A Social Learning Approach to Organizational Behavior

Abstract

After first reviewing the existing theoretical frameworks for human behavior, we present a social learning theory approach that incorporates the interactive nature of all the variables of organizational behavior -the behavior itself, the environment, and the person (internal cognitions). We differentiate social learning theory from operant theory, highlighting the processes of modeling, cognitions, and self-control. We suggest selfmanagement techniques as a way to apply the social learning framework in order to enhance managerial effectiveness.

Moral Differentiation: Exploring Boundaries of the “Monkey See, Monkey Do” Perspective

“…Situational characteristics may include a strongly implemented code of ethics (Weaver and Treviño, 1999), a strong ethical climate/culture (e.g., Treviño et al, 1998), support from top managers and supervisors (Dworkin and Baucus, 1998;Vadera et al, 2009), social network characteristics such as weak ties, lack of relationship multiplexity, low closeness centrality, and negative relationships , issuerelated characteristics such as high magnitude of consequences and low interpersonal proximity (Jones, 1991), norms that discourage expedient decision making (Parks et al, 2010), and ethical role models (Bandura, 1977(Bandura, , 1986Brown et al, 2005;Davis and Luthans, 1980). Individual characteristics may include a moral self-concept (i.e., moral identity; Aquino and Reed, 2002), high ego strength and moral courage (Rest, 1986;Treviño, 1986), a postconventional level of moral reasoning (Kohlberg, 1969), ethical leadership characteristics such as integrity, consideration of others, fairness, and trustworthiness (Brown et al, 2005), introversion (e.g., Digman, 1990), low need for affiliation (e.g., McClelland, 1975), low feelings of emotional attachment (cf.…”

Are managers agents or stewards of their principals?

“…Werder 1999;Böcking et al 2004), the question is not which one of the two extreme alternative assumptions is true, but which behavior can be expected in a particular context. In general, each behavior depends on person-and situationspecific factors (e.g., Davis and Luthans 1980;Chatman 1989). Therefore, Davis et al (1997) ask which psychological and situational factors make it more likely that people become either stewards or agents in a relationship.…”

A social learning theory of cross-functional case education

“…The further view of Bandura (1977) that consequences can be learned vicariously and behaviors thus shaped, lends substantial credence to applying SLT to managerial case education. Within the managerial literature, SLT has been offered as a theoretical foundation for understanding both organizational behavior (Davis and Luthans, 1980;Manz and Sims, 1981) and strategic management (Ginter and White, 1982).…”

“…The SLT suggests that the individual's actions produce environmental conditions that affect their behaviors in a reciprocal fashion (Davis and Luthans, 1980). Thus, a student's cognition in conjunction with the environmental conditions structured by the professor results in continuous learning.…”