Stimulus-response theories propose that learning occurs through associations between environmental stimuli and behavioral responses. The three main theories are classical conditioning by Pavlov, instrumental conditioning by Thorndike, and operant conditioning by Skinner. Cognitive theories focus on mental processes like memory, problem-solving, and language that influence learning. Social learning theories emphasize that people can learn through observation of and interaction with others. Experimental learning theories propose that experience and reflection are central to learning new skills and concepts.

1. Learning

2. LEARNING
• In Psychology “learning” is defined as a relatively
permanent change in, or acquisition of, knowledge or
behaviour.
• For example, your friend teaches you how to play
tennis, but later you get a qualified instructor who
modifies and improves your technique.

3. Learning theories
• Stimulus-response theories
• Cognitive theories
• Adult learning theories
• Social learning theories
• Experimental learning theories

4. Stimulus response theories
• There are 3 important stimulus response
theories,
– Classical conditioning by Pavlov,
– Instrumental conditioning by Thorndike,
– Operant conditioning by Skinner.

5. Ivan Pavlov (1849 – 1936)

7. CLASSICAL CONDITIONING
• In this simple experiment, Pavlov showed how a
reflex (salivation, a natural bodily response) could
become conditioned (modified) to an external
stimulus (the bell) thereby creating a conditioned
reflex/response.

9. Components Involved In Classical Conditioning
 The Unconditioned Stimulus (food)
 Conditioned Stimulus (bell)
 Unconditioned Reflex (salivation)
 Conditioned Reflex (salivation in response to bell)

10. Classical conditioning theory
• Classical conditioning is a very common occurrence in
everyday life.
• E.g. in a class room learning, classical conditioning
primarily influences emotional behavior.
• This can be noticed in a students orientation towards a
particular teacher or subject.
• If a subject or teacher produces a feeling of either fear
and anxiety or excitement in a student, then in the first
case the student will be scared of and avoid the subject
or the teacher, but in the second case, will eagerly look
forward to attend the class.

11. • When you smell one of your favorite
foods, you may immediately feel very hungry.
• Classical conditioning is widely used in
advertising. Advertisers often include pleasant
music and beautiful scenery in the ads for
their products.

12. Instrumental conditioning
• Thorndike in the US was working on cats, chicks, and
dogs to understand the learning process.
• Thorndike placed his animals in a puzzle box, from
which they were required to escape, by manipulating
the correct lever or pulley, in order to obtain food
reward.
• Through the process of trial and error animals
eventually learned.
• For Thorndike response was more important for
learning than the stimulus.
• His theory can therefore be called response
generalization theory.

13. Operant conditioning
• Skinner trained pigeons to do various things including
dancing and bowling in a mini alley.
• His experiments led to the technology of operant
shaping, which can be employed to change attitudes.
• Operant conditioning is used widely in org
management, as most behavior in org is learned rather
than natural.
• Emp learn all kinds of behavior before and after joining
a company.
• The kind of behavior that emp display either are
rewarded or punished depending on the values and
cultures of the org

15. Operant conditioning
• Reinforcement is an important element in
skinners theory of operant conditioning.
• Reinforcement is a positive( reward) or
negative experience ( punishment) which can
alter behaviors of animals and human beings.

16. Positive reinforcement
• Positive reinforcement: is used to increase the
frequency of the desired behavior among emp in org
by giving some kind of reward for behaving in the
desired way.
• E.g. Boss appreciates for submitting a report before
the deadline using the words such as good job or
excellent or gives a pat on his back, thanks for finishing
work in time, so the subordinate is likely to make an
effort and repeat the same kind of behavior in the
future as well.
• Bonus the salesperson receives on meeting his target

17. Negative reinforcement
• It is used to increase the frequency of the desired
behavior in people by helping them understand
the consequences of undesirable behavior.
• E.g. Boss reprimands his secretary every time she
makes spelling mistakes in the letters she types
but does not when he sees a letter without any
mistakes and he is using a negative reinforcement
method.
• If emp come late to office, on 2 consecutive days,
most org count it as a days leave for the emp.
This practice reinforces punctuality in emp.

18. Punishment
• Punishment means creating an undesirable situation to
decrease an undesirable behavior.
• Negative reinforcement is always confused with
punishment, but they are not the same.
• Punishment is one of the most common methods used
in org to discourage certain kinds of behavior.
• But many learning experts suggest that it should be
used only if +ve and -ve reinforcement cannot be used
or have failed to produce the necessary results.
• E.g. demoting emp, suspending

19. Extinction
• It is somewhat similar to punishment, i.e., it is
used to reduce or decrease undesirable
behavior, but the process of extinction is
different.
• E.g. we stop responding or reacting to sarcasm
of a colleague behavior
• Emp complete his work but receives no praise
or recognition he may lose interest and
become less efficient

20. Cognitive dissonance theory
• Individuals tend to seek consistency among
their cognitions ( Knowledge, belief, opinions)
• When there is an inconsistency b/w attitudes
or behavior ( dissonance) something must
change to eliminate the dissonance.

21. Adult learning theories
• The main adult learning theories are the theory of
andragogy and cross theory of adult learning.
• Andragogy has been used extensively in the design of org
training programmes.
• Andragogy main principles:
– Adults need to be involved in the planning and evaluation of
their instruction.
– Experience ( include mistakes) provides the basis for learning
activities.
– Adults are most interested in learning subjects that have
immediate relevance to their jobs or personal life
– Adult learning is problem centered rather than content
oriented.

22. Cross theory of adult learning
• The model consists of 2 classes of variables: personal
characteristics( age, life phases and developmental stages)
and situational characteristics.
– Age( eye sight, hearing, reaction time)
– Life phases and developmental phases( marriage, job
change, retirement)
• The main principles of CAL:
– ALP should capitalize on the exp of participants.
– ALP should adapt to the aging limitations of the participants.
– Adults should be challenged to move to increasingly advance
stages of personal development.
– Adults should have as much choice as possible in the availability
and organization of learning programmes

27. Experimental learning theories
• “ Nothing ever becomes real till it is
experienced” is perhaps the best analogy of
experimental learning.
• We take information through our senses, yet
we learn only by doing.
• E.g. learning how to ride bicycle, use a
computer, dance etc.
• Experience and reflection can teach more
than any books or lecture can ever hope to.

28. Characteristics of experimental learning
• It recognizes that people learn best from their
own exp and their own reviews.
• It subscribes to the notion that what people
do is more imp than what they know.
• It moves beyond knowledge to applying the
skill by generating a learning exp.
• It understands that to be remembered and
retained, the learning process should be
enjoyable, motivating, and rewarding.

29. Characteristics of experimental
learning
• It respects the individuals ideas and choices.
• It provides an opportunity to take on the challenge in
an atmosphere of support.
• It generates space and time to allow one to stand back
and reflect when pressures or double become too
strong.
• It cultivates a realization that the attempt at doing
something new or different is more significant than the
result.
• It produces an awareness that effective learning
requires small controlled steps outside comfort zones.

30. Specific organizational applications
• Learning organizations
• Learning management systems

31. Learning organizations
• “ Learning org are org where people continually expand their capacity to
create the results they truly desire, where new and expansive patterns of
thinking are nurtured, where collective aspiration is set free, and where
people are continually learning to see the whole world together”. - Peter
Senge
• Peter Senge explains the five disciplines of learning org they are:
– Systems thinking
– Personal mastery
– Mental models
– Shared vision
– Team learning

32. Learning Management System
• Learning Management System :LMS is “an
information system that administers
instructor-led and e-learning courses and
keeps track of employee progress.
• Used internally by large enterprises for their
employees, an LMS can be used to monitor
the effectiveness of the organization's
education and training.

33. Advantages of LMS
• Centralized Learning Environment to Ensure
Consistency
• Tracking and Reporting for Enhanced
Performance
• Immediate Capabilities Evaluation
• Continuous Product and Service Proficiency
for Employees who Interact with Customers
and Clients