Adeyl Khan, Faculty, BBA, NSU Alexandra Hai Women Gondola operator - Failed test 4 times - Publicity Stunt! - Let the tradition live?

Adeyl Khan, Faculty, BBA, NSU Ability- We were not created equal  An individual’s capacity to perform the various tasks in a job. (Strength and Weaknesses)  Two ability factors  Intellectual Ability  Physical Ability 2 Ability-Job Fit Employee’s Abilities Job’s Ability Requirements Can you? Act like Kajol Play like Tendulkar

Adeyl Khan, Faculty, BBA, NSU Intellectual Ability- IQ, LSAT, GMAT, GRE  The capacity to do mental activities  Thinking  Reasoning  Problem Solving 3 Number aptitude Verbal comprehension Perceptual speed Inductive reasoning Deductive reasoning Spatial visualization Memory Dimensions

Adeyl Khan, Faculty, BBA, NSU IQ Impact  Strong correlation among various Intellectual Ability Dimensions  GMA  12 Minutes Intelligence test!  Timing, Question Sequence  Routine Jobs  Job Performance  Job Satisfaction of smart people!  No correlation  Expectation? Critical? 4

Adeyl Khan, Faculty, BBA, NSU Physical Abilities  The capacity to do tasks demanding stamina, dexterity (agility), strength, and similar characteristics. 5 Strength Factors Dynamic Trunk Static Explosive Flexibility Factors Extent Dynamic Other Factors Body coordination Balance Stamina Exhibit 2-2 | P51 Nine Physical Abilities

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Biographical Characteristics Age  Resistance to change- Technology?  Slow- less productive?  Age (+)  Turnover ! (-)  Absenteeism !  Avoidable (-)  Unavoidable (+)  Productivity/Job performance (+)  Job Satisfaction  Professional (+)  Non-professional (u) 7

Adeyl Khan, Faculty, BBA, NSU Biographical Characteristics Gender  Few difference between men and women from a job perspective  Problem Solving  Analytical skills  Competitive drive  Motivation, Sociability  Learning Ability  Absence~ More Women  Voluntary Turnover (~) 8 The differences Conforming Aggressiveness Expect success Work Schedule (Part-time, flexible hours, telecommuting

Adeyl Khan, Faculty, BBA, NSU Biographical Characteristics Multi Ethnic roots Favor ~ Performance Evaluations Race Productivity (+) Absenteeism (-) Turnover (-) Job Satisfaction (+) Tenure (+)Religion Domestic Partner Benefit 50% of F500 People who change gender! Sexual Orientation 9 Am I Biased? P 56 Am I Biased? P 56

Adeyl Khan, Faculty, BBA, NSU Learning- Going to school  Any relatively permanent change in behavior that occurs as a result of experience. 2–10 Change Is relatively permanent Is acquired through experience Learning Involves change Going to school Do you learn if you read? Short term changes Is it learning 3 Theories of Learning

Adeyl Khan, Faculty, BBA, NSU Learning Theories 1. Classical Conditioning  A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response.  The dog Experiment by Mr. Pavlov, 1900  Meat - Meat & Bell 2–11 Key Concepts Unconditioned stimulus Unconditioned response Conditioned stimulus (artificial, originally neutral) Conditioned response Sishu Park Window Cleaning association

Adeyl Khan, Faculty, BBA, NSU Learning Theories 2. Operant Conditioning  A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment. Behavior = f(Consequence)  Associate stimulus and behavior  Vs. Feeling, thoughts, other states causes behavior 2–12

Adeyl Khan, Faculty, BBA, NSU Learning Theories 2. Operant Conditioning … 2–13 Reflexive (unlearned) behavior Operant (learned, voluntary) Behavior Influenced by Reinforcement Behaviorism Key Concepts Behavior follows stimuli in a relatively unthinking manner Feeling, thoughts & emotions are ignored! Stimulus causes behavior irrespective of conscious awareness. Behaviorism (Skinner) Grades (Behaviorism?) Commission (Behaviorism?) Behavior in Org. Setting- reflexive? Learned?

Adeyl Khan, Faculty, BBA, NSU 3. Social-Learning Theory  People can learn through observation and direct experience.  From Parents, Boss, Teachers, Pictures, TV  Operant conditioning?  Behavior = f(Consequence)  Objective? Perception? 2–14

Adeyl Khan, Faculty, BBA, NSU 3. Social-Learning Theory … Learning from models  Attention-al processes  People recognize and pay attention to critical features  Learn from Models that are- Attractive, Available, Important, Similar to us  Retention processes (Remember)  Motor reproduction processes  Watch >> do  Reinforcement processes (Incentives/Rewards) 2–15

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Adeyl Khan, Faculty, BBA, NSU Shaping Behavior  Systematically reinforcing each successive step that moves an individual closer to the desired response.  How to  Reinforcement to change behavior  Effective rewards  The timing of reinforcement vs 20 mins late Molding Guiding the learning in graduated step

Adeyl Khan, Faculty, BBA, NSU Shaping Behavior- Reinforcement Providing a reward for a desired behavior Praise Positive reinforcement Removing an unpleasant consequence when the desired behavior occurs Looking busily through your notes Negative reinforcement Applying an undesirable condition to eliminate an undesirable behavior Suspension for being late Punishment Withholding reinforcement of a behavior to cause its cessation Raised Hands for question Extinction 18 Why ?

Adeyl Khan, Faculty, BBA, NSU Schedules of Reinforcement A desired behavior is reinforced each time it is demonstrated. Continuous Reinforcement A desired behavior is reinforced often enough to make the behavior worth repeating but not every time it is demonstrated. Intermittent Reinforcement 2–19 HR Manager (Praise) Slot Machines! HR Manager (Praise) Slot Machines! Why not Continuous?

Adeyl Khan, Faculty, BBA, NSU Schedules of Reinforcement (Intermittent) Rewards are spaced at uniform time intervals. Fixed-Interval Schedule Rewards are initiated after a fixed or constant number of responses. Variable-Interval Schedule 2–20 Hourly Salaries Audits Hourly Salaries Audits

Adeyl Khan, Faculty, BBA, NSU Intermittent Schedules… 2–21

Adeyl Khan, Faculty, BBA, NSU Intermittent Schedules … 2–22

Adeyl Khan, Faculty, BBA, NSU Schedules of Reinforcement & Application 2–23 Fixed-ratio ComplimentsPaychecksPop Quiz Piece-rate Pay Commissions

Adeyl Khan, Faculty, BBA, NSU 2–24 Behavior Modification OB Mod- The application of reinforcement concepts to individuals in the work setting. Five Step Problem-Solving Model Identify critical behaviors Develop baseline data Identify behavioral consequences Develop and apply intervention Evaluate performance improvement

Adeyl Khan, Faculty, BBA, NSU OB MOD (Emery) 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 2–25

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Adeyl Khan, Faculty, BBA, NSU Summary  Define the key biographical characteristics.  Identify two types of ability.  Shape the behavior of others  Distinguish between the four schedules of reinforcement.  Clarify the role of punishment in learning.  Practice self-management 2–27