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Individual Behavior and Learning in business/ Organizations
- 1. C H A P T E R
Individual
Behavior and
Learning in
business/
Organizations
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 2. MARS Model of Behavior and Performance
Role
Perceptions
Motivation
Individual
Behavior and
Performance
Ability
Situational
Factors
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 3. Employee Motivation
Internal forces that affect a
person’s voluntary choice of
behavior:
Direction
Intensity
Persistence
M
R
IBP
A
McShane/ Von Glinow 2/e
S
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 4. Employee Ability
Natural aptitudes and learned capabilities
required to successfully complete a task
Competencies -- personal
characteristics that lead to
superior performance
Person-job matching
select qualified people
develop employee abilities
through training
redesign job to fit person's
existing abilities
McShane/ Von Glinow 2/e
M
R
IBP
A
S
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 5. Employee Role Perceptions
Beliefs about what behavior is required to
achieve the desired results
Understanding what tasks to perform
Understanding relative importance of tasks
Understanding preferred behaviors to accomplish
tasks
M
R
IBP
A
McShane/ Von Glinow 2/e
S
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 6. Situational Factors
Environmental conditions
beyond the individual’s shortterm control that constrain or
facilitate behavior
Time
People
Budget
Work facilities
M
R
IBP
A
McShane/ Von Glinow 2/e
S
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 7. Types of Work-Related Behavior
Joining the
Organization
Exhibiting
Organizational
Citizenship
Types of
Work-Related
Behavior
Performing
Required
Tasks
McShane/ Von Glinow 2/e
Remaining
with the
Organization
Maintaining
Work
Attendance
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 8. Definition of Learning
A relatively permanent change
in behavior (or behavior
tendency) that occurs as a
result of a person’s interaction
with the environment.
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 9. Behavior Modification
We “operate” on the environment
Alter behavior to maximize positive and minimize
adverse consequences.
Operant versus respondent behaviors
Law of effect
Likelihood that an operant behavior will be
repeated depends on its consequences
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 10. A-B-Cs of Behavior Modification
Antecedents
Behavior
Consequences
What happens
before behavior
What person
says or does
What happens
After behavior
Employee
attends
scheduled
work
Employee
receives
attendance
bonus
Example
Attendance
bonus system
is announced
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 11. Contingencies of Reinforcement
Consequence
is Introduced
Behavior
Increases/
Maintained
Positive
reinforcement
Behavior
Decreases
Punishment
No
Consequence
McShane/ Von Glinow 2/e
Consequence
is Removed
Negative
reinforcement
Extinction
Punishment
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 12. Behavior Modification Limitations
Can’t reinforce nonobservable behavior
Reinforcer tends to wear off
Variable ratio schedule is a form of gambling
Ethical concerns about perceived
manipulation
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 13. Learning through Feedback
Any information about consequences of
our behavior
Clarifies role perceptions
Corrective feedback improves ability
Positive feedback motivates future
behavior
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 15. Social Learning Theory
Behavioral modeling
Observing and modeling behavior of others
Learning behavior consequences
Observing consequences that others experience
Self-reinforcement
Reinforcing our own behavior with consequences
within our control
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 16. Kolb’s Experiential Learning Model
Concrete
experience
Active
experimentation
Reflective
observation
Abstract
conceptualization
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 17. Developing a Learning Orientation
Value the generation of
new knowledge
Reward experimentation
Recognize mistakes as
part of learning process
Encourage employees
to take reasonable risks
McShane/ Von Glinow 2/e
Courtesy of CREST
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 18. Action Learning
Experiential learning in which employees are
involved in a “real, complex, and stressful
problem,” usually in teams, with immediate
relevance to the company
Concrete experience
Learning meetings
Team conceptualizes and applies a solution to a
problem
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.
- 19. C H A P T E R
Individual
Behavior and
Learning in
Organizations
McShane/ Von Glinow 2/e
Copyright © 2003 by The McGraw-Hill Companies, Inc. All rights reserved.