it is a slide of organization behavior under in this slide tell about the how to follow the learning process in any organization or company

1. Learning
Manish Sharma

2. Learning
© 2005 Prentice Hall Inc. All rights reserved.
2–2
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
Learning
Any relatively permanent change in behavior
that occurs as a result of experience.

3. EXPLICIT AND TACIT
KNOWLEDGE
 When employees/individuals learn, they acquire
knowledge.
 According to Nonaka (1994) individual knowledge
can be classified into two forms:
 Explicit Knowledge
 Tacit Knowledge

4. EXPLICIT KNOWLEDGE
 Explicit knowledge refers to codified knowledge
that can be transmitted and communicated in
formal, systematic language.
 Explicit knowledge can be recorded in
documentation , is readable and transferable
through technologies or formal communication.
 Example - work manual, which contains
knowledge on the appropriate procedures to
perform a task.

5. TACIT KNOWLEDGE
 Explicit knowledge is only the tip of the
knowledge iceberg.
 Most of what we know is tacit knowledge.
 Tacit knowledge is rooted in individual’s mindset
and its articulation is applicable and transferable
in the form of doing and watching .
 Unconsciously acquired from the experiences
one has in his life time.

6.  Example - the ability to ride a bicycle. We know
how to do it, but trying to explain to someone is
practically impossible.
 Tacit knowledge is “knowing how” while explicit
knowledge is “knowing that”

7. PRINCIPLES OF LEARNING
 They are highly useful for trainer in order to impart maximum
knowledge and skills to the trainees.
1. Motivation – Motivation is something that moves a person
to action and continues him in the course of action already
initiated. Without motivation learning does not take place or,
at least, is not evident. Motivation levels may differ in
different situations.

8. PRINCIPLES OF LEARNING
2. Reinforcement – it is the process by which certain
types of behaviour are strengthened. It can either be
positive or negative.
 Positive reinforcement strengthens and increase
behavior by the presentation of desirable
consequences.
 Negative reinforcement strengthens and increases
behavior by the threat of and the use of an
undesirable consequence or the termination or
withdrawal of an undesirable consequence.

9. PRINCIPLES OF LEARNING
 Negative reinforcement is not synonymous with
punishment.
 While Punishment weakens and decreases the probability
of occurrence of a particular behaviour, negative
reinforcement strengthens and increases it.
 Negative reinforcement is used to increase the frequency
of a desired behavior, where as punishment is used to
decrease the frequency of an undesired behavior.
 One could even describe negative reinforcement as a form
of social blackmail, which makes a person behave in a
particular manner.

10. PRINCIPLES OF LEARNING
3. Whole versus part learning – A great deal of work
has been done to find out whether learning a whole
job is better or breaking the job into parts and then
learning the parts.
 In parts learning, the individual is not only required to
learn each part but must be able to combine the
separate parts so that the whole performance can be
accomplished.
 But till now, no overall conclusion has been reached
about its effectiveness and this area is still explored.

11. PRINCIPLES OF LEARNING
4. Learning Curves – the trainer should
understand that learning proceeds in stages –
called curves.
 There is great enthusiasm to learn at the
commencement of a training session called as
initial spurt.
 Many trainers exploit this initial spurt by selecting
important items to be communicated and
presenting them as a package to the learners.

12. PRINCIPLES OF LEARNING
 Then comes learning plateau. At this point in
learning process there is flattening off in terms of
improvement because of fatigue.
 The last stage is the end spurt. When the
training session draws nearer to an end, and the
trainee realizes this, there occurs resurgence of
interest and efforts to learn more.

13. PRINCIPLES OF LEARNING
5. Meaningfulness of material – The more
meaningful the material, the learning is more
effective. Means material should be simpler to
understand.
 Also, when learner is familiar with learning
materials, he can learn more quickly as compared
to when he is unfamiliar.

14. PRINCIPLES OF LEARNING
6. Learning Styles refers to the ability of an
individual to learn.
A manager’s long-term success depends more on
the ability to learn than on the mastery of specific
skills or technical knowledge.
There are four styles people use when learning
based on two dimensions: Feeling versus
Thinking and Doing versus Observing.

15. PRINCIPLES OF LEARNING

16. PRINCIPLES OF LEARNING
Accommodator – learns by doing and feeling.
He/she tends to learn primarily from hands on
experience.
 He or she tends to act on gut feeling rather than
on logical analysis.
 Tends to rely more heavily on people for
information while making decisions.
 Seeks action oriented careers such marketing,
public relations, politics, etc.

17. PRINCIPLES OF LEARNING
Diverger – A diverger learns by observing and
feeling. The diverger has the ability to view
real life situations from different angles.
 When solving problems, diverger enjoys
brainstorming. He or she takes time and analyses
many alternatives.
 Diverger is imaginative and sensitive to the needs
of the other people.
 He or she seeks careers in entertainment, arts
and services sector.

18. PRINCIPLES OF LEARNING
Converger – Learns by doing and thinking.
The converger seeks practical use for
information.
 Tends to prefer dealing with technical tasks and
problems rather than social and interpersonal
issues.
 Seeks technical careers in various scientific fields
and work at engineering, production supervision,
IT, etc.

19. PRINCIPLES OF LEARNING
Assimilator – learns by observing and
thinking.
 Is effective at understanding a wide range of
information and putting into concise and
logical form.
 Seeks careers in education, information and
science.

20. Learning- Explicit and Tacit
Knowledge
5-20
 Explicit knowledge is organized and can be
communicated from one person to another. It can
be documented.
 Tacit knowledge is the idea that one knows more
than what he or she can tell. Implied knowledge is
embedded in our actions and ways of thinking. It
cannot be documented.

21. Learning Styles

22. Learning Styles
22
 Accommodator: An accommodator learns by doing and feeling
i.e. through hands on experience. They go for action oriented
careers like marketing, PR etc.
 Diverger: A diverger learns from observing and feeling. He has
the ability to view concrete situations from different angles. He is
imaginative and can take up careers in entertainment and arts.
 Converger: He learns by doing and thinking. He seeks practical
use for information. When dealing with problems, the convergers
looks into the solutions. E.g. IT, engineering and managerial
professionals.
 Assimilator: An assimilator learns from observing and thinking.
He is effective in understanding a wide range of information and
putting it into concise and logical form. He can seek careers in
science, education, information etc.

23. PRINCIPLES OF LEARNING
 They are highly useful for trainer in order to impart maximum
knowledge and skills to the trainees.
1. Motivation – Motivation is something that moves a person
to action and continues him in the course of action already
initiated. Without motivation learning does not take place or,
at least, is not evident. Motivation levels may differ in
different situations.

24. PRINCIPLES OF LEARNING
2. Reinforcement – it is the process by which certain
types of behaviour are strengthened. It can either be
positive or negative.
 Positive reinforcement strengthens and increase
behavior by the presentation of desirable
consequences.
 Negative reinforcement strengthens and increases
behavior by the threat of and the use of an
undesirable consequence or the termination or
withdrawal of an undesirable consequence.

25. PRINCIPLES OF LEARNING
 Negative reinforcement is not synonymous with
punishment.
 While Punishment weakens and decreases the probability
of occurrence of a particular behaviour, negative
reinforcement strengthens and increases it.
 Negative reinforcement is used to increase the frequency
of a desired behavior, where as punishment is used to
decrease the frequency of an undesired behavior.
 One could even describe negative reinforcement as a form
of social blackmail, which makes a person behave in a
particular manner.

26. PRINCIPLES OF LEARNING
3. Whole versus part learning – A great deal of work
has been done to find out whether learning a whole
job is better or breaking the job into parts and then
learning the parts.
 In parts learning, the individual is not only required to
learn each part but must be able to combine the
separate parts so that the whole performance can be
accomplished.
 But till now, no overall conclusion has been reached
about its effectiveness and this area is still explored.

27. PRINCIPLES OF LEARNING
4. Learning Curves – the trainer should
understand that learning proceeds in stages –
called curves.
 There is great enthusiasm to learn at the
commencement of a training session called as
initial spurt.
 Many trainers exploit this initial spurt by selecting
important items to be communicated and
presenting them as a package to the learners.

28. PRINCIPLES OF LEARNING
 Then comes learning plateau. At this point in
learning process there is flattening off in terms of
improvement because of fatigue.
 The last stage is the end spurt. When the
training session draws nearer to an end, and the
trainee realizes this, there occurs resurgence of
interest and efforts to learn more.

29. PRINCIPLES OF LEARNING
5. Meaningfulness of material – The more
meaningful the material, the learning is more
effective. Means material should be simpler to
understand.
 Also, when learner is familiar with learning
materials, he can learn more quickly as compared
to when he is unfamiliar.

30. PRINCIPLES OF LEARNING
6. Learning Styles refers to the ability of an
individual to learn.
A manager’s long-term success depends more on
the ability to learn than on the mastery of specific
skills or technical knowledge.
There are four styles people use when learning
based on two dimensions: Feeling versus
Thinking and Doing versus Observing.

31. Theories of Learning

32. Theories of Learning
© 2005 Prentice Hall Inc. All rights reserved.
2–32
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus
• Conditioned response
Classical Conditioning
A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.

33. Classical Conditioning

34. Theories of Learning (cont’d)
© 2005 Prentice Hall Inc. All rights reserved.
2–34
Key Concepts
• Reflexive (unlearned) behavior
• Conditioned (learned) behavior
• Reinforcement
Operant Conditioning
A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a punishment.

35. Cognitive Theory of Learning
5-35
 Cognitive Process assumes that the people are conscious
and active participants in how they learn.
 Firstly, people draw on their experiences and use past
learning as a basis for present behaviour. These behaviour
represent presumed knowledge or cognitions.
 Secondly, people make choices about their behaviour.
 Thirdly, People recognise the consequences of their
choices.
 Finally people evaluate those consequences and add them
to prior learning , which effect future choices.

36. Social Learning Theory
5-36
 This refers to the ability of an individual to learn
by observing others. Others generally, include
teachers, peers, media, etc. It is also known as
observational theory.

37. Types of Reinforcement
© 2005 Prentice Hall Inc. All rights reserved.
2–37
 Positive reinforcement
 Providing a reward for a desired behavior. Primary reinforcers
satisfy basic biological needs and include food, water etc.
Secondary reinforcers include money, trophies, status etc.
 Negative reinforcement
 Removing an unpleasant consequence when the desired
behavior occurs.
 Punishment
 Applying an undesirable condition to eliminate an undesirable
behavior.
 Extinction
 Withholding reinforcement of a behavior to cause its cessation. It
is the weakening of a behaviour by ignoring it or making sure it is
not enforced.

38. Schedules of Reinforcement
© 2005 Prentice Hall Inc. All rights reserved.
2–38
Continuous Reinforcement
A desired behavior is reinforced
each time it is demonstrated.
Intermittent Reinforcement
A desired behavior is reinforced
often enough to make the
behavior worth repeating but not
every time it is demonstrated.

39. Schedules of Reinforcement (cont’d)
© 2005 Prentice Hall Inc. All rights reserved.
2–39
Fixed-Interval Schedule
Rewards are spaced at
uniform time intervals.
Variable-Interval Schedule
Rewards are initiated after a
fixed or constant number of
responses.

40. Schedules of Reinforcement (cont’d)
© 2005 Prentice Hall Inc. All rights reserved.
2–40
Fixed-ratio
E X H I B I T
2–4

41. Reinforcing the Healthy Walk
Horton’s Group, the Chicago-
based insurance broker rewards
staff who take at least 7,000
steps each day. Health
insurance giant Humana
introduced a similar program
where data from pedometers
are uploaded to a website. The
more steps one takes the higher
the reward.
3-41

42. Attitudes
3-42
Evaluative statements or judgments concerning objects,
people, or events
Three components of an attitude:
Attitude
Behavioral
Cognitive
Affective
The emotional or
feeling segment
of an attitudeThe opinion or
belief segment
of an attitude
An intention to
behave in a certain
way toward someone
or something
See E X H I B I T 3–1

43. Does Behavior Always Follow from
Attitudes?
3-43
 Leon Festinger – No, the reverse is sometimes true!
 Cognitive Dissonance: Any incompatibility between two or more
attitudes or between behavior and attitudes
 Individuals seek to reduce this uncomfortable gap, or dissonance, to
reach stability and consistency
 Consistency is achieved by changing the attitudes, modifying the
behaviors, or through rationalization
 Desire to reduce dissonance depends on:
 Importance of elements
 Degree of individual influence
 Rewards involved in dissonance

44. Moderating Variables
3-44
 The most powerful moderators of the attitude-behavior
relationship are:
 Importance of the attitude
 Correspondence to behavior
 Accessibility
 Existence of social pressures
 Personal and direct experience of the attitude
BehaviorPredictAttitudes
Moderating Variables

45. Predicting Behavior from
Attitudes
3-45
 Important attitudes have a strong relationship to
behavior.
 The closer the match between attitude and behavior,
the stronger the relationship:
 Specific attitudes predict specific behavior
 General attitudes predict general behavior
 The more frequently expressed an attitude, the
better predictor it is.
 High social pressures reduce the relationship and
may cause dissonance.
 Attitudes based on personal experience are stronger
predictors.

46. What are the Major Job
Attitudes?
3-46
 Job Satisfaction
 A positive feeling about the job resulting from
an evaluation of its characteristics
 Job Involvement
 It is the degree to which a person identifies
with a job, actively participates in it, and
considers performance important to self-
worth.
 Psychological Empowerment
 Belief in the degree of influence over the job,
competence, job meaningfulness, and
autonomy. Good leaders empower their
employees by involving them in decisions and
making them feel their work is important.

47. Another Major Job Attitude
3-47
 Organizational Commitment
 Identifying with a particular organization and its goals, while
wishing to maintain membership in the organization.
 Three dimensions:
 Affective – emotional attachment to organization
 Continuance Commitment – economic value of staying
 Normative – moral or ethical obligations
 Has some relation to performance, especially for new employees.
 Less important now than in the past – now perhaps more of an
occupational commitment, loyalty to profession rather than a given
employer.

48. And Yet More Major Job Attitudes…
3-48
 Perceived Organizational Support (POS)
 Degree to which employees believe the organization values their
contribution and cares about their well-being.
 Higher when rewards are fair, employees are involved in decision
making, and supervisors are seen as supportive.
 High POS is related to higher Organizational citizenship Behaviour
(OCBs) and performance.
 Employee Engagement
 The degree of involvement with, satisfaction with, and enthusiasm
for the job.
 Engaged employees are passionate about their work and company.

49. Employee Engagement
3-49
 Employee engagement is very high at Wendt India, a
manufacturing firm in the area of super abrasive grinding
wheels, and special purpose grinding machines and tools.
The employees are committed and involved in finding new
ways to improve processes, innovate new products and
technology, and be a partner in growth of the company. A
cross functional team worked on developing a
multipurpose diamond disc which may be used for
polishing and hacking hard granite or stone surfaces. The
product is named ‘chatur’ and reduces the time needed for
polishing a granite surface by 48 % and in hacking
improves quality by 500%. The product not only reduces
time required for polishing but also cuts down on the
labour required by floor polishers. Most employees at
Wendt are constantly thinking of how to make better and
more efficient products.

50. Are These Job Attitudes Really
Distinct?
3-50
 No: these attitudes are
highly related.
 Variables may be
redundant (measuring
the same thing under a
different name)
 While there is some
distinction, there is
also a lot of overlap.
Be patient, OB researchers are working on it!

51. Job Satisfaction
3-51
 Are people satisfied in their jobs?
 In India, yes. Seventy-one percent of Indian employees
 surveyed are satisfied with their jobs.
 Results vary by employee facets of the job.
 Compensation, benefits, and incentives are the most
problematic elements in India.

52. Causes of Job Satisfaction
3-52
 Pay influences job satisfaction only to a point.
 Once an individual reaches a comfortable level of living,
there is no relationship between amount of pay and job
satisfaction.
 Money may bring happiness, but not necessarily job
satisfaction.
 Personality can influence job satisfaction.
 Negative people are usually not satisfied with their jobs.
 Those with positive core self-evaluation are more satisfied
with their jobs.
See E X H I B I T 3–3

53. Employee Responses to
Dissatisfaction
3-53
Exit
• Behavior
directed
toward leaving
the
organization
Voice
• Active and
constructive
attempts to
improve
conditions
Neglect
• Allowing
conditions to
worsen
Loyalty
• Passively
waiting for
conditions to
improve
See E X H I B I T 3–4
Active
Passive
ConstructiveDestructive

54. Outcomes of Job Satisfaction
3-54
 Job Performance
 Satisfied workers are more productive AND more
productive workers are more satisfied!
 The causality may run both ways.
 Organizational Citizenship Behaviors
 Satisfaction influences OCB through perceptions of
fairness.
 Customer Satisfaction
 Satisfied frontline employees increase customer
satisfaction and loyalty.
 Absenteeism
 Satisfied employees are moderately less likely to
miss work.

55. More Outcomes of Job
Satisfaction
3-55
 Turnover
 Satisfied employees are less likely to quit.
 Many moderating variables in this relationship.
 Economic environment and tenure
 Organizational actions taken to retain high performers and to
weed out lower performers
 Workplace Deviance
 Dissatisfied workers are more likely to unionize, abuse
substances, steal, be tardy, and withdraw.
Despite the overwhelming evidence of the impact of job
satisfaction on the bottom line, most managers are
either unconcerned about or overestimate worker

56. Global Implications
3-56
 Are Employees in Some Cultures More Satisfied With
Their Jobs?
 According to some studies, Western workers appear to be
more satisfied than those in Eastern cultures. This may be
because Westerners emphasize positive emotions and
individual happiness more than do those in Eastern
cultures.
 Another study showed that Indian employees rated their
satisfaction higher than other employees in the Asia-
Pacific region.

57. Summary and Managerial
Implications
3-57
 Managers should watch employee attitudes:
 They give warnings of potential problems
 They influence behavior
 Managers should try to increase job satisfaction and
generate positive job attitudes
 Reduces costs by lowering turnover, absenteeism,
tardiness, theft, and increasing OCB
 Focus on the intrinsic parts of the job: make work
challenging and interesting
 Pay is not enough

58. THANKS
3-58