Transcript What is Organizational Behavior?

Chapter 2
Foundations of Individual Behavior
MRS. Shefa EL Sagga.
19/2/2011 OB
1
Learning Objectives
Contrast the two types of ability.
Define intellectual ability and demonstrate its relevance to OB.
Identify the key biographical characteristics and describe how they are relevant
to OB.
Define learning and outline the principles of the three major theories of learning.
Define shaping and show how it can be used in OB.
Show how culture affects our understanding of intellectual abilities, biographical
characteristics, and learning.
19/2/2011 OB
2
Ability
Ability
An individual’s capacity to perform the various tasks in a job.
Types of Ability
Intellectual Abilities
19/2/2011 OB
Physical Abilities
3
Intellectual Ability
1. Intellectual Ability
The capacity to do mental activities such as; thinking, reasoning, and
problem solving.
Dimensions of Intellectual Ability
1.
2.
3.
4.
5.
6.
19/2/2011
7.
Number Aptitude…>>> as accountant.
Verbal Comprehension…>>> as manager.
Perceptual Speed…>>> as investigator.
Inductive Reasoning …>>> as market researcher.
Deductive Reasoning …>>> as supervisor.
Spatial Visualization …>>> as an engineering.
OB
Memory …>>> as salesperson.
4
Physical Ability
2. Physical Ability
The capacity to do tasks demanding stamina, dexterity, strength, and
similar characteristics.
Dimensions of Physical Ability
Strength Factors: (Dynamic strength - Trunk strength - Static strength Explosive strength).
Flexibility Factors: (Extent flexibility - Dynamic flexibility).
Other Factors: (Body coordination – Balance – Stamina).
19/2/2011 OB
5
The Ability-Job Fit
Employee’s
Abilities
Ability-Job
Fit
Job’s Ability
Requirements
The extent to which the contributions made by the
individual match the inducements offered by the
organization
19/2/2011 OB
6
Biographical Characteristics
Biographical Characteristics
Personal Characteristics
Age
Tenure
Gender
Religion
Race
Sexual orientation
gender identity
19/2/2011 OB
7
Biographical Characteristics
Biographical Characteristics
Personal Characteristics
Age:
Older workers bring experience, judgment, a strong work ethic, and
commitment to quality.
Gender:
Few differences between men and women that affect job performance.
Race (the biological heritage used to identify oneself):
Contentious issue: differences exist, but could be more culture-based
than race-based.
19/2/2011 OB
8
Biographical Characteristics
Biographical Characteristics
Personal Characteristics
Other Biographical Characteristics
Tenure:
People with job tenure (seniority at a job) are more productive, absent less
frequently, have lower turnover, and are more satisfied.
Religion:
Islam is especially problematic in the workplace in this post-9/11 world.
Sexual orientation:
Federal law does not protect against discrimination (but state or local laws
may).
Domestic partner benefits are important considerations.
gender identity:
19/2/2011 OB
Relatively new issue – transgendered employees.
9
Learning
Learning
A relatively permanent change in behavior that occurs as a result of experience.
Theories of Learning
Classical Conditioning - Operant Conditioning - Social-Learning Theory.
19/2/2011 OB
10
Learning
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.
Operant
Conditioning
A type of conditioning in which desired voluntary behavior leads to
a reward or prevents a punishment.
Behaviorism
Social-Learning
Theory
19/2/2011 OB
Behavior follows stimuli in a relatively unthinking
manner.
People can learn through observation and direct experience.
Attentional processes - Retention processes - Motor reproduction
processes - Reinforcement processes.
11
Shaping: A Managerial Tool
Shaping Behavior
Systematically reinforcing each successive step that moves an individual closer
to the desired response
Key Concepts
1. Reinforcement is required to change behavior.
2. Some rewards are more effective than others.
3. The timing of reinforcement affects learning speed and
permanence.
19/2/2011 OB
12
Shaping: A Managerial Tool
Shaping Behavior
Types of Reinforcement
Positive
reinforcement
Providing a reward for a desired behavior (learning).
Negative
reinforcement
Removing an unpleasant consequence when the desired
behavior occurs (learning).
Extinction
Withholding reinforcement of a behavior to cause its
cessation (“unlearning”).
Punishment
Applying an undesirable condition
undesirable behavior (“unlearning”).
19/2/2011 OB
to
eliminate
13
an
Shaping: A Managerial Tool
Schedule 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.
1. Fixed interval schedule: Rewards are spaced at uniform
time intervals.
2. Variable interval schedule: Rewards are initiated after a
fixed or constant number of responses.
3. Fixed ratio schedule: Reward given at amounts of output.
19/2/2011 OB
4. Variable ratio schedule: Reward given at a variable
14
amounts of output.
Behavior modification (OB Mode)
Behavior Modification (OB Mode)
The application of reinforcement concepts to individuals in the work setting.
Steps
1. Identify critical behaviors.
2. Develop baseline data.
3. Identify behavioral consequences.
4. Develop and apply intervention.
5. Evaluate performance improvement.
19/2/2011 OB
15
Behavior modification (OB Mode)
Problems with Behavior Modification (OB Mode)
OB Mod ignores thoughts and feelings.
OB Mod may not explain complex behaviors that involve thinking and feeling.
Stimuli may not be consciously given as a means of shaping behavior.
Modern managers and OB theorists are using cognitive
19/2/2011 OB
approaches to shaping behavior.
16
Global Implications
Schedule of Reinforcement
Intellectual
Abilities
Structures and measures of intelligence generalize across cultures
Biographical
Characteristics
Not much evidence on the global relevance of the relationships
described in this chapter.
Countries do vary dramatically in their biographical composition.
Learning
19/2/2011 OB
Again, not much evidence currently exists – we cannot generalize at
this point
17
Chapter Checkup: Reinforcement Theory
When professors give random 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.
1. What kind of reinforcement schedule are these professors using?
Would a different schedule be preferable? If so, which one?.
2. 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.
3. 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.
19/2/2011 OB
18