Learning and Behavior Modification

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ماو ‎Behave. Daversty of‏ مهب ,3000 ما6 

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efinition of Learning A relatively permanent change in behavior (or behavior tendency) that occurs as a result of a person’s interaction with the environment. Chole @. ODM. Orerezatord Behavior. Daversiy oP Pekan. 

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Chole @. ODI. Orertzatocd Behavior. Daversiy of ‏او‎ 

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heories of Learning * Law of effect ° Edward Thorndike holon ۵ 000, ‏مهب‎ Behave. Daversty of Deke. 

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John Watson (1878-1958) ounder of behaviorism * Published Psychology from the Standpoint of a Behaviorist in 1919 * Pavlovian and instrumental conditioning can explain much, if nd all, behavior. holon ۵ 000, ‏مهب‎ Behave. Daversty of Deke. 

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eories of Learning Classical Conditioning A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. Chole @. ODI. Orgertzatrrd Behave. Daversty of Deke. 

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Chole @. ODM. Orertzatord Behavior. Daversiy oP ‏او‎ 

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heories of Learning 7 Theories Conditioning) Eteatrle gic Chole @. ODI. Oryerezaterd Behavior. Daversiy of Debora. 

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Theories of Learning (cont’d) Operant Conditioning A type of conditioning in which desired voluntary behavior leads to a reward or prevents a holon ۵ 000, ‏مهب‎ Behave. Daversty of Deke. 

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Theories of Learning (cont'd) Social-Learning Theory People can learn through observation and direct experience. holon ۵ 000, ‏مهب‎ Behave. Daversty of Deke. 

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تا وه اه مود 6۳01 0 م6 

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he Bobo Doll Study * Albert Bandura’s Bobo doll study in 1961 was a classic study that demonstrates the social learning theory. The study showed that after viewing adults strike and kick a Bobo doll, children would imitate the behavior in another environment. This was important, as it suggests that the violence could be imitated by viewers. * Results showed 88% of the children imitated aggressive behavior following the viewing of the tape of adults acting aggressively toward the doll. * 8 months later 40% of the same children reproduced, the, violent hehavjor observed in the Bobo doll experiment. 

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Shaping Behavior: A Managerial Tool Positive reinforcement: Providing a reward for a desired behavior. Negative reinforcement: Removing an unpleasant consequence when the desired behavior occurs. Punishment: Applying an _ undesirable condition to eliminate an undesirable behavior. Extinction: Withholding reinforcement of a behavior to cause its cessation. Chole @. ODI. Oryerezaterd Behavior. Daversiy of Debora. 

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1edules of Reinforcement Continuous’ Reinforcement: A _ desired behavior is reinforced each time it is demonstrated. Intermittent Reinforcement: A _ desired behavior is reinforced often enough to make the behavior worth repeating but not every time it is demonstrated. ixe -Interval Schedule: Rewards are spaced at uniform time intervals. Variable-Interval Schedule: Rewards are initiated after a fixed or constant number of responses. ‎ODM. Oryertzcied Dekrater, Devers oP Pobre.‏ 0 ات0 

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Schedules of Reinforcement (cont’d) Effect on Behavior Fast learning of new behavior but rapid extinction Average and irregular perfor- mance with rapid extinction Moderately high and stable performance with slow extinction High and stable performance attained quickly but also with rapid extinction Very high performance with slow extinction Nature of Reinforcement Reward given after each desired behavior Reward guven at fixed time intervals Reward given at variable times Reward given at fixed amounts of output Reward given at avariable amounts of output Reinforcement Scheduled Continuous Fixed-interval Variable-interval مسج Variable-ratio Chole @. ODI. Oryerezaterd Behavior. Daversiy of Debora. 

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ntermittent Schedules of Reinforcement Fixed-interval schedule: Employee's receipt of a weekly paycheck ‎OV ANAY.‏ ا ‎Week. 123 4 5 6 7 8 9 1011 12 13 14 15 ‎Reinforcer (W’) is the receipt of a paycheck ‎Variable-interval schedule: Pop quizzes in a classroom ‎Nae‏ مت ‎Class 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ‎Reinforcer (W) is the added points received for being in class on a quiz day ‎hole @. OU. Orgertzatrrd Behave. Daversty of Deter. ‎ ‎ ‎ ‎ ‎ ‎ 

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ermittent Schedules of einforcement (cont’d) Fixed-ratio schedule: Piece-rate plan for zipper installers v ۲ ۲ ۲ ۲ ۲ ۲ Zippers 12 24 36 48 60 72 84 installed Reinforcer (WW) is the earning of $5.00 Variable-ratio schedule: Commissioned salespeople ۲ ۲ ۲ ۴ ۲ ۳ ‏بم‎ t ‏بر‎ ‎Numberof 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 sales calls Reinforcer (W) is the making of a sale Chole @. ODM. Orgertzatrrd Behave. Daversty of Deke. 

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A-B-Cs of Behavior Modification Consequences What happens After behavior عام ‎Employee‏ ‏1220005 ‎attendance‏ ‎bonus‏ Chole @. ODI. Oryerezaterd Behavior. Daversiy of Debora. 

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Behavior Modification *Step 1: Identify Target behavior *Step 2: Functionally Analyze the Situation *Step 3: Arrange Antecedents and Provide Consequences *Step 4: Evaluate Results Chole @. ODI. Oryerezaterd Behavior. Daversiy of Debora. 

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arning through Feedback Any information about consequences of our behavior Clarifies role perceptions Corrective feedback improves ability Positive feedback motivates future behavior Chole @. ODI. Oryerezaterd Behavior. Daversiy of Debora. és 

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Multi-Source (360 Degree) Feedback = ۲ ‏0ج‎ ‎١ 10 holo 80: 90:00: 0 ‏تدصر‎ Behavior. Daversiy of ‏او‎ (eee Gale ‏که‎ ‎۰ =e G 

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Specific SOI eile NN hatch Feedback Credible Chole @. ODI. Oryerezaterd Behavior. Daversiy of Debora. 

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ing Constructive Feedback . Be descriptive. . Don't use labels. ۳ = . Don’t exaggerate. | . Don’t be judgmental. . Restrict your feedback to things you know for certain. جم زم دن كر انع ] @. ODM. Orertzatord Behavior. Daversiy oP Pekeras. 

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Other Key Terms ۰ SelfManagement * Learning Through Experience Chole @. ODI. Oryerezaterd Behavior. Daversiy of Debora. 

Gholipour A. 2011. Organizational Behavior. University of Tehran. Organizational Behavior: Learning and Behavior Modification Gholipour A. 2011. Organizational Behavior. University of Tehran. Definition of Learning A relatively permanent change in behavior (or behavior tendency) that occurs as a result of a person’s interaction with the environment. Learning Learning ••Involves Involveschange change ••Is Isrelatively relativelypermanent permanent ••Is Isacquired acquiredthrough throughexperience experience Gholipour A. 2011. Organizational Behavior. University of Tehran. Stimulus Gholipour A. 2011. Organizational Behavior. University of Tehran. Respon se Theories of Learning • Law of effect • Edward Thorndike Gholipour A. 2011. Organizational Behavior. University of Tehran. John Watson (1878-1958) Founder of behaviorism • Published Psychology from the Standpoint of a Behaviorist in 1919 • Pavlovian and instrumental conditioning can explain much, if not all, behavior. Gholipour A. 2011. Organizational Behavior. University of Tehran. Theories of Learning Classical Conditioning A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. Key KeyConcepts Concepts ••Unconditioned Unconditionedstimulus stimulus ••Unconditioned Unconditionedresponse response ••Conditioned Conditionedstimulus stimulus ••Conditioned Conditionedresponse response Gholipour A. 2011. Organizational Behavior. University of Tehran. Theories of Learning Gholipour A. 2011. Organizational Behavior. University of Tehran. Theories of Learning (Operant Conditioning) Gholipour A. 2011. Organizational Behavior. University of Tehran. Theories of Learning (cont’d) Operant Conditioning A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment. Key KeyConcepts Concepts ••Reflexive Reflexive(unlearned) (unlearned)behavior behavior ••Conditioned Conditioned(learned) (learned)behavior behavior ••Reinforcement Reinforcement Gholipour A. 2011. Organizational Behavior. University of Tehran. Theories of Learning (cont’d) Social-Learning Theory People can learn through observation and direct experience. Key KeyConcepts Concepts ••Attentional Attentionalprocesses processes ••Retention Retentionprocesses processes ••Motor Motorreproduction reproductionprocesses processes ••Reinforcement Reinforcementprocesses processes Gholipour A. 2011. Organizational Behavior. University of Tehran. Albert Bandura: Social Cognitive Theory Gholipour A. 2011. Organizational Behavior. University of Tehran. 12 The Bobo Doll Study • Albert Bandura’s Bobo doll study in 1961 was a classic study that demonstrates the social learning theory. The study showed that after viewing adults strike and kick a Bobo doll, children would imitate the behavior in another environment. This was important, as it suggests that the violence could be imitated by viewers. • Results showed 88% of the children imitated aggressive behavior following the viewing of the tape of adults acting aggressively toward the doll. • 8 months later 40% of the same children reproduced the violent behavior observed in the Gholipour A. 2011. Organizational Behavior. University of Tehran. Bobo doll experiment. Shaping Behavior: A Managerial Tool • Positive reinforcement: Providing a reward for a desired behavior. • Negative reinforcement: unpleasant consequence behavior occurs. Removing an when the desired • Punishment: Applying an undesirable condition to eliminate an undesirable behavior. • Extinction: Withholding reinforcement of a behavior to cause its cessation. Gholipour A. 2011. Organizational Behavior. University of Tehran. Schedules of Reinforcement Continuous Reinforcement: A desired behavior is reinforced each time it is demonstrated. Intermittent Reinforcement: A desired behavior is reinforced often enough to make the behavior worth repeating but not every time it is demonstrated. Fixed-Interval Schedule: Rewards are spaced at uniform time intervals. Variable-Interval initiated after responses. a Schedule: fixed or Rewards are constant number of Gholipour A. 2011. Organizational Behavior. University of Tehran. Schedules of Reinforcement (cont’d) Fixed-ratio Gholipour A. 2011. Organizational Behavior. University of Tehran. Intermittent Schedules of Reinforcement Gholipour A. 2011. Organizational Behavior. University of Tehran. Intermittent Schedules of Reinforcement (cont’d) Gholipour A. 2011. Organizational Behavior. University of Tehran. A-B-Cs of Behavior Modification Antecedents Behavior Consequences What happens before behavior What person says or does What happens After behavior Employee attends scheduled work Employee receives attendance bonus Example Attendance bonus system is announced Gholipour A. 2011. Organizational Behavior. University of Tehran. Job Behavior Modification • Step 1: Identify Target behavior • Step 2: Functionally Analyze the Situation • Step 3: Arrange Antecedents and Provide Consequences • Step 4: Evaluate Results Gholipour A. 2011. Organizational Behavior. University of Tehran. Learning through Feedback • Any information about consequences of our behavior • Clarifies role perceptions • Corrective feedback improves ability • Positive feedback motivates future behavior Gholipour A. 2011. Organizational Behavior. University of Tehran. Multi-Source (360 Degree) Feedback Supervisor Customer Co-worker Project leader Evaluated Employee Subordinate Co-worker Subordinate Subordinate Gholipour A. 2011. Organizational Behavior. University of Tehran. Giving Feedback Effectively Specific Relevant Effective Feedback Credible Frequent Timely Gholipour A. 2011. Organizational Behavior. University of Tehran. Giving Constructive Feedback 1. 2. 3. 4. 5. Be descriptive. Don't use labels. Don’t exaggerate. Don’t be judgmental. Restrict your feedback to things you know for certain. Gholipour A. 2011. Organizational Behavior. University of Tehran. Other Key Terms • Self-Management • Learning Through Experience Gholipour A. 2011. Organizational Behavior. University of Tehran.