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eleventh edition organizational behavior stephen p. robbins Chapter 2 Foundations of Individual Behavior ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H © 2005 Prentice Hall Inc. All rights reserved. E D I T I O N WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation by Charlie Cook OBJECTIVES LEARNING After studying this chapter, you should be able to: 1. Define the key biographical characteristics. 2. Identify two types of ability. 3. Shape the behavior of others. 4. Distinguish between the four schedules of reinforcement. 5. Clarify the role of punishment in learning. 6. Practice self-management © 2005 Prentice Hall Inc. All rights reserved. 2–2 Biographical Characteristics Biographical Characteristics Personal characteristics—such as age, gender, and marital status—that are objective and easily obtained from personnel records. © 2005 Prentice Hall Inc. All rights reserved. 2–3 Biographical Characteristics Age: Relationship between age - job performance, turnover,productivity, job satisfaction, ethics, commitment, flexibility. Gender: No difference in problem solving ability, analytical skills, competitiveness, sociability, motivation, learning ability, productivity, job satisfaction, turn over rates. Women prefer flexi work schedules, have higher absentee rates, ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H © 2005 Prentice Hall Inc. All rights reserved. E D I T I O N WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation by Charlie Cook Marital Status: Married employees have fewer absencees, less turnover and more job satisfaction. Tenure: The longer the tenure the les is the rate of absenteeism, higher the job satisfaction, lesser the turnover. ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H © 2005 Prentice Hall Inc. All rights reserved. E D I T I O N WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation by Charlie Cook Ability, Intellect, and Intelligence Ability An individual’s capacity to perform the various tasks in a job. Ability includes both the natural aptitudes (talents) and learned capabilities (acquired skills and knowledge) Intellectual Ability The capacity to do mental activities. Multiple Intelligences Intelligence contains four subparts: cognitive, social, emotional, and cultural. © 2005 Prentice Hall Inc. All rights reserved. 2–6 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 © 2005 Prentice Hall Inc. All rights reserved. 2–7 Physical Abilities Physical Abilities The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics. © 2005 Prentice Hall Inc. All rights reserved. 2–8 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 8. Balance 9. Stamina Source: Adapted from HRMagazine published by the Society for Human Resource Management, Alexandria, VA. E X H I B I T 2–2 © 2005 Prentice Hall Inc. All rights reserved. 2–9 Competencies include abilities, values, personality traits, and other characteristics that lead to superior performance. Competencies are evident through behaviour. ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H © 2005 Prentice Hall Inc. All rights reserved. E D I T I O N WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation by Charlie Cook Person job matching: Select individual whose existing comprtencies fit the task. Redesign the task to suit employee capabilities. Provide training and development to increase employee flexibility. Role perceptions: Are the beliefs about appropriate behaviours required in particular situations, for accomplishing specific tasks tasks and jobs. ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H © 2005 Prentice Hall Inc. All rights reserved. E D I T I O N WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation by Charlie Cook Motivation: The forces within a person that affect his or her persistence (continuance of effort in over time) of voluntary behaviour. Situational Contingencies : direction (goal orientation), intensity (amount of effort) and Environmental conditions (internal – external) beyond the employees immediate control that constrain or facilitate employee behaviour and performance. ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H © 2005 Prentice Hall Inc. All rights reserved. E D I T I O N WWW.PRENHALL.COM/ROBBINS PowerPoint Presentation by Charlie Cook The Ability-Job Fit Employee’s Abilities © 2005 Prentice Hall Inc. All rights reserved. Ability-Job Fit Job’s Ability Requirements 2–13 © 2005 Prentice Hall Inc. All rights reserved. 2–14 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 © 2005 Prentice Hall Inc. All rights reserved. 2–15 The Learning Process Shaping Environment Behavior Law of Effect Modeling © 2005 Prentice Hall Inc. All rights reserved. 2–16 Types of Learning Motor learning. (practice) Skill learning. (compilation practice- proficiency) Verbal learning. (knowledge- explicit (information); tacit (embedded and evident through observation and actions) Experiential learning: on the job, situational. Escape or avoidance learning. Observational learning. © 2005 Prentice Hall Inc. All rights reserved. 2–17 Methods of learning: Mass practice and Distribued practice, observational, active and passive. Interference in learning: Proactive and retroactive; practice and fatigue effects. © 2005 Prentice Hall Inc. All rights reserved. 2–18 Measurement of learning motor and skill - levels of proficiency, time, error rate. Verbal – recognition , recall, forgetting. Experiential- critical incidents, observations of behaviour. © 2005 Prentice Hall Inc. All rights reserved. 2–19 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 © 2005 Prentice Hall Inc. All rights reserved. 2–20 Shaping – successive approximation. Stimulus Generalization. Discrimination Learning. Forgetting. Extinction. Spontaneous Recovery. © 2005 Prentice Hall Inc. All rights reserved. 2–21 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 © 2005 Prentice Hall Inc. All rights reserved. 2–22 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 © 2005 Prentice Hall Inc. All rights reserved. 2–23 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 © 2005 Prentice Hall Inc. All rights reserved. 2–24 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. © 2005 Prentice Hall Inc. All rights reserved. 2–25 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. © 2005 Prentice Hall Inc. All rights reserved. 2–26 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. © 2005 Prentice Hall Inc. All rights reserved. 2–27 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. © 2005 Prentice Hall Inc. All rights reserved. 2–28 Schedules of Reinforcement (cont’d) Fixed-Ratio Schedule Rewards are spaced at fixed amount of output. Variable-Ratio Schedule Rewards are given at variable amount of output. © 2005 Prentice Hall Inc. All rights reserved. 2–29 Schedules of Reinforcement (cont’d) Fixed-ratio E X H I B I T 2–4 © 2005 Prentice Hall Inc. All rights reserved. 2–30 Intermittent Schedules of Reinforcement E X H I B I T 2–5 © 2005 Prentice Hall Inc. All rights reserved. 2–31 Intermittent Schedules of Reinforcement (cont’d) E X H I B I T 2–5 (cont’d) © 2005 Prentice Hall Inc. All rights reserved. 2–32 Effectiveness of learning Feedback Knowledge of Results © 2005 Prentice Hall Inc. All rights reserved. 2–33 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 © 2005 Prentice Hall Inc. All rights reserved. 2–34 OB MOD Organizational Applications Well Pay versus Sick Pay – Reduces absenteeism by rewarding attendance, not absence. Employee Discipline – The use of punishment can be counter-productive. Developing Training Programs – OB MOD methods improve training effectiveness. Self-management – Reduces the need for external management control. © 2005 Prentice Hall Inc. All rights reserved. 2–35