HR concepts - Learning, Values, Attitudes, Motivation, (comprising of unit 4 for Managing Organizations for APJAKTU)

1. LEARNING
VALUES
ATTITUDES
MOTIVATION
Presented by-
Saumya Uttam
Shivangi Sharma
Shobhit
Sunanda Rathore
Vidushi Chaudhary
Vishesh
Surabhi Mittal
Surabhi Verma
Shikha Yadav
Swati Srivastava
Mohit Kumar
Ashish Dohre
MBA - I Year
Section : A

2. LEARNING
Surabhi Mittal

3. DEFINITION
 Learning is any relatively permanent change in the
behaviour after a particular activity or experience.
 Watson and Skinner have used learning as a
relation or association between two types of
incidents.
 According to T.R. Mitchell, “learning is the process
by which new behaviours are acquired. It is
generally agreed that learning involves changes in
behaviour, practising new behaviours, and
establishing permanency in the change.”.
Surabhi Mittal

4. COMPONENTS OF LEARNING PROCESS
 Drive –
 Any strong stimuli that impels action.
 Cue stimuli
 Any objects existing in the environment as perceived by the
individual.
 Responses
 May be in physical form or may be in terms of attitudes,
familiarity, perception or other complex phenomena.
 Reinforcement
 Of several responses made to the same situation, those
which are accompanied or closely followed by satisfaction
(reinforcement) will be more likely to occur.
 Retention
 Stability of learned behaviour over time.
Surabhi Mittal

5. FACTORS AFFECTING LEARNING
 Motivation of learner
 Something that moves a person to action, and continues him
in the course of action already initiated.
 His mental set
 Preparation for an action (learning).
 Nature of learning materials
 If the learning material is of easy nature, it is learned quickly
whereas difficult material takes time to understand.
 Practice
 More a person practices, more he absorbs learning contents.
 Environment
 Situational setup for learning that can either strengthen or
weaken the innate ability to achieve and learn.
Surabhi Mittal

6. NATURE OF LEARNING
 Learning involves a change in behaviour, though this
change is not necessarily an improvement over previous
behaviour.
 The behavioural change must be permanent. Any
temporary change in behaviour due to fatigue or any
reason is not a part of learning.
 The behavioural change must be based on some form
of practice or experience. Thus, any behavioural change
because of physical maturation is not learning.
 The practice or experience must be reinforced in order
for learning to occur. If reinforcement does not
accompany the practice or experience, the behaviour
will disappear.
Surabhi Mittal

7. THEORIES
 Conditioning Theory
 Classical Conditioning
 Operant Conditioning
 Cognitive Learning Theory
 Social Learning Theory
Surabhi Mittal

8. CONDITIONING THEORY
 Conditioning is the process in which an ineffective
object or situation becomes so much effective that it
makes the hidden response apparent. In the
absence of this stimulus, hidden response is a
natural or normal response.
 Based on premise that learning is establishing
association between response and stimulus.
 Has 2 main theories :
 Classical conditioning
 Operant conditioning
Surabhi Mittal

9. CLASSICAL CONDITIONING
 Given by Dr. Ivan Pavlov
 States that behaviour is learned by repetitive
association between a stimulus and a response (S-
R association). The organism learns to transfer a
response from one stimulus to a previously neutral
stimulus.
 Four elements always present in classical
conditioning are :
 US (Unconditioned Stimulus)
 UR (Unconditioned Response)
 CS (Conditioned Stimulus)
 CR (Conditioned Response)
Surabhi Mittal

10. CLASSICAL CONDITIONING
The famous Dog-Meat experiment
Surabhi Mittal

11. OPERANT CONDITIONING
 Given by B.F. Skinner
 Implies that behaviour is voluntary and is
determined, maintained and controlled by its
consequences.
 B = f ( c )
 Involves relationship between 3 elements :
 Stimulus situation
 Behavioural response to the situation
 Consequences of the response to the person
 Dimension: talks of reinforcement which
strengthens the behaviour and keep it worth
repeating.
Surabhi Mittal

12. COGNITIVE LEARNING THEORY
 Drawn heavily from the work done by Edward C. Tolman
 Emphasis on individual.
 Cognitive model is used in perception, learning, attitude
formation and motivation .
 Emphasizes the positive and free-will aspects of human
behaviour.
 Cognition refers to an individual’s ideas, thoughts,
knowledge , interpretation and understanding about
himself and his environment.
 The learner forms a cognitive structure in memory,
preserves and organises information about the various
events that occur in a learning situation.
Surabhi Mittal

13. SOCIAL LEARNING THEORY
 Combines and integrates both behaviouristic and
cognitive concepts and emphasises the integrative
nature of cognitive , behavioural and environmental
determinants.
 People can learn through direct experience and
observations.
 Dimensions :
 Attention Process
 Retention Process
 Motor Reproduction Process
 Reinforcement Process
Surabhi Mittal

14. REINFORCEMENT
 “Anything that increases the strength if response
and tends to induce repetitions of the behaviour
that preceded the reinforcement”
 Environmental event that follows a response.
 Behaviour gets shaped when systematically
reinforcing each successive step that gives
desired response.
Surabhi Mittal

15. REINFORCEMENT
 “Anything that increases the strength if response
and tends to induce repetitions of the behaviour
that preceded the reinforcement”
 Environmental event that follows a response.
 Behaviour gets shaped when systematically
reinforcing each successive step that gives
desired response.
Surabhi Mittal

16. METHODS OF REINFORCEMENT
 Positive
 Continuous Reinforcement
 Intermittent Reinforcement
 Fixed Interval Schedule
 Variable Interval Schedule
 Fixed Ratio Schedule
 Variable Ration Schedule.
 Negative
 Punishment
 Extinction
Surabhi Mittal

17. VALUES
IN
MANAGEMENT OF
ORGANIZATION
Surabhi Verma

18. DEFINITION
 Values are important and lasting beliefs ordeals
shared by the members of culture about what is
good or bad and desirable or undesirable. Values
have major influence one persons behavior and
attitude and serve abroad guidelines in all
situations.
Surabhi Verma

19. VALUES VS. ATTITUDES
 Values are different form Attitudes.
 Values are general beliefs about life.
 Whereas attitude are directed towards specific
objects, events, or people.
Surabhi Verma

20. TYPES OF VALUES
Terminal Value
 Terminal Values include things like happiness, self
respect, family security, recognition, freedom, inner
harmony, comfortable life, professional
excellence, etc.
 Instrumental Value
 These include honesty, sincerity, ambition,
independence, obedience, imaginativeness,
courageousness, competitiveness, and also some
negative traits too.
Surabhi Verma

21. OTHER CATEGORY OF VALUES
 Theoretical: Values the discovery of truth and
emphasizes critical and rational approach to
problem.
 Economic: Values utility and practicality and
emphasizes standard of living.
 Aesthetic: Values form grace and harmony
and emphasizes the artistic aspects of life.
 Social: Values love of people and altruism and
emphasizes competition and winning.
Surabhi Verma

22. IMPORTANCE OF VALUES IN AN
ORGANIZATION
 Contribute to the shared meaning in the organization.
 Binds people together as a community.
 Provides people with a common language.
 Tell people how to behave to achieve the organization’s
vision.
 Contribute to organization’s vitality and performance.
 Organizational values are unique to each company.
 Values should represent the culture of the business. It’s
okay to be competitive and profit driven.
 As you’re starting to plan for next year, think about your
organizational values and whether they’re
representative of your organization.
Surabhi Verma

23. IMPORTANCE OF VALUES IN VARIOUS
FIELDS
 Recruiting
 Training
 Performance
Surabhi Verma

24. THE BENEFITS OF VALUES IN
MANAGEMENT
 Provides good basis to management for better
business decisions.
 Improves provided services to partners/customers
real needs.
 Facilitate innovation to support organization
competitiveness .
 Strong awareness of value culture, with good
understanding of business goals.
 Good knowledge of business/ organization KPIs
Enhance communication and the efficiency of
teamwork.
 Commitment from partners/customers and
stakeholders.
Surabhi Verma

25. TWO STEP PROCESS
 Every individual and every organization on this
planet is involved in making decisions on a daily
basis.
 The first step in creating values alignment is to find
out what the values of employees are.
 The second step is to find out how employees
perceive the values of their decisions we make are
a reflection of our personal and organizational
values.
 When the values of an individual are the same as
the values of their organization, then there is a
values alignment &Vice versa.
Surabhi Verma

26. CONCLUSION
 Values are the ideals of an individual personal
importance.
 However, to be successful in an organization,
managers need to learn adopted values, a set of
values that are part of the organization's culture.
 When personal values (intended) and
organizational values(adopted) are congruent,
these become highly pragmatic operative values.
 Thus, they provide a frame of references for
consistency in making decision and relationship
with others.
 Organization grows and prospers when operative
values are strong.
Surabhi Verma

27. ATTITUDES
Swati Srivastava

28. ATTITUDES
 A lasting, general evaluation of people (including
oneself), objects, advertisements, or issues.
 Anything toward which one has an attitude is
called an Attitude Object.
 An attitude is:
 Lasting because it tends to endure over time.
 General because it applies to more than a momentary
event.
 Attitudes help us make all forms of choices such
as:
 Very product-specific behaviors, and
 More general consumption-related behaviors.
Swati Srivastava

29. THE FUNCTIONS OF ATTITUDES
Utilitarian
Reward and
Punishment
Knowledge
Need for Meaning,
Order & Structure
Value-Expressive
Consumer’s Values
or Self-Concept
Attitude
Functions
Ego-Defensive
Protect Person
From Threats
By Identifying the Dominant Function a Product Serves for Consumers - What
Benefits it Provides - Marketers Can Emphasize These Benefits in
Communications & Packaging.
Swati Srivastava

30. THE ABC MODEL OF ATTITUDES
Affect
Way a Consumer
Feels
Behavior
Person’s Intentions
to Do
Cognition
Consumer’s
Beliefs
Components of an
Attitude
Swati Srivastava

31. Standard Learning Hierarchy
Beliefs Affect Behavior
ATTITUDE
Based on
Cognitive
Information
Processing
HIERARCHIES OF EFFECTS
Low-Involvement Hierarchy
Beliefs AffectBehavior
ATTITUDE
Based on
Behavioral
Learning
Processes
Experiential Hierarchy
BeliefsAffect Behavior
ATTITUDE
Based on
Hedonic
Consumptio
n
Swati Srivastava

32. ATTITUDES TOWARD THE
ADVERTISEMENT
The Attitude Toward the Advertisement is Defined
as a Predisposition to Respond in a Favorable or
Unfavorable Manner to a Particular Advertising
Stimulus During a Particular Exposure Occasion.
Determinants Include:
Attitude
Toward
Advertiser
Mood
Evoked by
the Ad
Degree to Which
the Ad Affects
Viewers’ Arousal
LevelsEvaluations
of the
Ad Execution
Itself
Swati Srivastava

33. FORMING ATTITUDES
 An Attitude can form in several different ways
depending on the Hierarchy of Effects and how
the attitude is learned.
 It can occur because of:
 Classical Conditioning, i.e. Attitude Object is paired
with a catchy jingle.
 Instrumental Conditioning, i.e. consumption of the
Attitude Object is reinforced.
 Complex Cognitive Process, i.e. teenager models
behavior of friends and media figures.
Swati Srivastava

34. FORMING ATTITUDES
Levels of Commitment to an Attitude
Internalization
Identification
Compliance
DegreeofCommitment
The Consistency Principle
Consumers Value Harmony Among Their Thoughts,
Feelings, and Behaviors, and They are Motivated
to Maintain Uniformity Among These Elements.
Swati Srivastava

35. • States that when a person is confronted with
inconsistencies among attitudes or behaviors, he
or she will take some action to resolve this
“dissonance”.
• Theory focuses on situations in which two
Cognitive Elements are inconsistent with one
another.
– Cognitive Elements can be something that a person believes about himself,
a behavior he performs, or an observation about his surroundings.
• Dissonance reduction can occur either by
eliminating, adding, or changing elements.
COGNITIVE DISSONANCE AND
HARMONY AMONG VALUES
Swati Srivastava

36. SOCIAL JUDGMENT THEORY
Latitudes of Acceptance and Rejection
Latitudes of Rejection
Attitude Anchor
Assimilation
Contrast
Latitude of
Acceptance
Swati Srivastava

37. BALANCE THEORY
Considers Relations Among Elements a Person
Might Perceive as Belonging Together and Desires
the Relations Among the Elements in a Triad to be
Harmonious, or Balanced.
A Person and His/ Her
Perceptions (+ or - )
An Attitude
Object
Some Other
Person or
Object
Marketers May Use Celebrities to Endorse Products to Achieve Balance.
Triad
Swati Srivastava

38. MULTI-ATTRIBUTE ATTITUDE MODELS
Attributes Beliefs
Importance
Weights
Models Assume That a Consumer’s Attitude (Evaluation) of an Attitude Object
Will Depend on the Beliefs He or She Has About Several or Many Attributes of
the Object.
Swati Srivastava

39. THE FISHBEIN MODEL
The Fishbein Model is the Most Influential Multi-
attribute Model and It Measures Three Components
of Attitudes:
Salient Beliefs
About
the Object That
Are Considered
During Evaluation
Object-Attitude
Linkages, or The
Probability That a
Particular Object Has
an Important
Attribute
Evaluation of Each
of the
Important Attributes
Swati Srivastava

40. FISHBEIN MODEL
Formed by integrating (summing) the
separate evaluations of the salient
beliefs (ei), weighted by the strength of
each beliefs (bi), to create an overall
evaluation or attitude (Ao).
Ao = Sbiei
Swati Srivastava

41. HOW BELIEFS ARE ACQUIRED
Direct experience with product.
Information processing
 information from outside sources
(friends)
Vicarious experience
Inferences
Swati Srivastava

42. Swati Srivastava

43. STRATEGIC IMPLICATIONS OF THE
MULTI-ATTRIBUTE MODEL
Capitalize on
Relative Advantage
Strengthen Perceived
Product / Attribute
Linkages
Influence Competitors’
Ratings
Add a New Attribute
Swati Srivastava

44. ATTITUDE-BEHAVIOR RELATIONSHIP
 Weak empirical relationship between attitude
and behavior
 Why?
 Overall evaluation of product (Ao) not tied to
situational factors while behaviors, in
contrast, always occur in a situational
context or are highly influenced by the
environment.
Swati Srivastava

45. USING ATTITUDES TO PREDICT
BEHAVIOR
Intentions
Versus
Behavior
Social
Pressure
Attitude
Toward
Buying
The Extended Fishbein Model is Called the
“Theory of Reasoned Action” and Includes
the Following Modifications:
Swati Srivastava

46. THE THEORY OF REASONED ACTION
Reflects the assumption that consumers
consciously consider the consequences
of alternative actions and choose the
behavior which leads to the most
desirable consequences.
Swati Srivastava

47. Swati Srivastava

48. OBSTACLES TO PREDICTING BEHAVIOR
IN THE THEORY OF REASONED ACTION
Obstacles to Predicting Behavior
Design
Locus of Control
Basic Assumptions
Correspondence
Time-Frame
Attitude Accessibility
Swati Srivastava

49. THEORY OF TRYING
Amount of Control Over Situation
Expectations of Success or Failure
Social Norms
Attitudes Toward the Process of Trying
Frequency of Past Trying of Behavior
Recentness of Past Trying of Behavior
States That the Criterion of Behavior in the Reasoned Action Model Should be
Replaced With Trying to Reach a Goal.
Recognizes That Additional Factors Might Intervene Between Intent and
Performance Such As:
Swati Srivastava

50. TRACKING ATTITUDES OVER TIME
Attitude Tracking Programs Allow Researchers to
Analyze Attitude Trends Over an Extended Period of
Time. Some Dimensions To Include in Attitude
Tracking Programs Include:
Changes in Different Age Groups
Lifecycle, Cohort and Historical Effects
Scenarios About the Future
Future Plans and Confidence in the Economy
Identification of
Change Agents
Swati Srivastava

51. MOTIVATION
Saumya Uttam

52. MOTIVATION
“Motivation is a process of stimulating people to
action to accomplish desired goals”
- Scott
Saumya Uttam

53. CHARACTERISTICS OF MOTIVATION
 Internal feeling
 Goal directed
 System orientation
 Positive or negative
 Bargaining
 Complete process
 Different for job satisfaction.
Saumya Uttam

54. TYPES OF MOTIVATION
 Monetary motivation.
 Non-monetary motivation.
Saumya Uttam

55. CONTENT THEORIES
 Maslow’s hierarchy of needs theory
 Aldermen's ERG model
 Herzberg’s two factor theory
 McGregor’s theory X and Y
 Maturity and immaturity theory
Saumya Uttam

56. MASLOW’S HIERARCHY OF NEEDS THEORY
PEOPLE ARE MOTIVATED BY MULTIPLE NEEDS AND THESE NEEDS EXIST IN A
HIERARCHICAL MODEL
Saumya Uttam

57. CRITICISM OF MASLOW’S HIERARCHY OF
NEEDS THEORY
 Theoretical difficulties
 Research methodology
 Superfluous classification scheme
 Chain of causation in the hierarchy
 Need-crucial determinants of behavior
 Individual differences
Saumya Uttam

58. ALDERFER’S ERG MODEL
Saumya Uttam

59. HERZBERG’S TWO FACTOR THEORY
Saumya Uttam

60. CRITICISM OF HERZBERG’S TWO FACTOR
THEORY
 Research methodology
 Empirical validity
 Assumptions
Saumya Uttam

61. MCGREGOR’S THEORY X AND Y
Saumya Uttam

62. MATURITY AND IMMATURITY THEORY
Saumya Uttam

63. POCESS THEORIES
 Adams’ equity theory
 Vrooms’ expectancy theory
 reinforcement theory
Saumya Uttam

64. Saumya Uttam

65. VROOMS’ EXPECTANCY THEORY
Saumya Uttam

66. REINFORCEMENT THEORY
Saumya Uttam

67. GOAL SETTING THEORY
 Specific high goals lead to greater performance
 Feedback helps ensure difficult goals are reached
 Participative , assigned and self set goals are
equally effective
 Action planning facilitates goal accomplishment
 Commitment and incentives dramatically influence
outcomes.
Saumya Uttam

68. THANK YOU !!