INDIVIDUAL BEHAVIOR AND

LEARNING IN the ORGANIZATION

Charieden Camacam Jessie Cris D. Bognadon

MAPA 2 / MPA 2

Individual Behavior and Learning

Four factors that affect individual behavior in organizations:

Drive Behavior• Motivation• Ability

Provide opportunities and constraints• Role perceptions• Situational Contingencies

MARS Model of Individual Behavior

Individual Individual behavior and behavior and

resultsresults

SituationalSituationalfactorsfactors

Values

Personality

Perceptions

Emotions

Attitudes

Stress Role Role perceptionsperceptions

MotivationMotivation

AbilityAbility

2-3

Motivation

Internal forces that affect a person’s voluntary choice of behavior• direction• intensity• persistence

RR

BARBAR

SSMM

AA

2-4

Ability

Natural aptitudes and learned capabilities required to successfully complete a task

Aptitudes Learned capabilities Competencies Person job matching

• selecting• developing• redesigning RR

BARBAR

SSMM

AA

2-5

Role Perceptions

Beliefs about what behavior is required to achieve the desired results.

Clarifying role perceptions.

RR

BARBAR

SSMM

AA

2-6

Situational Factors

Environmental conditions beyond the individual’s short-term control that constrain or facilitate behavior• time• people• resources• Working conditions• customers

RR

BARBAR

SSMM

AA

2-7

Types of Work-Related Behaviors

Joining the organization Remaining with the organization Maintaining work attendance Performing required job duties

• In-role performance Organizational citizenship behavior

• Extra-role performance

Joining Organizations

Applying, interviewing, hiring, socialization into the organization

Often drive by external factors• Money, prestige of organization, etc.

has changed with technology

Remaining with the organization Difficult to keep employees with low

unemployment rates. Job satisfaction

• Satisfaction does not motivate but…• Job dissatisfaction cause someone to leave.

Things like money become less motivating and become areas of possible dissatisfaction.

Organizational Commitment – the drive to remain with an organization

Remaining with the organization Organizational Commitment - the drive to

remain with an organization Three aspects

• Affective - liking your organization• Normative - feeling an obligation toward an

organization• Continuance - remaining with an organization for

lack of another option

Maintaining work attendance

Situational factors motivation

Performing required tasks (In-Role Performance) Task performance Physical and mental behaviors Most can be measured and

controlled This is what we get paid for

Exhibiting organizational citizenship (Extra-Role Behavior) Performance beyond the required jobs Improving organizational citizenship

LEARNING IN ORGANIZATIONS

Learning – relatively permanent change in behavior (or behavior tendency) that occurs as a result of a person’s interaction with the environment.Behavior change is evidence of learningDue to interaction with environment – study, practice, experience (not instinct)Influences ability, role perceptions and motivation.Relatively permanent change – not due to situation

LEARNING IN ORGANIZATIONS

Learning affects behavior/performance through:• Ability• Role perceptions• Motivation• For knowledge management

LEARNING IN ORGANIZATIONS

Learning explicit and tacit knowledge• Explicit knowledge• Tacit knowledge

The challenge of knowledge management is to make more tacit knowledge explicit.

Behavior Modification

We learn how to “operate” on the environment • alter behavior to maximize positive and minimize

adverse consequences.

1.Operant behaviors

2.Respondent behaviors

ConsequencesConsequences

What happensWhat happensAfter behaviorAfter behavior

EmployeeEmployeereceivesreceives

attendanceattendancebonusbonus

A-B-Cs of OB Modification

BehaviorBehavior

What personWhat personsays or doessays or does

EmployeeEmployeeattendsattends

scheduledscheduledworkwork

AntecedentsAntecedents

What happensWhat happensbefore behaviorbefore behavior

AttendanceAttendancebonus systembonus systemis announcedis announced

CONTINGENCIES OF REINFORCEMENT

1. Positive reinforcement

2. Negative reinforcement

3. Punishment

4. Extinction

SCHEDULES OF REINFORCEMENT Reinforcement schedule may have a greater

effect than the size of the reinforcer in learning and behavior management.

1. Continuous reinforcement

2. Fixed interval

3. Variable interval

4. Fixed ratio

5. Variable ratio

BEHAVIOR MODIFICATION LIMITATIONS

Can’t reinforce non-observable behavior Reward inflation – reinforcer tends to wear off Ethical concerns

• Variable ratio schedule viewed as a form of gambling

• Perceived manipulation – sounds as if employess have no control.

LEARNING TROUGH FEEDBACK Information received about the consequences

of our behavior – can be an antecedent or a consequence.• Improves role perceptions, ability and motivation• Corrective feedback – identifies performance errors

and helps to correct them• Positive feedback – motivates future behavior.

EvaluatedEmployee

Co-workerCo-worker

CustomerCustomer

SubordinateSubordinate

ProjectProjectleaderleader

SupervisorSupervisor

Co-workerCo-worker

SubordinateSubordinateSubordinateSubordinate

Multi-Source (360 Degree) Feedback

EffectiveEffectiveFeedbackFeedback

SpecificSpecific

FrequentFrequent

TimelyTimely

RelevantRelevant

CredibleCredible

Giving Feedback Effectively

SOCIAL LEARNING THEORY Learning by observing others, then modeling

the behaviors that lead to favorable outcomes and avoiding behaviors that lead to punishing consequences.

1. Behavioral modeling

2. Learning behavior consequences

3. Self-reinforcement

LEARNING TRHOUGH EXPERIENCE

Kolb’s Experiential learning model• Concrete experience• Reflective observation• Abstract conceptualization• Active experimentation