FoundationsofIndividualBehavior22-0?2009Prentice-HallInc.Allrightsreserved.ChapterChapterLearningObjectivesAfterstudyingthischapter,youshouldbeableto:Contrastthetwotypesofability.DefineintellectualabilityanddemonstrateitsrelevancetoOB.IdentifythekeybiographicalcharacteristicsanddescribehowtheyarerelevanttoOB.Definelearningandoutlinetheprinciplesofthethreemajortheoriesoflearning.Defineshaping,andshowhowitcanbeusedinOB.Showhowcultureaffectsourunderstandingofintellectualabilities,biographicalcharacteristics,andlearning.2-1JobPerformance+JobSatisfactionIndividualDifferencesJobPerformanceJobSatisfactionWhatarethereasonsforthesedifferences?IntellectualAbilitiesPhysicalAbilitiesWhatcanbedonetoeliminatethedifferences/enhanceperformance/satisfaction?ChangingbehaviourAbilityAnindividual’scapacitytoperformthevarioustasksinajob.

Two

setsoffactors:IntellectualAbilitiesTheabilitiesneededtoperformmentalactivities.GeneralMentalAbility(GMA)isameasureofoverallintelligence.WonderlicPersonnelTest:aquickmeasureofintelligenceforrecruitmentscreening.2-3?2009Prentice-HallInc.Allrightsreserved.Intelligencedimensionsarepositivelyrelated.DimensionsofIntellectualAbilityIntellectualAbilityNumberAptitudeVerbalComprehensionPerceptualSpeedInductiveReasoningDeductiveReasoningSpatialVisualizationMemory2-4Nocorrelationbetweenintelligenceandjobsatisfaction.PhysicalAbilitiesThecapacitytodotasksdemandingstamina,dexterity,strength,andsimilarcharacteristics.AbilityNineBasicPhysicalAbilitiesStrengthFactorsDynamicstrengthTrunkstrengthStaticstrengthExplosivestrengthFlexibilityFactorsExtentflexibilityDynamicflexibilityOtherFactorsBodycoordinationBalanceStamina2-6?2009Prentice-HallInc.Allrightsreserved.BiographicalCharacteristicsObjectiveandeasilyobtainedpersonalcharacteristics.AgeOlderworkersbringexperience,judgment,astrongworkethic,andcommitmenttoquality.PerceivedtobelackingflexibilityandresistanttochangesAnyrelationshipbetween…?Age-TurnoverAge–AbsenceAge–Productivity/JobPerformanceAge–JobSatisfaction?2009Prentice-HallInc.Allrightsreserved.GenderFewdifferencesbetweenmenandwomenthataffectjobperformance.MenorWomenMoreAggressiveHigherExpectationofSuccessWillingtoconformtoauthorityHigherJobProductivityMoreflexibleworkscheduleHigherabsenceratesHigherturnoverratesRaceContentiousissue:differencesexist,butcouldbemoreculture-basedthanrace-based.Anydifferencein…?MentalabilitiesorMentalabilitytestsJobperformanceorJobPerformanceratingsWouldyou…?Favourcolleaguesfromyourowncountry/hometownOtherBiographicalCharacteristicsTenureSeniorityatajob=ChronologicalagePeoplewithjobtenureare….……………productiveabsent……………….frequentlyhave……………….turnoverare……………….satisfied.2-10?2009Prentice-HallInc.Allrightsreserved.ReligionWhatisthegreatestreligiousissueinUS?AnyreligiousissueinChina?SexualOrientationFederallawdoesnotprotectagainstdiscrimination(butstateorlocallawsmay).“Don’task,don’ttell”DomesticpartnerbenefitsGenderIdentityRelativelynewissue–transgenderedemployees.Implications(bathrooms,names,etc.)Howdopeoplelearn?Learningis…Anyrelativelypermanent

changeinbehaviorthatoccursasaresultofexperienceLearningcomponents:InvolvesChangeIsRelativelyPermanentIsAcquiredThroughExperience2-14?2009Prentice-HallInc.Allrightsreserved.TheoriesofLearningClassicalConditioning(IvanPavlov)Atypeofconditioninginwhichanindividualrespondstosomestimulusthatwouldnotordinarilyproducesucharesponse.OperantConditioning(Skinner)Atypeofconditioninginwhichdesiredvoluntarybehaviorleadstoarewardorpreventsapunishment.Social-LearningTheoryPeoplecanlearnthroughobservationanddirectexperience.2-15?2009Prentice-HallInc.Allrightsreserved.ClassicalConditioningPavlov’sDogDroolKeyConcepts:UnconditionedStimulus(US)Anaturallyoccurringphenomenon.UnconditionedResponse(UR)Thenaturallyoccurringresponsetoanaturalstimulus.ConditionedStimulus(CS)Anartificialstimulusintroducedintothesituation.ConditionedResponse(CR)Theresponsetotheartificialstimulus.Thisisapassiveformoflearning.Itisreflexiveandnotvoluntary–notthebesttheoryforOBlearning.2-16?2009Prentice-HallInc.Allrightsreserved.USURCSCROperantConditioningB.F.Skinner’sconceptofBehaviorism:behaviorfollowsstimuliinarelativelyunthinking

manner.2-17Operant(DesiraleBehaviour)Consequence(Reinforcer)KeyConcepts:Conditionedbehavior:

voluntarybehaviorthatislearned,notreflexiveReinforcement:

theconsequencesofbehaviorwhichcanincreaseordecreasethelikelihoodofbehaviorrepetitionPleasingconsequences

increaselikelihoodof

repetitionRewards

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

processesPositiveincentivesmotivatelearners.2-19?2009Prentice-HallInc.Allrightsreserved.Shaping:AManagerialToolSystematicallyreinforcingeachsuccessivestepthatmovesanindividualclosertothedesiredresponse.2-20?2009Prentice-HallInc.Allrightsreserved.4MethodsofShapingBehavior:PositivereinforcementProvidingarewardforadesiredbehavior(learning)NegativereinforcementRemovinganunpleasantconsequencewhenthe

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

ACriticalIssueTwoMajorTypes:ContinuousReinforcementAdesiredbehaviorisreinforcedeachtimeitisdemonstratedIntermittentReinforcementAdesiredbehaviorisreinforcedoftenenoughtomakethebehaviorworthrepeatingbutnoteverytimeitisdemonstratedMultiplefrequencies2-21?2009Prentice-HallInc.Allrightsreserved.TypesofIntermittentReinforcementRatioDependsonthenumberofresponsesmade.IntervalDependsonthetimebetweenreinforcements.FixedRewardsarespacedatuniformtimeintervalsorafterasetnumberofresponses.VariableRewardsthatareunpredictableorthatvaryrelativetothebehavior.

2-22?2009Prentice-HallInc.Allrightsreserved.SchedulesofReinforcementFixed-ratio2-23?2009Prentice-HallInc.Allrightsreserved.WeeklypaycheckPopquizzesPiece-rateplanCommissionedsalesEarlysatiationReinforcementSchedulesContinuous

vs

Intermittent

reinforcersStableandhigh-frequency

vs

Unstable

low-frequencyresponsesHigh

vs

LowcorrelationbetweenperformanceandrewardHigh

vs

Low

uncertaintyinvolved(asurprisefactor)BehaviorModification(OBMod)TheapplicationofreinforcementconceptstoindividualsintheworksettingFollowstheFive-StepProblem-SolvingModel1Identifycriticalbehaviors2Developbaselinedata3Identifybehavioralconsequences4Developandapplyintervention5Evaluate

performanceimprovement2-25?2009Prentice-HallInc.Allrightsreserved.ProblemswithOBModandReinforcementOBModignoresthoughtsandfeelings.OBModmaynotexplaincomplexbehaviorsthatinvolvethinkingandfeeling.Stimulimaynotbeconsciouslygivenasameansofshapingbehavior.ModernmanagersandOBtheoristsareusingcognitiveapproachestoshapingbehavior.2-26?2009Prentice-HallInc.Allrightsreserved. GlobalImplicationsIntellectualAbilitiesStructuresandmeasuresofintelligencegeneralizeacrosscultures.BiographicalCharacteristicsNotmuchevidenceontheglobalrelevanceoftherelationshipsdescribedinthischapter.Countriesdovarydramaticallyontheirbiographicalcomposition.LearningAgain,notmuchevidencecurrentlyexists–wecannotgeneralizeatthispoint.2-27?2009Prentice-HallInc.Allrightsreserved.SummaryandManagerialImplicationsThreeIndividualVariables:AbilityDirectlyinfluencesemployeeslevelofperformance.Managersneedtofocusonabilityins