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© 2007 Prentice Hall Inc. All rights reserved.
Foundations of Individual Behavior
Chapter TWO
© 2007 Prentice Hall Inc. All rights reserved.
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
© 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 AbilityDimensions of Intellectual Ability
E X H I B I T 2–1E X H I B I T 2–1
© 2007 Prentice Hall Inc. All rights reserved.
Physical AbilitiesPhysical Abilities
Physical Abilities
The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics
© 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 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
E X H I B I T 2–2E X H I B I T 2–2
Source: Adapted from HRMagazine published by the Society for Human Resource Management, Alexandria, VA.
© 2007 Prentice Hall Inc. All rights reserved.
Ability-JobFit
The Ability-Job FitThe Ability-Job Fit
Employee’sAbilities
Job’s AbilityRequirements
© 2007 Prentice Hall Inc. All rights reserved.
Biographical CharacteristicsBiographical Characteristics
Biographical Characteristics
Personal characteristics—such as age, gender, race and tenure—that are objective and easily obtained from personnel records
© 2007 Prentice Hall Inc. All rights reserved.
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
© 2007 Prentice Hall Inc. All rights reserved.
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
© 2007 Prentice Hall Inc. All rights reserved.
E X H I B I T 2–3E 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.
© 2007 Prentice Hall Inc. All rights reserved.
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
© 2007 Prentice Hall Inc. All rights reserved.
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
© 2007 Prentice Hall Inc. All rights reserved.
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
© 2007 Prentice Hall Inc. All rights reserved.
Types of ReinforcementTypes 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
© 2007 Prentice Hall Inc. All rights reserved.
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
© 2007 Prentice Hall Inc. All rights reserved.
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
© 2007 Prentice Hall Inc. All rights reserved.
Schedules of Reinforcement (cont’d)Schedules of Reinforcement (cont’d)
Fixed-ratio
E X H I B I T 2–4E X H I B I T 2–4
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Intermittent Schedules of ReinforcementIntermittent Schedules of Reinforcement
E X H I B I T 2–5E X H I B I T 2–5
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Intermittent Schedules of Reinforcement (cont’d)Intermittent Schedules of Reinforcement (cont’d)
E X H I B I T 2–5 (cont’d)E X H I B I T 2–5 (cont’d)
© 2007 Prentice Hall Inc. All rights reserved.
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 Mod
The application of reinforcement concepts to individuals in the work setting
© 2007 Prentice Hall Inc. All rights reserved.
Chapter Check-up: Reinforcement Theory 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?
© 2007 Prentice Hall Inc. All rights reserved.
Chapter Check-up: Reinforcement Theory 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.