Foundations of Individual Behavior Chapter 2

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Foundations of Individual BehaviorChapter 2

• Presented
• By
• Sarah Anant
• Velynda Fultz
• Nok Meksay
• Andy Stadtlander

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Overview

• Identify how biographical characteristics and
  ability affect employee performance and
  satisfaction
• Discover how people learn behaviors and what
  management can do to shape those behaviors

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Biographical Characteristics

• Age
• Why important now?
• Belief that job performance declines with age
  increase
• Workforce is aging
• Outlaw of mandatory retirement

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Older Workers

• Positives
• Experience, judgment, a strong work ethic, and
  commitment to quality
• Less turnover
• Lower avoidable absence rate than younger
  employees
• Negatives
• Lack flexibility
• Resistant to new technology
• Higher rates of unavoidable absence
• Job performance and age unrelated
• Mixed association between age and job satisfaction

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Biographical Characteristics

• Gender
• Differences
• Preference for work schedules
• Mixed evidence on turnover
• Rates of absenteeism
• No significant difference in job productivity
  between men and women
• No evidence indicating that an employees gender
  affects job satisfaction

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Biographical Characteristics

• Other characteristics
• Marital Status
• Fewer absences
• Less turnover
• More job satisfaction
• Tenure
• More productivity with higher job seniority
• Job satisfaction associated positively with
  tenure
• Negative relation between seniority and
  absenteeism
• Past tenure predicts employees future turnover

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Ability

• An individuals capacity to perform the various
  tasks in a job
• Overall abilities of an individual
• Intellectual ability
• Physical ability
• Each person has his/her strengths and weaknesses
  that make him/her relatively superior or inferior
  to others in performing certain tasks
• Managements job is recognizing their employees
  various abilities and using that knowledge to
  increase the likelihood that an employee will
  perform his/her job well

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Intellectual Ability

• Abilities needed to perform mental activities
• Number aptitude
• Able to do speedy and accurate arithmetic
• Verbal comprehension
• Ability to understand what is read or heard and
  the relationship of words to each other
• Inductive reasoning
• Ability to identify a logical sequence in a
  problem and then solve the problem
• Spatial visualization
• Ability to imagine how an object would look if
  its position in space were changed

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Intellectual Ability

• Memory
• Ability to retain and recall past experiences
• Perceptual speed
• Ability to identify visual similarities and
  differences quickly and accurately
• Deductive reasoning
• Ability to use logic and assess the implications
  of an argument

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Physical Ability

• Ability required to do tasks demanding stamina,
  dexterity, strength, and similar characteristics
• Dynamic strength
• Trunk strength
• Static strength
• Explosive strength
• Extent flexibility
• Dynamic flexibility
• Body coordination
• Balance
• Stamina

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LEARNING

• Definition Any relatively permanent change in
  behavior that occurs as a result of experience.
• Theories of Learning
• Classical Conditioning
• Operant Conditioning
• Social Learning

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Learning

• Involve change (good/bad)
• Change must be relatively permanent
• Experience is necessary

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Classical Conditioning

• A type of conditioning in which an individual
  responds to some stimulus that would not
  ordinarily produce such a response

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Operant Conditioning

• A type of conditioning which desired voluntary
  behavior leads to a reward or prevents a
  punishment

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Social-learning Theory

• People can learn through observation and direct
  experience.
• Behavior is a function of consequences
• individual influence determined by 4 models

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Social Learning Model Processes

• Attentional
• Retention
• Motor reproduction
• Reinforcement

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O.B. Mod What is it?

• It is the application of reinforcement theory to
  people in organizational settings

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Problem-solving, Analytical, and Action-oriented
Approach (The 5 Steps of O.B. Mod)

• Identify
• Measure
• Analyze
• Intervene
• Evaluate

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The First Step of the O.B. Mod Application Model

• Identify critical observable performance-related
  behaviors
• The behaviors must be critical to the task in
  question

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The Second Step of the O.B. Mod Model

• Measure the baseline frequencies of the critical
  behaviors identified in Step 1
• The key is to reliably record frequencies of
  occurrence

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The Next Step of the O.B. Mod Model

• Analyze the behavioral qualifications and reliant
  consequences in the performance-related context.
  This should answer two questions
• What are the qualifications of the critical
  performance-related behavior identified and
  measured in the first two steps?
• What are the reliant consequences for desired
  behavioral responses?

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The Fourth Step of the O.B. Mod Model

• After a functional analysis, an Intervention is
  applied to increase the frequency of performance
  behaviors.

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The Final Step of the O.B. Mod Model

• Test the effectiveness of this behavioral
  approach to performance improvement.
• An empirical Evaluation of performance outcomes
  is conducted to determine whether the
  intervention did lead to behavior change,
  performance improvement, and a positive
  affective reaction.

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The Effectiveness of O.B. Mod

• This relatively simple and straight forward
  approach has been used in a variety of
  organizations with varying rates of success.
• For example, B.F. Goodrich has used O.B. Mod to
  increase productivity by more than 300, and
  Weyerhauser increased productivity in three
  different groups by 8.

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