CONDITIONING THEORIES 1 CONDITIONING THEORIES 6 Beehavioral Change Humans are unique and complex beings who have to keep up with a number of things to survive and coexist with others within a given environment. However, it is worth noting that people are usually different and not all behaviors portrayed by different individuals appeal to the society. Chunn (2002) argues that the best factor about human behaviors is that they can be changed and transformed to what the society considers as right. (Youngberg, 2004). The best way to achieve behavioral structuring and modeling is through defining the right paths of action to be followed in order to adopt the acceptable code of ethics. The best path could be self-driven or environmentally dictated. Behavioral change is a topic that has attracted a lot of attention from researchers and resulted into numerous publications with different ideas about the matter. There are countless theories about how one can achieve behavioral change. The purpose of this paper is to explore behavioral change and assess their effect and influence on my personal attributes. Comment by DrG: Period is after citation Comment by DrG: No first person Comment by DrG: Yes!!! Behavioral changes involve either starting something that never existed before or dumping the old doings that have always been part and parcel of one’s life. There are two theories of behavioral change that are more established; classical and operant conditioning. Hughes (1997) states that there are over seven billion people in the world, each person is unique in a way, and the key to transformation or significant changes is by experimenting ethically accepted traits and adopting the ones that best suit an individual. Hughes (1997) argues that one feature may work pretty well for one individual but turn out to be a total disaster for the next person There is no particular method in human life that works well for everyone, and the fact that a particular strategy does not work for you should be a reason to try something else and not consider oneself a failure. Diversity is the reason the world is accommodative to all people. Comment by DrG: See previous comments - you did not explain operant conditioning Classical conditioning entails developing or conditioning a particular reflexive behavior by associating a neutral stimulus or agent with a naturally occurring one. With time and frequency of occurrences, the neutral stimulus, on its own, will be able to trigger a reflex. Ivan Pavlov’s carried out an experiment to validate the authenticity of classical conditioning Egger, Pfaffermayr & Schmidt (2007). A demonstration by the Nobel Prize winner involved dogs, a bell, and food. Pavlov used to ring a bell (neutral stimulus) whenever food was ready. The dogs would salivate when they saw the food (reflex/ naturally occurring stimulus). With time, this became a habit. Whenever the food was ready the bell would ring and the dogs would salivate because it had become.

1. CONDITIONING THEORIES 1
CONDITIONING THEORIES 6
Beehavioral Change
Humans are unique and complex beings who have to keep up
with a number of things to survive and coexist with others
within a given environment. However, it is worth noting that
people are usually different and not all behaviors portrayed by
different individuals appeal to the society. Chunn (2002) argues
that the best factor about human behaviors is that they can be
changed and transformed to what the society considers as right.
(Youngberg, 2004). The best way to achieve behavioral
structuring and modeling is through defining the right paths of
action to be followed in order to adopt the acceptable code of
ethics. The best path could be self-driven or environmentally
dictated. Behavioral change is a topic that has attracted a lot of
attention from researchers and resulted into numerous
publications with different ideas about the matter. There are
countless theories about how one can achieve behavioral
change. The purpose of this paper is to explore behavioral
change and assess their effect and influence on my personal
attributes. Comment by DrG: Period is after citation
Comment by DrG: No first person Comment by DrG:
Yes!!!
Behavioral changes involve either starting something that never
existed before or dumping the old doings that have always been
part and parcel of one’s life. There are two theories of
behavioral change that are more established; classical and
operant conditioning. Hughes (1997) states that there are over
seven billion people in the world, each person is unique in a
way, and the key to transformation or significant changes is by
experimenting ethically accepted traits and adopting the ones
that best suit an individual. Hughes (1997) argues that one
feature may work pretty well for one individual but turn out to
be a total disaster for the next person There is no particular

2. method in human life that works well for everyone, and the fact
that a particular strategy does not work for you should be a
reason to try something else and not consider oneself a failure.
Diversity is the reason the world is accommodative to all
people. Comment by DrG: See previous comments - you did
not explain operant conditioning
Classical conditioning entails developing or conditioning a
particular reflexive behavior by associating a neutral stimulus
or agent with a naturally occurring one. With time and
frequency of occurrences, the neutral stimulus, on its own, will
be able to trigger a reflex. Ivan Pavlov’s carried out an
experiment to validate the authenticity of classical conditioning
Egger, Pfaffermayr & Schmidt (2007). A demonstration by the
Nobel Prize winner involved dogs, a bell, and food. Pavlov used
to ring a bell (neutral stimulus) whenever food was ready. The
dogs would salivate when they saw the food (reflex/ naturally
occurring stimulus). With time, this became a habit. Whenever
the food was ready the bell would ring and the dogs would
salivate because it had become a routine. One time Ivan rang
the bell without the food, and he observed that the dogs
salivated. The salivation was directly linked to the ringing of
the bell and not the presence of the food. Comment by
DrG: This is the landmark research on classical conditioning
The classical type of conditioning can be experienced in human
beings but from a different perspective. Egger, Pfaffermayr &
Schmidt (2007) believe that behavioral change can be attributed
to classical theory by finding positive pairings that can
influence change in the right direction. Classical conditioning
has played an important role in helping me quit gambling.
Whenever I went out or was hanging out with a certain group
that I considered members of my inner circle, we ended up
gambling and lost a lot of money. The addiction was getting
worse and I had to do something to help me find a way out.
Noticing that the only thing that facilitated my active
participation in gambling was being with my friends, I
considered changing the friends I frequently spent my time

3. with. Getting a new group that did not value gambling but
preferred playing video games and watching movies helped me
find a way out. Avoiding my friends killed my urge to getting
involved in gambling activities. The above illustration of
evading gambling is an example of getting rid of a potential
stimulus: the association between my friends and gambling.
Whenever I am around a certain group of friends, gambling
ideas come up. Avoiding such friends would play a part in
avoiding gambling. Comment by DrG: No I’s Comment by
DrG: No first person
Phobias are another appropriate example that involves the use
of classical conditioning. Various people have different phobias
that tend to affect them negatively. Pachana et al. (2007)
strongly believes that most of these phobias are psychological
and can be dealt with in one way or the other. Most phobias
develop from individuals associating various activities with
negative comments or thoughts. Some of the phobias emanate
from theories that people have developed or rumors that have
spread over time, from one generation to the other. Most people,
for instance, believe that when they fly on a plane, they will
feel dizzy, throw up and sometimes pass out. The fear of flying
has then developed among various individuals making them to
fear flying when indeed the information they have is a mere
rumor. Classical conditioning helps overcome phobia. In the
article Treatment of specific phobia in older adults, the authors
strongly believe that to overcome a particular phobia, one has to
associate the activity involved or the one that someone is scared
of with something more fun and friendly (Pachana et al., 2007).
For people with a fear of flying, they can try to associate flying
with a feeling of excitement and relaxation. The fear associated
with these activities is psychological and can only be overcome
by being psychologically strong and willing to fight the fear and
adopt brevity. Being brave and applying the principles of
classical conditioning is the best treatment for phobias.
Comment by DrG: Do most people feel this way?
Comment by DrG: What do you mean?

4. Operant conditioning, unlike classical conditioning, uses
reinforcement, also known as punishment, to shape the
acceptable code of ethics or desired behavior (Chunn, 2002).
Under this conditioning strategy, if something good occurs, a
prize or an award is issued to commend the individual for
portraying what the society believes is the best way of doing
things. The issuing of a reward entails positive reinforcement.
The members of that particular group will then strive to do the
best things to be a part of the reward and be recognized by the
society (Hughes, 1997). Continuous attempt to emerge the best
and be on one’s best behavior keeps the society riding on good
and moral values. To deviate from uncouth traits in the society,
punishment is always administered to help discourage certain
type of behavior within the society. Operant conditioning makes
sure that everyone is responsible for the decision made, both
good and bad. From the previous illustration, there is a thick
line separating classical and operant conditioning. Whereas
classical focuses on reflexive behavior, the operant has
everything to do with voluntary behavior. Comment by
DrG: Reinforcement can be positive, negative or punishment –
this is not correct Comment by DrG: You did not address this:
Find a peer-reviewed research study that addresses the theory or
treatment of phobias that was published after 1990. Summarize
the methods used and the conclusions made, and describe the
key aspects of the research that reflect behaviorist principles
Operant conditioning best suits pupils and students in schools.
Parents can also apply this strategy to ensure that their children
develop to be better citizens and leaders of tomorrow. The
conditioning has always played a significant role in nurturing
children’s behaviors and ensuring that all the wrong deeds are
punished to limit chances of recurrence. The biggest challenge
with employing the strategy is the relapse. Administering
punishment is not a guarantee that something that was
considered wrong or that is not encouraged by the society that
was once done by an individual will not be repeated by the same

5. person (Chunn, 2002). At the age of eleven, I used to access
explicit content on the Internet, a character that was instilled by
my elder sister. I was not smart enough at the time and did not
know that my browser was smart enough to keep track of
everything I did with my computer. My parents could then find
out and I would get the worst of punishments. Being grounded
was on top of the list and was never allowed to access any sort
of entertainment materials. With such treatment, I learned that
whatever I was doing was not right. What contributed to my not
repeating the mistake was not the idea that whatever I was
involved with was wrong, but rather the punishment involved
was severe. Punishment, in this strategy, is not efficient enough
to help one adapt the acceptable code of ethics. What happened
when I finally got an access to a computer away from home is
the best description of relapse. Punishment is not the way to go,
and this makes operant conditioning somewhat unworthy.
Behavioral change is significant as far as development and
peaceful coexistence in the society is concerned. Acquiring and
retaining healthy behavior may be a task too difficult to live up
to. Psychology experts believe that behavioral change needs
three habits, and anyone interested in making a change must
consider the steps. Having an epiphany is the first item in his
list, with changing one’s context being one of the most
important things. Chunn (2002) argues that it is pointless trying
to acquire new personalities and having them work while
staying with the same old company in the very environment that
led to the development of the traits one is trying to shake off.
Taking baby steps is the last item on the list. According to
Chunn (2002), Rome was not built in a day and he further states
that behavior is bigger than Rome and building it in a day is an
avenue for watching it crumble once it reaches the top.
Comment by DrG: How do you know?
Behavioral change is possible, and the world has experienced
significant changes that have modeled the globe into a friendly
environment to live in. Drug addicts, gamblers, and murderers
have been able to change their behaviors through psychiatric

6. guidance and counseling. A change in the way an individual
acts and conduct himself/ herself is entirely psychological and
it can be changed if the right tool or approach is used. All that
needs to be done is accepting the fact that an individual is in
need of help and working hard towards achieving the change
that one believes is desirable. The only way that people are
going to make a difference and leave the world a better place is
by being the change they want to see in the world. Changing
behavior for the best results is possible according to the
theories presented in this paper. There should be no excuse for
bad character or behavior as the brain is always willing to take
up information it is fed with. As such, the human species are
nothing other than what they make of themselves.
References
Chunn, J. C. (2002). The health behavioral change imperative:
Theory, education, and practice in diverse populations. New
York: Kluwer Academic/Plenum Publishers.
Egger, P., Pfaffermayr, M., & Schmidt, R. (January 01, 2007).
Trade in Western and Eastern Europe in the aftermath of
COMECON: An assessment of behavioral change. Oxford
Economic Papers, 59, 1, 102-126.
Hughes, D. A. (1997). Facilitating developmental attachment:
The road to emotional recovery and behavioral change in
foster and adopted children. Northvale, N.J: J. Aronson.
Pachana, Nancy A, Woodward, Rana M, & Byrne, Gerard JA.
(2007). Treatment of specific phobia in older adults. Dove
Medical Press.
Hi Sandra,
Thank you for submitting your u2a1 Revision 2. You still did
not address all of the questions in the directions as follows:
Find a peer-reviewed research study that addresses the theory or
treatment of phobias that was published after 1990. Summarize
the methods used and the conclusions made, and describe the
key aspects of the research that reflect behaviorist principles
You need to include a clear introduction as well. Remember, the

7. introductory paragraph should introduce the problem and tell
readers what you plan to present in the body of your paper.
Subsequent paragraphs should follow the same form,
introductory statement, evidence to support a logical flow of
ideas related to that statement leading to a concluding statement
that provides a segue into the next main idea. Before presenting
recommendations, you must summarize the evidence, tying it to
facts presented in your report with citations of sources.
Conclusions should follow so that you make it absolutely clear
to readers what important evidence and main ideas you want
them to carry with them into your recommendations. Without a
clear summary and conclusion, readers will have no clear idea
what you are talking about and will be left to their own
imagination.
Turnitin indicated that your paper has a 5% match for
plagiarism – nice job! You do need to be sure to answer all
questions clearly and completely.
Be sure to only use proper sources, like those found in our
online databases and peer reviewed journals. This assignment
asked to “find a peer-reviewed research study that addresses the
theory or treatment of phobias that was published after 1990.
Summarize the methods used and the conclusions made, and
describe the key aspects of the research that reflect behaviorist
principles.” You did not include any peer reviewed study.
You had some errors in APA formatting. I recommend that you
contact your coach and your tutor to help you as you edit your
paper and locate proper sources. You will want to use all of our
resources, Smarthinking, the writing center and iGuide APA
resources.
I look forward to reading your future papers!
Dr. Gilston

8. 298 CASE 4 STRATEGIC FORECASTS AND STAFFING
FORMULATION
CASE 4
STRATEGIC FORECASTS AND STAFFING FORMULATION:
EXECUTIVE AND MANAGERIAL PLANNING FOR BOSCH-
KAZAKHSTAN^
By M a r i o n Resting a n d M a n f r e d F r o e h l e c k e ^
Introduction
Personnel planning and staffing issues are critical suc-cess
factors in foreign subsidiaries of multinational enterprises. They
must be designed in the context of corporate goals and issues
and the specific situation in the host country. From a firm-
internal perspective, human capital/talent planning and staffing
decisions are related to a co mpa ny' s corporate strategy and e
m b e d d e d in the corporate human resource strategy. Thus,
planning and staffing decisions must be coordi - nated with
other HR activities within the MNE, such as human resource
development . This perspective must then be balanced with a
careful consideration of the particularities in the host-country
context and the avail-ability of qualified individuals within the
external labor market.
In this case study, w e will first outline the company

9. background and then describe the situation in the country of
interest, which is Kazakhstan. Based on this information it Is y
o u r p a r t t o t a k e t h e r o l e o fa B o s c h c o r p o r a t e
H R m a n a g e r You are sup -posed to analyze both, the
company and country-specific context, and outline a proposed
model for personnel planning and staffing of the Bosch subsidi-
ary in Kazakhstan. By drawing on the Ethnocentric, Polycentric,
Regiocentric, Geocentric (EPRG) Model of Perlmutter (see
Chapter 5), please decide which staffing strategy would be the
best choice. Discuss on this basis h o w many expatriates and h
o w many local employees you would plan in a short- or
medium - term at the different hierarchical levels. If you should
per-ceive any further information needs please explicitly define
a realistic set of supporting assumptions . Please justify your
decision. Which are the advantages and disadvantages of your
decision?
Company Background: Robert
Bosch Groups
The Bosch Group is a leading global manufacturer of
automotive and industrial technology, consumer g o o d s and
building technology. It w a s founded in the year 1886 by
Robert Bosch (1861 - 1942) and w a s called 'Workshop for
Precision Mechanics and Electri-cal Engineering'. The Bosch
Group today comprises a manufacturing, sales and after-sales
sen/ice network of over 3 5 0 subsidiaries and regional
companies and more than 1 5 0 0 0 Bosch service centers in
roughly 150 countries.'' One statement by the founder Robert
Bosch is important t o understand the HR philosophy
characterizing this MNE: 'It is my intention, apart from the
alleviation of all kinds of suffering, to promote the moral,

10. physical and intellectual development of the people'. In fiscal
20 1 0, some 283 507 employees gen - erated sales of 47 . 3
billion Euros.^
FIGURE 1 Bosch sales by region in 2010
Including other countries
Source; Robert Bosch GmbH (2011:18)
CASh 4 STRATEGIC FORECASTS AND STAFFING
FORMULATION
299
TABLE 1 Bosch Employees by Region
Worldwide

11. 2 8 3 5 0 7
Europe
186602
Of these in Germany
1 1 3 557
Americas
33689
Asia-Pacific (including other
6 3 2 1 6
regions)
Source: Robert Bosch GmbH (2011:19)
Even if 77 per cent'^ of the business volume has been generated
outside Germany (see Figure 1), about 40 per cent of the total
numbers of employees are working in Germany (see Table 1).
Executive and Managerial Planning (EMP)
The international executive and managerial planning (EMP)
activity at Bosch is part of the Strategic Planning Process of the
company . Once a year, the global ex-ecutive staffing needs for
selected countries are derived from each division's long - term
strategic plan-ning activities. Starting from the current local
structure, the required number of managerial positions is deter-
mined within the parameters of a rolling eight-year forecast.
Various measures are taken to meet the managerial staffing
needs. They can be short - term (e.g. hiring of managerial staff
from the external labor market, assignment of expatriates) or
rather m e d i u m / long - term (e.g. development of high-
potential employ - ees - see the employee development
discussion below) or special programs like Junior Managers
Pro-grams (JUMP).

12. The EMP is carried out using a standardized tool from the
divisional HR department in cooperation with the various
regional HR departments . Aggregated results are analyzed from
division-, regional- and Robert Bosch World (corporate) levels.
Continuous comparisons of the planned versus actual labor
staff-ing situations provide feedback on those assignments
which have to be initiated or redefined.
The planning period of eight years consists of two parts: The
input for the first four years stems from business plans and
succession planning. Forecast for the last four years is based on
more global - macro
assumptions, e.g. changes in the leadership projected at a figure
of 5 per cent. Therefore, EMP is linked to instruments of
employee development in the Bosch Group .
Employee Development in the
Bosch Group
Bosch understands that employee development is a continuous
process of maintaining and further devel-oping those employees
qualifications needed to c o p e with present and future
challenges, A major principle in this respect is the promotion of
employees from within Bosch rather than the acquisition of new
hires from outside.

13. HR departments support employees and m a n a g - ers by
providing tools and programs and giving guid - ance. The
universally standardized systems and processes for employee
development are depicted in Figure 2.
An important procedure for the development of employees is the
Management Potential Review (MED, see Figure 2)/, which is
conducted on a worldwide level. It pursues the following
objectives;
Full utilization of the c o m p a n y ' s resePi'es of high-
potential employees without compromising performance
standards.
Staffing requirements and development planning (middle and
upper management) for the upcoming four years (succession
planning - see EMP above).
Consistency in planning and a systematic tracking of employee
development and career advancement measures.
Use of overseas assignments, project tasks, and cross-functional
moves as c o m m o n development measures.
Employees w h o show an above-average development potential
with regard to specialist and management positions will be
systematically prepared for the next management level by way
of the 'Manager Develop-ment Plan' (MDP). Besides
outstanding performance, B o s c h expects ideal employees to
meet a task or role-relevant personality profile, s h o w a
preparedness to take on new tasks and greater responsibilities,
general mobility potential as well as a willingness to take on
300 CASE 4 STRATEGIC FORECASTS AND STAFFING
FORMULATION

14. FIGURE 2 Instruments of Employee Development
Performance discussion with each associate
Once a year between associate and supervisor
Individual development discussion upon request of
Associate, supervisor or HR department at greater intervals
Management potential review (MED) all associates
Once a year between supervisors and HR department
Results
Goal achievement over the past year Goal agreement for the
coming year Feedback on performance Measures:
maintaining/improving performance
Results

15. Associate's personal development goals over the next three to
five years
Strengths and growth potential Developmental activities
Results
Evaluating potential
Supplemental development activities Planning for staffing needs
Decision on admission to manager development plan (MDP)
Leadership development center
Results
new members of MDP
Potential analysis
Advice on strength and growth
potential
Suggestions for development and
career activities
Career advancement discussion only w i t h members of MDP

16. Subsequent to admission to MDP and (if possible) Subsequent
to participation in leadership development center
international assignments. MD P is a prerequisite for promotion
into managerial ranks.
The preparation of the MD P candidates is a mixture of on-the-
job and off-the-job measures with the goal
Results
Agreement of career advancement goals and suitable measures
over a period of up to four years
of bringing the employees into the next management level in no
more than four years. In many cases the achievement of the
career advancement objective is connected with a transfer to a
new assignment.
CASE 4 STRATEGIC FORECASTS AND STAFFING
FORMULATiON
301

17. Talent Management
As stated before, Bosch mainly relies on hiring and developing
talent from within the firm. Consequently, it is important to
focus on the acquisition of qualified uni-versity graduates and
professionals to meet a wider range of potential future
managerial requirements. Besides direct entries and local
programs, Bosch has a standardized Bosch - wide entry program
for junior managers (JtJMP).^ The goal of the program is to
recruit junior managers {master's degree with up to three years
of professional experience) with the poten - tial to assume a
middle management position in six - eight years.
The program lasts one and a half to t w o years and is comprised
of three to four stages, including a six-month stay abroad as
well as a cross-divisional assignment. This form of training-
emphasizes a c o m - m o n set of worldwide standards,
experiences and activities, and is designed to permit more
rigorous and systematic preparations for a range of management
tasks .
Expatriates
Currently more than 2 2 0 0 expatriates^ are working for Bosch
worldwide . An expatriate, as defined by Bosch, is an employee
working for more than 24 month out - side his or her home
country with special contractual conditions (contract in the host
country for a limited period of time - normally three to five
years - special allowances for hardship, cost of living, etc.).
Over 1100 Germans are working in more than 4 0 countries,
approximately 400 employees from Bosch subsidia-ries are
working in Germany (inpatriates) and roughly 4 0 0 Third
Country Nationals (TCNs) are assigned to locations outside

18. their home countries for limited peri-ods of time. A majority of
these employees were assigned due to technical and process
expertise, yet s o m e assignments were made for career
development or training reasons. T w o thirds of the expatriates
are assigned in managerial fspks.
Bosch requires all top managers, beside their other experiences,
to have at least t w o years' international w o r k i n g
experience. This nt.ernafenae is an
explicit prerequisite for promotion .
Country-Specific features of Kazakhstan"^ ^
Kazakhstan is located in Central Asia with China, Russia,
Kyrgyzstan, Turkmenistan, and Uzbekistan as neighbor states
(as s h o w n in Figure 3 below). It covers a total of 2 727 3 0 0
sq . k m .
The population is 16 . 4m . inhabitants (January 1, 2011)
including a wide ethnic diversity (with 64 . 03 per cent
Kazakhs, 24.78 per cent Russians and Ukrainians, 11.19 per
cent other ethnic minorities). 54 . 5 per cent live in cities . "
Main religions are Islam (70.2 per cent) and Christianity (26.2
per cent).''^ The state language is Kazakh but Russian is used in
everyday business by most of the people and has a status of an
official language. Kazakhstan became independent from the
former Soviet Union in 1991 and is now is a republic
characterized by an authoritarian presidential rule. The capital
is Astana.

19. EcOROmic data; The economic situation of the country can be
described by a GDP of roughly 148.1 billion US Dollars in 2 0 1
0 versus 115.3 billion US Dol-lars in 2009 . The country has an
unemployment rate of 5.8 per cent (2010), an economically
active population of 8.6 million persons and comparably low
labor cost. The average salary equaled in 2 0 1 0 to about 527
US Dollars per month . The export volume in 2 0 1 0 amounted
to 59 . 8 billion US Dollars.^'* Main exports include oil, ferrous
and nonferrous metals, machinery, chemicals, grain, wool, meat
and coal.
Education system: The education system is one of the major
concerns of the country. However, this was not reflected in the
public expenses for education. Today, the education system
consists to a high degree of private education institutions.
Funding of research is low and these institutions are dependent
on foreign investments. However, a reform of the education sys
- tem is one part of the strategic planning of the Kazakh
Republic. To date, the Universities have been restruc-t u r e d
according to the gudeUnes of the Botogna
Reform. Even if a relatively high number of persons hold a
University degree, companies have problems finding adequately
prepared personnel that have sW«is sets which correspond t o
the c o m p a n y ' s needs.
302 CASE 4 STRATEGIC FORECASTS AND STAFFING
FORMULATION

20. FIGURE 3 Kazakhstan's geographic location

21. Your Task: Executive and Managerial Planning (EMP) for a
subsidiary in Kazakhstan^ ^
The Board of Management of the Bosch Group has requested an
EMP for Kazakhstan in line with the yearly Strategic Long -
term - planning (eight years fore-cast - see the third section
above). The plan should predict the d e m a n d for executive
staffing at all levels and for all divisions. It should also specify
how the d e m a n d will be met, including staffing sources such
as the use of expatriates, local management develop-ment plans
(MDPs), special programs, e.g. J U M P or external hires.

22. As seen from Bosch's corporate perspective, the situation in
Kazakhstan is as follows:
There are four production sites in different rural locations. Each
one belongs to a different product division: Gasoline, Bosch -
Rexroth, Security Systems and Diesel motors .
Organizations are characterized by different market/product
maturity stages: Gasoline, Bosch - Rexroth, Security Systems
are consolidated. Only a small or no growth in headcount is
planned over the next ten years. In contrast, Diesel is still
growing fast (present headcount plus 30 per cent estimated in
the next three years).
CASE 4 STRATEGIC FORECASTS AND STAFFING
FORMULATION

23. FIGURE 4 Form for situation analysis
Case Study: Executive and Managerial Planning Kazakhsta n
(D Describe the corporate philosophy
Scan environmental conditions
Evaluate corporate strengths and constraints
Develop objectives and goals
Develop strategies
The labor market for qualified managers andspecialists is very
small. External tiires in Kazakhistan will take muchi longer to
begin w o r k than in equivalent hiring processes operating in
Germany. Local candidates have very little mobility and largely
lack broader national or international experiences.
Bosch's major production sites are by and large not attractive
locations to most qualified employees.
The high numbers of expatriates were the result of the rapid in-
country growth especially for the Diesel site. Higher
management positions are currently all filled by expatriates.

24. Taking the role of HR manager at Bosch you must address the
following three questions:
Considering the facts about Kazakhstan, please discuss which
staffing strategy - according to the EPRG Model by Perlmutter -
would be the most suitable for Kazakhstan. Please justify your
answer.
j
i l BOSCH
C o m m e n t on advantages and disadvantages of your
decision.
Analyze the c o m p a n y and country-specific situation by
using the steps outlined in Figure 4. Plan the number and nature
of short/medium - term ( 2 0 1 3 - 2 0 1 6 as well as long-term

25. (2017 - 2020) staffing requirements for Bosch Kazakhstan in
analogy to the strategic c o m p a n y goals. The staffing plan
should consider the sources of staffing (expatriates, employees
of the local Management Development plan or special programs
such as the J M P program or external local staff).
Fill in your figures in the planning chart below (see Figure 5).
Finally, prepare an action plan describing how you will meet
managerial staffing targets. Look especially at information
provided in the 'Employee development' and 'Talent
management' sections of the case for activities and timetables.
Write d o w n your action plan.''®
304 CASE 4 STRATEGIC FORECASTS AND STAFFING
FORMULATION
FIGURE 5 Planning chart
Staffing need
Current 2013-2016
Prognosis 2017-2020
Sources
1 I M
Ij MM
1 UM

26. LM
I MM
1 UM
Total
Expatriates
Local MDP attendents
Development Program (JMP)
External hires

27. Total Staffing need
7 4
3 5
2
5 4
3 6
2
2 0 3
Source: List of Bosch-specific abbreviations and definitions:
MDP/DG: Management-Developing-Program/Development
Group JMP = Junior Managers Program
LM = Lower Management, MM = Middle Management, UM =
Upper Management
N O T E S A N D R E F E R E N C E S
1 . Tlie case study is imaginary. Boscti tias no such activities in
Kazakhstan. However, the described HR measures reflect
current practices within this MNE.
Marion Resting is Professor of Human Resource Management
and Intercultural Leadership, ESCP Europe, Berlin/Germany;
Manfred Froehlecke, Vice President, Corporate Department
Human Resources Management - Executives, Robert Bosch
GmbH, Stultgart/Germany.
See also www.bosch.com and Robert Bosch GmbH. (2011).
Annual Report 2010. Retrieved October 10, 2011, from
http://www.bosch.com/worldsite_startpage/
flashbool</GB2010„EN. pdf.
Robert Bosch GmbH (2011:41, 80).

28. Robert Bosch GmbH (2011:19, 82),
Robert Bosch GmbH (2011:139)
MED is the German abbreviation for "Mitarbeiterentwicklungs-
Durchsprache" or in English "Management Potontial Review".
The standardized entry Program JUMP is still in the
implementation phase. Other - comparable programs, e.g..
Management Trainee Programs, have been in place for some
time.
Robert Bosch GmbH (2011: 59)
This section is mainly based on Agency of Statistics of the
Republic of Kazakhstan (2011 a). Demographic Yearbook of
Kazakhstan [in Russian). Retrieved November 18,
2011, from http://www,stat.i<z/publishing/20111/ Dem2010.rar
and Agency of Statistics of the Republic of Kazakhstan (2011
b). Kazakhstan in 2010, Retrieved November 18, 2011, from
http://www.eng.stat.kz/
publishing/DocLib/2011/Statyear2010.pdf.
1 1 . Agency of Statistics of the Republic of Kazakhstan
(20118:8,25). _
Agency of Statistics of the Republic of Kazakhstan (2010). 2009
Population Census Results [in Russian], Retrieved Retrieved
November 18, 2011, from http://
wwwy.stat.kz/news/Pages/n2_12_11 _10.aspx,
Agency of Statistics of the Republic of Kazakhstan (2011b:
9,10,167,400).
The case study is imaginary, Bosch has no such activities in
Kazakhstan.
The Case Study is simpilfied. A detailed planning of functional
areas Is not the intent of this case exercise. The student should
learn to ask the right questions about how to source manpower,

29. what challenges the company faces in a difficult environment
and what measures must be taken to meet the future demands.
CONDITIONING THEORIES SCORING GUIDE GRADING
RUBRIC
Criteria
Summarize a scholarly research article regarding the treatment
of phobias.
Non performance
Does not summarize a scholarly research article regarding the
treatment of phobias.
Basic
Partially summarizes a scholarly research article regarding the
treatment of phobias but the summary is incomplete.
Proficient
Summarizes a scholarly research article regarding the treatment
of phobias.
Distinguished
Summarizes the key points of a scholarly research article
regarding the treatment of phobias in a clear and concise
manner.
Criteria
Describe aspects of a scholarly research article that reflects
behaviorist principles.
Non performance
Does not identify aspects of a scholarly research article that
reflects behaviorist principles.
Basic
Identifies aspects of a scholarly research article that reflects
behaviorist principles but provides little or no description.
Proficient
Describes aspects of a scholarly research article that reflects
behaviorist principles.
Distinguished
Describes aspects of a scholarly research article that reflects

30. behaviorist principles and supports conclusions with a strong
rationale.
Criteria
Analyze how behaviorism is relevant today.
Non performance
Does not describe how behaviorism is relevant today.
Basic
Describes how behaviorism is relevant today but provides little
or no analysis.
Proficient
Analyzes how behaviorism is relevant today.
Distinguished
Evaluates how behaviorism is relevant today and supports
conclusions with examples.
Criteria
Apply behaviorist theory and research to personal learning
experiences.
Non performance
Does not apply behaviorist theory and research to personal
learning experiences.
Basic
Attempts to apply behaviorist theory and research to personal
learning experiences but the application is incomplete or
inappropriate to the situation.
Proficient
Applies behaviorist theory and research to personal learning
experiences.
Distinguished
Applies behaviorist theory and research to personal learning
experiences and supports conclusions with a strong rationale.
Criteria
Write coherently to support a central idea in appropriate APA
format with correct grammar, usage, and mechanics as expected
of a psychology professional.
Non performance
Writing does not support a central idea in appropriate APA

31. format. Does not use correct grammar, usage, and mechanics as
expected of a psychology professional.
Basic
Writing supports an idea. APA format is inconsistent, and
writing contains major errors in grammar, usage, and
mechanics.
Proficient
Writing coherently supports a central idea in appropriate APA
format and with few errors of grammar, usage, and mechanics.
Distinguished
Writing is coherent, using evidence to support a central idea in
a consistently appropriate APA format with correct grammar,
usage, and mechanics as expected of a psychology professional.
Overview
Write 5–6 pages in which you examine how conditioning
changes some of your own behaviors.
While modern research in psychology is not explicitly
behaviorist in its approach, behaviorism is still relevant in
certain areas today. For example, it is often taken for granted
today that objective, quantitative measures will be used, as
opposed to the introspective reports that were used in many
types of research in the early 1900s.
Show More
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
· Competency 1: Use information technology and tools to
identify information in the domain of learning and cognition. ▪
Summarize a scholarly research article regarding the treatment
of phobias.
· Competency 2: Assess the important theories, paradigms,
research findings, and conclusions in human learning and
cognition. ▪ Describe aspects of a scholarly research article

32. that reflects behaviorist principles. ▪ Analyze how behaviorism
is relevant today.
· Competency 5: Apply knowledge of theory and research in
learning and cognition to inform personal behavior, professional
goals, and values in order to understand social policy. ▪
Apply behaviorist theory and research to personal learning
experiences.
· Competency 6: Communicate effectively in a variety of
formats. ▪ Write coherently to support a central idea in
appropriate APA format with correct grammar, usage, and
mechanics as expected of a psychology professional.
Context Stimulus Learning Psychologists who study
learning in humans and other animals examine an event's
relationship (or association) to a stimulus or stimuli. Some
argue that this associative relationship underlies all instances of
learning; others make distinctions between associative and non-
associative, or stimulus, learning. This assessment focuses on
the latter—single-event, non-associative learning and the
waxing and waning of habituation. Show More The
Assessment 2 Context document contains additional key
information about stimulus learning, covering the following
topics: • Classical Conditioning. • Instrumental
Conditioning.
· Questions To Consider To deepen your understanding, you
are encouraged to consider the questions below and discuss
them with a fellow learner, a work associate, an interested
friend, or a member of the business community. Show
More • How do non-associative learning and associative
learning differ? That is, how is each defined, studied, and
exemplified?

33. ·
TEMPLATE_PSYC-FP3500_00003: 2015-07-10
14:57:00.473035
• How has associative learning (that is, stimulus learning),
including habituation and sensitization, been studied? • What is
the difference between habitual learning and perceptual
learning? • Is habituation a form of learning? • What is the
connection between exposure therapies and habituation?
• How is classical conditioning defined, and how is it different
from other forms of conditioning? • What are the basic
phenomena involved in classical conditioning? • What is
learned through classical conditioning? • What are some real-
world applications of classical conditioning?
• How can classical conditioning theory be used to alleviate
fears and phobias? • What is instrumental conditioning, and
how does it differ from classical conditioning? • What are
reinforcers and punishers? • What is the connection between
instrumental conditioning and learning? • How is instrumental
conditioning applied to real-world settings? • Has cognitive
psychology overthrown behaviorism? • What applications are
there today for behaviorism?
Resources Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context. For
additional resources, refer to the Research Resources and
Supplemental Resources in the left navigation menu of your
courseroom.
Capella Resources
Click the links provided to view the following resources:
• Assessment 2 Context . • APA Paper Template .
Show More Capella Multimedia
Click the links provided below to view the following
multimedia pieces:
• Timeline – Stimulus Learning | Transcript . • Timeline –
Classical Conditioning | Transcript . • Classical Conditioning |
Transcript . • Timeline – Instrumental Conditioning |

34. Transcript . • Instrumental Conditioning Case Study | Transcript
.
FMG Video
Click the link provided below to view the following video:
• Constant Craving: The Science of Addiction . ▪ This is a
video from Films on Demand. Any distribution of video content
or associated links is prohibited. ▪ To view an accessible
version of this presentation, click Transcript .
Library Resources
The following e-books or articles from the Capella University
Library are linked directly in this course:
· Jaycox, L. H., Foa, E. B., & Morral, A. R. (1998). Influence of
emotional engagement and habituation on exposure therapy for
PTSD . Journal of Consulting and Clinical Psychology , 66 (1),
185–192.
· Epstein, L. H., Temple, J. L., Rhombic, J. N., & Button, M. E.
(2009). Habituation as a determinant of human food intake .
Psychological Review , 116 (2), 384–407.
· Mitchell, C., Kodiak, R., Nash, S., Lavas, Y., & Hall, G.
(2008). Analysis of the role of associative inhibition in
perceptual learning by means of the same-different task .
Journal of Experimental Psychology: Animal Behavior
Processes , 34 (4), 475–485.
· Beck, H. P., Levinson, S., & Irons, G. (2009). Finding Little
Albert: A journey to John B. Watson's infant laboratory .
American Psychologist , 64 (7), 605–614.
· Galef, B. G. (1998). Edward Thorndike: Revolutionary
psychologist, ambiguous biologist . American Psychologist , 53
(10), 1128–1134.
TEMPLATE_PSYC-FP3500_00003: 2015-07-10
14:57:00.473035
• Pavlov, I. P. Excerpts from The work of the digestive glands .
American Psychologist , 52 (9), 936–940. • Woods, P. J. (1974).
A taxonomy of instrumental conditioning . American
Psychologist , 29 (8), 584–597. • Watson, J. B. (1913).

35. Psychology as the behaviorist views it . Psychological Review ,
20 , 158–177. • Skinner, B. F. (1989). The origins of cognitive
thought . American Psychologist , 44 (1), 13–18.
Course Library Guide
A Capella University library guide has been created specifically
for your use in this course. You are encouraged to refer to the
resources in the PSYC-FP3500 – Learning and Cognition
Library Guide to help direct your research.
Internet Resources
Access the following resources by clicking the links provided.
Please note that URLs change frequently. Permissions for the
following links have either been granted or deemed appropriate
for educational use at the time of course publication.
• National Commission on Excellence in Education. (1983). A
nation at risk: The imperative for educational reform . Retrieved
from http://www.ed.gov/pubs/NatAtRisk/index.html
Bookstore Resources
The resources listed below are relevant to the topics and
assessments in this course and are not required. Unless noted
otherwise, these materials are available for purchase from the
Capella University Bookstore . When searching the bookstore,
be sure to look for the Course ID with the specific – FP
(FlexPath) course designation.
• Terry, W. S. (2009). Learning and memory: Basic principles,
processes, and procedures (4th ed.). Boston, MA: Allyn and
Bacon.
▪ You may find Chapters 2, 3, 4, and 5 particularly relevant to
the topics in this assessment.
Assessment Instructions
Think about examples of how your own behavior can change
due to conditioning effects—how rewards and punishments have
shaped your own behavior over the years. What role have
rewards and punishments played in your life? For example, how
did your parents encourage you to learn multiplication tables or
drive a car? Even job incentives can be framed in terms of
rewards and punishments to improve employee performance.

36. In preparation for this assignment, research behaviorism and
some of the classic studies conducted by John Watson and B. F.
Skinner. It is important to understand the basic principles of
behaviorism and how behaviorism fits into psychology research
today.
Directions
For this assessment, complete the following:
1. Describe how conditioning explains changes in your own
behavior that you have observed, either at work or at home.
Provide two or three examples. Be sure to relate theory and
research to your examples. Cite textbooks or articles to support
your conclusions.
2. Find a peer-reviewed research study that addresses the theory
or treatment of phobias that was published after 1990.
Summarize the methods used and the conclusions made, and
describe the key aspects of the research that reflect behaviorist
principles.
3. Explain how behaviorism can still be relevant today. What
are the limits of behaviorism? Are there processes that it does
not explain well? For example, behaviorists believed that babies
and children learned language through rewards and
punishments, but today we know that language learning is a
much more complex process. The behaviorist approach was not
sufficient to explain the totality of language learning.
Strive to be as concise as possible and limit the length of your
completed assessment to no more than 5–6 pages, excluding the
title page and reference page. Support your statements and
analyses with references and citations from at least three
resources.
Additional Requirements
• Include a title page and a reference page. • Use at least three
resources.