A brief ppt on Organization Behaviour for hospital administrators. It includes team dynamics, individual and group behavior

1. Learn
ing Module 2

2. MODULE 2
Learning – Meaning, Learning theories – Classical conditioning,
Operant conditioning, Cognitive Theory and Social learning theory.
Teams and Team Work – Introduction, Differences between Groups
and Teams, Types of Teams, Team building
Group – Meaning, Types of Group, Stages of Group Development

3. Meaning
▸The acquisition of knowledge or skills through
experience, practice , study or by being taught.
▸The act, process or experience of gaining knowledge
or skill.
Learning can be defined as a relatively permanent change in
behaviour or performance resulting from experience or practice
( Huse; Scott; Luthans )

4. Learning
Theories
Classical
Conditio
ning
Operant
Conditio
ning
Cognitive
Theory
Social
Learning
Theory
People learn new behaviors through one or more of the four learning processes

5. Classical Conditioning Theory

6. Classical Conditioning
• Ivan Pavlov , a Russian psychologist developed Classical
conditioning theory based on his experiments to teach a dog to
salivate in response to the ringing of the bell.
• It is a simple form of learning in which a conditioned response is
linked with an unconditioned stimulus.
( A stimulus is something that instigates actions and draws forth a
response)

7. Before Conditioning
▸When Pavlov offered meat(unconditioned stimulus) to the dog,
he noticed a great deal of salvation (unconditioned response).
▸Pavlov termed the food an unconditioned stimulus because food
automatically lead to salivation(that is , unconditioned response).
When the dog saw the meat, it salivated.
▸On the other hand, when Pavlov merely rang the bell(neutral
stimulus), the dog did not salivate.

8. After Conditioning
▸Pavlov subsequently introduced the sound of a bell(artificial or
conditioned stimulus) each time the meat(unconditioned stimulus)
was given to the dog.
▸Thus, when the bell was paired with the meat , it produced a
response. The dog eventually learned to salivate in response to the
ringing of the bell even when there was no meat. ( Conditioned
stimulus leading to conditioned response).
▸Pavlov , thus, had conditioned the dog to respond to a learned
stimulus. This is known as the “law of exercise” which states that
behaviour can be learned by repetitive association between a
stimulus and a response.

9. • In Organisations, however, only simple behaviours and
responses can be learned in this way.
• For example, if the boss were to reprimand(scold) an
employee for poor performance every Monday during a
month, the next time the employee receives a call from the
boss, he/she becomes extremely nervous, because of this
association.
• This is S-R learning

10. Operant Conditioning Theory

11. Operant Conditioning
• Proposed by B. F. Skinner
• Operant is defined as voluntary or learned behaviour that produces
effects.
• Operant conditioning, according to Skinner, is based on the
prerequisite that people learn to behave to obtain something they
want or avoid something they do not want.
• Hence, Skinner suggested that Behaviour is a function of its
consequences and not a function of inner thoughts, feelings, emotions
or perceptions as suggested by classical conditioning.

12. • The consequences of given behaviour would decide whether the
same behaviour is likely to occur in future or not
• As a result, behaviours that are rewarded (or reinforced) get
repeated and behaviours that are punished (or not reinforced) are
avoided
• An employee who receives a written disciplinary warning after
submitting a report 24 hours late, is more likely to submit the report
on time next month.
• This is R-S Learning

13. Cognitive Learning Theory

14. Cognitive Learning
Cognition refers to an individual's ideas, thoughts,
knowledge, interpretations, understanding etc about himself and his
environment
According to Cognitive Theory – proposed by Tolman and
Kohler, learning is considered to be the outcome of deliberate
thinking about a problem or situation both possessing and based on
known facts and responding in an objective and goal oriented way

15. • Cognitive learning is a complex form of learning. It
involves interpreting present perceptions in the light of past
information to get our way through unfamiliar problems. It
is more than just gathering information. It involves new
ways of learning, acting and solving.
• Cognitive theory relates to "how we gain information from
the world, how such information is represented and
transformed as knowledge, how it is stored and how that
knowledge is used to direct our attention and behaviour"
(Solso 1979).
• The Cognitive theory does not focus on stimuli-response
connections as important factors in learning.

16. • Edward Tolman, using rats in his laboratory, explained how rats
learned through a complicated maze their goal of food.
• It was found that rats developed expectations at every choice
point in the maze.
• They, thus learned to expect that certain cognitive
cues(example/advice) related to the choice point could
ultimately lead to food.
• If the rat actually got the food, the association between the cue
and the expectancy was strengthened and learning took place.
• This is S-S learning

17. ▸This theory became highly popular in the 1940 -1950s and in fact
several training programme were designed along similar lines.
▸The Training programmes were basically aimed at strengthening
the relationship between cognitive cues(supervisory, organisational
and job procedures) and workers expectations(incentive payments for
good performance).
▸The assumption was that the worker would learn to be more
productive by building an association between taking orders or
following directions and expectancies of monetary reward for this
effort.

18. Social / Observational Learning
Theories

19. Social / Observational Learning
• People can learn through observation and direct experience( also
known as vicarious learning ).
• It takes place when people observe the behaviour of others, note
their consequences and alter their own behaviour as a result.
• Thus, social learning is acquisition of knowledge through
processing of information.
Example – watching the boss reprimand someone for being late
, would simply make you learn the importance of being punctual.

20. Elements
of Social
Learning
Modelling
Self Efficacy Self Control
Self
Reinforcement

21. Elements of Social learning
1. Modelling – The person whose behaviour is imitated(usually
parents, teachers, peers etc) is referred to as the ‘Model’.
▹According to Bandura, for people to learn by observing models,
several processes must occur, they are
– Attention
– Retention
– Reproduction
– Reinforcement

22. • The learner must
have the physical
ability to imitate the
behaviour observed.
• The learner must
have some
motivation to learn
the model.
• The learner must
have good retention
of the model’s
behaviour
• The learner must pay
careful attention to the
model
• The greater the
attention , the more
effective the
learning will be.
Attention Retention
Reproduction
Reinforcement

23. 2. Self Efficacy
Behaviour modelling enhances self efficacy. They gain self
confidence when they observe others doing the job rather than
merely told to execute the same using discretion.
3. Self-Control and Self-Reinforcement
When employees show accountability to their work and control
their behaviours, managers can spare them from observing too
close. Employees should be self driven towards their work rather
than being reinforced by external situations.

24. Teams and Teamwork

25. A team is a group of people who collaborate on
related tasks towards a common goal. Teamwork
involves a set of interdependent activities performed
by individuals who collaborate towards a common
goal.

26. •A Team consists of a small group of people who work
actively together to achieve a common goal for which they
hold themselves collectively accountable
• A team comprises of a small number of people with
complementary skills who are committed to a common
purpose, and an approach for which they hold themselves
mutually accountable.
• Teams include people with mix of skills appropriate to
the task to be done, since team members need technical,
problem solving, decision making and inter-pesonal skills
to work for a goal

27. The following Distinctive features of teams make
their meaning more clear
• They are empowered to share various management and
leadership functions
• They plan, control and improve their own work processes
• They set their own goals and inspect their own work
• They often create their own schedules and review their
performance
• They may prepare their own budgets and co-ordinate their work
with other departments
• They often order materials, keep inventories and deal with
suppliers
• They are frequently responsible for acquiring any new training
that may be required
Teams are also known by other terms such as empowered teams,
self – directed teams and self management teams

28. Teams Vs. Groups
A group consists of two or more individuals, interacting and
interdependent , who have come together to achieve a common
goal.
Members interact, share information and help each other in
order to realise the goals. However, they do not necessarily
engage in activities that would lead to a joint, well-coordinated
effort.
Their performance is equal to the sum total of each member’s
individuals contribution

30. Types of Teams

31. Types
of
Teams
Work Teams
Problem
Solving
Teams
Self
Management
Teams
Virtual Teams
Cross
Functional
Teams

32. Work Teams
• These are primarily concerned with work done by the organizations
• Their prime function is to utilize the organizations resources
effectively.
• Team members ranges from 5 to 12 employees from the same
department, who meet for few hours each week to discuss and solve
work related problems
• Quality circles come under this category
• Also called as autonomous teams, where the team is given
responsibility of a specific task area with out day to day supervision
• They are also given authority to influence and control both team
members and their behaviour
Problem Solving Teams
Self Managing Teams

33. Cross Functional Teams
• It consists of employees from about the same hierarchical level, but
from different work areas who come together to accomplish a task.
• A task force or a project team comes under this category
• These teams are created to deal with a specific problem and are
usually disbanded when the task is completed or the problem is
solved
• A committee is a cross functional team, created in formal
organizations usually long lived , created to carry out specific
organizational goals

34. Virtual Teams
• IBM used to create virtual teams in 1970’s. Currently about one out of
three teams in IBM work in virtual teams
• A virtual team convenes and operates with members linked together
electronically via network computers
• It uses computer technology and groupware to tie together the members
from various geographical locations working towards a common goal
• Almost all meetings take place via electronic communication tools
through WAN, videoconferencing, fax, e-mail
• Virtual teams bring cost effectiveness and speed to teamwork, but
members are unable to meet face-to-face. Members who are confident in
working with communication networks and works without any emotional
considerations would make virtual teams yield positive signs

35. Team Building

36. Team Building
Team building consists of activities which are designed to
construct , develop and sustain groups of people who are
working together to achieve common goals with a commitment
to take responsibility collectively (Watson).
Team members and leaders must consciously make
efforts to build high performance teams.

37. In order to build High Performance Teams certain conditions must be
met:
1. Members ( size, skills and roles of team members, Behaviours)
2. Rewards
3. Leaders
4. Building Trust
5. Team Development

38. 1. Members – Size(small)
- Skills(Technical competence, problem -
solving and interpersonal)
- Roles (Task specialist role and Socio-emotional role)
Behaviours - Team members must exhibit certain behaviours
which help in developing close ties with others(S R Lloyd)
- speak respectfully to one another and about one another
- Listen without interrupting
- Ask for help when needed, offer help when possible
- Make commitments seriously and keep them
- support the team and each other
- concentrate on problems and solutions , do not blame and accuse

39. 2. Rewards – Rewards are designed to meet individual excellence as
well to avoid ‘Social Loafing’ as well as to encourage Selfless
contributions to the team effort by Promotions, Pay raises, Special
allowances, etc.( Social Loafing is the tendency of individuals to expend
less effort when working collectively than when working individually)
3. Leaders - The Successful functioning of a team depends , to a
large extent on the ‘soft skills’ exhibited by the leader in the form of
communication, conflict resolution, motivation, sharing and trust
building

40. 4. Team
Development
Balance set of
roles
Open
communication
Handling
stress
Team choices
Review
mechanisms
Shared
leaderships
Shaking of
past
constraints

41. Groups

42. A Group is a collection of two or more interacting
individuals(mutual interaction) with a stable pattern of
relationships between them(regular face to face interaction over a
sustained period of time) who share common goals(shared
interest) and who perceive themselves to be a group(mutual
awareness and collective identity).

43. Nature
of
Groups
Two or
more
persons
Interaction
Reasonable
size
Shared
goals
Stability
Collective
Identity

45. Reasons
for Group
Formation
Warmth &
Support
Power
Affiliation
Security
Recognition
Proximity
Goal
Accomplis
hment

47. Types of
Groups
Formal
• Standing task
group
• Task group
Informal
• Friendship
group
• Reference
group
• Interest group
Change of
membersh
ip
• Open group
• Closed group
In or Out
• In group
• Out group

48. Forming – Awareness, commitment and
acceptance
Storming – Conflict, clarification and
belonging
Norming – Co-operation, development
and support, leader of the group emerges
Performing – Productivity, achievement
and pride. Becomes autonomous
Adjourning – Separation, recognising and
satisfaction
Stages of Group Development

50. Reference Chapters Groups and Teams
• Chapter’s on teams and groups - VSP
Rao
• Chapter 14,15 in Ashwatappa K.