1. eleventh editio
n
organizational behavio
r
stephen p. robbins

2. Chapter 2
Foundations of
Individual Behavior
ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
E L E V E N T H E D I T I O N
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3. After studying this chapter,
O B J E C T I V E S
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
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4. Biographical Characteristics
Biographical Characteristics
Biographical Characteristics
Personal characteristics—such as age,
gender, and marital status—that are objective
and easily obtained from personnel records.
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5. Ability, Intellect, and Intelligence
Ability, Intellect, and Intelligence
Ability
An individual’s capacity to perform
the various tasks in a job.
Intellectual Ability
The capacity to do mental activities.
Multiple Intelligences
Intelligence contains four subparts:
cognitive, social, emotional, and cultural.
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6. 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
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7. Physical Abilities
Physical Abilities
Physical Abilities
The capacity to do tasks
demanding stamina, dexterity,
strength, and similar
characteristics.
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8. Nine Physical Abilities
Nine Physical Abilities
Strength Factors
Strength Factors
1. Dynamic strength
1. Dynamic strength
2. Trunk strength
2. Trunk strength
3. Static strength
3. Static strength
4. Explosive strength Flexibility Factors
4. Explosive strength Flexibility Factors
5. Extent flexibility
5. Extent flexibility
6. Dynamic flexibility
6. Dynamic flexibility
Other Factors
Other Factors
7. Body coordination
7. Body coordination
Source: Adapted from
8. Balance
8. Balance
HRMagazine published
by the Society for Human
Resource Management,
9. Stamina Alexandria, VA.
© 20059. Stamina
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9. The Ability-Job Fit
The Ability-Job Fit
Ability-Job
Employee’s Fit Job’s Ability
Abilities Requirements
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10. Learning
Learning
Learning
Any relatively permanent change in behavior
that occurs as a result of experience.
Learning
Learning
••Involves change
Involves change
••Is relatively permanent
Is relatively permanent
••Is acquired through experience
Is acquired through experience
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11. Theories of Learning
Theories of Learning
Classical Conditioning
A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.
Key Concepts
Key Concepts
••Unconditioned stimulus
Unconditioned stimulus
••Unconditioned response
Unconditioned response
••Conditioned stimulus
Conditioned stimulus
••Conditioned response
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12. Source: The Far Side ®
by Gary Larson © 1993
Far Works, Inc. All rights
reserved. Used with
permission.
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E X H I B I T 2–3
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13. Theories of Learning (cont’d)
Theories of Learning (cont’d)
Operant Conditioning
A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a punishment.
Key Concepts
Key Concepts
••Reflexive (unlearned) behavior
Reflexive (unlearned) behavior
••Conditioned (learned) behavior
Conditioned (learned) behavior
••Reinforcement
Reinforcement
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14. Theories of Learning (cont’d)
Theories of Learning (cont’d)
Social-Learning Theory
People can learn through observation
and direct experience.
Key Concepts
Key Concepts
••Attentional processes
Attentional processes
••Retention processes
Retention processes
••Motor reproduction processes
Motor reproduction processes
••Reinforcement processes
Reinforcement processes
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15. Theories of Learning (cont’d)
Theories of Learning (cont’d)
Shaping Behavior
Systematically reinforcing each successive step that
moves an individual closer to the desired response.
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.
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16. Types of Reinforcement
Types of Reinforcement
 Positive reinforcement
– Providing a reward for a desired behavior.
 Negative reinforcement
– Removing an unpleasant consequence when the
desired behavior occurs.
 Punishment
– Applying an undesirable condition to eliminate an
undesirable behavior.
 Extinction
– Withholding reinforcement of a behavior to cause its
cessation.
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17. Schedules of Reinforcement
Schedules of Reinforcement
Continuous Reinforcement
A desired behavior is reinforced
each time it is demonstrated.
Intermittent Reinforcement
A desired behavior is reinforced
often enough to make the
behavior worth repeating but not
every time it is demonstrated.
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18. Schedules of Reinforcement (cont’d)
Schedules of Reinforcement (cont’d)
Fixed-Interval Schedule
Rewards are spaced at
uniform time intervals.
Variable-Interval Schedule
Rewards are initiated after a
fixed or constant number of
responses.
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19. Schedules of Reinforcement (cont’d)
Schedules of Reinforcement (cont’d)
Fixed-ratio
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20. Intermittent Schedules of Reinforcement
Intermittent Schedules of Reinforcement
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21. Intermittent Schedules of Reinforcement (cont’d)
Intermittent Schedules of Reinforcement (cont’d)
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E X H I B I T 2–5 (cont’d)
E X H I B I T 2–5 (cont’d)
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22. Behavior Modification
Behavior Modification
OB Mod
The application of reinforcement concepts
to individuals in the work setting.
Five Step Problem-Solving Model
Five Step Problem-Solving Model
1. Identify critical behaviors
1. Identify critical behaviors
2. Develop baseline data
2. Develop baseline data
3. Identify behavioral consequences
3. Identify behavioral consequences
4. Develop and apply intervention
4. Develop and apply intervention
5. Evaluate performance improvement
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23. OB MOD Organizational Applications
OB MOD Organizational Applications
 Well Pay versus Sick Pay
– Reduces 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.
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