Learning

1. Rajarata University of Sri Lanka
POST GRADUATE DIPLOMA IN
MANAGEMENT
Organizational Behavior
PGDM 1234

2. GROUP MEMBERS
RJT/PGDM/2014/29 Hanitha Vijeyaratnam
RJT/PGDM/2014/42 Perinpanathan Rajkumar
RJT/PGDM/2014/57 Samanthy Sivapirahash
RJT/PGDM/2014/58 R.P.R.K.Dissanayake

4. Ability
Intellectual
Ability Physical abilities
Ability-Job
Fit
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5. Dimensions of intellectuAl
Ability
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
•Memory

6. PhysicAl Abilities
Strength Factors
Strength Factors
1. Dynamic
1. Dynamic
strength
strength
2. Trunk strength
3. Static strength
4. Explosive
2. Trunk strength
3. Static strength
4. Explosive
strength
strength
Flexibility Factors
5.Extent flexibility
6.Dynamic flexibility
Flexibility Factors
5.Extent flexibility
6.Dynamic flexibility
Other Factors
7. Body coordination
8. Balance
9. Stamina
Other Factors
7. Body coordination
8. Balance
9. Stamina

7. biogrAPhicAl chArActeristics

8. Objective and easily obtained personal characteristics.
•Age
– Older workers bring experience, judgment, a strong work ethic,
and commitment to quality.
•Gender
– Few differences between men and women that affect job
performance.
•Race (the biological heritage used to identify oneself)
– Contentious issue: differences exist, but could be more culture-based
than race-based.

9. Tenure
People with job tenure (seniority at a job) are more productive, absent less
frequently, have lower turnover, and are more satisfied.
Religion
Islam is especially problematic in the workplace in this post-9/11 world.
Sexual Orientation
Federal law does not protect against discrimination (but state or local laws
may).
Domestic partner benefits are important considerations.
Gender Identity
Relatively new issue – transgendered employees.

10. Learning
Any relatively permanent change in behavior that occurs as a
result of experience
 Learning components:
Involves Change
Is Relatively Permanent
Is Acquired Through Experience

11. 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
• Pavlov’s Dog Drool
• Key Concepts:
– Unconditioned stimulus
• A naturally occurring phenomenon.
– Unconditioned response
• The naturally occurring response to a natural stimulus.
– Conditioned stimulus
• An artificial stimulus introduced into the situation.
– Conditioned response
• The response to the artificial stimulus.
This is a passive form of learning. It is reflexive and not
voluntary – not the best theory for OB learning.

12. Operant Conditioning
A type of conditioning in which desired voluntary behavior leads to
a reward or prevents a punishment.
• B. F. Skinner’s concept of Behaviorism: behavior follows
stimuli in a relatively unthinking manner.
• Key Concepts:
– Conditioned behavior: voluntary behavior that is learned, not
reflexive.
– Reinforcement: the consequences of behavior which can
increase or decrease the likelihood of behavior repetition.
– Pleasing consequences increase likelihood of repetition.
– Rewards are most effective immediately after performance.
– Unrewarded/punished behavior is unlikely to be repeated.

13. Social-Learning Theory
People can learn through observation and direct experience.
• Based on the idea that people can also learn indirectly: by
observation, reading, or just hearing about someone else’s – a
model’s – experiences.
• Key Concepts:
– Attentional processes
• Must recognize and pay attention to critical features to learn.
– Retention processes
• Model’s actions must be remembered to be learned.
– Motor reproduction processes
• Watching the model’s behavior must be converted to doing.
– Reinforcement processes
• Positive incentives motivate learners.

14. Shaping: A Managerial Tool
Systematically reinforcing each successive step that moves an
individual closer to the desired response.
•Four Methods of Shaping Behavior:
– Positive reinforcement
• Providing a reward for a desired behavior (learning)
– Negative reinforcement
• Removing an unpleasant consequence when the desired behavior occurs
(learning)
– Punishment
• Applying an undesirable condition to eliminate an undesirable behavior
(“unlearning”)
– Extinction
• Withholding reinforcement of a behavior to cause its cessation
(“unlearning”)

15. Basic Consequences of Behavior…
Reinforcement vs. Punishment
Reinforcement Punishment
Positive
Reinforcement
A stimulus is ...
Presented
Behavior...
Increases
Negative
Reinforcement
Positive Punishment Negative Punishment
A stimulus is ... A stimulus is ... A stimulus is ...
Removed Presented Removed
Behavior... Behavior... Behavior...
Increases Decreases Decreases

16. Fixed-ratio

17. Behavior Modification (OB Mod)
The application of reinforcement concepts to individuals
in the work setting.
 Follows the Five-Step Problem-Solving Model:
Identify critical behaviors
Develop baseline data
Identify behavioral consequences
Develop and apply intervention
Evaluate performance improvement

19. Groups and Teams

20. GROUP
Two or more people with common interests, objectives, and continuing
interaction
WORK TEAM
A group of people with complementary skills who are committed to a common
mission, performance goals, and approach for which they hold themselves
mutually accountable

21. The Dynamics of Group Formation
Theories of Group Formation
Classic theory of George Homans
Theodore Newcomb’s classic balance theory
Exchange theory

22. The Five Stage Model

23. Types of Groups
Primary Groups
Coalitions
Other Types of Groups
Membership
Reference groups
Primary Groups
In-groups
Out-groups

24. Implications from Research on Group and
Team Dynamics

25. Key Components of Effective Teams
Context
Composition
Work Design
Process Variables
Adequate Resources
Need the tools to complete the job
Effective Leadership and Structure
Agreeing to the specifics of work and how the
team fits together to integrate individual skills
Even “self-managed” teams need leaders
Leadership especially important in multi-team
systems
Climate of Trust
Members must trust each other and the leader
Performance and Rewards Systems that
Reflect Team Contributions
Cannot just be based on individual effort

26. Abilities of Members
Need technical expertise, problem-solving, decision-making,
and good interpersonal skills
Personality of Members
Conscientiousness, Openness to Experience, and
Agreeableness all relate to team performance
Allocating Roles and Diversity
Many necessary roles that must be filled
Diversity can often lead to lower performance
Size of Team
The smaller the better: 5-9 is optimal
Member’s Preference for Teamwork
Do the members want to be on teams?
 Context
Composition
Work Design
 Process
Variables

27. • Freedom and Autonomy
– Ability to work independently
• Skill Variety
– Ability to use different skills and talents
• Task Identity
– Ability to complete a whole and identifiable
task or product
• Task Significance
– Working on a task or project that has a
substantial impact on others
 Context
Composition
Work Design
 Process
Variables

28. Commitment to a Common Purpose
Create a common purpose that provides direction
Have reflexivity: willing to adjust plan if necessary
Establishment of Specific Team Goals
Must be specific, measurable, realistic, and challenging
Team Efficacy
Team believes in its ability to succeed
Mental Models
Have an accurate and common mental map of how the work
gets done
A Managed Level of Conflict
Task conflicts are helpful; interpersonal conflicts are not
Minimized Social Loafing
Team holds itself accountable both individually and as a team
 Context
 Composition
Work Design
Process
Variables

29. Norms and Roles in Informal Groups
1. Aid in group survival and provision of benefits
2. Make predictable the behavior expected of group members
3. Help the group avoid embarrassing interpersonal problems
4. Express the central values or goals of the group and clarify what is
distinctive about the group’s identity.

30. The Informal organIzaTIon
 The informal organization has both functions and
dysfunctions.
Practical benefits
 1. Makes for a more effective total system
 2. Lightens the workload on management
 3. Fills in gaps in a manager’s abilities
 4. Provides a safety valve for employee emotions
 5. Improves communication


31. The Dysfunctions of Groups and
Teams
Norm Violation- limited research support
Role Ambiguity and Conflict
The Groupthink, Conformity Problem
Risky Shift Phenomenon
Social Loafing

32. Cross-Functional Teams
Employees from about the same hierarchical level, but from
different work areas, who come together to accomplish a task

33. Virtual Teams
Teams that use computer technology to tie together physically dispersed members
in order to achieve a common goal

34. Self-Managed Teams
Groups of 10 to 15 people who take on the responsibilities of their
former supervisors

35. how To make Teams more
effecTIve
Team Building
Collaboration
Group Leadership
Cultural/Global Issues