Organizational behavior lecture notes, unit 2 OB

Unit 2 lecture notes

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Discuss HRM and Personnel Department

Learning is any relatively permanent change in behavior that occurs as a result of
experience. Three theories examine the process by which patterns of behavior are
acquired.
In classical conditioning, an individual responds to some stimulus that would not
ordinarily produce such a response. This theory grew out of Pavlov’s experiments to
teach dogs to salivate in response to the ringing of a bell. When Pavlov gave a dog a
piece of meat, the dog would salivate. The meat was an unconditioned stimulus; the
salivation of the dog was the unconditioned response. The bell, on the other hand, was a
conditioned stimulus that was originally neutral. Pavlov paired the bell with the meat,
which caused the dog to associate the sound of the bell with being fed. Over time, the
sound of the bell alone produced a conditioned response by making the dog salivate.
Classical conditioning is passive. Something happens, and we react in a specific way. As
such, it can explain simple, reflexive behaviors.
In operant conditioning, desired voluntary behavior leads to a reward or stops a
punishment. This theory argues that behavior is a function of consequences. Operant
behavior is learned or voluntary, not reflexive or unlearned. B. F. Skinner argued that

creating pleasing consequences to follow specific forms of behavior would increase the
frequency of that behavior. He said that rewards are most effective if they immediately
follow the desired response and that behavior that is not rewarded, or is punished, is less
likely to be repeated.
Social-learning theory proposes that we can learn through observation and direct
experience. This theory is an extension of operant conditioning and assumes that behavior
is a function of its consequences. It also acknowledges the role of perception in learning.
The use of models is central to the social-learning theory, and the following four

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processes determine how a model will influence an individual: retention, attention, motor
reproduction, and reinforcement.

Shaping behavior involves systematically reinforcing each successive step that moves an
individual closer to the desired response. There are four ways in which to shape behavior.
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Positive reinforcement is following a response with something pleasant.
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Negative reinforcement is following a response with the termination or
withdrawal of something that is unpleasant.
3.
Punishment is causing an unpleasant condition in an attempt to eliminate an
undesirable behavior.
4.
Extinction is the elimination of any reinforcement that is maintaining
behavior.

A continuous reinforcement schedule reinforces the desired behavior every time it is

demonstrated. While not every incident of the desired behavior is reinforced in an
intermittent schedule, reinforcement is given often enough to reinforce the behavior. An
intermittent reinforcement can be of a ratio or interval type. In ratio schedules, the
individual is reinforced after giving a certain number of specific types of behavior.
Interval schedules depend upon how much time has passed since the last reinforcement.
In fixed-interval types, rewards are spaced at uniform time intervals. In variable-interval
types, reinforcements are unpredictable. In a fixed-ratio schedule, after a fixed number of
responses are given, a reward is initiated. When the reward varies relative to the behavior
of the individual, he or she is on a variable-ratio schedule.
Because continuous reinforcement can lead to early satiation, behavior weakens rapidly
when reinforcers are withheld. Continuous reinforcers are appropriate for newly emitted,
unusual, or low-frequency responses. Since intermittent reinforcers preclude early

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satiation, they are appropriate for stable or high-frequency responses. In general, variable
schedules lead to higher performance than fixed schedules.

Discuss critical behaviors

Discuss mentoring

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