The document discusses factors that influence individual behavior and learning in organizations. It presents the MARS model which describes how motivation, ability, role perceptions, and situational factors influence individual behavior and performance. It also discusses theories of behavior modification, feedback, social learning, experiential learning models, and developing a learning orientation in organizations. Action learning is presented as an experiential learning approach where employees work in teams to solve real organizational problems.

1. C H A P T E R
Individual
Behavior and
Learning in
business/
Organizations
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

2. MARS Model of Behavior and Performance
Role
Perceptions
Motivation
Individual
Behavior and
Performance
Ability
Situational
Factors
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

3. Employee Motivation
Internal forces that affect a
person’s voluntary choice of
behavior:
 Direction
 Intensity
 Persistence
M
R
IBP
A
McShane/ Von Glinow 2/e
S
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

4. Employee 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
McShane/ Von Glinow 2/e
M
R
IBP
A
S
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

5. Employee Role Perceptions
Beliefs about what behavior is required to
achieve the desired results
 Understanding what tasks to perform
 Understanding relative importance of tasks
 Understanding preferred behaviors to accomplish
tasks
M
R
IBP
A
McShane/ Von Glinow 2/e
S
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

6. Situational Factors
Environmental conditions
beyond the individual’s shortterm control that constrain or
facilitate behavior
 Time
 People
 Budget
 Work facilities
M
R
IBP
A
McShane/ Von Glinow 2/e
S
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

7. Types of Work-Related Behavior
Joining the
Organization
Exhibiting
Organizational
Citizenship
Types of
Work-Related
Behavior
Performing
Required
Tasks
McShane/ Von Glinow 2/e
Remaining
with the
Organization
Maintaining
Work
Attendance
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

8. Definition of Learning
A relatively permanent change
in behavior (or behavior
tendency) that occurs as a
result of a person’s interaction
with the environment.
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

9. Behavior Modification
We “operate” on the environment
 Alter behavior to maximize positive and minimize
adverse consequences.
Operant versus respondent behaviors
Law of effect
 Likelihood that an operant behavior will be
repeated depends on its consequences
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

10. A-B-Cs of Behavior Modification
Antecedents
Behavior
Consequences
What happens
before behavior
What person
says or does
What happens
After behavior
Employee
attends
scheduled
work
Employee
receives
attendance
bonus
Example
Attendance
bonus system
is announced
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

11. Contingencies of Reinforcement
Consequence
is Introduced
Behavior
Increases/
Maintained
Positive
reinforcement
Behavior
Decreases
Punishment
No
Consequence
McShane/ Von Glinow 2/e
Consequence
is Removed
Negative
reinforcement
Extinction
Punishment
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

12. Behavior Modification Limitations
Can’t reinforce nonobservable behavior
Reinforcer tends to wear off
Variable ratio schedule is a form of gambling
Ethical concerns about perceived
manipulation
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

13. Learning through Feedback
Any information about consequences of
our behavior
Clarifies role perceptions
Corrective feedback improves ability
Positive feedback motivates future
behavior
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

14. Giving Feedback Effectively
Specific
Relevant
Credible
McShane/ Von Glinow 2/e
Effective
Feedback
Frequent
Timely
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

15. Social Learning Theory
Behavioral modeling
 Observing and modeling behavior of others
Learning behavior consequences
 Observing consequences that others experience
Self-reinforcement
 Reinforcing our own behavior with consequences
within our control
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

16. Kolb’s Experiential Learning Model
Concrete
experience
Active
experimentation
Reflective
observation
Abstract
conceptualization
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

17. Developing a Learning Orientation
Value the generation of
new knowledge
Reward experimentation
Recognize mistakes as
part of learning process
Encourage employees
to take reasonable risks
McShane/ Von Glinow 2/e
Courtesy of CREST
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

18. Action 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 conceptualizes and applies a solution to a
problem
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.

19. C H A P T E R
Individual
Behavior and
Learning in
Organizations
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.