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20 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Learning
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relatively permanent change in behavioral potential that occurs as the result of practice or experience
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Operant Conditioning or Reinforcement Theory
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A type of conditioning in which desired behavior leads to a reward or prevents a punishment and in which undesired behavior leads to punishment or prevents the receipt of a reward
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Basic Idea “Behavior is a function of consequences”
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Law of Effect:
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“Behavior that results in a pleasant outcome is likely to be repeated while behavior that results in an unpleasant outcome is not likely to be repeated.”
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Law of Contingent Reinforcement
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“To have maximum reinforcement value, a reward must be delivered only if the desired behavior is exhibited. That is, the reward must be contingent on the performance of the desired behavior.”
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Law of Immediate Reinforcement:
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“To have maximum reinforcement value, a reward must be given as soon as possible/feasible after the desired behavior.”
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2.Social Learning
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A concept based on the idea that people learn not only through their own experiences but also through the observation of others.
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Focuses on the extent to which individuals learn even when they are not personally reinforced (i.e., the extent to which they learn by observing what takes place to others).
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B.Types of Reinforcement:
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a.Positive Reinforcement – positive stimulus applied following desired behavior b.Negative Reinforcement – negative stimulus removed following desired behavior
c.Extinction – positive stimulus removed following undesired behavior d.Punishment – negative stimulus applied following undesired behavior |
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Continuous vs. Partial/Intermittent Reinforcement
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Continuous administers a reward each time a desired behavior occurs.
Intermittent rewards behavior only periodically |
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Specific Partial/Intermittent Reinforcement Schedules:
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Fixed Interval - know when it will take place
Fixed Ratio - every nth time Variable Interval- not know Variable Ratio - not know |
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E.Keys to Effective Punishment:
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a.Make sure the punishment is truly something undesirable (e.g., not necessarily time off from work).
b.Give moderate levels of punishment - not too high, not too low. c.Clearly communicate the reasons for the punishment. d.Do not follow punishment with rewards (to eliminate the guilt you feel for punishing someone). e.Do not inadvertently punish desirable behavior (e.g., don’t give the best employees more work). |
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“Hot-Stove” Approach to Punishment:
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a.Punish immediately (as soon as possible after the undesirable behavior occurs).
b.Punish consistently (each time the offense occurs). c.Punish all equally or fairly (treat all employees the same way). |
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F. Social Learning Theory
Basic Components Modeling – vicarious learning from observing what happens to others We are most likely to pattern our behaviors after others who: |
(1) have high status
(2) we perceive to be highly competent (3) receive outcomes that we desire. |
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Self-Efficacy:
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An individual’s confidence in his/her ability to perform a specific task
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In the absence of external reinforcement, self-efficacy plays a large role in determining an individual’s motivation to tackle a particular task and the difficulty of the goals he/she sets.
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Self-Management:
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“managing” and “motivating” oneself (without need for supervision or external reinforcement)
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Individuals who utilize self-management have the discipline to perform a behavior when external rewards are absent and often use self-reinforcement techniques (set up rewards for themselves).
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*2.WORK MOTIVATION
A.Motivation refers to: |
the individual forces that account for the direction, level, and persistence of a person’s effort (p. 85).
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Characteristics/Elements of Work Motivation
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a.Direction of Behavior
b.Level of Effort c.Level of Persistence |
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Motivation does not equate to performance, why?
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Multiple factors (e.g., motivation, ability, resources, and luck) all play a role in determining an individual’s level of performance.
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Thus, motivation and performance are moderately positively correlated. However, motivation is one of the key predictors of performance that a manager can directly influence.
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Intrinsic vs. Extrinsic Motivation
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a.Extrinsically motivated behavior is performed in order to gain a reward or avoid a punishment.
b.Intrinsically motivated behavior is performed because it interesting/enjoyable or provides a sense of accomplishment. |
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B.Content (Need) Theories of Motivation
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these theories focus on individuals’ desires to meet their basic human needs
Maslow's Hierarchy of Needs |
Levels (in order): Physiological, Safety, Social, Esteem, Self-Actualization
Lower Order vs. Higher Order Needs Basic Idea: Lowest level of need that is currently unfilled serves as the primary motivator of behavior. |
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Alderfer's ERG Theory
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Levels (in order): Existence, Relatedness, Growth
Basic Idea: People tend to progress up the hierarchy, but multiple levels of needs may motivate behavior at any one time. Incorporates the idea of a Frustration-Regression Process (aka, the concept of need frustration) |
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