2. 2
Chapter learning objectivesChapter learning objectives
1. Describe the four factors that influence individual
behaviour and performance.
2. Identify five types of work-related behaviour.
3. Define learning.
4. Describe the A-B-C model of behaviour modification.
5. Explain how feedback influences individual behaviour
and performance.
6. Identify five elements of effective feedback.
7. Describe the three features of social learning theory.
8. Outline Kolb’s model of experiential learning.
3. 3
Customer service at Singapore AirCustomer service at Singapore Air
Singapore Airlines provides
exceptional customer service
by paying attention to the four
drivers of individual behaviour
and performance: motivation,
ability, role perceptions and
situational factors (MARS).
Courtesy of Singapore Airlines
6. 6
MM
AA
RR
SS
BARBAR
Employee abilityEmployee ability
Natural aptitudes and learned capabilities required to
successfully complete a task
competencies − personal characteristics that lead to
superior performance
person − job matching
› select qualified people
› develop employee
abilities through training
› redesign job to fit
person's existing abilities
7. 7
Employee role perceptionsEmployee role perceptions
Beliefs about what behaviour is required to achieve
the desired results:
understanding what tasks to perform
understanding relative importance of tasks
understanding preferred behaviours to accomplish
tasks
MM
AA
RR
SS
BARBAR
9. 9
Types ofTypes of
work-relatedwork-related
behaviourbehaviour
Joining theJoining the
organisationorganisation
RemainingRemaining
with thewith the
organisationorganisation
MaintainingMaintaining
workwork
attendanceattendance
ExhibitingExhibiting
organisationalorganisational
citizenshipcitizenship
PerformingPerforming
requiredrequired
taskstasks
Types of work-related behaviourTypes of work-related behaviour
10. 10
Definition of learningDefinition of learning
A relatively permanent change in behaviour
(or behaviour tendency) that occurs as a
result of a person’s interaction with the
environment
11. 11
Behaviour modificationBehaviour modification
We ‘operate’ on the environment
alter behaviour to maximise positive consequences
and minimise adverse consequences
Operant versus respondent behaviours
Law of effect
likelihood that an operant behaviour will be repeated
depends on its consequences
12. 12
ConsequencesConsequences
What happensWhat happens
after behaviourafter behaviour
EmployeeEmployee
receivesreceives
attendanceattendance
bonusbonus
ExampleExample
A-B-Cs of behaviour modificationA-B-Cs of behaviour modification
BehaviourBehaviour
What personWhat person
says or doessays or does
EmployeeEmployee
attendsattends
scheduledscheduled
workwork
AntecedentsAntecedents
What happensWhat happens
before behaviourbefore behaviour
AttendanceAttendance
bonus systembonus system
is announcedis announced
14. 14
Schedules of reinforcementSchedules of reinforcement
Behaviours
1 2 3 4 5 6 7 8 9
Continuous
Fixed ratio
Variable ratio
Fixed interval
Time (Days)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Variable interval
15. 15
Behaviour mod at Nova ChemicalsBehaviour mod at Nova Chemicals
Nova Chemicals’ million dollar
‘recruitment and retention
program’ cut absenteeism rates
by 25 per cent and improved
long-term employment at its
construction site.
Courtesy of Nova Chemicals
16. 16
Behaviour modification limitationsBehaviour modification limitations
Can’t reinforce non-observable behaviour
Reinforcer tends to wear off
Variable ratio schedule is a form of gambling
Ethical concerns about perceived manipulation
17. 17
Learning through feedbackLearning through feedback
Any information about consequences of our
behaviour
Clarifies role perceptions
Corrective feedback improves ability
Positive feedback motivates future behaviour
20. 20
Social learning theorySocial learning theory
Behavioural modelling
observing and modelling behaviour of others
Learning behaviour consequences
observing consequences that others experience
Self-reinforcement
reinforcing our own behaviour with consequences
within our control
22. 22
Developing a learning orientationDeveloping a learning orientation
Value the generation of new knowledge
Reward experimentation
Recognise mistakes as part of learning process
Encourage employees to take reasonable risks
23. 23
Action learningAction learning
Experiential learning in which employees are
involved in a ‘real, complex and stressful problem’,
usually in teams, with immediate relevance to the
company
concrete experience
learning meetings
team conceptualises and applies a solution to a
problem
24. 24
Overview of the next chapterOverview of the next chapter
Perceptual processes of selective attention and
social identity
Stereotyping and attribution processes
The self-fulfilling prophecy process
Types of diversity initiatives
How the Johari Window can improve our
perceptions
The ‘Big Five’ personality dimensions
The Myers-Briggs Type Indicator
