Organization Behaviour-II
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1. The document discusses organizational behavior and learning theories including classical conditioning, operant conditioning, and social learning theory. It defines key concepts for each theory. 2. Learning theories focus on how behavior is acquired and changed through experience. Classical conditioning involves responding to a stimulus that does not normally produce a response. Operant conditioning involves voluntary behavior being shaped by consequences like rewards and punishments. 3. Social learning theory recognizes observational learning and how people perceive consequences influences behavior. Reinforcement and shaping behavior are also discussed in relation to changing and maintaining behaviors.
Organization Behaviour-II
- 2. BASIC OB MODEL – STAGE IBASIC OB MODEL – STAGE I
- 3. BASIC OB MODEL – STAGE II BASIC OB MODEL – STAGE II
- 4. LearningLearning Learning • Involves change • Is relatively permanent • Is acquired through experience Learning • Involves change • Is relatively permanent • Is acquired through experience Learning Any relatively permanent change in behavior that occurs as a result of experience.
- 5. LearningLearning Learning (Any relatively permanent change in behaviour that occurs as a result of experience) – All complex behaviour is learned. If we want to explain and predict behaviour, we need to understand how people learn Theories Of Learning (Three theories have been offered to explain the process by which we acquire patterns of behaviour) These are: • Classical Conditioning • Operant Conditioning • Social Learning
- 6. Theories of LearningTheories of Learning Key Concepts • Unconditioned stimulus • Unconditioned response • Conditioned stimulus • Conditioned response Key Concepts • Unconditioned stimulus • Unconditioned response • Conditioned stimulus • Conditioned response Classical Conditioning A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response.
- 7. Learning Theories - Classical LearningLearning Theories - Classical Learning A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. Classical conditioning is passive. Something happens and we react in a specific way. It is elicited in response to a specific, identifiable event. It is voluntary rather than reflexive.
- 8. Learning Theories – Operant LearningLearning Theories – Operant Learning A type of conditioning in which desired voluntary behaviour leads to a reward or prevents a punishment. Operant conditioning argues that behaviour is a function of its consequences. People learn to have to get something they want or to avoid something they don't want. Behaviour is assumed to be determined from without – that is, learned – rather than from within – reflexive or unlearned. Creating pleasing consequences to follow specific forms of behaviour would increase the frequency of that behaviour. People will most likely engage in desired behaviours if they are positively reinforced for doing so. Rewards are most effective if they immediately follow the desired response. In addition, behaviour that is not rewarded or is punished, is less likely to be repeated.
- 9. Theories of Learning (cont’d)Theories of Learning (cont’d) Key Concepts • Reflexive (unlearned) behavior • Conditioned (learned) behavior • Reinforcement Key Concepts • Reflexive (unlearned) behavior • Conditioned (learned) behavior • Reinforcement Operant Conditioning A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment.
- 10. Learning Theories – Social Learning TheoryLearning Theories – Social Learning Theory People can learn through observation and direct experience. – Watching models – parents, teachers, peers, motion picture and television performers, bosses etc Social-learning theory is an extension of operant conditioning – – It assumes that behaviour is a function of consequences – It also acknowledges the existence of observational learning and the importance of perception in learning People respond to how they perceive and define consequences, not to the objective consequences
- 11. Theories of Learning (cont’d)Theories of Learning (cont’d) Key Concepts • Attentional processes • Retention processes • Motor reproduction processes • Reinforcement processes Key Concepts • Attentional processes • Retention processes • Motor reproduction processes • Reinforcement processes Social-Learning Theory People can learn through observation and direct experience.
- 12. Theories of Learning (cont’d)Theories of Learning (cont’d) Key Concepts • Reinforcement is required to change behavior. • Some rewards are more effective than others. • The timing of reinforcement affects learning speed and permanence. Key Concepts • Reinforcement is required to change behavior. • Some rewards are more effective than others. • The timing of reinforcement affects learning speed and permanence. Shaping Behavior Systematically reinforcing each successive step that moves an individual closer to the desired response.
- 13. Shaping BehaviourShaping Behaviour • Shaping Behaviour - Systematically reinforcing each successive step that moves an individual closer to the desired response • Four ways in which to shape behaviour: – Positive reinforcement: Following a response with something pleasant – Negative reinforcement: Following a response by the termination or withdrawal of something unpleasant – Punishment: Causing an unpleasant condition in an attempt to eliminate an undesirable behaviour – Extinction: Eliminating any reinforcement that is maintaining a behaviour. When the behaviour is not reinforced, it tends to gradually be extinguished
- 14. ReinforcementReinforcement 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.
- 15. Schedules of ReinforcementSchedules 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.
- 16. Schedules of Reinforcement (cont’d)Schedules of Reinforcement (cont’d) Fixed-Interval Schedule Rewards are spaced at uniform time intervals. Variable-Interval Schedule Rewards are initiated after a fixed or constant number of responses.
- 17. Schedules of Reinforcement (cont’d)Schedules of Reinforcement (cont’d) Fixed-ratio
- 18. Behavior ModificationBehavior Modification 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 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 OB Model The application of reinforcement concepts to individuals in the work setting.
- 19. OB MODEL Organizational ApplicationsOB MODEL 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.
- 20. ValuesValues
- 21. ValuesValues Values reflect a person’s right or wrong What ought to be Values tend to influence attitudes and behavior Values provide answers to why people do what they do and in what order they choose to do them Values provide an internal reference of what is good, useful, beautiful, beneficial, useful, constructive
- 22. Types of Values –- Rokeach Value SurveyTypes of Values –- Rokeach Value Survey
- 25. Dominant Work Values in Today’s WorkforceDominant Work Values in Today’s Workforce
- 26. Values, Loyalty, and Ethical BehaviorValues, Loyalty, and Ethical Behavior Ethical Climate inEthical Climate in the Organizationthe Organization Ethical Climate inEthical Climate in the Organizationthe Organization Ethical Values andEthical Values and Behaviors of LeadersBehaviors of Leaders
- 28. Types of AttitudesTypes of Attitudes
- 29. The Theory of Cognitive DissonanceThe Theory of Cognitive Dissonance Desire to reduce dissonance • Importance of elements creating dissonance • Degree of individual influence over elements • Rewards involved in dissonance Desire to reduce dissonance • Importance of elements creating dissonance • Degree of individual influence over elements • Rewards involved in dissonance
- 30. Measuring the A-B RelationshipMeasuring the A-B Relationship Recent research indicates that the attitudes (A) significantly predict behaviors (B) when moderating variables are taken into account. Moderating Variables • Importance of the attitude • Specificity of the attitude • Accessibility of the attitude • Social pressures on the individual • Direct experience with the attitude Moderating Variables • Importance of the attitude • Specificity of the attitude • Accessibility of the attitude • Social pressures on the individual • Direct experience with the attitude
- 32. Job SatisfactionJob Satisfaction Measuring Job Satisfaction – Single global rating – Summation score How Satisfied Are People in Their Jobs? – Job satisfaction decline attributed to: • Pressures to increase productivity • Less control over work
- 33. The Effect of Job Satisfaction on Employee Performance The Effect of Job Satisfaction on Employee Performance Satisfaction and Productivity – Satisfied workers aren’t necessarily more productive. – Worker productivity is higher in organizations with more satisfied workers. Satisfaction and Absenteeism – Satisfied employees have fewer avoidable absences. Satisfaction and Turnover – Satisfied employees are less likely to quit. – Organizations take actions to cultivate high performers and to weed out lower performers.
- 34. Responses to Job DissatisfactionResponses to Job Dissatisfaction
- 35. How Employees Can Express DissatisfactionHow Employees Can Express Dissatisfaction
- 36. Job Satisfaction and OCBJob Satisfaction and OCB Satisfaction and Organizational Citizenship Behavior (OCB) – Satisfied employees who feel fairly treated by and are trusting of the organization are more willing to engage in behaviors that go beyond the normal expectations of their job
- 37. SELF – CONCEPT, ABILITY & PERCEPTION SELF – CONCEPT, ABILITY & PERCEPTION
- 38. Self-ConceptSelf-Concept Self-concept is an individual’s perception of self and is what helps make each individual unique. Positive and negative self-assessments in the physical, emotional, intellectual, and functional dimensions change over time. Self-concept affects the ability to function and greatly influences health status. Dimensions of Self-ConceptDimensions of Self-Concept Self-knowledge — “Who am I?” Self-expectation — “Who or what do I want to be?” Social self – How person perceived by others? Self-evaluation — “How well do I like myself?”
- 39. Self knowledgeSelf knowledge Global self: is the term used to describe the composite of all basic facts, qualities, traits, images and feelings one holds about oneself. It includes: 1. Basic facts: sex, age, race, occupation, cultural background, sexual orientation 2. Person’s position with social groups 3. Qualities or traits that describe typical behaviours, feelings, moods and other characteristics (generous, hot-headed, ambitious, intelligent)
- 40. Self expectationsSelf expectations Expectations for self flow from various sources The ideal self constitutes the self one want to be Self expectations develop unconsciously early in childhood and are based on image of role models such as parents Self evaluationSelf evaluation Self esteem is the evaluative and affective component of self concept Maslow’s Subsets of Esteem Needs: 1. Self-esteem (strength, achievement, mastery, competence) 2. Respect needs or the need for esteem from others
- 41. Components of Self-ConceptComponents of Self-Concept Identity Body image Self-esteem Role performance
- 42. Interrelationship of Components of Self-ConceptInterrelationship of Components of Self-Concept
- 43. Components of Self-ConceptComponents of Self-Concept A sense of personal identity is what sets one person apart as a unique individual. Identity includes a person’s name, gender, ethnic identity, family status, occupation, and roles. One’s personal identity begins to develop during childhood and is constantly reinforced and modified throughout life. Body image is an attitude about one’s physical attributes and characteristics, appearance, and performance. Body image is dynamic because any change in body structure or function, including the normal changes of growth and development, can affect it. Self-Ideal is the perception of behavior based on personal standards and self- expectations. Self-ideal serves as an internal regulator to support self-respect and self-esteem. Self-esteem is the judgment of personal performance compared with the self-ideal. Self-esteem is derived from a sense of giving and receiving love, and being respected by others. Role refers to a set of expected behaviors determined by familial, cultural, and social norms. The level of self-esteem is dependent upon the self-perception of adequate role performance in these various social roles.
- 44. Components of Self-ConceptComponents of Self-Concept Stressors Affecting Role Performance • Role overload • Role conflict – Whenever a person is unable to fulfill role responsibilities, self-concept is impaired.
- 45. Development of Self-ConceptDevelopment of Self-Concept Self-concept evolves throughout life and depends to an extent on an individual’s developmental level. Formation of Self-ConceptFormation of Self-Concept 1. Infant learns physical self different from environment. 2. If basic needs are met, child has positive feelings of self. 3. Child internalizes others people’s attitudes toward self. 4. Child or adult internalizes standards of society.
- 46. Stages in Development of SelfStages in Development of Self Self-awareness (infancy) Self-recognition (18 months) Self-definition (3 years) Self-concept (6 to 7 years)
- 47. Factors Affecting Self-ConceptFactors Affecting Self-Concept Altered Health Status Experience Developmental considerations Culture Internal and external resources History of success and failure Crisis or life stressors Aging, illness, or trauma
- 48. AssessmentAssessment Assess the client’s strengths to be used as a foundation on which to build therapeutic interventions. – Maintain appropriate relationships – Care for self in order to meet basic needs – Adapt to stressors in a positive manner
- 49. Ability, Intellect, and IntelligenceAbility, Intellect, and Intelligence Ability An individual’s 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.
- 50. • Number aptitude • Verbal comprehension • Perceptual speed • Inductive reasoning • Deductive reasoning • Spatial visualization • Memory • Number aptitude • Verbal comprehension • Perceptual speed • Inductive reasoning • Deductive reasoning • Spatial visualization • Memory Dimensions of Intellectual Ability Dimensions of Intellectual Ability
- 52. Physical AbilitiesPhysical Abilities Physical Abilities The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.
- 53. Other Factors 7. Body coordination 8. Balance 9. Stamina Other Factors 7. Body coordination 8. Balance 9. Stamina Nine Physical AbilitiesNine Physical Abilities Strength Factors 1. Dynamic strength 2. Trunk strength 3. Static strength 4. Explosive strength Strength Factors 1. Dynamic strength 2. Trunk strength 3. Static strength 4. Explosive strength Flexibility Factors 5. Extent flexibility 6. Dynamic flexibility Flexibility Factors 5. Extent flexibility 6. Dynamic flexibility Source: Adapted from HRMagazine published by the Society for Human Resource Management, Alexandria, VA.
- 55. Biographical CharacteristicsBiographical Characteristics Biographical Characteristics Personal characteristics—such as age, gender, and marital status—that are objective and easily obtained from personnel records
- 56. Ability-Job Fit The Ability-Job FitThe Ability-Job Fit Employee’sEmployee’s AbilitiesAbilities Job’s AbilityJob’s Ability RequirementsRequirements