The document discusses factors that influence individual behavior in the workplace, including personal factors like age, gender, and abilities as well as psychological factors like learning, personality, and attitudes. It also examines theories of learning such as classical conditioning, operant conditioning, and social learning theory. Key aspects of individual behavior discussed are its impact on job performance and organizational effectiveness.

2. Meaning of
Individual Behaviour
• Individual behaviour refers to the way in
which an individual reacts or behaves at his
place of work.
• It is a combination of reactions to internal
and external stimuli.
• It refers to some actual action by an
individual like anger, happiness, love, etc.

3. Behaviour of an individual have a great
influence on the performance of
organization.
 Positive behaviour will lead to enhance the
performance, job satisfaction, productivity
 Negative behaviour will cause damages and
bring heavy losses for company. eg,
turnover
Effect of
Individual behaviour

4. Factors Influencing
Individual Behaviour
• Age
• Gender
• Education
• Martial status
• Tenure
• Ability
Personal
factors
• Learning
• Personality
• Perception
• Attribution
• Attitude
• Values
Psychological
factors

5. G E N D E R
 Gender is an inherited
characteristic as being a men or
women is genetic in nature.
 Gender has an impact on
absenteeism and turnover

6. A G E
 Age has the impact on
performance turnover,
absenteeism, productivity and
satisfaction.

7. M a r i t a l s t a t u s
 Marital status is the state of being
married or not married
 used on official forms to ask if a person
is married, single, divorced, or widowed
 The marital status has the impact on
absenteeism, turnover and satisfaction

8. Te n u r e
 Job tenure refers to the length of time an
employee has worked for their current
employer.
 Long-tenured employees have worked for a
company for more than five years, while short-
tenured employees often have worked there
for less than five years.
 Tenure affects motivation, productivity and
commitment

9. A b i l i t y
 It refers to an individual’s capacity to perform
the various tasks in a job.
 It is a current assessment of what one can do
 Ability is the skills and qualities which make it
possible to achieve a goal.
Intellectual Abilities
 Are those needed to perform mental
activities and usually represent the
intelligence, person’s deductive
reasoning, and memory, analytical and
verbal comprehension
Physical Abilities
 The capacity to do tasks demanding
energy, endurance agility, strength, and
similar characteristics.

10. D i m e n s i o n s o f I n t e l l e c t u a l A b i l i t y
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
• Memory

11. D i m e n s i o n s o f I n t e l l e c t u a l A b i l i t y
Number Aptitude: Ability to do speedy and
accurate arithmetic.
 64575 is divisible by 9 or not?
 (112 x 54) = ?
a) 67000
b) 70000
c) 76500
d) 77200

12. D i m e n s i o n s o f I n t e l l e c t u a l A b i l i t y
Verbal Comprehension
 Verbal comprehension tests
assess a candidate’s ability to read
a passage of information quickly,
and identify relevant information
from that passage

13. D i m e n s i o n s o f I n t e l l e c t u a l A b i l i t y
Perceptual Speed
 ability to quickly and accurately compare similarities and
differences among sets of letters, numbers, objects, pictures,
or patterns.
 Example; identify a shape which similar with the first shape

14. D i m e n s i o n s o f I n t e l l e c t u a l A b i l i t y
Inductive Reasoning
 Is a method of drawing conclusions by going from the specific to the general. We
guess based on the information or data that we have.
Example
Abebe is a lawyer and he makes a lot of money.
General conclusion: All lawyers make tons of money
Deductive Reasoning
 Is a logical approach where we progress from general ideas to specific conclusions.
Example
Major premise: All mammals have backbones.
Minor premise: Humans are mammals.
Conclusion: Humans have backbones.

15. D i m e n s i o n s o f I n t e l l e c t u a l A b i l i t y
Spatial Visualization
 Ability to imagine how an object would look if its position in space
were changed
Memory
 Ability to retain and recall past experiences.

16. D i m e n s i o n s o f P h y s i c a l A b i l i t y
• Dynamic strength
• Trunk strength
• Static strength
• Explosive strength
• Dynamic flexibility
• Body coordination
• Balance

17. D i m e n s i o n s o f P h y s i c a l A b i l i t y
Dynamic strength
• The ability to exert muscular force repeatedly or
continuously for a period of time.
• The rickshaw puller use muscular force repeatedly and
continuously for pulling the rickshaw.
Example:
• The rickshaw puller use muscular force repeatedly and
continuously for pulling the rickshaw.
• Bench Press & Plyo Push-Ups.

18. D i m e n s i o n s o f P h y s i c a l A b i l i t y
Dynamic strength
• Ability to exert muscular force repeatedly or
continuously over time.
• The rickshaw puller use muscular force repeatedly and
continuously for pulling the rickshaw.
Example:
• The rickshaw puller use muscular force repeatedly and
continuously for pulling the rickshaw.
• Bench Press & Plyo Push-Ups.

19. D i m e n s i o n s o f P h y s i c a l A b i l i t y
Trunk strength
Example: • lifting a sack of 1000 kg rice
• kettlebell swings
• deadlifts, and
• weighted carries
• The ability to exert muscular strength using the back
and abdominal muscles.
• Trunk strength is used for lifting heavy load

20. D i m e n s i o n s o f P h y s i c a l A b i l i t y
Static strength
Example:
• pushing against an immoveable object such as
a wall or heavy weight
• climbing, mountain biking
Ability to exert force against external
objects(an object that we cannot move).

21. D i m e n s i o n s o f P h y s i c a l A b i l i t y
Explosive strength
• Ability to expand a maximum of energy in one or a series of
explosive acts.
Example
• People may use his explosive strength while
breaking any door of a house

22. D i m e n s i o n s o f P h y s i c a l A b i l i t y
Dynamic flexibility
• Ability to make rapid, repeated flexing movements.
Example
• Arm Circles
• Arm Swings
• High-Stepping
• Heel-to-Toe Walk
• Lunges with a Twist

23. D i m e n s i o n s o f P h y s i c a l A b i l i t y
Body coordination
• Ability to coordinate the simultaneous actions of
different parts of the body.
Example
• Swimming

24. D i m e n s i o n s o f P h y s i c a l A b i l i t y
Balance
• Ability to maintain equilibrium
despite forces pulling off balance
Example
• Standing with your weight on one leg
and raising the other leg to the side or
behind you

25. Ability-Job
Fit
T h e A b i l i t y - J o b F i t
Employee’s
Abilities
Job’s Ability
Requirements
• Any relatively permanent change in behavior that occurs as a result of experience.
• Behavioural modification which occurs as a result of experience as well as training.
• Process of acquisition of knowledge, habits and attitudes.
For example
• Jobs in which success demands stamina, manual dexterity,
leg strength, or similar talents require management to
identify an employees physical capabilities

26. Psychological Factors affecting
individual behavior
 Learning
 Personality
 Perception
 Attribution
 Attitude
 Values

27. L e a r n i n g
 Any relatively permanent change in
behavior as a result of practice or
experience.
 Process of acquisition of
knowledge, habits and attitudes.

28. T H E O R I E S O F
L E A R N I N G
 Classical Conditioning theory- Learning through association
 Operant Conditioning theory- Learning through consequences
 Social Learning – Learning through observation

29. C L A S S I C A L C O N D I T I O N I N G
T H E O R Y
• Was developed by Ivan Pavlov
• Conditioning in behavioural psychology is a theory that the
reaction ("response") to an object or event ("stimulus") by
a person or animal can be modified by 'learning', or
conditioning.
Stimulus
• A thing or event that evokes a specific
reaction in an organ.
• Stimulus is an event that happens to us
Response
• Is our reaction or action towards
that event
• We respond in a particular way to a
particular stimulus

30. C O M P O N E N T S O F C L A S S I C A L
C O N D I T I O N I N G
a) The Unconditioned Stimulus (UCS) : A stimulus that naturally, and
automatically triggers a response.
b) The Unconditioned Response(UCR):The unlearned response that
occurs naturally in response to the unconditioned stimulus.
c) The Conditioned Stimulus(CS):A previously neutral stimulus that
when paired with an unconditioned stimulus triggers a conditioned
response.
d) The Conditioned Response(CR):Learned response to the previously
neutral stimulus.

31. S TA G E S O F C L A S S I C A L
C O N D I T I O N I N G
Stage 1: Before Conditioning:
• The unconditioned stimulus (US) produces an unconditioned response
(UR)
• Neutral stimulus produces no effect
Stage 2: During Conditioning:
• During this stage, the conditioned stimulus is paired repeatedly with the
unconditioned stimulus to form an association
Stage 3: After Conditioning
• The conditioned stimulus in association with unconditioned stimulus
creates a new conditioned response

33. O P E R A N T C O N D I T I O N I N G
T H E O R Y O F L E A R N I N G
• Is a method of learning that occurs through
rewards and punishments for behavior.
• Through operant conditioning, an
association is made between a behavior
and a consequence for that behavior.

34. O P E R A N T C O N D I T I O N I N G
C O M P O N E N T S
• Reinforcement is a
means increasing a
behavior, and
• Punishment is a means
decreasing a behavior

35. Examples
• A parent gives their child a candy if they
completed their homework daily.
• A manager offers bonuses to their workers for
finishing the project on time
Examples
• A teacher can eliminate that homework if kids
study hard and accomplish a lot in class.
• Remove attendance sheet if employees work
efficiently
R E I N F O R C E M E N T S

36. Examples
• A parent assigns the child extra tasks for playing too
much video games
• Teacher gives a student extra homework for making
noise in class
• The police gives a driver a charge ticket for speeding
Examples
• A parent takes away their child’s phone for watching too
much videos
• The police revoke the driver’s license for careless driving
• Thieves lose their freedom for stealing
P U N IS H M E N T S

37. S c h e d u l e s o f
R e i n f o r c e m e n t
• Schedules of reinforcement can be divided into two
1. Continuous reinforcement, which reinforces a response every
time, and
2. Partial reinforcement, which reinforces a response occasionally
rather than all the time.
o Fixed interval schedule
o Variable interval schedule
o Fixed ratio schedule
o Variable ratio schedule

38. C o n t i n u o u s r e i n f o r c e m e n t
A schedule of reinforcement in which every
correct response is reinforced.
• Due to the behavior reinforced every time,
the association is easy to make and learning
occurs quickly.
• However, this also means that extinction
occurs quickly after reinforcement is no
longer provided.

39. P a r t i a l ( I n t e r m i t t e n t ) r e i n f o r c e m e n t
Fixed Interval Schedule
Is when reinforcement is given to a desired
response after specific (predictable) amount of
time has passed.
Variable Interval Schedule
Is when the reinforcement is provided after a
random (unpredictable) amount of time has
passes and following a specific behavior being
performed.

40. P a r t i a l ( I n t e r m i t t e n t ) r e i n f o r c e m e n t
Fixed Ratio Schedule
A fixed-ratio schedule reinforces behavior after a
specified number of correct responses.
Variable Ratio Schedule
A variable ratio schedule is a schedule of
reinforcement where a behavior is reinforced
after a random number of responses.

41. Comparisons of Schedules of Reinforcement
Fixed interval Reward on fixed time
basis
Leads to average and
irregular performance
Fast extinction of
behavior
Fixed ratio
Variable ratio
Variable interval
Reward tied to
specific number of
responses
Leads quickly to very
high and stable
performance
Moderately fast
extinction of behavior
SCHEDULE
FORM OF
REWARD
Reward given after
varying periods of
time
Leads to moderately
high and stable
performance
Slow extinction of
behavior
Reward given for
some behaviors
Leads to very high
performance
Very slow extinction
of behavior
INFLUENCE ON
PERFORMANCE
EFFECTS ON
BEHAVIOR

42. S o c i a l - L e a r n i n g T h e o r y
• Is developed by psychologist albert bandura
it suggests that social behavior is learned by
observing and imitating the behavior of
others.
• It focuses on learning that occurs by direct
experience by observing, imitating, and
modeling
• The environment and a person’s behaviour
are interlinked and change behaviour

43. W h a t i s e f f e c t i v e m o d e l i n g ?
Four conditions are necessary for effective modeling to occur
1. Attention: the person must first pay attention to the model.
2. Retention: the observer must be able to remember the behavior that has
been observed. One way of increasing this is using the technique of
rehearsal.
3. Motor reproduction: the third condition is the ability to replicate the
behavior that the model has just demonstrated.
4. Motivation: the final condition for modeling to occur is motivation,
learners must want to demonstrate what they have learned.