1、Class2 Foundations of Individual Behavior,I.Biographical Characteristics II.Ability III.Personality IV.Learning,Dependent Variable Productivity -(job performance) Absenteeism Turnover Job satisfaction,I.Biographical Characteristics 1.Age,Age-Turnover:The older you get,the less likely you are to quit
2、 your job.Absenteeism:Inversely related? Older - higher rates of unavoidable absenceProductivity declines with age? Unrelated Satisfaction:Most-positive association;U-Shaped.Professionals:continually increase; Nonprofessionals:falls during middle age ,-rise,I. 2.Gender,There is no significant differ
3、ence in job Productivity between males and females. No evidence indicates gender affects Job satisfaction Absenteeism,women have higher rates of-. Family ,Time bound? Turnover,mixed evidence.Some found females to have higher-;no difference,I. 3.Marital Status,No enough studies on- Productivity Marri
4、ed employees have fewer Absences, less Turnover,more Job satisfaction ?Question of causation, ?Other statuses besides single or married,divorced or widow.,I. 4.Number of dependents,No enough studies on- Productivity Positively correlated with Absence,esp. F.; Job satisfaction Turnover:mixed result.S
5、ome indicate that children increase turnover;other lower.,I. 5.Tenure,Productivity,seniority isnt a good predictor, past perf. related to output in new position negatively related to Absenteeism (frequency,days off), Turnover satisfaction: are positively related. More consistent and stable predictor
6、 that age.,II.Ability 1. Intellectual Ability dimensions,Number aptitude-speedy accurate arithmetic Verbal Comprehension-read,heard,words Perceptual speed-Fire investigator Inductive reasoning Deductive reasoning Spacial visualization-interior decorator Memory-Salesperson:names of,II.Ability 2. Phys
7、ical Ability factors,Strength-Dynamic,trunk,static,explosive Flexibility-extent, Dynamic Other-body coordination,balance,Stamina,III.Personality,1.The sum total of ways in witch an individual reacts and interacts with others 2.Determinants Heredity Environment Situation,III.3.Personality traits,Sour
8、ce(primary) traits The Myers-Briggs Type Indicator(MBTI) Extrovert vs. I, Sensing (S,N)Intuition, Thinking or Felling,Perceiving or Judging The Big 5 Model- Extroversion, Agreeableness,Conscientiousness, Emotional stability, Openness to experience,III.4.Personality Attributes in OB,Locus of control-
9、Internal,E Machiavellianism Self-esteem Self-monitoring propensity for Risk-taking Type A personality,III.5.Personality-job Fit,Hollands personality-occupations typology Realistic Investigative Conventional Social Enterprising Artistic,IV. Learning 1. Theories of Learning,Any relatively permanent in
10、 behavior that occurs as a result of experience. Change, permanent, behavior,experience Classical conditioning-Ivan Pavlov:A type of conditioning where an individual responds to some stimulus that would not invariably produce such a response. Unconditioned stimulus-Unconditioned resp Conditioned (ar
11、tificial) -,IV. Theories of Learning,Operant conditioning-B.F.Skinner-A type of conditioning where desired voluntary behavior leads to a reward or prevent a punishment. Reinforcement of the consequences by a behavior Social-learning(extension)-Learn through observation and direct experience. Percept
12、ion-the influential process of model: 4 Attention, Retention,Motor reproduction, Reinforcement,IV. Learning 2. Shaping:A Managerial Tool,Shaping behavior:systematically reinforcing each successive step that moves an individual closer to the desired response Methods of Shaping-positive,negative reinf
13、orcement,punishment,extinction Reinforcement has an impressive record (type, type of rewards,speed and permanence),IV. Learning 2. Shaping:A Managerial Tool,Schedules of reinforcement Continuous-A desired behavior is reinforced each & every time it is demonstrated Intermittent-reinforced often enoug
14、h to make the behavior worth repeating,but not every time it is demonstrated Intermittent(varied form) tends to promote more resistance to extinction than does the continuous form.,IV. Learning 2. Shaping:A Managerial Tool,Intermittent reinforcement Ratio schedules-how many responses the subject mak
15、es(a certain number of specific types of behavior) Fixed-Ratio: rewards are initiated after a fixed number of responses given Interval schedules-how much time has passed since the last reinforcement Fixed-internal:rewards are spaced at uniform time intervals, Variable-internal,IV. Learning 2. Shapin
16、g:A Managerial Tool,Reinforcement Schedules and behavior Continuous reinforcement-early satiation, weaken rapidly when reinforcers are withheld. Appropriate for newly emitted,unstable,or low-frequenency responses Intermittent-stable,or high-frequenency Variable schedule-higher performance Variable-i
17、nterval generate high rates of response and more stable and consistent behavior,IV. Learning 3. Specific applications,Using lotteries to reduce absenteeism the name of all those employees with no absence are placed in a drum.4000(7500); The 1st 10:$200 bond,The next 20:$100 bond,70 a paid day off. F
18、ollows a variable-ratio schedule -21% Well pay vs. Sick pay Paid sick leave program, twice absenteeism. Paid a bonus to employees with no absence & paid for sick leave after the 1st 8 hours of absence,IV. Learning 3. Specific applications,Employee discipline Act immediately to correct the problem, m
19、atch the severity of the punishment to that of the “crime” , ensure the employee sees the link -fast results in short-term, immediate change over a long run,employee frustration,fear, reoccurrences,increases in absenteeism & turnover Developing training program Guide attention,practice,positive rewa
20、rd,IV. Learning 3. Specific applications,Creating mentoring program Provide advice observe, imitate,(emulate). Selection,assignment Self-management: Learning techniques that allow individuals to manage their own behavior so that less external management control is necessary observing, comparing, self-monitoring,reward.,
