Transcript Ch2 Foundation of individual behavior

Alexandra Hai
Women Gondola operator
- Failed test 4 times
- Publicity Stunt!
- Let the tradition live?
Adeyl Khan, Faculty, BBA, NSU
Ability- We were not created equal
 An individual’s capacity to perform the various
tasks in a job. (Strength and Weaknesses)
 Two ability factors
 Intellectual Ability
Can you?
 Physical Ability
• Act like Kajol
• Play like Tendulkar
Employee’s
Abilities
Adeyl Khan, Faculty, BBA, NSU
Ability-Job
Fit
Job’s Ability
Requirements
2
Intellectual Ability- IQ, LSAT, GMAT, GRE
 The capacity to do mental activities
 Thinking
 Reasoning
Dimensions
 Problem Solving
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
• Memory
Adeyl Khan, Faculty, BBA, NSU
3
IQ Impact
 Strong correlation among various Intellectual
Ability Dimensions
 GMA
 12 Minutes Intelligence test!

Timing, Question Sequence
 Routine Jobs

Job Performance
 Job Satisfaction of smart people!

No correlation
 Expectation? Critical?
Adeyl Khan, Faculty, BBA, NSU
4
Physical Abilities
 The capacity to do tasks demanding stamina,
dexterity (agility), strength, and similar
characteristics.
Strength Factors
Flexibility Factors
• Dynamic
• Trunk
• Static
• Explosive
• Extent
• Dynamic
Other Factors
• Body coordination
• Balance
• Stamina
Exhibit 2-2 | P51
Nine Physical Abilities
Adeyl Khan, Faculty, BBA, NSU
5
Adeyl Khan, Faculty, BBA, NSU
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Biographical Characteristics
Age
 Resistance to change- Technology?
 Slow- less productive?
 Age (+)
 Turnover ! (-)
 Absenteeism !


Avoidable (-)
Unavoidable (+)
 Productivity/Job performance (+)
 Job Satisfaction


Professional (+)
Non-professional (u)
Adeyl Khan, Faculty, BBA, NSU
7
Biographical Characteristics
Gender
 Few difference between men and women from a job
perspective
 Problem Solving
 Analytical skills
 Competitive drive
 Motivation, Sociability
 Learning Ability
The differences
•
•
•
•
Conforming
Aggressiveness
Expect success
Work Schedule (Part-time,
flexible hours, telecommuting
 Absence~ More Women
 Voluntary Turnover (~)
Adeyl Khan, Faculty, BBA, NSU
8
Biographical Characteristics
Race
• Multi Ethnic roots
• Favor ~ Performance Evaluations
Tenure (+)
• Productivity (+)
• Absenteeism (-)
• Turnover (-)
• Job Satisfaction (+)
Am I Biased?
P 56
Religion
Sexual Orientation
• Domestic Partner Benefit 50% of F500
• People who change gender!
Adeyl Khan, Faculty, BBA, NSU
9
Learning- Going to school
 Any relatively permanent change in behavior that
occurs as a result of experience.
Learning Involves change
• Change Is relatively permanent
• Is acquired through experience
Is it learning
• Going to school
• Do you learn if you read?
• Short term changes
Adeyl Khan, Faculty, BBA, NSU
3 Theories
of
Learning
2–10
Learning Theories
1. Classical Conditioning
 A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.
 The dog Experiment by Mr. Pavlov, 1900

Meat - Meat & Bell
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus (artificial, originally
neutral)
• Conditioned response
Adeyl Khan, Faculty, BBA, NSU
Sishu Park
Window
Cleaning
association
2–11
Learning Theories
2. Operant Conditioning
 A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a
punishment. Behavior = f(Consequence)
 Associate stimulus and behavior
 Vs. Feeling, thoughts, other states causes behavior
Adeyl Khan, Faculty, BBA, NSU
2–12
Learning Theories
2. Operant Conditioning …
Key Concepts
• Reflexive (unlearned) behavior
• Operant (learned, voluntary) Behavior
• Influenced by Reinforcement
• Behaviorism
Grades
(Behaviorism?)
Behaviorism (Skinner)
Commission
(Behaviorism?)
• Behavior follows stimuli in a relatively
unthinking manner
• Feeling, thoughts & emotions are ignored!
Stimulus causes behavior irrespective of
conscious awareness.
Adeyl Khan, Faculty, BBA, NSU
Behavior in Org.
Setting- reflexive?
Learned?
2–13
3. Social-Learning Theory
 People can learn through observation and direct
experience.
 From Parents, Boss, Teachers, Pictures, TV
 Operant conditioning?
 Behavior = f(Consequence)
 Objective? Perception?
Adeyl Khan, Faculty, BBA, NSU
2–14
3. Social-Learning Theory …
Learning from models
 Attention-al processes


People recognize and pay attention to critical features
Learn from Models that are- Attractive, Available,
Important, Similar to us
 Retention processes (Remember)
 Motor reproduction processes

Watch >> do
 Reinforcement processes (Incentives/Rewards)
Adeyl Khan, Faculty, BBA, NSU
2–15
Shaping Behavior
 Systematically reinforcing each successive step that
moves an individual closer to the desired response.
 How to
 Reinforcement to change behavior
 Effective rewards
 The timing of reinforcement
Molding
• Guiding the
learning in
graduated step
30 vs 20
mins late
Adeyl Khan, Faculty, BBA, NSU
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Shaping Behavior- Reinforcement
Why ?
Positive reinforcement
• Providing a reward for a desired behavior
• Praise
Negative reinforcement
• Removing an unpleasant consequence when the desired behavior occurs
• Looking busily through your notes
Punishment
• Applying an undesirable condition to eliminate an undesirable behavior
• Suspension for being late
Extinction
• Withholding reinforcement of a behavior to cause its cessation
• Raised Hands for question
Adeyl Khan, Faculty, BBA, NSU
17
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.
HR Manager (Praise)
Slot Machines!
Why not
Continuous?
Adeyl Khan, Faculty, BBA, NSU
2–18
Schedules of Reinforcement
(Intermittent)
Fixed-Interval Schedule
• Rewards are spaced at uniform
time intervals.
Variable-Interval Schedule
• Rewards are initiated after a fixed
or constant number of responses.
Adeyl Khan, Faculty, BBA, NSU
Hourly Salaries
Audits
2–19
Intermittent Schedules…
Adeyl Khan, Faculty, BBA, NSU
2–20
Intermittent Schedules …
Adeyl Khan, Faculty, BBA, NSU
2–21
Schedules of Reinforcement & Application
Compliments
Paychecks
Pop Quiz
Fixed-ratio
Piece-rate
Pay
Commissions
Adeyl Khan, Faculty, BBA, NSU
2–22
Behavior
Modification
OB Mod- The application of reinforcement
concepts to individuals in the work setting.
Five Step Problem-Solving Model
Identify
critical
behaviors
Identify
behavioral
consequences
Develop
baseline data
Adeyl Khan, Faculty, BBA, NSU
Evaluate
performance
improvement
Develop and
apply
intervention
2–23
OB MOD (Emery) 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
Adeyl Khan, Faculty, BBA, NSU
2–24
Due 16th Feb
HW-Ch2
Questions for review (101): 3, 5
GW-Ch2
Think & Do (P 101):
6: How will an org. benefit from hiring the smartest people they can get?
Adeyl Khan, Faculty, BBA, NSU
25
Case Incident 2 (Professional Sports …, P 103-104): 3, 4
Summary
 Define the key biographical characteristics.
 Identify two types of ability.
 Shape the behavior of others
 Distinguish between the four schedules of
reinforcement.
 Clarify the role of punishment in learning.
 Practice self-management
Adeyl Khan, Faculty, BBA, NSU
2–26