Human behavior is complex and every individual is different from another, the challenge of an effective organization is in successfully matching the task, the manager and the subordinate.Cognitive learning theory in the classroom under ideal situation, a manager would first analyze the task, then determine the required skills and assemble a team that complement each other skills; thereby creating an enriching & conflict free team.Cognitive learning theory in the classroom in reality, a manager has to use the existing resources for a given task, and must have the ability to understand the differences in individual behaviors and use them appropriately to increase the synergy.Cognitive learning theory in the classroom

I have formulated an abstract model of human behavior which explains the process that produces the individual differences. Cognition is the thought process in humans that describes how the information we constantly acquire is transformed, stored and used as knowledge in future decision making.Cognitive learning theory in the classroom it includes a wide range of mental processes like visual imagery, language, problem solving, decision making etc. The brain receives the stimuli from the external environment through the sense, which is immediately registered in our sensory memory, which is large but keeps the information for few seconds only.Cognitive learning theory in the classroom the observation process tries to match the information in the sensory memory with the previous knowledge and creates a perception of the stimuli, thereby abstracting useful information from the sensory memory.Cognitive learning theory in the classroom this abstracted information then passes to the short-term memory or the working memory, which also caches the related knowledge from the long-term memory.Cognitive learning theory in the classroom the short-term memory has slightly longer latency than the sensory memory, it is needed only till the reaction of the stimuli. The long term memory has enormous capacity and is the primary knowledge base.Cognitive learning theory in the classroom

The stimuli demands some action (even the decision to ignore the stimuli is an action), the perceived stimuli combined with a set of related and abstracted experiences forms the initial input to the mind’s analytical process.Cognitive learning theory in the classroom this input is also influenced by the emotional and rational factors which in turn depend upon individual’s values and beliefs. The other two important parameters are the desired outcome and the required response time to the stimuli.Cognitive learning theory in the classroom at the center of the analytical mind is a myriad of cognitive processes that operate sequentially or in parallel, in complex permutations in order to satisfy these primary constraints.Cognitive learning theory in the classroom the consequence of this entire cognitive activity is a response to the environmental stimuli, which is the observed as the behavior of the individual.Cognitive learning theory in the classroom person’s thought process is an internal activity while the behavior can be observed. Finally, the resulting behavior is feed backed into the memory; it modifies the existing perceptual knowledge, seeds a new one or the stimuli and its response is simply ignored

cognitive learning theory in the classroom

Emotional thinking is a response based on how a person feels about the object in question. Neurologically, emotions follow a short cut pathway to limbic response, bypassing the other cognitive thought processes.Cognitive learning theory in the classroom it can be considered as most primitive response when dealing with incomplete and uncertain sensory data. However, emotions have considerable influence on decision making and other cognitive processes even with existence of alternate rational reasons.Cognitive learning theory in the classroom emotions do bootstrap into prior emotional responses and it depends upon a person’s belief and values. Stable vs evolving experiences

Most of the text and research emphasizes the importance of individual behavior and how managers should use this knowledge for better task- to-employee matching, what they ignore is the importance of organization as a system.Cognitive learning theory in the classroom in the organizational social system, the relationship between manager and the employees is not unidirectional but bidirectional. While the manager tries to assess the behavior of the subordinate, the subordinate also makes a continuous effort to evaluate the manager’s perspective and adapt to it.Cognitive learning theory in the classroom if this bi-directional process is successful, it would create a behavioral congruence between manager and subordinate and would be a positive outcome.Cognitive learning theory in the classroom otherwise it would lead to dissatisfaction and frustration for both of them and would eventually lead to end of their relationship through job termination.Cognitive learning theory in the classroom

Abilities of a person are the natural or learnt traits. Abilities can be classified into mental and physical abilities and different task requires different level of the two.Cognitive learning theory in the classroom mental abilities represent the intelligence, person’s deductive reasoning, and memory, analytical and verbal comprehension. Physical abilities include muscular strength, stamina, body coordination and motor skills.Cognitive learning theory in the classroom an individual’s self awareness of his own abilities determines how he feels about the task, while the manager’s perception of his abilities determines the kind of task he assigns to the individual.Cognitive learning theory in the classroom gender

Although, research concludes that men and women are equal in their mental abilities and job performance, society does emphasize differences.Cognitive learning theory in the classroom however, absenteeism is one area where differences are found and can be attributed to being primary caregiver to children. However, this creates a difference in self perception of one’s abilities, personal values and social behavior.Cognitive learning theory in the classroom similarly, a manager’s personal values might influence how he considers gender as factor in his task assignment and evaluation. Race

Race and culture exert significant influence when both workplace and society have considerable diversity.Cognitive learning theory in the classroom stereotyping and attributing behavior based on race and culture are common mistakes that influence individual behavior. It is important for both management and the staff of diverse workforce to learn about different cultures, their values, common artifacts and communication protocols.Cognitive learning theory in the classroom this would create a more comfortable corporate culture and would subdue behaviors that might be perceived as insensitive and offensive. Perception

cognitive learning theory in the classroom

Perception is the basic cognitive process that transforms sensory stimuli into meaningful information. Most real life problems are multidimensional and the rational approach is often entwined with the gut feeling, resulting in individual perception.Cognitive learning theory in the classroom this quells the famous notion that reality is objective and thus everyone must perceive it the same way. Both managers and subordinates must recognize that perceptual differences exist and often are the reason for mutual dissatisfaction.Cognitive learning theory in the classroom

• stereotyping: it is categorization of individuals on basis of single attribute, it ends up creating a generalized and simplified belief that do not take into account other significant characteristics.Cognitive learning theory in the classroom age, race and sex are the three most common basis of stereotyping; not only they are unethical but can cost missing resources. In general, stereotyping leads to decisions that are based on inaccurate data that can result in unfair performance evaluations, job design or promotion.Cognitive learning theory in the classroom

Attribution is the process of observing behavior and then determining its cause based on individual’s personality or situation. Attribution based on personality is due to internal causes and is termed as dispositional attribution.Cognitive learning theory in the classroom it includes personality traits like shyness, arrogance, intelligence, etc. Attribution based on external influences and situations that are outside the control of individual are termed as situational attribution.Cognitive learning theory in the classroom the basic attribution framework uses three criteria mentioned below.

An attitude is the abstract learnt response of an individual’s entire cognitive process over a period of time.Cognitive learning theory in the classroom it is experienced as a quick response to a familiar situation without any deep reasoning; it forms the basis of biases and attribution errors.Cognitive learning theory in the classroom as an example, an individual who has worked in various organizations might develop an attitude of indifference towards organizational citizenship.Cognitive learning theory in the classroom personality