Managerial theory and organizational Behaviour

1. The Nature of Learning

2. Meaning and Nature of Learning
1
2
3
Learing means change,but change
of a relatively permanent mind.
Learning implies different internal state
which may result in new behaviour &
actions or new understanding &knowledge.
Learning may be by formal process,
Spontaneous process and Incidental
learning.

3. The significance of learning for psychologists
1. Provides understanding of development
and deterioration and is at the very heart
of demonstrating the ways in which
individuals differ.
2. Studies are dependent on knowledge of
Memory and Intelligence.
3. It is a challenge to find new ways of
studying invisible processes and of
accurately measuring changes to
Behaviour.

4. The significance of learning for Managers
1. Powerful process which can lead to :
- positive outcomes(eg.understanding etc.)
- negative outcomes
2. Individuals who enjoy learing are more
likely
to be flexible in times of constant change
and therefore more adaptable to
organisational turbulence.
3. Growing evidence that a learning culture
can affect an organisation's effectiveness.

5. It is a process of developing,sharing in an
organisation to achieve organisational
objectives by making the best use of
organisational behaviour.
Knowledge Management

6. Types of
Knowledge
Management
Explicit
knowledge
Tacit
knowledge
It is easily
Communicated,
Quantified and
Systematic.
That is difficult to
Transfer to another
person by means of
writing it down or
verbalizing it.

7. Knowledge
Management
practices
Capturing project-
based learning
Managing
Knowledge
workers
Exploiting
Intellectual
property
Valuing
Knowl-
edge

8. An organisation which faclilitates the learning of all its
members and continuously transforms itself.
The Learning Organisation
Creates a culture that encourages and supports continuous
employee learning Critical thinking & Risk taking with new ideas.
Learn from experience and experiment.
Disseminate the new knowledge throughout the
organisation for incorporation into day to day activities.

9. Classical
conditioning
Social
learning
Operant
conditioning
How people learn

10. BehaviourismBehaviourism
●
This theory implies that the learner responds toThis theory implies that the learner responds to
environmental stimuli without his/her mentalenvironmental stimuli without his/her mental
state being a factor in the learner’s behavior.state being a factor in the learner’s behavior.
●
Individuals learn to behave through conditioning.Individuals learn to behave through conditioning.
●
Two types of conditioning-Two types of conditioning-
1.1.ClassicalClassical
2.2.OperantOperant

11. Classical ConditioningClassical Conditioning
●
Natural reflex that occurs in response to aNatural reflex that occurs in response to a
stimulus.stimulus.
●
A naturally occurring stimulus is placed with aA naturally occurring stimulus is placed with a
neutral stimulus allowing the neutral stimulus to,neutral stimulus allowing the neutral stimulus to,
in time, evoke a natural reflex.in time, evoke a natural reflex.
●
Techniques of classical conditioning are usedTechniques of classical conditioning are used
today in treatment of phobias and anxiety.today in treatment of phobias and anxiety.

12. Operant ConditioningOperant Conditioning
●
Learner is able to make aLearner is able to make a
connection with theconnection with the
consequences associatedconsequences associated
with his/her behaviorwith his/her behavior
through positive andthrough positive and
negative reinforcement andnegative reinforcement and
punishment.punishment.
●
Positive reinforcement-Positive reinforcement-
offering a rewarding factoroffering a rewarding factor
to increase a response.to increase a response.
Ex.- Words ofEx.- Words of
encouragement or physicalencouragement or physical
rewardsrewards..
Negative reinforcement-Negative reinforcement-
relinquishing a negative factorrelinquishing a negative factor
to increase a response.to increase a response.
Ex.- A teen cleans his roomEx.- A teen cleans his room
after being nagged by his mom.after being nagged by his mom.
Punishment- Decreases thePunishment- Decreases the
chances of a negative behaviorchances of a negative behavior
happening again.happening again.
Ex.- A child is spanked byEx.- A child is spanked by
his/her parent after behavinghis/her parent after behaving
inappropriately.inappropriately.

13. Social LearningSocial Learning
●
Process in which individuals observe the behavior ofProcess in which individuals observe the behavior of
others and its consequences, and modify their ownothers and its consequences, and modify their own
behavior accordingly.behavior accordingly.
●
To explain the process Miller & Dollard identifiedTo explain the process Miller & Dollard identified
four significant linked learning principles:four significant linked learning principles:
Drive Cue Response RewardDrive Cue Response Reward
Ex.- If you are a new person to a school and it's lunch time,Ex.- If you are a new person to a school and it's lunch time,
and you finish with your lunch but you don't know whereand you finish with your lunch but you don't know where
to put the tray you would follow someone who knows whatto put the tray you would follow someone who knows what
their doing. So you learn off of other peoples examples.their doing. So you learn off of other peoples examples.

14. Cognitive theories

15. Components of Thinking Environment
● Attention
● Incisive questions
● Equality
● Appreciation
● Ease
● Encouragement
● Feelings
● Information
● Place
● Diversity

16. Action learning sets
Action learning sets are structed
method enabiling small groups to
address complicated issues by meeting
regularly and woking collectively.
video

17. Learning Styles :Learning Styles :
Kolb demonstrated that individuals may have a
preference for one of the key stages and
therein lies their learning style.
His work, developed by 'Honey and Mumford',
has been applied to managerial behaviour.

18. Experential Learning :
Concrete Experience (CE)(CE)
Involving the learner in the experience
Field experience, role play, interviews
Reflective Observation (RE)(RE)
Engage in activities that require him/her to step
back and look at the experience or get others
perspectives
Small Group Sessions

19. Experential Learning (contd) ;
Abstract Conceptualization (AC)(AC)
Uisng research and methods of their
discipline to develop hypothesis when
engaging in films, lectures or computer
assisted instruction
Active Experimentation (AE)(AE)
Can apply principles or theories in
problem solving
Role play, 'what if ' situations, action
planning

20. Styles of Learning :
Convergers
✔ Combination of AC and AE
✔ Good problem solvers and decision makers
✔ Excel at tasks that involve the single best
answer
✔ Often work in the physical sciences and
engineering

21. DivergersDivergers
➢ Combination of CE and RO
➢ Usually imaginative
➢ Produce alternative solutions to problems
➢ Usually people and feeling oriented
➢ Usually work in humanities and liberal arts

22. AssimilatorsAssimilators
 Combination of AC and RO
 Have the abbility to create theories
 Have logical thinking skills
 Focus on ideas and concepts rather
than people
 Usually work in basic sciences and
mathematics

23. Accommodators
 Combination of CE and AE
 Action oriented
 Plan and complete tasks
 Open to new experiences tasks
 Comfortable with people
 Usually work in practical fields, such as
business

24. Stages of Creative Process
Preparation Incubation Illumination Verification

25. Preparation stagePreparation stage : Conscious attempt to
understand absorb information.
Incubation stageIncubation stage : Conscious mind is focused
elsewhere but below the level of
consciousness the ideas are
being continually combined.
Illumination stageIllumination stage : Solution appears suddenly-flash
of insight.
Verification stageVerification stage : Solution is tested in a conscious
and deliberate way.

26. Goodman six common blocks to personal
creativity :
PerceptualPerceptual : Habits responses, sterotyping and
reliance on past instructions and experiences.
EmotionalEmotional : Fear, anxiety about looking foolish in front
of others or making errors.
ProcessProcess : Lack of thecnique or skills in process ; a
quick grasp at a solution.
CommunicationCommunication : Style, method or skills unsuitable for
dealing with problem.
EnvironmentalEnvironmental : Facilities, stress factors,mind-sets
of others which inhibit responses.
CulturalCultural : Culture and attiitudes not facilitative : too
risky and open-ended.

27. Facilitating learning
It is defined as where the students are encouraged to
take more control of their learning process with
resources and support of trainers provided by
organisation.
● Coaching
● Mentoring
● The GROW model

28. ● Uses deductive techniques ;
● The coach doesnot have to be an expert in the
subject.
Coaching
Mentoring
● Uses a mixture of inductive and deductive
techniques ;
● The mentor must be an expert in the subject.

29. The GROW Model
Goal – what does the coachee want to achieve ?
how do they want to feel afterwards ?
Reality- what is the scenario? What is the
context? What are the problems? How they
have been handled ?
Wrap-up – What acions are needed? What does
success lool like? What if things get in the way?
Options- what are the possible actions? Which
are the most attractive? What has worked in
the past ?

30. Applications of Learning theory to organisatios
a)Self development
learning what to 'do';learning how to 'be' ;
learning the ropes.
b)Development of others
Personal development, development of planned
learning events.
c) Development of learning culture
policy development