Applying Learning Theory to Management Best Practices

Learning theory underpins the process theories of motivation. Most learning theory can be thought of as the process by which permanent change occurs to promote effectiveness and because of repetition (Gibson, Ivancevich, and Donnelly, 1994). This repetition can be situational or the result of formal training. Although the change that results from learning can be lasting, it may not necessarily be effective for the organizational context.

There are three types of learning that are manifested in process theories of motivation: classical conditioning, operant conditioning, and social learning. Classical conditioning involves associating a particular stimulus with a behavior that would normally be an unrelated, unconditioned response. Operant conditioning involves controlling behaviors by changing the reinforcement or punishment that follows a behavior. Social learning is the acquisition of behaviors from other employees through social interaction.

Unlike the focus on the individual's characteristics in the content theories of motivation, the process theories focus on changes in the behavior of individuals through learning. Reinforcement theory (researched by B.F. Skinner) uses operant conditioning by the workplace manager to reward positive behavior and punish negative behavior. Expectancy theory relies on manager's to determine outcomes that are important to employees and connect these to the goals of the organization -- workers estimate the value of certain outcomes. In equity theory, employees evaluate rewards based on the inputs and outputs of others. Goal-setting theory requires that individuals link the behavior patterns in steps that lead to achieving goals.

In summary, managers can influence employee motivation and managers should take into account the fact that ability, confidence, and opportunity play roles in motivation. Managers need to be sensitive to variation in employees' needs and ability, which limits what they can do this through monitoring these attributes. Furthermore, some individuals practice high degrees of self-regulation in personal motivation. When the manager serves as a good role model, he/she can motivate employees through intellectual stimulation. The manager needs to be actively involved in monitoring and promoting the motivation of employees. When employees note that their valued outcomes can be achieved by higher levels of performance, a major part of the motivation strategy has succeeded.

Each of the process theories describe dependence on workers learning from inputs they receive in the form of information and rewards and taking new actions accordingly. Presumably, managers are guiding this iterative process toward collective behavior within the organization that results in completion of organization goals. One hopes that the result is not as the text states that, in reality, many managers deal with the abundance of academic theories by choosing to ignore all of them.

Reference

Gibson, J.L., Ivancevich, J.M., & Donnelly, J.H., Jr. (1994). Organizations: Behavior, structure, processes (8th ed.). Boston, MA: Irwin.