organizational behavior

1. LEARNING &
BEHAVIOR
REINFORCEME
NT
SUBMITTED TO
MS SILKY SHARMA
SUBMITTED BY
ANANYA

2. Meaning
of
Learning
IT REFERS TO THE PROCESS WHICH
CREATES A PERMANENT CHANGE IN THE
BEHAVIOR OF A PERSON AS A RESULT OF
HIS DIRECT OR INDIRECT EXPERIENCE OR
PRACTICE. IT IS SUCH A PROCESS WHICH
CHANGES THE EARLIER BEHAVIOR OF A
PERSON. THE CHANGE THE BEHAVIOR OF
THE PERSON CAN BOTH BE GOOD OR BAD.
SINCE LEARNING CHANGES THE BEHAVIOR
OF PERSON, IT COMES TO HAVE A GREAT
IMPORTANCE IN ORGANIZATIONAL
BEHAVIOR.
WHATEVER WE DO, EVERY ACTIVITY IS
CONNECTED WITH LEARNING. IT MEANS
THAT EVERYTHING CAN BE LEARNT, E.G.,
THE LEADERSHIP STYLE, THE TENDENCY OF
A SUPERVISOR, THE EFFICIENCY OF A
WORKER, THE WAY OF TALKING BY AN
EMPLOYEE, ETC. – ALL THIS CANNOT BE
LEARNT.

3. Nature of
Learning
It Creates Changes in Behavior.
It Creates Permanent Change.
It must be Felt.
It is not Always for Betterment.
It Gives Satisfaction.
It is Related with all Activities.
It is an Intangible Activity.

4. Learning
Theories
(1) Classical Conditioning Theory – This theory was advocated by
a Russian psychologist, Pavlov, in the year 1880. This is an important
concept of learning. Pavlov maintained that a person learns a lot with
the help of Stimulus-Response Connection. It means that if an
individual is excited with the help of some stimulus, there will
definitely be some response to that stimulus. It means that there is
some relationship between stimulus and response.
(2) Operant Conditioning – This theory was
advocated by B.F. Skinner. This concept believes
that behaviour is a function of its consequences. In
this case the word ‘operant’ means that a person
works actively in order to create favourable results.
A person behaves in a particular way to achieve
something. If the consequences of his behaviour
happen to be positive, he repeats his behaviour in
future. On the contrary, if the consequences of his
behaviour are negative, he does not repeat his
behaviour in future.
(3) Social Learning – The propounder of this theory is Albert
Bandura. According to Bandura learning is possible through
observation and direct experience. This concept stresses the fact that
when a person observes the behaviour of other people, he tries to
follow them. A person usually observes his parents, colleagues,
teachers, friends, successful persons, etc. behaving in different
situations and learns from them.
(4) Cognitive Learning – This theory was advocated by Edward C.
Tolman. According to him a person by using his cognition correlates
the cues and expectations available in the environment and achieves
his targets. (Here cognition s understanding of a person about the
environment and his own self.) According to Tolman the relation
between the cues and expectations makes the learning activity
happen.

5. Reinforcement
• Reinforcement is a process to develop or strengthen
pleasing behaviour. Reinforcement hypothesis is the
method of shaping behaviour by controlling the
consequences of the behaviour. In reinforcement theory a
combination of rewards and/or punishments is used to
strengthen desired behaviour or put out unwanted
behaviour. Any behaviour that elicits a consequence is
called operant behaviour, because the individual operates
on his or her environment. Reinforcement theory focuses on
the relationship between the operant behaviour and the

6. TYPE OF CONTINGENCIES OF
REINFORCEMENT

7. TYPE OF
CONTINGENCIE
S OF
REINFORCEME
NT
Positive reinforcement is a reward for performing the behavior correctly. It
should come soon after the behavior is performed. It is usually in the form
of a quick vocal praise (“nice pass”), a clap, or a supportive gesture (like a
head nod or fist-pump).
Negative reinforcement follows a correct performance but involves
removing something undesirable to reinforce the desired behavior. A simple
example is taking away a difficult conditioning workout if players perform
well on some behavior (like paying attention during a tactical drill, or vocally
encouraging their teammates).
Punishment happens in response to an incorrect or undesirable behavior
and involves the presentation of something unpleasant (like making the
player run or do push-ups). Punishment is usually psychological, like
ridicule or embarrassment, and it often trends towards abuse.
Extinction: Extinction is the elimination of a behaviour. This type of
behaviour modification should be reserved for the most damaging
behaviours. When individual want an immediate and complete stop to
unwanted actions, such as smoking on the job or using sexual innuendo,
offer the most severe punishment, such as firing, if person see any more of
the behaviour.

8. SCHEDULES OF
REINFORCEMENT
Reinforcement schedule is the timing of the behavioural consequences that follow a given
behaviour. Fundamentally, there are two types of reinforcement schedules that include
continuous and intermittent. If a behaviour is reinforced each time it occurs, it is called
continuous reinforcement. Theoretical studies have demonstrated that continuous
reinforcement is the best way to establish new behaviours or to eliminate undesired
behaviours. However, this type of reinforcement is generally not practical in an
organizational setting. Therefore, intermittent schedules are usually employed. Intermittent
reinforcement means that each instance of a desired behaviour is not reinforced.
There are at least four types of intermittent reinforcement schedules:
1. Fixed interval
2. Fixed ratio
3. Variable interval
4. Variable ratio

9. REINFORCEMEN
T SCHEDULES Reinforce
ment
Schedule
Description Result Example
Fixed
interval
Reinforcement
is delivered at
predictable
time intervals
(e.g., after 5,
10, 15, and 20
minutes).
Moderate
response
rate with
significant
pauses after
reinforcemen
t
Hospital
patient uses
patient-
controlled,
doctor-timed
pain relief
Variable
interval
Reinforcement
is delivered at
unpredictable
time intervals
(e.g., after 5, 7,
10, and 20
minutes).
Moderate yet
steady
response
rate
Checking
Facebook
Reinforcement Piecework—

10. THANK
YOU
MADE
BY-
ANANYA