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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie Cook
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© 2003 Prentice Hall Inc. All rights reserved. 2–2
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Define the key biographical characteristics.
2. Identify two types of ability.
3. Shape the behavior of others.
4. Distinguish between the four schedules of reinforcement.
5. Clarify the role of punishment in learning.
6. Practice self-management
7. Exhibit effective discipline skills.
L E
A R
N I
N G
O
B J
E C
T I
V E
S
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© 2003 Prentice Hall Inc. All rights reserved. 2–3
Biographical CharacteristicsBiographical Characteristics
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© 2003 Prentice Hall Inc. All rights reserved. 2–4
AbilityAbility
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© 2003 Prentice Hall Inc. All rights reserved. 2–5
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
• Memory
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
• Memory
Dimensions ofIntellectual Ability
Dimensions ofIntellectual Ability
E X H I B I T 2-1
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© 2003 Prentice Hall Inc. All rights reserved. 2–6
Physical AbilityPhysical Ability
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© 2003 Prentice Hall Inc. All rights reserved. 2–7
Other Factors
• Body coordination
• Balance
• Stamina
Other Factors
• Body coordination
• Balance
• Stamina
Nine Physical AbilitiesNine Physical Abilities
Strength Factors
• Dynamic strength
• Trunk strength
• Static strength
• Explosive strength
Strength Factors
• Dynamic strength
• Trunk strength
• Static strength
• Explosive strength Flexibility Factors
• Extent flexibility
• Dynamic flexibility
Flexibility Factors
• Extent flexibility
• Dynamic flexibility
E X H I B I T 2-2
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© 2003 Prentice Hall Inc. All rights reserved. 2–8
Ability-JobFit
The Ability-Job FitThe Ability-Job Fit
Employee’sEmployee’sAbilitiesAbilities
Job’s AbilityJob’s AbilityRequirementsRequirements
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© 2003 Prentice Hall Inc. All rights reserved. 2–9
LearningLearning
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
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© 2003 Prentice Hall Inc. All rights reserved. 2–10
Theories of LearningTheories of Learning
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned response
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned response
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© 2003 Prentice Hall Inc. All rights reserved. 2–11
Theories of Learning (cont’d)Theories of Learning (cont’d)
Key Concepts
• Reflexive (unlearned) behavior
• Conditioned (learned) behavior
• Reinforcement
Key Concepts
• Reflexive (unlearned) behavior
• Conditioned (learned) behavior
• Reinforcement
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© 2003 Prentice Hall Inc. All rights reserved. 2–12
Theories of Learning (cont’d)Theories of Learning (cont’d)
Key Concepts
• Attention processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
Key Concepts
• Attention processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
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© 2003 Prentice Hall Inc. All rights reserved. 2–13
Theories of Learning (cont’d)Theories of Learning (cont’d)
Key Concepts
• Reinforcement is required to change behavior.
• Some rewards are more effective than others.
• The timing of reinforcement affects learning speed and permanence.
Key Concepts
• Reinforcement is required to change behavior.
• Some rewards are more effective than others.
• The timing of reinforcement affects learning speed and permanence.
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© 2003 Prentice Hall Inc. All rights reserved. 2–14
Schedules of ReinforcementSchedules of Reinforcement
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© 2003 Prentice Hall Inc. All rights reserved. 2–15
Schedules of Reinforcement (cont’d)Schedules of Reinforcement (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 2–16
E X H I B I T 2-4
Schedules of ReinforcementSchedules of Reinforcement
Fixed-ratio
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© 2003 Prentice Hall Inc. All rights reserved. 2–17
Intermittent Schedules of ReinforcementIntermittent Schedules of Reinforcement
E X H I B I T 2-5a
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© 2003 Prentice Hall Inc. All rights reserved. 2–18
Intermittent Schedules of Reinforcement (cont’d)Intermittent Schedules of Reinforcement (cont’d)
E X H I B I T 2-5b
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© 2003 Prentice Hall Inc. All rights reserved. 2–19
Behavior ModificationBehavior Modification
Problem-solving Model
• Identify critical behaviors
• Develop baseline data
• Identify behavioral consequences
• Apply intervention
• Evaluate performance improvement
Problem-solving Model
• Identify critical behaviors
• Develop baseline data
• Identify behavioral consequences
• Apply intervention
• Evaluate performance improvement
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© 2003 Prentice Hall Inc. All rights reserved. 2–20
OB MOD Organizational ApplicationsOB MOD Organizational Applications
Well Pay versus Sick Pay– Reduce 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 management control.