-Interval Schedule Variable-Interval Schedule Fixed-Ratio Schedule Variable-Ratio Schedule

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Extinction and Punishment

Extinction: Removing a consequence that is currently reinforcing an undesirable behavior in an effort to decrease the probability that the behavior will occur again in the future Punishment: Administering negative consequences to workers who perform undesirable behaviors in an effort to decrease the probability that the behavior will occur again in the future

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Negative Reinforcement vs. Punishment

Punishment reduces the probability of an undesired behavior Negative reinforcement increases the probability of a desired behavior Punishment involves administering a negative consequence when an undesired behavior occurs Negative reinforcement entails removing a negative consequence when a desired behavior occurs
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Organizational Behavior Modification

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

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The Basic Steps of OB Mod

Identify the behavior to be learned Measure the frequency of the behavior Perform a functional analysis Develop and apply a strategy Measure the frequency of the behavior

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Social Cognitive Theory

A learning theory that takes into account the fact that thoughts and feelings influence learning. Necessary components include Vicarious learning Self-control Self-efficacy

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Vicarious Learning
Learning that occurs when one person (the learner) learns a behavior by watching another person (the model) perform the behavior Learners can also learn from situations in which models get punished Role models can be positive or negative

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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 Learner must have the skills and abilities to perform the behavior Learner must see that the model receives reinforcement for the behavior in question
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Conditions Indicating Use of Self-Control

Individual must engage in a low-probability behavior Self-reinforcers must be available Learner must set goals that determine when self-reinforcement takes place Learner must administer the reinforcer when the goal is achieved

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Self-Efficacy
A persons belief about his or her ability to perform a particular behavior successfully Not the same as self-esteem Self-efficacy affects learning via Activities Effort Persistence
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Sources of Self-Efficacy
Past performance Vicarious experience or observation of others Verbal persuasion Individuals readings of their internal physiological states

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The Learning Organization

Organizational learning: the process through which managers instill a desire to find new ways to improve organizational effectiveness Knowledge management: the ability to capitalize on the knowledge possessed by organizational members which is not necessarily written down anywhere or codified in formal documents
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Central Activities in a Learning Organization

Encouragement of personal mastery or high self-efficacy Development of complex schemas to understand work activities Encouragement of learning in groups and teams Communicating a shared vision for the organization as a whole Encouraging systematic thinking
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