ORGANIZATIONAL BEHAVIOUR

ORGANIZATIONAL BEHAVIOUR

BASIC OB MODEL – STAGE IBASIC OB MODEL – STAGE I

BASIC OB MODEL – STAGE II

BASIC OB MODEL – STAGE II

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.

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

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.

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.

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.

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.

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 themselves

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.

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.

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

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.

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.

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.

Schedules of Reinforcement (cont’d)Schedules of Reinforcement (cont’d)

Fixed-ratio

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.

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.

ValuesValues

ValuesValues

Values reflect a person’s right or wrongWhat ought to beValues tend to influence attitudes and behaviorValues provide answers to why people do what they do and in what order they choose to do themValues provide an internal reference of what is good, useful, beautiful, beneficial, useful, constructive

Types of Values –- Rokeach Value SurveyTypes of Values –- Rokeach Value Survey

Values in the

Rokeach Survey

Values in the

Rokeach Survey

Values in the

Rokeach Survey(cont’d)

Values in the

Rokeach Survey(cont’d)

Dominant Work Values in Today’s WorkforceDominant Work Values in Today’s Workforce

Values, Loyalty, and Ethical BehaviorValues, Loyalty, and Ethical Behavior

Ethical Climate inEthical Climate inthe Organizationthe Organization

Ethical Climate inEthical Climate inthe Organizationthe Organization

Ethical Values and Ethical Values and Behaviors of Behaviors of

LeadersLeaders

AttitudesAttitudes

Types of AttitudesTypes of Attitudes

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

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

Self-Perception TheorySelf-Perception Theory

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

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.

Responses to Job DissatisfactionResponses to Job Dissatisfaction

How Employees Can Express DissatisfactionHow Employees Can Express Dissatisfaction

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

SELF – CONCEPT, ABILITY &

PERCEPTION

SELF – CONCEPT, ABILITY &

PERCEPTION

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?”

Self knowledge Self 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)

Self expectations Self 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 evaluation Self 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

Components of Self-ConceptComponents of Self-Concept

Identity Body image Self-esteem Role performance

Interrelationship of Components of Self-ConceptInterrelationship of Components of Self-Concept

Components of Self-Concept Components 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.

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.

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.

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)

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

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

Ability, Intellect, and IntelligenceAbility, Intellect, and Intelligence

AbilityAn individual’s capacity to perform the various tasks in a job.

Intellectual AbilityThe capacity to do mental activities.

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

• 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 ofIntellectual Ability

Dimensions ofIntellectual Ability

Physical AbilitiesPhysical Abilities

Physical Abilities

The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.

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.

Biographical CharacteristicsBiographical Characteristics

Biographical Characteristics

Personal characteristics—such as age, gender, and marital status—that are objective and easily obtained from personnel records

Ability-JobFit

The Ability-Job FitThe Ability-Job Fit

Employee’sEmployee’sAbilitiesAbilities

Job’s AbilityJob’s AbilityRequirementsRequirements