OBJECTIVES LEARNING

After studying the chosen topics, you should be able to:

1. Define the key biographical characteristics and consider their relative importance.
2. Understand key individual factors which influence behavior.

3. Understand behavioristic learning processes.

4. Understand how it can be applied in an organization.

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Biographical Characteristics
Biographical Characteristics
Personal characteristicssuch as age, gender, and marital statusthat are objective and easily obtained from personnel records.

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Biographical Characteristics
Age turnover tends to be lower with older employees Age unavoidable/avoidable absenteeism (lower
unavoidable for older employees)

Age & job performance are unrelated Age job satisfaction tends to increase with age

Gender v.few differences, only: female absenteeism is higher; women conform more; preference for part-time or flextime work schedules
Marital status inconclusive re. productivity Tenure higher productivity; higher satisfaction; best indicator of low turnover, good indicator of lower levels of absenteeism; Race..sexual orientation..gender identity..religion..
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Ability, Intellect, and Intelligence

Ability An individuals capacity to perform the various tasks in a job.

Intellectual Ability The capacity to do mental activities.

Multiple Intelligences Intelligence contains four subparts: cognitive, social, emotional, and cultural.

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Dimensions of Intellectual Ability (p46)

Number aptitude Verbal comprehension Perceptual speed Inductive reasoning Deductive reasoning Spatial visualization Memory
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Physical Abilities
Physical Abilities
The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.

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Nine Physical Abilities

Strength Factors
1. Dynamic strength 2. Trunk strength 3. Static strength 4. Explosive strength

Flexibility Factors
5. Extent flexibility 6. Dynamic flexibility

Other Factors
7. Body coordination 8. Balance 9. Stamina
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Source: Adapted from HRMagazine published by the Society for Human Resource Management, Alexandria, VA.

E X H I B I T 22 26

The Ability-Job Fit

Employees Abilities

Ability-Job Fit

Jobs Ability Requirements

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Learning
Behavioristic learning
Any relatively permanent change in behavior that occurs as a result of experience.

Involves change Is relatively permanent Is acquired through experience

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Learning
Cognitive learning
Includes: use of senses, conceptualization, memory, perception, language

Developmental cognitive learning theories: Social learning: (Vygotsky, Russia) Gestalt school: the whole is more than the sum of the parts (Lewin)

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Theories of behaviorist learning

Classical Conditioning (Pavlov, 1902)
A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. Key Concepts Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response
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Theories of Learning (contd)

Operant Conditioning
(Skinner, 1971)

A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment.

Key Concepts Reflexive (unlearned) behavior Conditioned (learned) behavior Reinforcement

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Theories of Learning (contd)

Social-Learning Theory (Bandura,
1977 among others)

People can learn through observation and direct experience. Key Concepts (cognitive+behavioral)
Attentional processes Retention processes Motor reproduction processes Reinforcement processes
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Theories of Learning (contd)

Shaping Behavior
Systematically reinforcing each successive step that moves an individual closer to the desired response. Key Concepts
Reinforcement is required to change behavior. Some rewards are more effective than others. The timing of reinforcement affects learning speed and permanence.

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Types of Reinforcement
Positive reinforcement
Providing a reward for a desired behavior.

Negative reinforcement
Removing an unpleasant consequence when the desired behavior occurs.

Punishment
Applying an undesirable condition to eliminate an undesirable behavior.

Extinction
Withholding reinforcement of a behavior to cause its cessation.

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Schedules of Reinforcement
Continuous Reinforcement A desired behavior is 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.

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Schedules of Reinforcement (contd)

Fixed-Interval Schedule Rewards are spaced at uniform time intervals.

Variable-Interval Schedule
Rewards are initiated after a fixed or constant number of responses.

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Schedules of Reinforcement (contd)

Fixed-ratio

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Intermittent Schedules of Reinforcement

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Intermittent Schedules of Reinforcement (contd)

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Behavior Modification
OB Mod
The application of reinforcement concepts to individuals in the work setting.
Five Step Problem-Solving Model

1. Identify critical behaviors

2. Develop baseline data 3. Identify behavioral consequences 4. Develop and apply intervention 5. Evaluate performance improvement
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OB MOD Organizational Applications

Well Pay versus Sick Pay
Reduces absenteeism by rewarding attendance, not absence.

Employee Discipline
The use of punishment can be counter-productive.

Developing Training Programs

OB MOD methods improve training effectiveness.

Self-management
Reduces the need for external management control.

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