Download foundations of individual behavior [Compatibility Mode] - Nur-Indo

Chapter
TWO
Foundations of
Individual Behavior
© 2007 Prentice Hall Inc. All rights reserved.
Ability, Intellect, and Intelligence
Ability
An individual’s capacity to perform
the various tasks in a job.
Intellectual Ability
The capacity to do mental activities.
Multiple Intelligences
Intelligence contains four subparts:
cognitive, social, emotional, and cultural.
© 2007 Prentice Hall Inc. All rights reserved.
Dimensions of
Intellectual Ability
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
• Memory
E X H I B I T 2–1
© 2007 Prentice Hall Inc. All rights reserved.
1
Physical Abilities
Physical Abilities
The capacity to do tasks
demanding stamina, dexterity,
strength, and similar
characteristics.
© 2007 Prentice Hall Inc. All rights reserved.
Nine Physical Abilities
Strength Factors
1. Dynamic strength
2. Trunk strength
3. Static strength
4. Explosive strength
Flexibility Factors
5. Extent flexibility
Other Factors
6. Dynamic flexibility
7. Body coordination
Source: Adapted from
HRMagazine published
by the Society for Human
Resource Management,
Alexandria, VA.
8. Balance
9. Stamina
E X H I B I T 2–2
© 2007 Prentice Hall Inc. All rights reserved.
The Ability-Job Fit
Employee’s
Abilities
Ability-Job
Fit
Job’s Ability
Requirements
© 2007 Prentice Hall Inc. All rights reserved.
2
Biographical Characteristics
Biographical Characteristics
Personal characteristics—such as age, gender,
race and tenure—that are objective and easily
obtained from personnel records.
© 2007 Prentice Hall Inc. All rights reserved.
Learning
Learning
Any relatively permanent change in behavior
that occurs as a result of experience.
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
© 2007 Prentice Hall Inc. All rights reserved.
Theories of Learning
Classical Conditioning
A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus
• Conditioned response
© 2007 Prentice Hall Inc. All rights reserved.
3
Source: The Far Side ®
by Gary Larson © 1993
Far Works, Inc. All rights
reserved. Used with
permission.
E X H I B I T 2–3
© 2007 Prentice Hall Inc. All rights reserved.
Theories of Learning (cont’d)
Operant Conditioning
A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a punishment.
Key Concepts
• Reflexive (unlearned) behavior
• Conditioned (learned) behavior
• Reinforcement
© 2007 Prentice Hall Inc. All rights reserved.
Theories of Learning (cont’d)
Social-Learning Theory
People can learn through observation
and direct experience.
Key Concepts
• Attentional processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
© 2007 Prentice Hall Inc. All rights reserved.
4
Theories of Learning (cont’d)
Shaping Behavior
Systematically reinforcing each successive step that
moves an individual closer to the desired response.
Key Concepts
• Reinforcement is required to change behavior.
• Some rewards are more effective than others.
• The timing of reinforcement affects learning
speed and permanence.
© 2007 Prentice Hall Inc. All rights reserved.
Types of Reinforcement
Positive reinforcement
– Providing a reward for a desired behavior.
Negative reinforcement
– Removing an unpleasant consequence when the
desired behavior occurs.
Punishment
– Applying an undesirable condition to eliminate an
undesirable behavior.
Extinction
– Withholding reinforcement of a behavior to cause its
cessation.
© 2007 Prentice Hall Inc. All rights reserved.
Schedules of Reinforcement
Continuous Reinforcement
A desired behavior is reinforced
each time it is demonstrated.
Intermittent Reinforcement
A desired behavior is reinforced
often enough to make the
behavior worth repeating but not
every time it is demonstrated.
© 2007 Prentice Hall Inc. All rights reserved.
5
Schedules of Reinforcement (cont’d)
Fixed-Interval Schedule
Rewards are spaced at
uniform time intervals.
Variable-Interval Schedule
Rewards are initiated after a
fixed or constant number of
responses.
© 2007 Prentice Hall Inc. All rights reserved.
Schedules of Reinforcement (cont’d)
Fixed-ratio
E X H I B I T 2–4
© 2007 Prentice Hall Inc. All rights reserved.
Intermittent Schedules of Reinforcement
E X H I B I T 2–5
© 2007 Prentice Hall Inc. All rights reserved.
6
Intermittent Schedules of Reinforcement (cont’d)
E X H I B I T 2–5 (cont’d)
© 2007 Prentice Hall Inc. All rights reserved.
Behavior Modification
OB Mod
The application of reinforcement concepts
to individuals in the work setting.
Five Step Problem-Solving Model
1. Identify critical behaviors
2. Develop baseline data
3. Identify behavioral consequences
4. Develop and apply intervention
5. Evaluate performance improvement
© 2007 Prentice Hall Inc. All rights reserved.
Chapter Checkup: Reinforcement Theory
When professors give random pop quizzes or
take random attendance, students often
complain that they are adults, old enough to
make their own decisions, and should therefore
not be required to come to class. How do you
reconcile this argument with what we know
about reinforcement theory? Discuss with a
classmate.
What kind of reinforcement schedule are these
professors using? Would a different schedule be
preferable? If so, which one?
© 2007 Prentice Hall Inc. All rights reserved.
7
Chapter Checkup: Reinforcement Theory
Recall and write down the three criteria that
indicate learning has occurred. Do you think
that learning, according to these criteria, really
occurs as a result of a one semester college
class? Discuss with a neighbor.
What kinds of things would you recommend to a
college professor to increase the likelihood of
students learning all class material? Use theories
from the text to frame your answer.
© 2007 Prentice Hall Inc. All rights reserved.
8