Foundations of individual beh.
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The document discusses organizational behavior and learning. It covers key topics like biographical characteristics, types of abilities, theories of learning, schedules of reinforcement, behavior modification, and organizational applications of these concepts. The objectives are to define characteristics, identify abilities, shape behavior, distinguish reinforcement schedules, clarify the role of punishment in learning, and exhibit effective discipline skills.
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Foundations of individual beh.
- 1. ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S WWW.PRENHALL.COM/ROBBINS T E N T H E D I T I O N © 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
- 2. O B J E C T I V E S AFTER STUDYING THIS CHAPTER, YOU SHOULD BE ABLE TO: 1. Define the key biographical characteristics. 2. Identify two types of ability. 3. Shape the behavior of others. L E A R N I N G 4. Distinguish between the four schedules of reinforcement. 5. Clarify the role of punishment in learning. 6. Practice self-management 7. Exhibit effective discipline skills. © 2003 Prentice Hall Inc. All rights reserved. 2–2
- 3. Biographical Characteristics Biographical Characteristics © 2003 Prentice Hall Inc. All rights reserved. 2–3
- 4. Ability Ability © 2003 Prentice Hall Inc. All rights reserved. 2–4
- 5. Dimensions of Dimensions of Intellectual Ability Intellectual Ability ••Number aptitude Number aptitude ••Verbal comprehension Verbal comprehension ••Perceptual speed Perceptual speed ••Inductive reasoning Inductive reasoning ••Deductive reasoning Deductive reasoning ••Spatial visualization Spatial visualization ••Memory Memory © 2003 Prentice Hall Inc. EXHIBIT 2-1 All rights reserved. 2–5
- 6. Physical Ability Physical Ability © 2003 Prentice Hall Inc. All rights reserved. 2–6
- 7. Nine Physical Abilities Nine Physical Abilities Strength Factors Strength Factors • •Dynamic strength Dynamic strength • •Trunk strength Trunk strength • •Static strength Static strength • •Explosive strength Explosive strength Flexibility Factors Flexibility Factors • •Extent flexibility Extent flexibility • •Dynamic flexibility Dynamic flexibility Other Factors Other Factors • •Body coordination Body coordination • •Balance Balance • •Stamina Stamina © 2003 Prentice Hall Inc. EXHIBIT 2-2 All rights reserved. 2–7
- 8. The Ability-Job Fit The Ability-Job Fit Ability-Job Employee’s Fit Job’s Ability Abilities Requirements © 2003 Prentice Hall Inc. All rights reserved. 2–8
- 9. Learning Learning Learning Learning ••Involves change Involves change ••Is relatively permanent Is relatively permanent ••Is acquired through experience Is acquired through experience © 2003 Prentice Hall Inc. All rights reserved. 2–9
- 10. Theories of Learning Theories of Learning Key Concepts Key Concepts ••Unconditioned stimulus Unconditioned stimulus ••Unconditioned response Unconditioned response ••Conditioned response Conditioned response © 2003 Prentice Hall Inc. All rights reserved. 2–10
- 11. Theories of Learning (cont’d) Theories of Learning (cont’d) Key Concepts Key Concepts ••Reflexive (unlearned) behavior Reflexive (unlearned) behavior ••Conditioned (learned) behavior Conditioned (learned) behavior ••Reinforcement Reinforcement © 2003 Prentice Hall Inc. All rights reserved. 2–11
- 12. Theories of Learning (cont’d) Theories of Learning (cont’d) Key Concepts Key Concepts ••Attention processes Attention processes ••Retention processes Retention processes ••Motor reproduction processes Motor reproduction processes ••Reinforcement processes Reinforcement processes © 2003 Prentice Hall Inc. All rights reserved. 2–12
- 13. Theories of Learning (cont’d) Theories of Learning (cont’d) Key Concepts Key Concepts ••Reinforcement is required to change behavior. Reinforcement is required to change behavior. ••Some rewards are more effective than others. Some rewards are more effective than others. ••The timing of reinforcement affects learning The timing of reinforcement affects learning speed and permanence. speed and permanence. © 2003 Prentice Hall Inc. All rights reserved. 2–13
- 14. Schedules of Reinforcement Schedules of Reinforcement © 2003 Prentice Hall Inc. All rights reserved. 2–14
- 15. Schedules of Reinforcement (cont’d) Schedules of Reinforcement (cont’d) © 2003 Prentice Hall Inc. All rights reserved. 2–15
- 16. Schedules of Reinforcement Schedules of Reinforcement Fixed-ratio © 2003 Prentice Hall Inc. EXHIBIT 2-4 All rights reserved. 2–16
- 17. Intermittent Schedules of Reinforcement Intermittent Schedules of Reinforcement © 2003 Prentice Hall Inc. EXHIBIT 2-5a All rights reserved. 2–17
- 18. Intermittent Schedules of Reinforcement (cont’d) Intermittent Schedules of Reinforcement (cont’d) © 2003 Prentice Hall Inc. EXHIBIT 2-5b All rights reserved. 2–18
- 19. Behavior Modification Behavior Modification Problem-solving Model Problem-solving Model ••Identify critical behaviors Identify critical behaviors ••Develop baseline data Develop baseline data ••Identify behavioral consequences Identify behavioral consequences ••Apply intervention Apply intervention •• Hall Inc. performance improvement © 2003 PrenticeEvaluate performance improvement Evaluate All rights reserved. 2–19
- 20. OB MOD Organizational Applications OB MOD Organizational Applications Well Pay versus Sick Pay – Reduce absenteeism by rewarding attendance, not absence. Employee Discipline – The use of punishment can be counter-productive. Developing Training Programs – OB MOD methods improve training effectiveness. Self-management – Reduces the need for external management control. © 2003 Prentice Hall Inc. All rights reserved. 2–20