Transcript Age and job satisfaction

Foundations of Individual Behavior
2nd chap
Individual behavior.
Individual behavior is reflected in
terms of productivity, absenteeism, job satisfaction
and turnover in the organization.
Biographical characteristics.
By biographical
characteristics we mean personal characteristics,
Such as age, gender, and (Tenure) length of service
etc.
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Biographical characteristics.
•
Because of the difference in biographical
characteristics of the employee i.e. age, gender
and length of service (tenure), the individuals
have difference in their behavior.
• We will study how the personal characteristics
of the employees affect their behavior within
an organization.
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Biographical characteristics
How age affects the productivity, absenteeism,
job satisfaction and turnover of the employees.
Age
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Age and productivity
• There is a widespread belief that job performance declines
with the increase in age, regardless of the fact that
whether it is true or not, a lot of people believe it.
• Older employees bring a number of qualities to work i.e.
experience, commitment, judgment, strong work ethics
etc.
• Researches conclude that organizations with older staff
show better performance results as compared with the
organizations having younger staff.
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Age and turnover
• Older employees are less likely to quit their job as
compared with young people, because their longer
tenure provides them with number of
opportunities i.e. higher wage rates, longer paid
vacations, and more attractive pension benefits.
• So we can say that turnover rate is lower in older
employees and is higher in young employees.
• Younger employees when find more opportunities
for their career growth they try to avail them.
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Age and absenteeism
• There are two types of absences in organizations.
• Avoidable absences and unavoidable absences.
• The younger people have higher rate of avoidable
absences but older employees have higher rate of
unavoidable absences.
• the reason is that older people can become ill in
crucial times of organizations because of poor
health and longer recovery periods.
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Conti…
Age and job satisfaction
• Job satisfaction increases as the employees
get older in an organization .
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Biographical
Characteristics
Gender
Chapter 2
4
• How gender affects the productivity, job
satisfaction, absenteeism and turnover of an
employee.
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Gender and productivity
• There are no consistent differences in problem
solving skill, analytical skill, motivation, or learning
skill between male and female employees.
• Both male and female are equal in productivity.
Gender and turnover.
female workers have higher quit
rate than men. The reason is that they have more
home responsibilities.
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Gender and absenteeism
• The absence rate is higher in women in those
cultures where the home and child care is
primarily women’s responsibility. Otherwise they
have similar absence rate as compared with men.
Gender and job satisfaction
Females seem to be more
satisfied with their jobs. The reason is that they
have naturally got the quality of showing
conformity with the rules and regulations of the
organization.
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Biographical
Characteristics
Tenure
Chapter 2
6
• How does the tenure of employee affects the
productivity, absenteeism, job satisfaction and
turnover of an employee.
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Tenure and productivity
• There is a positive relationship between length of
service and productivity.
• The reason is the increased experience of the
employee.
Tenure and absenteeism.
Researches show that tenure and absenteeism are
negatively related. Older employees have higher
absence rate than younger employees
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Tenure and job satisfaction
• The older employees have better understanding of
job attitude, rules regulations and performance
level of the organization.
• They have a favorable tendency towards job
satisfaction.
Tenure and turnover.
The longer a person is in a job, the
less likely he or she is to quit.
Any way the employee’s previous behavior is the best
predictor of his future behavior.
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Abilities
• Definition
An individual’s capacity to perform the
various tasks in a job.
• We all are not equal in abilities, but it does not
mean that we are inferior or superiors to others
inherently.
• We have strengths and weaknesses in terms of
abilities that make us relatively superior or inferior
to others in performing certain tasks or activities.
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Types of abilities
1.Intellectual abilities
Intellectual
abilities are those needed to
perform mental activities i.e.
thinking, reasoning, and problem
solving.
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Types of intellectual abilities
1. Number aptitude.
the ability to do speedy and
accurate arithmetic. For example accountants
2. Verbal comprehension.
the ability to understand what
is read or heard and the relationship of words to
each other. For example any manager following
the policies of organization.
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3.Perceptual speed
the ability to identify visual
similarities and differences quickly and
accurately. For example investigator
identifying clues to support a charge.
4.Inductive reasoning.
the abilities to identify a
logical sequence in a problem and then solve
the problem. For example market researcher
forecasting demand for a product in the next
time period.
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5.Spatial visualization
the ability to imagine that
how an object would look like if its position in
space were changed. For example interior
decorator decorating an office.
6. Memory.
the ability to retain and recall past
experiences. For example sales person
remembering the names of the customers.
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Physical Abilities
• Definition.
The capacity
to do tasks demanding
stamina, manual labor,
strength, and similar talents.
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The Ability-Job Fit
Ability-Job
Fit
Employee’s
Abilities
Job’s Ability
Requirements
It is the responsibility of the management to first
understand what types of abilities their job demands, for which
they are hiring an individuals as well as the employee’s abilities
and to decide whether the candidate is fit for the announced job
or not.
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Learning
Definition
learning is a relatively permanent
change in behavior brought about by experience
.
Learning is related to the nature_nurture issue.
learning is related with nurture.
For example children become more better
player as they grow older.
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Learning
• Permanent change.
Learning is only the
permanent change in behavior and a
temporary change will not be considered as
learning.
For example. If a tennis player shows less
performance as a result of fatigue it does not
mean that player has forgotten how to play
tennis.
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Types of learning
•
We will study three types of learning
1. Classical conditioning
2. Operant conditioning
3. Social learning
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1) Classical conditioning
This theory was developed by a Russian
psychologist Ivan Pavlov.
Classical conditioning.
A type of learning in which a
neutral stimulus comes to bring about a
response after it is paired with a stimulus that
naturally brings about that response.
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Classical conditioning
Pavlov started ringing a bell before
presenting the dog with meat. This pairing
occurred repeatedly that first he rang the bell
and then presented the dog with meat. After
repeated experiences that dog started
salivating at the sound of the bell, even though
Pavlov stopped presenting the meat.
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Classical conditioning
Basics of classical conditioning
• Unconditional stimulus.
A stimulus that brings about a response
without having been learned.
• Unconditional response.
A response that is natural and needs no
learning.
• Conditional stimulus
The neutral stimulus which is paired
with an unconditional stimulus to bring about a response.
formerly caused only by the unconditional stimulus.
• Conditional response.
a response that after conditioning follows
previously neutral stimulus.
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Applying classical conditioning to
behavior
• How we learn to feel fear from creeping animals,
although they are harmless, or why we feel fear
from darkness or dark objects.
• The horror movies are containing darkness.
• We feel hunger at the sight of the restaurant.
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Operant conditioning
• Learning in which a response is strengthened
or weakened depending on its favorable or
unfavorable consequences.
• According to operant conditioning the
organism operates on its environment to
produce some desirable result.
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Operant conditioning
• In operant conditioning we reinforce a behavior by
providing or having a favorable or unfavorable result.
• A reinforcement is the result we get as a consequence of
any action.
• If we get positive reinforcement, it means we increase the
probability of reoccurrence of a behavior. .i.e. salary
cheque.
• If we get a negative consequence i.e. a punishment it
means we decrease the probability of reoccurrence of a
behavior
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Social learning
• Individuals can also learn through observing
what happens to other people and also by being
told about something.
• For example much of what we have learned
comes from watching models.
parents, friends, motion pictures, bosses etc,
That’s why how we learn driving, swimming, etc.
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Process of social learning
• There are few steps that are to be followed
during social learning
• 1) Attentional process
people learn from models
only when they recognize and pay attention to
its critical features.
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Process of social learning
• 2) Retention process.
A model’s influence will
depend on how well the individual remembers
the model’s actions after the model is no
more available.
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Process of social learning
• 3) Motor reproduction process
After a person has
seen a new behavior by observing the model,
the watching must be converted to doing. This
process then demonstrates that the individual
can perform the modeled activities.
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Process of social learning
• 4) Reinforcement process.
individuals will be
motivated to perform the modeled behavior if
positives incentives or consequences are got
or provided. Behaviors that are positively
reinforced will be given more attention by the
individual, learned better and performed
more often.
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