Download Organizational Behavior 11e

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
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E D I T I O N
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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
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2–2
Biographical Characteristics
Biographical Characteristics
Personal characteristics—such as age, gender,
and marital status—that are objective and
easily obtained from personnel records.
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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
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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
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E D I T I O N
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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.
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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
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2–7
Physical Abilities
Physical Abilities
The capacity to do tasks
demanding stamina, dexterity,
strength, and similar
characteristics.
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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
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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
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E D I T I O N
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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
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E D I T I O N
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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
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E D I T I O N
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The Ability-Job Fit
Employee’s
Abilities
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Ability-Job
Fit
Job’s Ability
Requirements
2–13
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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
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2–15
The Learning Process
Shaping
Environment
Behavior
Law of Effect
Modeling
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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.
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2–17
 Methods of learning: Mass practice and
Distribued practice, observational, active and
passive.
 Interference in learning: Proactive and
retroactive; practice and fatigue effects.
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2–18
Measurement of learning
 motor and skill - levels of proficiency, time, error rate.
 Verbal – recognition , recall, forgetting.
 Experiential- critical incidents, observations of
behaviour.
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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
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2–20






Shaping – successive approximation.
Stimulus Generalization.
Discrimination Learning.
Forgetting.
Extinction.
Spontaneous Recovery.
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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
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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
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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
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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.
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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.
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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.
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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.
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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.
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2–29
Schedules of Reinforcement (cont’d)
Fixed-ratio
E X H I B I T 2–4
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2–30
Intermittent Schedules of Reinforcement
E X H I B I T 2–5
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2–31
Intermittent Schedules of Reinforcement (cont’d)
E X H I B I T 2–5 (cont’d)
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2–32
Effectiveness of learning
 Feedback
 Knowledge of Results
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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
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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.
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2–35