2 -Foundation of Individual Behavior organisational behaviour

8/13/2019 2 -Foundation of Individual Behavior organisational behaviour

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Foundations of

Individual Behavior


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Biographical Characteristics

Biographical Characteristics

Personal characteristicssuch as age, gender,and marital statusthat are objective andeasily obtained from personnel records.


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Ability, Intellect, and Intelligence

AbilityAn individuals capacity to performthe various tasks in a job.

Intellectual AbilityThe capacity to do mental activities.

Multiple IntelligencesIntelligence contains four subparts:

1. Cognitive, 2. Social,

3. Emotional, and 4. Cultural.


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Number aptitude

Verbal comprehension

Perceptual speed

Inductive reasoning

Deductive reasoning

Spatial visualization

Memory

Dimensions of

Intellectual Ability


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Physical Abilities

Physical Abilities

The capacity to do tasks demandingstamina, dexterity, strength, and

similar characteristics.


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Other Factors

7.Body coordination

8.Balance

9.Stamina

Nine Physical Abilities

Strength Factors

1.Dynamic strength

2.Trunk strength

3.Static strength

4.Explosive strength Flexibility Factors

5. Extent flexibility

6. Dynamic flexibility


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Ability-JobFit

The Ability-Job Fit

EmployeesAbilities

Jobs AbilityRequirements


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Learning

Learning

Involves change

Is relatively permanent Is acquired through experience

Learning

Any relatively permanent change in behaviorthat occurs as a result of experience.


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Theories of Learning

Key Concepts

Unconditioned Stimulus

Unconditioned Response

Conditioned Stimulus

Conditioned Response

Classical Conditioning

A type of conditioning in which an individualresponds to some stimulus that would not ordinarilyproduce such a response.


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Classical conditioning

An organism learns that two stimuli

tend to go together.

Originally Neutral conditioned

Stimulus, through repeated pairing

with the unconditioned one, acquires

the response originally given to theunconditioned stimulus.


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Before conditioning

CS no response or

light irrelevant response

US UR

Food salivation


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During conditioning

CS

Light

US URFood Salivation


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After Conditioning

CS CRLight Salivation


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Advertising

TV commercials, magazine ads, and business

promotion often pair their products or company

logo (NS) with pleasant images, such as

attractive models and celebrities (UCS) thatautomatically trigger favorable responses (UCR).

Advertisers hope that after repeated viewing ,

their products (CS) alone will elicit those same

favorable response (CR) and that we will buytheir products


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Theories of Learning (contd)

Key Concepts

Reflexive (unlearned) behavior

Conditioned (learned) behaviorReinforcement

Operant Conditioning

A type of conditioning in which desired voluntarybehavior leads to a reward or prevents a punishment.


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Operant Conditioning

Learning based on consequences;behavior is

strengthenedif followed by reinforcement

anddiminishedif followed by punishment .

In classical conditioning the response is

passive and involuntary.

In operant conditioning the response isactive and voluntary


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Operant conditioning explains the learning or

shaping of behavior in terms of response

The new behavior is said to be acquired by

the consequences to an act. these may beeither positive (pleasant) or negative

(unpleasant).

Learning is assumed to be the acquisition ofnew responses through arrangement of

reinforcement.

Operant Conditioning (contd.)


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Theories of Learning (contd)

Key Concepts

Attentional processes

Retention processes

Motor reproduction processes

Reinforcement processes

Social-Learning Theory

People can learn through observation anddirect experience.


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T f R i f


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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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Schedules of Reinforcement

Continuous Reinforcement

A desired behavior is reinforcedeach time it is demonstrated.

Intermittent Reinforcement

A desired behavior is reinforced

often enough to make thebehavior worth repeating but notevery time it is demonstrated.


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Schedules of Reinforcement (contd)

Fixed-Interval Schedule

Rewards are spaced at uniformtime intervals.

Variable-Interval Schedule

Rewards are initiated after afixed or constant number ofresponses.


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Reinforcement

ScheduleNature of

Reinforcement

Effect on Behavior

Continuous Reward given after eachdesired behavior

Fast learning of newbehavior but rapidextinction

Fixed Interval Reward given at fixedtime interval

Average and irregularperformance with rapidextinction

Variableinterval

Reward given at variabletimes

Moderately high andstable performancewith slow extinction

Fixed ratio Reward given at fixedamounts of output

High and stableperformance attainedquickly but also withrapid extinction

Variable-ration Reward given at variable

amounts of output

Very high performance

with slow extinction

Schedules of Reinforcement (contd)


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Intermittent Schedules of Reinforcement


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Intermittent Schedules of Reinforcement(contd)


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Behavior Modification

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

OB Mod

The application of reinforcement concepts toindividuals in the work setting.


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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 managementcontrol.

2 -Foundation of Individual Behavior organisational behaviour

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