组织行为学英文版Ch_2_slides-up.ppt

1、Foundations of Individual Behavior,2,Chapter,Chapter Learning Objectives,After studying this chapter, you should be able to: Contrast the two types of ability. Define intellectual ability and demonstrate its relevance to OB. Identify the key biographical characteristics and describe how they are rel

2、evant to OB. Define learning and outline the principles of the three major theories of learning. Define shaping, and show how it can be used in OB. Show how culture affects our understanding of intellectual abilities, biographical characteristics, and learning.,Job Performance + Job Satisfaction,Ind

3、ividual Differences Job Performance Job Satisfaction What are the reasons for these differences? Intellectual Abilities Physical Abilities What can be done to eliminate the differences/ enhance performance / satisfaction? Changing behaviour,Ability,An individuals capacity to perform the various task

4、s in a job. Two sets of factors: Intellectual Abilities The abilities needed to perform mental activities. General Mental Ability (GMA) is a measure of overall intelligence. Wonderlic Personnel Test: a quick measure of intelligence for recruitment screening.,Intelligence dimensions are positively re

5、lated.,Dimensions of Intellectual Ability,No correlation between intelligence and job satisfaction.,Physical Abilities The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.,Ability,Nine Basic Physical Abilities,Strength Factors Dynamic strength Trunk strength

6、Static strength Explosive strength Flexibility Factors Extent flexibility Dynamic flexibility Other Factors Body coordination Balance Stamina,Biographical Characteristics,Objective and easily obtained personal characteristics. Age Older workers bring experience, judgment, a strong work ethic, and co

7、mmitment to quality. Perceived to be lacking flexibility and resistant to changes Any relationship between ? Age - Turnover Age Absence Age Productivity / Job Performance Age Job Satisfaction,Gender Few differences between men and women that affect job performance. Men or Women More Aggressive Highe

8、r Expectation of Success Willing to conform to authority Higher Job Productivity More flexible work schedule Higher absence rates Higher turnover rates,Race Contentious issue: differences exist, but could be more culture-based than race-based. Any difference in ? Mental abilities or Mental ability t

9、ests Job performance or Job Performance ratings Would you ? Favour colleagues from your own country/hometown,Other Biographical Characteristics,Tenure Seniority at a job = Chronological age People with job tenure are . productive absent . frequently have . turnover are . satisfied.,Religion What is

10、the greatest religious issue in US? Any religious issue in China?,Sexual Orientation Federal law does not protect against discrimination (but state or local laws may). “Dont ask, dont tell” Domestic partner benefits Gender Identity Relatively new issue transgendered employees. Implications (bathroom

11、s, names, etc.),How do people learn?,Learning is ,Any relatively permanent change in behavior that occurs as a result of experience Learning components:,Theories of Learning,Classical Conditioning (Ivan Pavlov) A type of conditioning in which an individual responds to some stimulus that would not or

12、dinarily produce such a response. Operant Conditioning (Skinner) A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment. Social-Learning Theory People can learn through observation and direct experience.,Classical Conditioning,Pavlovs Dog Drool Key Conc

13、epts: Unconditioned Stimulus (US) A naturally occurring phenomenon. Unconditioned Response (UR) The naturally occurring response to a natural stimulus. Conditioned Stimulus (CS) An artificial stimulus introduced into the situation. Conditioned Response (CR) The response to the artificial stimulus. T

14、his is a passive form of learning. It is reflexive and not voluntary not the best theory for OB learning.,US,UR,CS,CR,Operant Conditioning,B. F. Skinners concept of Behaviorism: behavior follows stimuli in a relatively unthinking manner.,Operant (Desirale Behaviour),Consequence (Reinforcer),Key Conc

15、epts:,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 performa

16、nce Unrewarded/Punished behavior is unlikely to be repeated.,Social-Learning Theory,Based on the idea that people can also learn indirectly: by observation, reading, or just hearing about someone elses (a models) experiences. Key Concepts: Attentional processes Must recognize and pay attention to cr

17、itical features to learn. Retention processes Models actions must be remembered to be learned. Motor reproduction processes Watching the models behavior must be converted to doing. Reinforcement processes Positive incentives motivate learners.,Shaping: A Managerial Tool,Systematically reinforcing ea

18、ch successive step that moves an individual closer to the desired response.,4 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 Appl

19、ying an undesirable condition to eliminate an undesirable behavior (“unlearning”) Extinction Not giving reinforcement of a behavior - the behaviour tends to be gradually ceased (“unlearning”),Schedules of Reinforcement: A Critical Issue,Two Major Types: Continuous Reinforcement A desired behavior is

20、 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 Multiple frequencies,Types of Intermittent Reinforcement,Ratio Depends on the number of responses made. Interva

21、l Depends on the time between reinforcements. Fixed Rewards are spaced at uniform time intervals or after a set number of responses. Variable Rewards that are unpredictable or that vary relative to the behavior.,Schedules of Reinforcement,Fixed-ratio,Weekly paycheck,Pop quizzes,Piece-rate plan,Commi

22、ssioned sales,Early satiation,Reinforcement Schedules,Continuous vs Intermittent reinforcers Stable and high-frequency vs Unstable low-frequency responses High vs Low correlation between performance and reward High vs Low uncertainty involved (a surprise factor),Behavior Modification (OB Mod),The ap

23、plication of reinforcement concepts to individuals in the work setting Follows the Five-Step Problem-Solving Model,Problems with OB Mod and Reinforcement,OB Mod ignores thoughts and feelings. OB Mod may not explain complex behaviors that involve thinking and feeling. Stimuli may not be consciously given as a means of shaping behavior.,Modern managers and OB theorists are using cognitive approaches to shaping behavior.,Global Implications,Intellectual Abilities Structures and mea