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Foundations of
Individual Behavior
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Biographical Characteristics
Biographical Characteristics
Personal characteristicssuch as age, gender,and marital statusthat are objective andeasily obtained from personnel records.
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Ability, Intellect, and Intelligence
AbilityAn individuals capacity to performthe various tasks in a job.
Intellectual AbilityThe capacity to do mental activities.
Multiple IntelligencesIntelligence contains four subparts:
1. Cognitive, 2. Social,
3. Emotional, and 4. Cultural.
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Number aptitude
Verbal comprehension
Perceptual speed
Inductive reasoning
Deductive reasoning
Spatial visualization
Memory
Dimensions of
Intellectual Ability
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Physical Abilities
Physical Abilities
The capacity to do tasks demandingstamina, dexterity, strength, and
similar characteristics.
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Other Factors
7.Body coordination
8.Balance
9.Stamina
Nine Physical Abilities
Strength Factors
1.Dynamic strength
2.Trunk strength
3.Static strength
4.Explosive strength Flexibility Factors
5. Extent flexibility
6. Dynamic flexibility
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Ability-JobFit
The Ability-Job Fit
EmployeesAbilities
Jobs AbilityRequirements
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Learning
Learning
Involves change
Is relatively permanent Is acquired through experience
Learning
Any relatively permanent change in behaviorthat occurs as a result of experience.
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Theories of Learning
Key Concepts
Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response
Classical Conditioning
A type of conditioning in which an individualresponds to some stimulus that would not ordinarilyproduce such a response.
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Classical conditioning
An organism learns that two stimuli
tend to go together.
Originally Neutral conditioned
Stimulus, through repeated pairing
with the unconditioned one, acquires
the response originally given to theunconditioned stimulus.
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Before conditioning
CS no response or
light irrelevant response
US UR
Food salivation
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During conditioning
CS
Light
US URFood Salivation
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After Conditioning
CS CRLight Salivation
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Advertising
TV commercials, magazine ads, and business
promotion often pair their products or company
logo (NS) with pleasant images, such as
attractive models and celebrities (UCS) thatautomatically trigger favorable responses (UCR).
Advertisers hope that after repeated viewing ,
their products (CS) alone will elicit those same
favorable response (CR) and that we will buytheir products
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Theories of Learning (contd)
Key Concepts
Reflexive (unlearned) behavior
Conditioned (learned) behaviorReinforcement
Operant Conditioning
A type of conditioning in which desired voluntarybehavior leads to a reward or prevents a punishment.
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Operant Conditioning
Learning based on consequences;behavior is
strengthenedif followed by reinforcement
anddiminishedif followed by punishment .
In classical conditioning the response is
passive and involuntary.
In operant conditioning the response isactive and voluntary
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Operant conditioning explains the learning or
shaping of behavior in terms of response
The new behavior is said to be acquired by
the consequences to an act. these may beeither positive (pleasant) or negative
(unpleasant).
Learning is assumed to be the acquisition ofnew responses through arrangement of
reinforcement.
Operant Conditioning (contd.)
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Theories of Learning (contd)
Key Concepts
Attentional processes
Retention processes
Motor reproduction processes
Reinforcement processes
Social-Learning Theory
People can learn through observation anddirect experience.
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T f R i f
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Types of Reinforcement
Positive reinforcement
Providing a reward for a desired behavior.
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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Schedules of Reinforcement
Continuous Reinforcement
A desired behavior is reinforcedeach time it is demonstrated.
Intermittent Reinforcement
A desired behavior is reinforced
often enough to make thebehavior worth repeating but notevery time it is demonstrated.
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Schedules of Reinforcement (contd)
Fixed-Interval Schedule
Rewards are spaced at uniformtime intervals.
Variable-Interval Schedule
Rewards are initiated after afixed or constant number ofresponses.
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Reinforcement
ScheduleNature of
Reinforcement
Effect on Behavior
Continuous Reward given after eachdesired behavior
Fast learning of newbehavior but rapidextinction
Fixed Interval Reward given at fixedtime interval
Average and irregularperformance with rapidextinction
Variableinterval
Reward given at variabletimes
Moderately high andstable performancewith slow extinction
Fixed ratio Reward given at fixedamounts of output
High and stableperformance attainedquickly but also withrapid extinction
Variable-ration Reward given at variable
amounts of output
Very high performance
with slow extinction
Schedules of Reinforcement (contd)
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Intermittent Schedules of Reinforcement
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Intermittent Schedules of Reinforcement(contd)
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Behavior Modification
Five Step Problem-Solving Model
1. Identify critical behaviors
2. Develop baseline data
3. Identify behavioral consequences
4. Develop and apply intervention
5. Evaluate performance improvement
OB Mod
The application of reinforcement concepts toindividuals in the work setting.
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OB MOD Organizational Applications
Well Pay versus Sick Pay
Reduces absenteeism by rewarding attendance,not absence.
Employee Discipline
The use of punishment can be counter-productive.
Developing Training Programs
OB MOD methods improve training effectiveness.
Self-management
Reduces the need for external managementcontrol.