组织行为学清华class2

1、Class2Foundations ofIndividual BehaviorI. Biographical CharacteristicsII. Ability III.Personality IV.LearningDependent VariableProductivity-(job performance) Absenteeism TurnoverJob satisfactionI.Biographical Characteristics1.AgeAge-Turnover:The older you get,the less likely you are to quit your job

2、.Absenteeism:Inversely related? Older - higher rates of unavoidable absenceProductivity declines with age?UnrelatedSatisfaction:Most-positive association;U- Shaped.Professionals:continually increase; Nonprofessionals:falls during middle age ,-riseI.2.GenderThere is no significant difference in job P

3、roductivity between males and females.No evidence indicates gender affects Job satisfactionAbsenteeism,women have higher rates of-.Family ,Time bound?Turnover,mixed evidence.Some found females to have higher-;no differenceI.3.Marital StatusNo enough studies on-ProductivityMarried employees have fewe

4、r Absences,less Turnover,more?Question of causation,Job satisfaction?Other statusesbesides single or married,divorced or widow.I.4.Number of dependentsNo enough studies on-ProductivityPositively correlated with Absence,esp. F.; Job satisfactionTurnover:mixed result.Some indicate thatchildren increas

5、e turnover;otherlower.I.5.TenureProductivity,seniority isnt a good predictor, past perf. related to output in new positionnegatively related to Absenteeism(frequency,days off),Turnoversatisfaction: are positively related. More consistent and stable predictor that age.II.Ability1. Intellectual Abilit

6、y dimensionsNumber aptitude-speedy accurate arithmeticVerbal Comprehension- read,heard,wordsPerceptual speed-Fire investigator Inductive reasoningDeductive reasoningSpacial visualization-interior decorator Memory-Salesperson:names ofII.Ability2. Physical Ability factorsStrengthDynamic,trunk,static,e

7、xplosiveFlexibility-extent, Dynamic Otherbodycoordination,balance,StaminaIII.Personality1. The sum total of ways in witch an individual reacts and interacts with others2. DeterminantsHeredityEnvironmentSituationIII.3.Personality traitsSource(primary) traitsThe Myers-Briggs Type Indicator(MBTI)Extrov

8、ert vs. I,Sensing (S,N)Intuition,Thinking or Felling,Perceiving or Judging The Big 5 ModelExtroversion,Agreeableness,Conscientiousness,Emotional stability, Openness to experienceIII.4.Personality Attributes in OBLocus of control-Internal,E MachiavellianismSelf-esteem Self-monitoringpropensity for Ri

9、sk-takingType A personalityIII.5.Personality-job FitHollands personality-occupations typology RealisticInvestigative Conventional Social EnterprisingArtisticIV. Learning1. Theories of LearningAny relatively permanent in behavior that occurs as a result of experience.Change, permanent,behavior,experi

10、enceClassical conditioning-Ivan Pavlov:A type of conditioning where an individual responds to some stimulus that would not invariably produce such a response.Unconditioned stimulus-Unconditionedresp Conditioned (artificial)-IV. Theories of LearningOperant conditioning-B.F.Skinner-A typeof conditioni

11、ngwhere desired voluntarybehavior leads to a reward or prevent apunishment.Reinforcement of theconsequences by a behaviorSocial-learning(extension)-Learn through observation and direct experience.Perception-the influential process of model: 4 Attention, Retention,Motor reproduction, ReinforcementIV.

12、 LearningShaping:A Managerial Tool2.Shaping behavior:systematically reinforcing each successive step that moves an individual closer to the desired responseMethods of Shaping positive,negativereinforcement,punishment,extinction Reinforcement has an impressive record (type, type of rewards,speed andp

13、ermanence)IV. LearningShaping:A Managerial Tool2.Schedules of reinforcement Continuous-A desired behavior is reinforced each & every time it isIntermittent-demonstratedreinforced often enough to make the behavior worth repeating,but not every time it is demonstratedIntermittent(varied form) tends to

14、 promote more resistance to extinction than does the continuous form.IV. LearningShaping:A Managerial Tool2.Intermittent reinforcementRatio schedules-how many responses the subject makes(a certain number of specific typesFixed-Ratio: rewards areof behavior)initiated after a fixed number of responses

15、 givenInterval schedules-how much time haspassed since the lastreinforcementFixed-internal:rewards are spaced at uniformVariable-internaltime intervals,IV. LearningShaping:A Managerial Tool2.Reinforcement Schedules and behaviorContinuous reinforcement-earlysatiation,weaken rapidly when reinforcersar

16、e withheld.Appropriate for newly emitted,unstable,or low-frequenencyresponsesIntermittent-stable,or high-frequenency Variable schedule-higher performance Variable-interval generate high rates of response and more stable and consistent behaviorIV. LearningSpecific applications3.Using lotteries to red

17、uce absenteeism the name of all those employees with no absence are placed in a drum.4000(7500);The1st 10:$200 bond,The next 20:$100 bond,70 aFollows a variable-ratio-21%paid day off.scheduleWell pay vs. Sick payPaid sick leave program, twice absenteeism. Paid a bonus to employees with no absence &

18、paid for sick leave after the 1st 8 hours of absenceIV. LearningSpecific applications3.Employee disciplineAct immediately to correct the problem, match the severity of the punishment to that of the “crime” , ensure the employee sees the link-fast results in short-term, immediate changeover a long run,employee frustration,fear, reoccurrences,increases in absenteeism & turnoverDeveloping training programattention,practice,positive rewardGuideIV. LearningSpecific applications3.Creating mentoring programProvide advice & gu