Individual Behaviour and Learning

8/2/2019 Individual Behaviour and Learning

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2003 McGraw-Hill Australia Pty Ltd PPTs t/a Organisational Behaviour on the Pacific Rimby McShane and Travaglione

C H A P T E RC H A P T E R 22

IndividualIndividual

behaviour andbehaviour andlearning inlearning in

organisationsorganisations


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2003 McGraw-Hill Australia Pty Ltd PPTs t/a Organisational Behaviour on the Pacific Rimby McShane and Travaglione 22

Chapter learning objectivesChapter learning objectives

1. Describe the four factors that influence individualbehaviour and performance.

2. Identify five types of work-related behaviour.

3. Define learning.

4. Describe the A-B-C model of behaviour modification.

5. Explain how feedback influences individual behaviourand performance.

6. Identify five elements of effective feedback.

7. ACTIVITY - The value of feedback.

8. Describe the three features of social learning theory.

9. Outline Kolbs model of experiential learning.

10.Assessing self-efficacy (p. 66)


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Customer service at Singapore AirCustomer service at Singapore Air

Singapore Airlines provides

exceptional customer service

by paying attention to the

four drivers of individual

behaviour and performance:

motivation, ability, role

perceptions and situational

factors (MARS).

Courtesy of Singapore Airlines


4/27 2003 McGraw-Hill Australia Pty Ltd PPTs t/a Organisational Behaviour on the Pacific Rimby McShane and Travaglione 44

MARS model of behaviour and performanceMARS model of behaviour and performance

MotivationMotivationIndividualIndividual

behaviour andbehaviour andperformanceperformance

RoleRole

perceptionsperceptions

SituationalSituationalfactorsfactors

AbilityAbility



Employee motivationEmployee motivation

Internal forces that affect a persons voluntarychoice of behaviour

Direction - goal oriented rather than random Intensity - amount of goal directed effort

Persistence - continued effort over time

MotivationMotivation

AbilityAbility

Role perceptionsRole perceptions

SituationSituation

BehaviourBehaviourAndAnd

PerformancePerformance



Employee abilityEmployee ability

MM

AA

RR

SS

B&PB&P

Natural aptitudes and learned capabilities required tosuccessfully complete a task

competencies

personal characteristics that lead tosuperior performance

person job matching

select qualified people

develop employeeabilities through training

redesign job to fit

person's existing abilities



Employee role perceptionsEmployee role perceptions

Beliefs about what behaviour is required to achievethe desired results:

understanding what tasks to perform understanding relative importance of tasks

understanding preferred behaviours to accomplish

tasks

MM

AA

RR

SS

B&PB&P



Situational factorsSituational factors

Environmental conditions beyond the individualsshort-term control that constrain or facilitate

behaviour time

people

budget work facilities

MM

AA

RR

SS

B&PB&P


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DISCUSSIONDISCUSSION

READ the case on page 62.

In groups of three or four complete the discussionquestions.

MotivationMotivation

AbilityAbility

Role perceptionsRole perceptions

SituationSituation

BehaviourBehaviourAndAnd

PerformancePerformance


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Types of workTypes of work--related behaviourrelated behaviour

Types ofTypes of

workwork--relatedrelated

behaviourbehaviour

Joining theJoining the

organisationorganisation

RemainingRemaining

with thewith the

organisationorganisation

MaintainingMaintainingworkwork

attendanceattendance

ExhibitingExhibiting

organisationalorganisational

citizenshipcitizenship

PerformingPerformingrequiredrequired

taskstasks


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Definition of learningDefinition of learning

A relatively permanent change in behaviour

(or behaviour tendency) that occurs as a

result of a persons interaction with theenvironment.

We detect learning by identifying changes in

behaviour. CEM


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Behaviour modificationBehaviour modification

We operate on the environment

alter behaviour to maximise positive consequences

and minimise adverse consequences

Operant versus respondent behaviours

Law of effect likelihood that an operant behaviour will be repeated

depends on its consequences


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AA--BB--Cs of behaviour modificationCs of behaviour modification

ConsequencesConsequences

What happensWhat happens

after behaviourafter behaviour

EmployeeEmployee

receivesreceivesattendanceattendance

bonusbonus

ExampleExample

AntecedentsAntecedents

What happensWhat happens

before behaviourbefore behaviour

AttendanceAttendancebonus systembonus system

is announcedis announced

BehaviourBehaviour

What personWhat person

says or doessays or does

EmployeeEmployee

attendsattendsscheduledscheduled

workwork


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Contingencies of reinforcementContingencies of reinforcement

Consequenceis introduced

Consequenceis removed

Noconsequence

PositivePositive

reinforcementreinforcementNegativeNegative

reinforcementreinforcement

Behaviourincreases/maintained

PunishmentPunishment ExtinctionExtinction PunishmentPunishmentBehaviour

decreases


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Schedules of reinforcementSchedules of reinforcement

Behaviours1 2 3 4 5 6 7 8 9

Continuous

Fixed ratio

Variable ratio

Fixed interval

Time (Days)1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Variable interval


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Behaviour mod at Nova ChemicalsBehaviour mod at Nova Chemicals

Nova Chemicals million dollar

recruitment and retention

program cut absenteeism ratesby 25 per cent and improved

long-term employment at its

construction site.

Courtesy of Nova Chemicals


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Behaviour modification limitationsBehaviour modification limitations

Cant reinforce non-observable behaviour

Reinforcer tends to wear off

Variable ratio schedule is a form of gambling

Ethical concerns about perceived manipulation


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Learning through feedbackLearning through feedback

Any information about consequences of ourbehaviour

Clarifies role perceptions

Corrective feedback improves ability

Positive feedback motivates future behaviour


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MultiMulti--source (360 degree) feedbacksource (360 degree) feedback

Evaluatedemployee

CoCo--workerworker

CustomerCustomer

SubordinateSubordinate

ProjectProject

leaderleader

SupervisorSupervisor

CoCo--workerworker




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Giving feedback effectivelyGiving feedback effectively

EffectiveEffectivefeedbackfeedback

SpecificSpecific

FrequentFrequent

TimelyTimely

RelevantRelevant

CredibleCredible


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Social learning theorySocial learning theory

Behavioural modelling

observing and modelling behaviour of others

Learning behaviour consequences observing consequences that others experience

Self-reinforcement

reinforcing our own behaviour with consequenceswithin our control


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KolbKolbs experiential learning models experiential learning model

ConcreteConcrete

experienceexperience

ReflectiveReflectiveobservationobservation

AbstractAbstract

conceptualisationconceptualisation

ActiveActiveexperimentationexperimentation


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Developing a learning orientationDeveloping a learning orientation

Value the generation of new knowledge

Reward experimentation

Recognise mistakes as part of learning process

Encourage employees to take reasonable risks


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Action learningAction learning

Experiential learning in which employees areinvolved in a real, complex and stressful problem,usually in teams, with immediate relevance to thecompany

concrete experience

learning meetings

team conceptualises and applies a solution to aproblem


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ACTIVITYACTIVITY


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SummarySummary

1. Organising is about coordinating individual behaviour inorder to interdependently achieve organisational goals.

2. Individual behaviour is shaped by MARS.

3. Learning is central to responding to changing circumstances.

4. Learning - relatively permanent changes in behaviour ortendency- can be viewed from several perspectives (e.g,behaviour modification, social learning).

5. Behaviour modification theory sees learning as dependent onthe environment. Behaviour can be modified according tothis theory by managing its antecedents and consequences.

6. Feedback is any information people gain about theconsequences of their behaviour. Effectively giving andreceiving feedback requires skill.

7. Kolbs Experiential learning Model presents learning as a four-

stage cycle.

2


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2003 McGraw-Hill Australia Pty Ltd PPTs t/a Organisational Behaviour on the Pacific Rimby McShane and Travaglione

C H A P T E RC H A P T E R22

IndividualIndividualbehaviour andbehaviour and

learning inlearning in

organisationsorganisations

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Individual Behaviour and Learning