This OpenStax ancillary resource is © Rice University under a CC BY 4.0 International license; it may be reproduced or modified but
must be attributed to OpenStax, Rice University and any changes must be noted.
CHAPTER FOUR
Learning and Reinforcement
CHAPTER SUMMARY
It is important to understand the basics of the learning process as they apply to
organizational behavior. Learning does not stop when one completes their formal
education. Organizations invest a large amount on training and developing their
employees. It is also likely that shortages in skilled labor is making training and
understanding the learning process a fundamental skill for managers. An understanding
of how rewards, reinforcement, and behavior modification can be used as way to mold
or change behaviors is also beneficial to managers.
LEARNING OUTCOMES
4.1 Basic Models of Learning
1. To offer appropriate rewards in a timely fashion.
People learn through both direct experience and vicarious experience. What
is retained and produced as behavior is a function of the positive and
negative consequences either directly experience by individuals or observed
as the result of the actions of others. Often, managers and trainers
underestimate the power of vicarious learning. Also, keep in mind that
reinforcement that has some variability in its application (variable ratio or
interval) has the strongest and longest-lasting impact on desired learned
behaviors. Learning is a relatively permanent change in behavior that occurs
as a result of experience. Thorndike’s law of effect notes that behavior that is
rewarded is likely to be repeated, whereas behavior that is punished is
unlikely to be repeated. Operant conditioning can be distinguished from
classical conditioning in two ways: (1) it asserts that changes in behavior
result from the consequences of previous behaviors instead of changes in
stimuli, and (2) it asserts that desired behaviors result only when rewards are
tied to correct responses instead of when unconditioned stimuli are
administered after every trial. Social learning is the process of altering
behavior through the reciprocal interaction of a person’s cognitions, previous
behavior, and environment. This is done through a process of reciprocal
determinism. Vicarious learning is learning that takes place through
observation and imitation of others. Learning is influenced by (1) a
motivation to learn, (2) knowledge of results, (3) prior learning, (4) the extent
, Organizational Behavior
to which the task to be learned is presented as a whole or in parts, and (5)
distribution of practice.
4.2 Reinforcement and Behavioral Change
2. To know how best to train employees in new job skills.
Reinforcement causes a certain behavior to be repeated or inhibited. Positive
reinforcement is the practice of presenting someone with an attractive
outcome following a desired behavior. Avoidance learning occurs when
someone attempts to avoid an unpleasant condition or outcome by behaving
in a way desired by others. Punishment is the administration of an
unpleasant or adverse outcome following an undesired behavior.
Reinforcement schedules may be continuous or partial. Among the partial
reinforcement schedules are (1) fixed interval, (2) fixed ratio, (3) variable
interval, and (4) variable ratio.
4.3 Behavior Modification in Organizations
3. To know how to reduce undesirable employee behavior while reinforcing
desirable behavior.
Behavior modification is the use of operant principles to shape human
behavior to conform to desired standards as defined by superiors. A behavior
modification program follows five steps: (1) establish clear objectives, (2)
conduct a performance audit, (3) set specific goals and remove obstacles, (4)
evaluate results against preset criteria, and (5) administer feedback and
praise where warranted.
4.4 Behavioral Self-Management
4. To encourage employees to assume more responsibility for self-
improvement and job performance and create a work environment
characterized by continual self-learning and employee development.
Behavioral self-management is the process of modifying one’s own behavior
by systematically managing cues, cognitions, and contingent consequences.
BSM makes use of the self-regulation process.
LECTURE OUTLINE
I. Basic Models of Learning > Learning Outcome 1
Learning is a relatively permanent change in behavior that occurs as a result of
experience. Knowledge of learning is important to managers because it is a
prerequisite for many job related behaviors. Learning is also related to employee
May 21, 2019 2
must be attributed to OpenStax, Rice University and any changes must be noted.
CHAPTER FOUR
Learning and Reinforcement
CHAPTER SUMMARY
It is important to understand the basics of the learning process as they apply to
organizational behavior. Learning does not stop when one completes their formal
education. Organizations invest a large amount on training and developing their
employees. It is also likely that shortages in skilled labor is making training and
understanding the learning process a fundamental skill for managers. An understanding
of how rewards, reinforcement, and behavior modification can be used as way to mold
or change behaviors is also beneficial to managers.
LEARNING OUTCOMES
4.1 Basic Models of Learning
1. To offer appropriate rewards in a timely fashion.
People learn through both direct experience and vicarious experience. What
is retained and produced as behavior is a function of the positive and
negative consequences either directly experience by individuals or observed
as the result of the actions of others. Often, managers and trainers
underestimate the power of vicarious learning. Also, keep in mind that
reinforcement that has some variability in its application (variable ratio or
interval) has the strongest and longest-lasting impact on desired learned
behaviors. Learning is a relatively permanent change in behavior that occurs
as a result of experience. Thorndike’s law of effect notes that behavior that is
rewarded is likely to be repeated, whereas behavior that is punished is
unlikely to be repeated. Operant conditioning can be distinguished from
classical conditioning in two ways: (1) it asserts that changes in behavior
result from the consequences of previous behaviors instead of changes in
stimuli, and (2) it asserts that desired behaviors result only when rewards are
tied to correct responses instead of when unconditioned stimuli are
administered after every trial. Social learning is the process of altering
behavior through the reciprocal interaction of a person’s cognitions, previous
behavior, and environment. This is done through a process of reciprocal
determinism. Vicarious learning is learning that takes place through
observation and imitation of others. Learning is influenced by (1) a
motivation to learn, (2) knowledge of results, (3) prior learning, (4) the extent
, Organizational Behavior
to which the task to be learned is presented as a whole or in parts, and (5)
distribution of practice.
4.2 Reinforcement and Behavioral Change
2. To know how best to train employees in new job skills.
Reinforcement causes a certain behavior to be repeated or inhibited. Positive
reinforcement is the practice of presenting someone with an attractive
outcome following a desired behavior. Avoidance learning occurs when
someone attempts to avoid an unpleasant condition or outcome by behaving
in a way desired by others. Punishment is the administration of an
unpleasant or adverse outcome following an undesired behavior.
Reinforcement schedules may be continuous or partial. Among the partial
reinforcement schedules are (1) fixed interval, (2) fixed ratio, (3) variable
interval, and (4) variable ratio.
4.3 Behavior Modification in Organizations
3. To know how to reduce undesirable employee behavior while reinforcing
desirable behavior.
Behavior modification is the use of operant principles to shape human
behavior to conform to desired standards as defined by superiors. A behavior
modification program follows five steps: (1) establish clear objectives, (2)
conduct a performance audit, (3) set specific goals and remove obstacles, (4)
evaluate results against preset criteria, and (5) administer feedback and
praise where warranted.
4.4 Behavioral Self-Management
4. To encourage employees to assume more responsibility for self-
improvement and job performance and create a work environment
characterized by continual self-learning and employee development.
Behavioral self-management is the process of modifying one’s own behavior
by systematically managing cues, cognitions, and contingent consequences.
BSM makes use of the self-regulation process.
LECTURE OUTLINE
I. Basic Models of Learning > Learning Outcome 1
Learning is a relatively permanent change in behavior that occurs as a result of
experience. Knowledge of learning is important to managers because it is a
prerequisite for many job related behaviors. Learning is also related to employee
May 21, 2019 2
