FoundationsofIndividualBehavior2Chapter0ChapterLearningObjectivesAfterstudyingthischapter,youshouldbeableto:Contrastthetwotypesofability.DefineintellectualabilityanddemonstrateitsrelevancetoOB.IdentifythekeybiographicalcharacteristicsanddescribehowtheyarerelevanttoOB.Definelearningandoutlinetheprinciplesofthethreemajortheoriesoflearning.Defineshaping,andshowhowitcanbeusedinOB.Showhowcultureaffectsourunderstandingofintellectualabilities,biographicalcharacteristics,andlearning.1JobPerformance+JobSatisfactionIndividualDifferencesJobPerformanceJobSatisfactionWhatarethereasonsforthesedifferences?IntellectualAbilitiesPhysicalAbilitiesWhatcanbedonetoeliminatethedifferences/enhanceperformance/satisfaction?Changingbehaviour2AbilityAnindividual’scapacitytoperformthevarioustasksinajob.

Two

setsoffactors:IntellectualAbilitiesTheabilitiesneededtoperformmentalactivities.GeneralMentalAbility(GMA)isameasureofoverallintelligence.WonderlicPersonnelTest:aquickmeasureofintelligenceforrecruitmentscreening.Intelligencedimensionsarepositivelyrelated.3DimensionsofIntellectualAbilityNocorrelationbetweenintelligenceandjobsatisfaction.4PhysicalAbilitiesThecapacitytodotasksdemandingstamina,dexterity,strength,andsimilarcharacteristics.Ability5NineBasicPhysicalAbilitiesStrengthFactorsDynamicstrengthTrunkstrengthStaticstrengthExplosivestrengthFlexibilityFactorsExtentflexibilityDynamicflexibilityOtherFactorsBodycoordinationBalanceStamina6BiographicalCharacteristicsObjectiveandeasilyobtainedpersonalcharacteristics.AgeOlderworkersbringexperience,judgment,astrongworkethic,andcommitmenttoquality.PerceivedtobelackingflexibilityandresistanttochangesAnyrelationshipbetween…?Age-TurnoverAge–AbsenceAge–Productivity/JobPerformanceAge–JobSatisfaction7GenderFewdifferencesbetweenmenandwomenthataffectjobperformance.MenorWomenMoreAggressiveHigherExpectationofSuccessWillingtoconformtoauthorityHigherJobProductivityMoreflexibleworkscheduleHigherabsenceratesHigherturnoverrates8RaceContentiousissue:differencesexist,butcouldbemoreculture-basedthanrace-based.Anydifferencein…?MentalabilitiesorMentalabilitytestsJobperformanceorJobPerformanceratingsWouldyou…?Favourcolleaguesfromyourowncountry/hometown9OtherBiographicalCharacteristicsTenureSeniorityatajob=ChronologicalagePeoplewithjobtenureare….……………productiveabsent……………….frequentlyhave……………….turnoverare……………….satisfied.10ReligionWhatisthegreatestreligiousissueinUS?AnyreligiousissueinChina?11SexualOrientationFederallawdoesnotprotectagainstdiscrimination(butstateorlocallawsmay).“Don’task,don’ttell”DomesticpartnerbenefitsGenderIdentityRelativelynewissue–transgenderedemployees.Implications(bathrooms,names,etc.)12Howdopeoplelearn?13Learningis…Anyrelativelypermanent

changeinbehaviorthatoccursasaresultofexperienceLearningcomponents:14TheoriesofLearningClassicalConditioning(IvanPavlov)Atypeofconditioninginwhichanindividualrespondstosomestimulusthatwouldnotordinarilyproducesucharesponse.OperantConditioning(Skinner)Atypeofconditioninginwhichdesiredvoluntarybehaviorleadstoarewardorpreventsapunishment.Social-LearningTheoryPeoplecanlearnthroughobservationanddirectexperience.15ClassicalConditioningPavlov’sDogDroolKeyConcepts:UnconditionedStimulus(US)Anaturallyoccurringphenomenon.UnconditionedResponse(UR)Thenaturallyoccurringresponsetoanaturalstimulus.ConditionedStimulus(CS)Anartificialstimulusintroducedintothesituation.ConditionedResponse(CR)Theresponsetotheartificialstimulus.Thisisapassiveformoflearning.Itisreflexiveandnotvoluntary–notthebesttheoryforOBlearning.USURCSCR16OperantConditioningB.F.Skinner’sconceptofBehaviorism:behaviorfollowsstimuliinarelativelyunthinking

manner.Operant(DesiraleBehaviour)Consequence(Reinforcer)17KeyConcepts:Conditionedbehavior:

voluntarybehaviorthatislearned,notreflexiveReinforcement:

theconsequencesofbehaviorwhichcanincreaseordecreasethelikelihoodofbehaviorrepetitionPleasingconsequences

increaselikelihoodof

repetitionRewards

aremosteffectiveimmediatelyafterperformanceUnrewarded/Punishedbehaviorisunlikelytoberepeated.18Social-LearningTheoryBasedontheideathatpeoplecanalsolearnindirectly:byobservation,reading,orjusthearingaboutsomeoneelse’s(amodel’s)experiences.KeyConcepts:AttentionalprocessesMustrecognizeandpayattentiontocriticalfeaturestolearn.RetentionprocessesModel’sactionsmustberememberedtobelearned.MotorreproductionprocessesWatchingthemodel’sbehaviormustbeconvertedtodoing.Reinforcement

processesPositiveincentivesmotivatelearners.19Shaping:AManagerialToolSystematicallyreinforcingeachsuccessivestepthatmovesanindividualclosertothedesiredresponse.4MethodsofShapingBehavior:PositivereinforcementProvidingarewardforadesiredbehavior(learning)NegativereinforcementRemovinganunpleasantconsequencewhenthe

desiredbehavioroccurs(learning)PunishmentApplyinganundesirableconditiontoeliminateanundesirablebehavior(“unlearning”)ExtinctionNotgivingreinforcementofabehavior-thebehaviourtendstobegraduallyceased(“unlearning”)20SchedulesofReinforcement:

ACriticalIssueTwoMajorTypes:ContinuousReinforcementAdesiredbehaviorisreinforcedeachtimeitisdemonstratedIntermittentReinforcementAdesiredbehaviorisreinforcedoftenenoughtomakethebehaviorworthrepeatingbutnoteverytimeitisdemonstratedMultiplefrequencies21TypesofIntermittentReinforcementRatioDependsonthenumberofresponsesmade.IntervalDependsonthetimebetweenreinforcements.FixedRewardsarespacedatuniformtimeintervalsorafterasetnumberofresponses.VariableRewardsthatareunpredictableorthatvaryrelativetothebehavior.

22SchedulesofReinforcementFixed-ratioWeeklypaycheckPopquizzesPiece-rateplanCommissionedsalesEarlysatiation23ReinforcementSchedulesContinuous

vs

Intermittent

reinforcersStableandhigh-frequency

vs

Unstable

low-frequencyresponsesHigh

vs

LowcorrelationbetweenperformanceandrewardHigh

vs

Low

uncertaintyinvolved(asurprisefactor)24BehaviorModification(OBMod)TheapplicationofreinforcementconceptstoindividualsintheworksettingFollowstheFive-StepProblem-SolvingModel25ProblemswithOBModandReinforcementOBModignoresthoughtsandfeelings.OBModmaynotexplaincomplexbehaviorsthatinvolvethinkingandfeeling.Stimulimaynotbeconsciouslygivenasameansofshapingbehavior.ModernmanagersandOBtheoristsareusingcognitiveapproachestoshapingbehavior.26 GlobalImplicationsIntellectualAbilitie