Organizational Behavior Robbins & Judge Chapter 2 Foundations of Individual Behavior

1. Organizational Behavior Robbins & Judge Chapter 2 Foundations of Individual Behavior

2. Summary of Lecture 25 - What is organization - Different types of organizations - Defining OB - Why study OB - History of OB - Level of Analysis - Challenges in OB Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

3. Globalization - Increased foreign assignments - Coping with anti-capitalism backlash - overseeing movement of jobs to low cost labour countries Managing people in crises places Managing work force diversity Total Quality Management - Improving Customer Service Improving People Skills Challenges and Opportunities for OB Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

4. Challenges and Opportunities for OB - Stimulating Innovation and Change - Coping with “Temporariness” - Working in Networked Organizations - Helping Employees Balance Work-Life Conflicts - Creating a Positive Work Environment - Improving Ethical Behavior - Responding to coming labour shortages (In Western world) - Empowering employees Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

5. Learning Objectives Ability and Dimensions of Ability Biographical Characteristics What is learning Learning Theories - Classical or respondent conditioning theory - Operant or instrumental conditioning theory - Social learning Theory Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

6. Ability • “An individual’s capacity to perform the various tasks in a job.” Individuals are not equal in terms of their ability Everyone has strengths and weaknesses that make them to perform well in certain tasks and activities Managers has to identify abilities of employees to use of this knowledge to increase performance Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

7. Ability Ability made up of two sets of factors: • Intellectual Abilities • Physical Abilities Intellectual Abilities: - Needed to perform mental activities for thinking reasoning, thinking and problem solving - IQ test is used to measure intellectual abilities - GMAT, SAT and GRE Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

8. Dimensions of Intellectual Ability Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

9. Dimensions of Intellectual Ability 1 Cognitive 2 Social 3 Emotional 4 Cultural Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

10. Nine Basic Physical Abilities 2-10 Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

11. Ability • OB concerns explaining and predicting behavior of people at work • High Ability and Job fit = High Performance • Abilities job fit also reduces job dissatisfaction • Employees feel dissatisfied when abilities are under utilized or lack of ability to perform job (stress and pressure) Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

12. Biographical Characteristics Objective and easily obtained personal characteristics. • Age • Older workers bring experience, judgment, a strong work ethic, and commitment to quality. • Older workers less adaptive to change • Older workers less likely to quit job (turnover) and low absence rate (avoidable) • General perception that productivity declines with age • Age-Job satisfaction: In Professional jobs increase with age Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

13. Biographical Characteristics • Objective and easily obtained personal characteristics. • Gender • Few differences between men and women that affect job performance (like physical ability) • Should operate on assumption that there is no significant difference in performance based on gender (consider profession as well) • Women have higher absenteeism rate • Race (the biological heritage people use to identify themselves) • Issue of favoritism and perception bias based on race • Differences exist, but mostly related to culture-based than race-based. Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

14. Biographical Characteristics • Tenure • People having long job tenure are more productive, less absenteeism, lower turnover, and generally more satisfied. • Religion • No general effect on performance • Do have affect on attitude towards different works • National Culture: - Cultural differences do have affect on individual behavior and work related attitudes and behaviors 2-14 Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

15. Learning “Any relatively permanent change in behavior that occurs as a result of experience According to the behaviorists, learning can be defined as “the relatively permanent change in behavior brought about as a result of experience or practice.” Learning is the acquisition of knowledge, skill, or values through study, practice, or experience. Learning components: • It Involves Change • Is Relatively Permanent • Experience is required Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

16. Learning Theories • - Classical or respondent conditioning theory • - Operant or instrumental conditioning theory • - Social learning Theory Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

17. Classical Theories Classical conditioning was the first type of learning to be discovered and studied within the behaviorist tradition (hence the name classical) in early 1990s. The major theorist in the development of classical conditioning is Ivan Pavlov Theory proposes that learning that takes place when the learner recognizes the connection between an unconditioned stimulus and a conditioned stimulus. Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

18. Classical Conditioning Theory Pavlov was studying the digestive system of dogs and became intrigued with his observation that dogs deprived of food began to salivate when one of his assistants walked into the room. He began to investigate this phenomena and established the laws of classical conditioning. Skinner renamed this type of learning "respondent conditioning” since in this type of learning, one is responding to an environmental antecedent. Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

19. Classical Conditioning A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. Unconditioned Stimulus: Food Unconditioned Response: Saliva Conditioned Stimulus: Bell Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

20. Classical Conditioning Theory • General model • Stimulus (S) elicits =>Response (R) Stimulus Response Classical conditioning starts with a reflex (R): an • innate, involuntary behavior.

21. For example, if air is blown into your eye, you blink. You have no voluntary or conscious control over whether the blink occurs or not. Classical Conditioning • - This involuntary behavior is elicited or caused • by an environmental event.

22. Classical Conditioning Theory - The specific model for classical conditioning is: A stimulus will naturally (without learning) elicit or • bring about a reflexive response • Unconditioned Stimulus (US) elicits > • Unconditioned Response (UR) Food > Salivation UNS UCR

23. Stimulus Unconditioned Stimulus: Anything that produces an unconditioned response. Unconditioned response: The Reaction occurred due to the occurrence of UC stimulus. Conditioned Stimulus: A neutral stimulus that, as a result of being paired with an unconditioned stimulus, elicits a response.

24. Classical Conditioning Theory The specific model for classical conditioning is: • Neutral Stimulus (NS) -- does not elicit the response of interest NS No Response This stimulus (sometimes called an orienting stimulus as it elicits an orienting response) is a neutral stimulus since it does not elicit the unconditioned (or reflexive) Response.

26. Classical Conditioning Theory The Neutral/Orienting Stimulus (NS) is repeatedly paired with the Unconditioned/Natural Stimulus (US).  Bell Was Conditioned with the presentation of food. Whenever the food was presented before that Pavlov rang bell.

28. Classical Conditioning Theory The Neutral Stimulus (NS) is transformed into a • Conditioned Stimulus (CS). (Bell is transformed • into a conditioned stimulus) • That is, when the CS is presented by itself, it elicits or • causes the CR (which is the same involuntary • response as the UR. (only at the bell dog salivated • even without presenting food) - The name changes because it is elicited by a • different stimulus. • This is written CS elicits > CR.

30. Classical Conditioning Theory • In the area of classroom learning, classical • conditioning is seen primarily in the conditioning of • emotional behavior. For example: Things that make us happy, sad, angry, etc. become associated with neutral stimuli that gain our attention.

31. Classical Conditioning Theory For example, the school, classroom, teacher, or subject matter are initially neutral stimuli that gain attention. Activities at school or in the classroom automatically elicit emotional responses and these activities are associated with the neutral or orienting stimulus After repeated presentations, the previously neutral stimulus will elicit the emotional response

32. Classical Conditioning Theory Example: • 1 Child is beaten at school • 2 Child feels bad when beaten 3 Child associates being beaten and school • 4 Child begins to feel bad when she thinks of school

33. Classical Conditioning Theory Note: In order to extinguish the associated feeling, bad and thinking of school, the connection between school and being beaten must be broken. Eidy on Eid bring memories of childhood

34. Operant Conditioning Theory Operant conditioning is the study of the impact of consequences on behavior.

35. Social Learning Theory Individuals learn by observing others what happens to other or by telling something or through direct experience

36. Managerial Implications • Three Individual Variables: • Ability • Influences level of performance • Managers need to focus on achieving job-ability fit means to consider ability in selection, promotion, and transfer decision. • Fine-tune job to better fit to incumbent’s abilities. Job redesign, change of equipment, reorganize task with group of people etc. • Biographical Characteristics • Manager should not use in management decisions: can possible be source of bias. • Learning • Observable change in behavior = learning. • Remember positive reinforcement is powerful tool Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

37. Summary Ability and Dimensions of Ability Biographical Characteristics What is learning Learning Theories - Classical or respondent conditioning theory - Operant or instrumental conditioning theory - Social learning Theory Process of Influence