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Organizational Behavior CH 02
- 1. © 2003 McGraw-HillAustralia Pty Ltd PPTs t/a Organisational Behaviour on the Pacific Rim by McShane and Travaglione C H A P T E RC H A P T E R 22 IndividualIndividual behaviour andbehaviour and learning inlearning in organisationsorganisations
- 2. 2 Chapter learning objectivesChapterlearning 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 atSingapore 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
- 4. 4 MotivationMotivation IndividualIndividual behaviour andbehaviour and performanceperformance MARSmodel of behaviour and performanceMARS model of behaviour and performance RoleRole perceptionsperceptions SituationalSituational factorsfactors AbilityAbility
- 5. 5 Employee motivationEmployee motivation Internalforces that affect a person’s voluntary choice of behaviour direction intensity persistence MM AA RR SS BARBAR
- 6. 6 MM AA RR SS BARBAR Employee abilityEmployee ability Naturalaptitudes 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 perceptionsEmployeerole 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
- 8. 8 Situational factorsSituational factors Environmentalconditions beyond the individual’s short-term control that constrain or facilitate behaviour time people budget work facilities MM AA RR SS BARBAR
- 9. 9 Types ofTypes of work-relatedwork-related behaviourbehaviour JoiningtheJoining 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 learningDefinitionof 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 afterbehaviourafter 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
- 13. 13 Behaviour increases/ maintained Behaviour decreases Consequence is introduced Consequence is removed Contingenciesof reinforcementContingencies of reinforcement PunishmentPunishment PositivePositive reinforcementreinforcement ExtinctionExtinction PunishmentPunishment NegativeNegative reinforcementreinforcement No consequence
- 14. 14 Schedules of reinforcementSchedulesof 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 atNova 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 limitationsBehaviourmodification 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 feedbackLearningthrough feedback Any information about consequences of our behaviour Clarifies role perceptions Corrective feedback improves ability Positive feedback motivates future behaviour
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- 20. 20 Social learning theorySociallearning 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
- 21. 21 Kolb’s experiential learningmodelKolb’s experiential learning model ConcreteConcrete experienceexperience ReflectiveReflective observationobservation AbstractAbstract conceptualisationconceptualisation ActiveActive experimentationexperimentation
- 22. 22 Developing a learningorientationDeveloping 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 thenext 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
- 25. © 2003 McGraw-HillAustralia Pty Ltd PPTs t/a Organisational Behaviour on the Pacific Rim by McShane and Travaglione C H A P T E RC H A P T E R 22 IndividualIndividual behaviour andbehaviour and learning inlearning in organisationsorganisations