Organizational behavior learning
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This document discusses employee abilities and their fit with job requirements. It covers various dimensions of intellectual and physical abilities and how they relate to different jobs. It also discusses biographical characteristics like age, gender, race, and others that can impact work performance. Finally, it examines the concept of ability-job fit and how ensuring employees have the right abilities for their roles is important.
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Organizational behavior learning
- 1. Rajarata University of Sri Lanka POST GRADUATE DIPLOMA IN MANAGEMENT Organizational Behavior PGDM 1234
- 2. GROUP MEMBERS RJT/PGDM/2014/29 Hanitha Vijeyaratnam RJT/PGDM/2014/42 Perinpanathan Rajkumar RJT/PGDM/2014/57 Samanthy Sivapirahash RJT/PGDM/2014/58 R.P.R.K.Dissanayake
- 4. Ability Intellectual Ability Physical abilities Ability-Job Fit EEmmppllooyyeeee’’ss AAbbiilliittiieess JJoobb’’ss AAbbiilliittyy RReeqquuiirreemmeennttss
- 5. Dimensions of intellectuAl Ability • Number aptitude • Verbal comprehension • Perceptual speed • Inductive reasoning • Deductive reasoning • Spatial visualization •Memory
- 6. PhysicAl Abilities Strength Factors Strength Factors 1. Dynamic 1. Dynamic strength strength 2. Trunk strength 3. Static strength 4. Explosive 2. Trunk strength 3. Static strength 4. Explosive strength strength Flexibility Factors 5.Extent flexibility 6.Dynamic flexibility Flexibility Factors 5.Extent flexibility 6.Dynamic flexibility Other Factors 7. Body coordination 8. Balance 9. Stamina Other Factors 7. Body coordination 8. Balance 9. Stamina
- 8. Objective and easily obtained personal characteristics. •Age – Older workers bring experience, judgment, a strong work ethic, and commitment to quality. •Gender – Few differences between men and women that affect job performance. •Race (the biological heritage used to identify oneself) – Contentious issue: differences exist, but could be more culture-based than race-based.
- 9. Tenure People with job tenure (seniority at a job) are more productive, absent less frequently, have lower turnover, and are more satisfied. Religion Islam is especially problematic in the workplace in this post-9/11 world. Sexual Orientation Federal law does not protect against discrimination (but state or local laws may). Domestic partner benefits are important considerations. Gender Identity Relatively new issue – transgendered employees.
- 10. Learning Any relatively permanent change in behavior that occurs as a result of experience Learning components: Involves Change Is Relatively Permanent Is Acquired Through Experience
- 11. 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 • Pavlov’s Dog Drool • Key Concepts: – Unconditioned stimulus • A naturally occurring phenomenon. – Unconditioned response • The naturally occurring response to a natural stimulus. – Conditioned stimulus • An artificial stimulus introduced into the situation. – Conditioned response • The response to the artificial stimulus. This is a passive form of learning. It is reflexive and not voluntary – not the best theory for OB learning.
- 12. Operant Conditioning A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment. • B. F. Skinner’s concept of Behaviorism: behavior follows stimuli in a relatively unthinking manner. • Key Concepts: – Conditioned behavior: voluntary behavior that is learned, not reflexive. – Reinforcement: the consequences of behavior which can increase or decrease the likelihood of behavior repetition. – Pleasing consequences increase likelihood of repetition. – Rewards are most effective immediately after performance. – Unrewarded/punished behavior is unlikely to be repeated.
- 13. Social-Learning Theory People can learn through observation and direct experience. • Based on the idea that people can also learn indirectly: by observation, reading, or just hearing about someone else’s – a model’s – experiences. • Key Concepts: – Attentional processes • Must recognize and pay attention to critical features to learn. – Retention processes • Model’s actions must be remembered to be learned. – Motor reproduction processes • Watching the model’s behavior must be converted to doing. – Reinforcement processes • Positive incentives motivate learners.
- 14. Shaping: A Managerial Tool Systematically reinforcing each successive step that moves an individual closer to the desired response. •Four Methods of Shaping Behavior: – Positive reinforcement • Providing a reward for a desired behavior (learning) – Negative reinforcement • Removing an unpleasant consequence when the desired behavior occurs (learning) – Punishment • Applying an undesirable condition to eliminate an undesirable behavior (“unlearning”) – Extinction • Withholding reinforcement of a behavior to cause its cessation (“unlearning”)
- 15. Basic Consequences of Behavior… Reinforcement vs. Punishment Reinforcement Punishment Positive Reinforcement A stimulus is ... Presented Behavior... Increases Negative Reinforcement Positive Punishment Negative Punishment A stimulus is ... A stimulus is ... A stimulus is ... Removed Presented Removed Behavior... Behavior... Behavior... Increases Decreases Decreases
- 16. Fixed-ratio
- 17. Behavior Modification (OB Mod) The application of reinforcement concepts to individuals in the work setting. Follows the Five-Step Problem-Solving Model: Identify critical behaviors Develop baseline data Identify behavioral consequences Develop and apply intervention Evaluate performance improvement
- 19. Groups and Teams
- 20. GROUP Two or more people with common interests, objectives, and continuing interaction WORK TEAM A group of people with complementary skills who are committed to a common mission, performance goals, and approach for which they hold themselves mutually accountable
- 21. The Dynamics of Group Formation Theories of Group Formation Classic theory of George Homans Theodore Newcomb’s classic balance theory Exchange theory
- 22. The Five Stage Model
- 23. Types of Groups Primary Groups Coalitions Other Types of Groups Membership Reference groups Primary Groups In-groups Out-groups
- 24. Implications from Research on Group and Team Dynamics
- 25. Key Components of Effective Teams Context Composition Work Design Process Variables Adequate Resources Need the tools to complete the job Effective Leadership and Structure Agreeing to the specifics of work and how the team fits together to integrate individual skills Even “self-managed” teams need leaders Leadership especially important in multi-team systems Climate of Trust Members must trust each other and the leader Performance and Rewards Systems that Reflect Team Contributions Cannot just be based on individual effort
- 26. Abilities of Members Need technical expertise, problem-solving, decision-making, and good interpersonal skills Personality of Members Conscientiousness, Openness to Experience, and Agreeableness all relate to team performance Allocating Roles and Diversity Many necessary roles that must be filled Diversity can often lead to lower performance Size of Team The smaller the better: 5-9 is optimal Member’s Preference for Teamwork Do the members want to be on teams? Context Composition Work Design Process Variables
- 27. • Freedom and Autonomy – Ability to work independently • Skill Variety – Ability to use different skills and talents • Task Identity – Ability to complete a whole and identifiable task or product • Task Significance – Working on a task or project that has a substantial impact on others Context Composition Work Design Process Variables
- 28. Commitment to a Common Purpose Create a common purpose that provides direction Have reflexivity: willing to adjust plan if necessary Establishment of Specific Team Goals Must be specific, measurable, realistic, and challenging Team Efficacy Team believes in its ability to succeed Mental Models Have an accurate and common mental map of how the work gets done A Managed Level of Conflict Task conflicts are helpful; interpersonal conflicts are not Minimized Social Loafing Team holds itself accountable both individually and as a team Context Composition Work Design Process Variables
- 29. Norms and Roles in Informal Groups 1. Aid in group survival and provision of benefits 2. Make predictable the behavior expected of group members 3. Help the group avoid embarrassing interpersonal problems 4. Express the central values or goals of the group and clarify what is distinctive about the group’s identity.
- 30. The Informal organIzaTIon The informal organization has both functions and dysfunctions. Practical benefits 1. Makes for a more effective total system 2. Lightens the workload on management 3. Fills in gaps in a manager’s abilities 4. Provides a safety valve for employee emotions 5. Improves communication
- 31. The Dysfunctions of Groups and Teams Norm Violation- limited research support Role Ambiguity and Conflict The Groupthink, Conformity Problem Risky Shift Phenomenon Social Loafing
- 32. Cross-Functional Teams Employees from about the same hierarchical level, but from different work areas, who come together to accomplish a task
- 33. Virtual Teams Teams that use computer technology to tie together physically dispersed members in order to achieve a common goal
- 34. Self-Managed Teams Groups of 10 to 15 people who take on the responsibilities of their former supervisors
- 35. how To make Teams more effecTIve Team Building Collaboration Group Leadership Cultural/Global Issues