Learning in Organization
1
Learning
Summary points and learning objectives By the end of this chapter you will be able to: q q q q q
understand the components of classical conditioning; provide an example of how classical conditioning helps explain workplace behaviour; understand the basic components of operant conditioning; detail the schedules of reinforcement; provide some examples of how operant conditioning helps explain workplace behaviour; discuss the idea of a ‘technology of behaviour’; give examples of a ‘technology of behaviour’ in the workplace; understand learning strategies; understand what helps and hinders transfer of training back to the workplace.
q q q q
Introduction: why study learning?
The effect of education and training policies on the health of national economies has long been the subject of disputes between economists. But the success of the German, Japanese, and Swedish economies—where investment in ‘human capital’ has been heavy—has encouraged governments to place education and training high on their list of spending priorities. Writers such as Mayo (2000) and others have argued that the narrow focus on costs in the latter part of the last century which characterized organizations should now be replaced with a broader interest in ‘value’. In this century, Mayo argues we need to go beyond traditional accountancy definitions of an organization’s value and attempt to capture its intangible assets which may well be worth more than the tangibles, such as plant and machinery. These intangible assets are the skills, knowledge, and adaptive capacities of the workforce. Many writers point to how private sector organizations have to manage high levels of uncertainty in global and turbulent markets. In the public sector, employees also have to
20
THE INDIVIDUAL AND WORK
Box 1.1 Carving out a future
Economists might argue about the nature of the relationship between investment in skills and the macro-economy—a country’s GDP. But the impact of investment
Learning
Summary points and learning objectives By the end of this chapter you will be able to: q q q q q
understand the components of classical conditioning; provide an example of how classical conditioning helps explain workplace behaviour; understand the basic components of operant conditioning; detail the schedules of reinforcement; provide some examples of how operant conditioning helps explain workplace behaviour; discuss the idea of a ‘technology of behaviour’; give examples of a ‘technology of behaviour’ in the workplace; understand learning strategies; understand what helps and hinders transfer of training back to the workplace.
q q q q
Introduction: why study learning?
The effect of education and training policies on the health of national economies has long been the subject of disputes between economists. But the success of the German, Japanese, and Swedish economies—where investment in ‘human capital’ has been heavy—has encouraged governments to place education and training high on their list of spending priorities. Writers such as Mayo (2000) and others have argued that the narrow focus on costs in the latter part of the last century which characterized organizations should now be replaced with a broader interest in ‘value’. In this century, Mayo argues we need to go beyond traditional accountancy definitions of an organization’s value and attempt to capture its intangible assets which may well be worth more than the tangibles, such as plant and machinery. These intangible assets are the skills, knowledge, and adaptive capacities of the workforce. Many writers point to how private sector organizations have to manage high levels of uncertainty in global and turbulent markets. In the public sector, employees also have to
20
THE INDIVIDUAL AND WORK
Box 1.1 Carving out a future
Economists might argue about the nature of the relationship between investment in skills and the macro-economy—a country’s GDP. But the impact of investment