1. © 2007 Prentice Hall Inc. All rights reserved. Foundations of Individual Behavior Chapter TWO

2. © 2007 Prentice Hall Inc. All rights reserved. Ability, 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

3. © 2007 Prentice Hall Inc. All rights reserved. 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

4. © 2007 Prentice Hall Inc. All rights reserved. Physical Abilities The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics

5. © 2007 Prentice Hall Inc. All rights reserved. Other Factors 7.Body coordination 8.Balance 9.Stamina Other Factors 7.Body coordination 8.Balance 9.Stamina Nine 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 E X H I B I T 2–2 Source: Adapted from HRMagazine published by the Society for Human Resource Management, Alexandria, VA.

6. © 2007 Prentice Hall Inc. All rights reserved. Ability-Job Fit The Ability-Job Fit Employee’s Abilities Job’s Ability Requirements

7. © 2007 Prentice Hall Inc. All rights reserved. Biographical Characteristics Personal characteristics—such as age, gender, race and tenure—that are objective and easily obtained from personnel records

8. © 2007 Prentice Hall Inc. All rights reserved. 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

9. © 2007 Prentice Hall Inc. All rights reserved. Theories 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

10. © 2007 Prentice Hall Inc. All rights reserved. E X H I B I T 2–3 Source: The Far Side ® by Gary Larson © 1993 Far Works, Inc. All rights reserved. Used with permission.

11. © 2007 Prentice Hall Inc. All rights reserved. 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

12. © 2007 Prentice Hall Inc. All rights reserved. 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

13. © 2007 Prentice Hall Inc. All rights reserved. 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

14. © 2007 Prentice Hall Inc. All rights reserved. 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

15. © 2007 Prentice Hall Inc. All rights reserved. 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

16. © 2007 Prentice Hall Inc. All rights reserved. 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. © 2007 Prentice Hall Inc. All rights reserved. Schedules of Reinforcement (cont’d) Fixed-ratio E X H I B I T 2–4

18. © 2007 Prentice Hall Inc. All rights reserved. Intermittent Schedules of Reinforcement E X H I B I T 2–5

19. © 2007 Prentice Hall Inc. All rights reserved. Intermittent Schedules of Reinforcement (cont’d) E X H I B I T 2–5 (cont’d)

20. © 2007 Prentice Hall Inc. All rights reserved. Behavior 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 Mod The application of reinforcement concepts to individuals in the work setting

21. © 2007 Prentice Hall Inc. All rights reserved. Chapter Check-up: Reinforcement Theory When professors give random pop quizzes or take random attendance, students often complain that they are adults, old enough to make their own decisions, and should therefore not be required to come to class. How do you reconcile this argument with what we know about reinforcement theory? Discuss with a classmate. What kind of reinforcement schedule are these professors using? Would a different schedule be preferable? If so, which one?

22. © 2007 Prentice Hall Inc. All rights reserved. Chapter Check-up: Reinforcement Theory Recall and write down the three criteria that indicate learning has occurred. Do you think that learning, according to these criteria, really occurs as a result of a one semester college class? Discuss with a neighbor. What kinds of things would you recommend to a college professor to increase the likelihood of students learning all class material? Use theories from the text to frame your answer.