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ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
E L E V E N T H E D I T I O N
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OBJECTIVES
LEARNING
Biographical Characteristics
Biographical Characteristics
Personal characteristicssuch as age, gender, and marital statusthat are objective and easily obtained from personnel records.
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Multiple Intelligences Intelligence contains four subparts: cognitive, social, emotional, and cultural.
2005 Prentice Hall Inc. All rights reserved.
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Verbal comprehension
Perceptual speed Inductive reasoning
Deductive reasoning
Spatial visualization
The ability to mentally manipulate 2-dimensional and
Inductive Reasoning
3-dimensional figures
Memory
Spatial: (1) of or pertaining to space (2) existing or occurring in space; having extension in space.
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Employees Abilities
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Learning
Learning
Any relatively permanent change in behavior that occurs as a result of experience.
Learning
Involves change Is relatively permanent
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Theories of Learning
1. Classical Conditioning
A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response. Key Concepts Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response
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The unlearned response that occurs naturally in response to the unconditioned stimulus. For example, if the smell of food is the unconditioned stimulus, the feeling of hunger in response to the smell of food is the unconditioned response.
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Burrhus Frederic Skinner (1904 1990) PhD from Harvard University in 1931 American behaviorist, author, inventor, social philosopher and poet.
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Key Concepts
Operant Conditioning
Operant conditioning was coined by behaviorist B.F. Skinner, which is why, you may occasionally hear it referred to as Skinnerian Conditioning. As a behaviorist, Skinner believed that internal thoughts and motivations could not be used to explain behavior. Instead, he suggested, we should look only at the external, observable causes of human behavior. Skinner used the term operant to refer to any "active behavior that operates upon the environment to generate consequences" (1953). In other words, Skinner's theory explained how we acquire the range of learned behaviors we exhibit each and every day.
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1. Positive reinforcement
2. Negative reinforcement
3. Positive punishment
4. Negative punishment.
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A) Positive reinforcers are favorable events or outcomes that are presented after the behavior. In situations that reflect positive reinforcement, a response or behavior is strengthened by the addition of something, such as praise or a direct reward. B) Negative reinforcers involve the removal of an unfavorable events or outcomes after the display of a behavior. In these situations, a response is strengthened by the removal of something considered unpleasant. In both of these cases of reinforcement, the behavior increases.
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A) Positive punishment, sometimes referred to as punishment by application of an adverse stimulus, involves the presentation of an unfavorable event or outcome in order to weaken the response it follows. B) Negative punishment, also known as punishment by removal of a pleasant stimulus, occurs when an favorable event or outcome is removed after a behavior occurs. 2005 Prentice Hall Inc. All rights 223
reserved.
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Negative reinforcement involves an increase in a behavior. In contrast, punishment involves a decrease in a behavior.
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The definition requires that punishment is only determined after the fact by the reduction in behavior; if the offending behavior of the subject does not decrease then it is not considered punishment.
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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.
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Example of Extinction
If the smell of food (the unconditioned stimulus) had been paired with the sound of a whistle (the conditioned stimulus), it would eventually come to evoke the conditioned response of hunger. However, if the unconditioned stimulus (the smell of food) were no longer paired with the conditioned stimulus (the whistle), eventually the conditioned response (hunger) would disappear.
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Schedules of Reinforcement
In real-world settings, behaviors are probably not going to be reinforced each and every time they occur. For situations where you are purposely trying to train and reinforce an action, such as in the classroom, in sports or in animal training, you might opt to follow a specific reinforcement schedule. Some schedules are best suited to certain types of training situations.
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A schedule of reinforcement is basically a rule stating which instances of a behavior will be reinforced. In some case, a behavior might be reinforced every time it occurs. Sometimes, a behavior might not be reinforced at all.
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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.
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Variable-Interval Schedule
Rewards are given at variable time.
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Fixed-ratio
E X H I B I T 24
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E X H I B I T 25
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E X H I B I T 25 (contd)
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Choosing a Schedule
1. Deciding when to reinforce a behavior can depend upon a number of factors. 2. In cases where you are specifically trying to teach a new behavior, a continuous schedule is often a good choice. 3. Once the behavior has been learned, switching to a partial schedule is often preferable.
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Dr. Albert Bandura (a.k.a. greatest living psychologist) (Born in 1925) Currently: Professor Emeritus of Social Science in Psychology at Stanford University, USA A 2002 survey ranked Bandura as the fourth most-frequently cited psychologist of all time, behind B.F. Skinner, Sigmund Freud, and Jean Piaget, and as the most cited living one.
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Behavior Modification
OB Mod
The application of reinforcement concepts to individuals in the work setting.
Five Step Problem-Solving Model
1. Identify critical behaviors 2. Develop baseline performance data 3. Identify behavioral contingencies or consequences of performance 4. Develop and apply intervention strategy to strengthen desirable performance behaviors and weaken undesirable ones. 5. Evaluate performance improvement
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