This document discusses various theories of learning, including classical conditioning, operant conditioning, cognitive processes, and social learning. It provides examples of Ivan Pavlov's classical conditioning experiments with dogs. It also explains B.F. Skinner's operant conditioning theory and the use of reinforcement and punishment. The document then discusses Edward Tolman's cognitive theory involving relationships between cues and expectations. Finally, it covers social learning theory and the processes of attention, retention, motor reproduction, and reinforcement through observation.

1. MBA (FT) 1st Semester
2013-2015
Submitted By: - Shruti Pendharkar

2. CONTENTS
 Introduction
 Types Of Learning
 Classical Conditioning
 Operant Conditioning
 Cognitive Process
 Social Learning
 Reinforcement
 Applications

3. DEFINATION
 An individual reacts to any situation or responds to instructions in
particular fashion, that fashion or style is caused due to learning.
 Learning brings relatively permanent change in human behavior
that occurs as a result of experience.
 Learning is a lifelong process in which new behaviours are
acquired.
 We cannot see learning but we can see changed behavior as a
consequence of learning..
 Examples:
 Driving a vehicle
 An instant learning

4. THEORIES OF LEARNING
LEARNING
REINFORCEMENT
CLASSICAL
CONDITIONING
OPERANT
CONDITIONING
SOCIAL
LEARNING

5. CLASSICAL CONDITIONING
- BEHAVIORIST THEORY
 “Classical conditioning can be
defined as a process in which
a formerly neutral stimulus
when paired with an
unconditional stimulus,
becomes a conditioned
stimulus that illicit a
conditioned response.”
(Luthans 1995)
 Classical conditioning states
that an event repeated several
times results into desired
response.
UNCONDITIONAL Or
NATURAL STIMULUS
(US)
UNCONDITIONAL Or
NATURAL
RESPONSE (UR)
CONDITIONAL
STIMULUS (CS)
CONDITIONAL
RESPONSE (UR)
STIMULUS-
RESPONSE
(SR)

6. IVAN PAVLOV’S THEORY
 Ivan Pavlov a Russian psychologist introduced classical conditioning
theory.
 EXPERIMENT CONDUCTED: -
 Dog as a subject.
 STAGE ONE: -
 presented meat (unconditional stimulus) to the dog.
 He noticed a great deal of salivation (unconditional response).
 STAGE TWO : -
 he only rang up the bell (neutral stimulus), the dog had no salivation.
 STAGE THREE: -
 accompanied the offering of meat to the dog along with ringing up of bell.
 After doing this several times, Pavlov rang up only bell (without offering of
meat to the dog). This time the dog salivated to the ringing up of bell alone.

8. CONCLUSION
 The dog has become classically conditioned to salivate
(response) to the sound of the bell (stimulus). It will be seen
that the learning can take place amongst animals based on
stimulus – response (SR) connections. The study was
undoubtedly single most famous study ever conducted in
behavioral sciences. It was a major break through and had
a lasting impact on understanding of learning.

9. OPERANT CONDITIONING
 Operant conditioning deals with Response—Stimulus (R-S)
connection.
 concept originated by B.F. Skinner.
 states that “most human behavior operates based on the
environment.”
 Learning depends on what happens after the response –THE
CONSEQUENCES
 The learning of voluntary behaviour through the effects of
pleasant and unpleasant responses.

11. Operant
conditioning Description Outcome Example
Positive
reinforcement
Add or increase a
pleasant stimulus
Behavior is
strengthened
Giving a student a
prize after he gets an
A on a test
Negative
reinforcement
Reduce or remove an
unpleasant stimulus
Behavior is
strengthened
Taking painkillers
that eliminate pain
increases the
likelihood that you
will take painkillers
again
Positive
punishment
Present or add an
unpleasant stimulus
Behavior is
weakened
Giving a student
extra homework
after she misbehaves
in class
Negative
punishment
Reduce or remove a
pleasant stimulus
Behavior is
weakened
Taking away a teen’s
computer after he
misses curfew

12. COGNITIVE THEORY
 Cognitive Approach
 Edward Tolman
 The theory consists of relationship between
environmental (cognitive) cues and
expectations.
 EXPERIMENT: -
 Subject was RAT
 He found that the rat could run through
critical path with particular intention of
getting food (goal/objective).
 This theory was later applied on human
resources where incentives were related to
higher performance.

13. SOCIAL LEARNING
 Behavioral approach.
 It deals with learning process based on
direct observation and the experience.
 Achieved while interacting with
individuals.
 people observe, alter and even
construct a particular environment to
fit in the social behavioral pattern.

14.  It is practiced in organizations by observing various cultural, and
social practices.
 This phenomenon is distinctly visible in defense services where
cadets opt for a particular regiment based on the performance of
their instructors (role model).
 In industrial organizations leader must display a role model so
that subordinates copy the style of functioning.

15. PROCESS IN SOCIAL LEARNING
ATTENTION
PROCESS
RETENTION
PROCESS
MOTOR
REPEODUCTION
PROCESS
RE-INFORCMENT
PROCESS

16. RE-ENFORCEMENT

17. APPLICATION OF LEARNING AND OB
MODIFICATION
 USE OF LOTTERIES TO REDUCE ABSENTEEISM: -
 Attractive prizes can be included in lottery.
 Absenteeism reduced to a large extent and workers displayed a
sense of responsibility that led to increased productivity and
higher job satisfaction.
 WORK PAY VR SICK PAY
 If sick leave can be converted in to payment of bonus up to a
certain extent, the employees would choose to avail of financial
benefits and would not absent themselves under the pretext of
being sick. This will improve satisfaction level of employees and
would not hamper productivity.
 TRAINING AND DEVELOPMENT
 Train to adapt to new working atmosphere.

18.  MENTORING PROGRAMMERS: -
 Mentors need display model behavior so that subordinates emulate
them. Mentors should ensure to develop sense of responsibility
amongst the subordinates who should be able to take higher jobs and
work for the organization. They are expected to develop positive
attitude towards subordinates. This can be achieved by full dedication
on the part of both mentor and the trainee.
 DISCIPLINE: -
 In organization be it production intensive or service sector, managers
should insist that all his subordinates strictly follow the timing of work,
dress code, display courteous behaviour when interacting with others
and accomplish their assigned task on time. Defaulters should be dwelt
with strictly. Any lethargy in programme implementation will not
bring behaviour modification.
 SELF-MANAGEMENT: -
 Regulating various activities and achievement of personal as well as
organizational goals would be easier in an environment of self
managed organizations.