ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S W W W. P R E N H A L L. C O M / R O B B I N S T E N T H E D I T I O N © 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook

© 2003 Prentice Hall Inc. All rights reserved.2–22–2 AFTER STUDYING THIS CHAPTER, YOU SHOULD BE ABLE TO: 1.Define the key biographical characteristics. 2.Identify two types of ability. 3.Shape the behavior of others. 4.Distinguish between the four schedules of reinforcement. 5.Clarify the role of punishment in learning. 6.Practice self-management 7.Exhibit effective discipline skills. L E A R N I N G O B J E C T I V E S

© 2003 Prentice Hall Inc. All rights reserved.2–32–3 Biographical Characteristics

© 2003 Prentice Hall Inc. All rights reserved.2–42–4 Ability

© 2003 Prentice Hall Inc. All rights reserved.2–52–5 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 E X H I B I T 2-1

© 2003 Prentice Hall Inc. All rights reserved.2–62–6 Physical Ability

© 2003 Prentice Hall Inc. All rights reserved.2–72–7 Other Factors Body coordination Balance Stamina Other Factors Body coordination Balance Stamina Nine Physical Abilities Strength Factors Dynamic strength Trunk strength Static strength Explosive strength Strength Factors Dynamic strength Trunk strength Static strength Explosive strength Flexibility Factors Extent flexibility Dynamic flexibility Flexibility Factors Extent flexibility Dynamic flexibility E X H I B I T 2-2

© 2003 Prentice Hall Inc. All rights reserved.2–82–8 Ability-Job Fit The Ability-Job Fit Employee’s Abilities Job’s Ability Requirements

© 2003 Prentice Hall Inc. All rights reserved.2–92–9 Learning Involves change Is relatively permanent Is acquired through experience Learning Involves change Is relatively permanent Is acquired through experience

© 2003 Prentice Hall Inc. All rights reserved.2–10 Theories of Learning Key Concepts Unconditioned stimulus Unconditioned response Conditioned response Key Concepts Unconditioned stimulus Unconditioned response Conditioned response

© 2003 Prentice Hall Inc. All rights reserved.2–11 Theories of Learning (cont’d) Key Concepts Reflexive (unlearned) behavior Conditioned (learned) behavior Reinforcement Key Concepts Reflexive (unlearned) behavior Conditioned (learned) behavior Reinforcement

© 2003 Prentice Hall Inc. All rights reserved.2–12 Theories of Learning (cont’d) Key Concepts Attention processes Retention processes Motor reproduction processes Reinforcement processes Key Concepts Attention processes Retention processes Motor reproduction processes Reinforcement processes

© 2003 Prentice Hall Inc. All rights reserved.2–13 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.

© 2003 Prentice Hall Inc. All rights reserved.2–14 Schedules of Reinforcement

© 2003 Prentice Hall Inc. All rights reserved.2–15 Schedules of Reinforcement (cont’d)

© 2003 Prentice Hall Inc. All rights reserved.2–16 SCHEDULEDESCRIPTIONPROBALE EFFECTS ON RESPONDING CONTINUOUSReinforcer follows every response  High rate of response as long as reinforcement continues  High frequency may lead to saturation  For newly emitted, unstable, low frequency responses INTERMİTTENTReinforcer does not follow every response  Capable of producing high frequencies of responding  Low frequency causes early saturation  For stable or high frequency of responses FIXED RATIOA fixed number of responses must be emitting before reinforcement occurs PIECE RATE PAY  A fixed ratio of 1:1 is same as continuous  Tends to produce high rate response VARIABLE RATIOA varying or random number responses must be emitting before reinforcement occurs COMISSIONED SALES PERSON  Capable of producing high rate of respond which is resistant to extinction FIXED INTERVALThe first response after a specific period of time is reinforced PAY CHECK  Produces an uneven pattern varying from a very slow, unenergetic response immediately following reinforcement to a very fast response VARIABLE INTERVAL The first response after a varying or random period of time is reinforced POP -QUIZ  Tends to produce high rate of response which is resistant to extinction

© 2003 Prentice Hall Inc. All rights reserved.2–17 Intermittent Schedules of Reinforcement E X H I B I T 2-5a

© 2003 Prentice Hall Inc. All rights reserved.2–18 Intermittent Schedules of Reinforcement (cont’d) E X H I B I T 2-5b

© 2003 Prentice Hall Inc. All rights reserved.2–19 Behavior Modification Problem-solving Model Identify critical behaviors Develop baseline data Identify behavioral consequences Apply intervention Evaluate performance improvement Problem-solving Model Identify critical behaviors Develop baseline data Identify behavioral consequences Apply intervention Evaluate performance improvement

© 2003 Prentice Hall Inc. All rights reserved.2–20 OB MOD Organizational Applications  Well Pay versus Sick Pay –Reduce 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.

© 2003 Prentice Hall Inc. All rights reserved.2–21 EFFECTIVE DISCIPLINE SKILLS RESPOND IMMEDIATELY PROVIDE A WARNING STATE THE PROBLEM SPECIFICALLY ALLOW THE EMPLOYEE THE EXPLAIN HIS POSITION KEEP DISCUSSION IMPERSONEL BE CONSISTENT TAKE PROGRESSIVE ACTION OBTAIN AGREEMENT ON CHANGE