1. ORGANIZATIONAL
BEHAVIOUR
ORGANIZATIONAL
BEHAVIOUR

2. BASIC OB MODEL – STAGE IBASIC OB MODEL – STAGE I

3. BASIC OB
MODEL –
STAGE II
BASIC OB
MODEL –
STAGE II

4. LearningLearning
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
Learning
Any relatively permanent change in behavior
that occurs as a result of experience.

5. LearningLearning
 Learning (Any relatively permanent change in
behaviour that occurs as a result of experience)
– All complex behaviour is learned. If we want to
explain and predict behaviour, we need to
understand how people learn
 Theories Of Learning (Three theories have been offered
to explain the process by which we acquire patterns of
behaviour) These are:
• Classical Conditioning
• Operant Conditioning
• Social Learning

6. Theories of LearningTheories of Learning
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus
• Conditioned response
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus
• Conditioned response
Classical Conditioning
A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.

7. Learning Theories - Classical LearningLearning Theories - Classical Learning
 A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.
 Classical conditioning is passive.
 Something happens and we react in a specific
way.
 It is elicited in response to a specific, identifiable
event.
 It is voluntary rather than reflexive.

8. Learning Theories – Operant LearningLearning Theories – Operant Learning
 A type of conditioning in which desired voluntary behaviour
leads to a reward or prevents a punishment.
 Operant conditioning argues that behaviour is a function of its
consequences.
 People learn to have to get something they want or to avoid
something they don't want.
 Behaviour is assumed to be determined from without – that is,
learned – rather than from within – reflexive or unlearned.
 Creating pleasing consequences to follow specific forms
 of behaviour would increase the frequency of that behaviour.
 People will most likely engage in desired behaviours if they are
positively reinforced for doing so.
 Rewards are most effective if they immediately follow the
desired response.
 In addition, behaviour that is not rewarded or is punished, is
less likely to be repeated.

9. 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
Operant Conditioning
A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a punishment.

10. Learning Theories – Social Learning TheoryLearning Theories – Social Learning Theory
 People can learn through observation and direct
experience.
– Watching models – parents, teachers, peers,
motion picture and television performers, bosses
etc
 Social-learning theory is an extension of operant
conditioning –
– It assumes that behaviour is a function of
consequences
– It also acknowledges the existence of
observational learning and the importance of
perception in learning
 People respond to how they perceive and define
consequences, not to the objective consequences

11. Theories of Learning (cont’d)Theories of Learning (cont’d)
Key Concepts
• Attentional processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
Key Concepts
• Attentional processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
Social-Learning Theory
People can learn through observation
and direct experience.

12. 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.
Shaping Behavior
Systematically reinforcing each successive step that
moves an individual closer to the desired response.

13. Shaping BehaviourShaping Behaviour
• Shaping Behaviour - Systematically reinforcing each
successive step that moves an individual closer to the
desired response
• Four ways in which to shape behaviour:
– Positive reinforcement: Following a response with
something pleasant
– Negative reinforcement: Following a response by the
termination or withdrawal of something unpleasant
– Punishment: Causing an unpleasant condition in an attempt
to eliminate an undesirable behaviour
– Extinction: Eliminating any reinforcement that is maintaining a
behaviour. When the behaviour is not reinforced, it tends to
gradually be extinguished

14. ReinforcementReinforcement
 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.

15. Schedules of ReinforcementSchedules of Reinforcement
Continuous Reinforcement
A desired behavior is reinforced
each time it is demonstrated.
Intermittent Reinforcement
A desired behavior is reinforced
often enough to make the
behavior worth repeating but not
every time it is demonstrated.

16. Schedules of Reinforcement (cont’d)Schedules of Reinforcement (cont’d)
Fixed-Interval Schedule
Rewards are spaced at
uniform time intervals.
Variable-Interval Schedule
Rewards are initiated after a
fixed or constant number of
responses.

17. Schedules of Reinforcement (cont’d)Schedules of Reinforcement (cont’d)
Fixed-ratio

18. Behavior ModificationBehavior 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
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 Model
The application of reinforcement concepts to
individuals in the work setting.

19. OB MODEL Organizational ApplicationsOB MODEL 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 management control.

20. ValuesValues

21. ValuesValues
Values reflect a person’s right or wrong
What ought to be
Values tend to influence attitudes and
behavior
Values provide answers to why people do
what they do and in what order they choose
to do them
Values provide an internal reference of
what is good, useful, beautiful, beneficial,
useful, constructive

22. Types of Values –- Rokeach Value SurveyTypes of Values –- Rokeach Value Survey

23. Values in
the
Rokeach
Survey
Values in
the
Rokeach
Survey

24. Values in
the
Rokeach
Survey
(cont’d)
Values in
the
Rokeach
Survey
(cont’d)

25. Dominant Work Values in Today’s WorkforceDominant Work Values in Today’s Workforce

26. Values, Loyalty, and Ethical BehaviorValues, Loyalty, and Ethical Behavior
Ethical Climate inEthical Climate in
the Organizationthe Organization
Ethical Climate inEthical Climate in
the Organizationthe Organization
Ethical Values andEthical Values and
Behaviors of LeadersBehaviors of Leaders

27. AttitudesAttitudes

28. Types of AttitudesTypes of Attitudes

29. The Theory of Cognitive DissonanceThe Theory of Cognitive Dissonance
Desire to reduce dissonance
• Importance of elements creating dissonance
• Degree of individual influence over elements
• Rewards involved in dissonance
Desire to reduce dissonance
• Importance of elements creating dissonance
• Degree of individual influence over elements
• Rewards involved in dissonance

30. Measuring the A-B RelationshipMeasuring the A-B Relationship
 Recent research indicates that the attitudes (A)
significantly predict behaviors (B) when moderating
variables are taken into account.
Moderating Variables
• Importance of the attitude
• Specificity of the attitude
• Accessibility of the attitude
• Social pressures on the individual
• Direct experience with the attitude
Moderating Variables
• Importance of the attitude
• Specificity of the attitude
• Accessibility of the attitude
• Social pressures on the individual
• Direct experience with the attitude

31. Self-Perception TheorySelf-Perception Theory

32. Job SatisfactionJob Satisfaction
 Measuring Job Satisfaction
– Single global rating
– Summation score
 How Satisfied Are People in Their Jobs?
– Job satisfaction decline attributed to:
• Pressures to increase productivity
• Less control over work

33. The Effect of Job Satisfaction on Employee
Performance
The Effect of Job Satisfaction on Employee
Performance
 Satisfaction and Productivity
– Satisfied workers aren’t necessarily more productive.
– Worker productivity is higher in organizations with
more satisfied workers.
 Satisfaction and Absenteeism
– Satisfied employees have fewer avoidable absences.
 Satisfaction and Turnover
– Satisfied employees are less likely to quit.
– Organizations take actions to cultivate high performers
and to weed out lower performers.

34. Responses to Job DissatisfactionResponses to Job Dissatisfaction

35. How Employees Can Express DissatisfactionHow Employees Can Express Dissatisfaction

36. Job Satisfaction and OCBJob Satisfaction and OCB
 Satisfaction and Organizational Citizenship Behavior
(OCB)
– Satisfied employees who feel fairly treated by and
are trusting of the organization are more willing to
engage in behaviors that go beyond the normal
expectations of their job

37. SELF – CONCEPT,
ABILITY &
PERCEPTION
SELF – CONCEPT,
ABILITY &
PERCEPTION

38. Self-ConceptSelf-Concept
 Self-concept is an individual’s perception of self and is what
helps make each individual unique.
 Positive and negative self-assessments in the physical,
emotional, intellectual, and functional dimensions change
over time.
 Self-concept affects the ability to function and greatly
influences health status.
Dimensions of Self-ConceptDimensions of Self-Concept
 Self-knowledge — “Who am I?”
 Self-expectation — “Who or what do I want to be?”
 Social self – How person perceived by others?
 Self-evaluation — “How well do I like myself?”

39. Self knowledgeSelf knowledge
 Global self: is the term used to describe the composite of all
basic facts, qualities, traits, images and feelings one holds
about oneself.
 It includes:
1. Basic facts: sex, age, race, occupation, cultural background,
sexual orientation
2. Person’s position with social groups
3. Qualities or traits that describe typical behaviours, feelings,
moods and other characteristics (generous, hot-headed,
ambitious, intelligent)

40. Self expectationsSelf expectations
 Expectations for self flow from various sources
 The ideal self constitutes the self one want to be
 Self expectations develop unconsciously early in childhood
and are based on image of role models such as parents
Self evaluationSelf evaluation
 Self esteem is the evaluative and affective component of
self concept
 Maslow’s Subsets of Esteem Needs:
1. Self-esteem (strength, achievement, mastery,
competence)
2. Respect needs or the need for esteem from others

41. Components of Self-ConceptComponents of Self-Concept
 Identity
 Body image
 Self-esteem
 Role performance

42. Interrelationship of Components of Self-ConceptInterrelationship of Components of Self-Concept

43. Components of Self-ConceptComponents of Self-Concept
 A sense of personal identity is what sets one person apart as a unique individual.
 Identity includes a person’s name, gender, ethnic identity, family status, occupation,
and roles.
 One’s personal identity begins to develop during childhood and is constantly
reinforced and modified throughout life.
 Body image is an attitude about one’s physical attributes and characteristics,
appearance, and performance.
 Body image is dynamic because any change in body structure or function, including
the normal changes of growth and development, can affect it.
 Self-Ideal is the perception of behavior based on personal standards and self-
expectations.
 Self-ideal serves as an internal regulator to support self-respect and self-esteem.
 Self-esteem is the judgment of personal performance compared with the self-ideal.
 Self-esteem is derived from a sense of giving and receiving love, and being respected
by others.
 Role refers to a set of expected behaviors determined by familial, cultural, and social
norms.
 The level of self-esteem is dependent upon the self-perception of adequate role
performance in these various social roles.

44. Components of Self-ConceptComponents of Self-Concept
 Stressors Affecting Role Performance
• Role overload
• Role conflict
– Whenever a person is unable to fulfill role
responsibilities, self-concept is impaired.

45. Development of Self-ConceptDevelopment of Self-Concept
 Self-concept evolves throughout life and depends to
an extent on an individual’s developmental level.
Formation of Self-ConceptFormation of Self-Concept
1. Infant learns physical self different from environment.
2. If basic needs are met, child has positive feelings of self.
3. Child internalizes others people’s attitudes toward self.
4. Child or adult internalizes standards of society.

46. Stages in Development of SelfStages in Development of Self
 Self-awareness (infancy)
 Self-recognition (18 months)
 Self-definition (3 years)
 Self-concept (6 to 7 years)

47. Factors Affecting Self-ConceptFactors Affecting Self-Concept
 Altered Health Status
 Experience
 Developmental considerations
 Culture
 Internal and external resources
 History of success and failure
 Crisis or life stressors
 Aging, illness, or trauma

48. AssessmentAssessment
 Assess the client’s strengths to be used as a
foundation on which to build therapeutic
interventions.
– Maintain appropriate relationships
– Care for self in order to meet basic needs
– Adapt to stressors in a positive manner

49. Ability, Intellect, and IntelligenceAbility, Intellect, and Intelligence
Ability
An individual’s capacity to perform
the various tasks in a job.
Intellectual Ability
The capacity to do mental activities.
Multiple Intelligences
Intelligence contains four subparts:
cognitive, social, emotional, and cultural.

50. • 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 of
Intellectual Ability
Dimensions of
Intellectual Ability

52. Physical AbilitiesPhysical Abilities
Physical Abilities
The capacity to do tasks
demanding stamina, dexterity,
strength, and similar
characteristics.

53. Other Factors
7. Body coordination
8. Balance
9. Stamina
Other Factors
7. Body coordination
8. Balance
9. Stamina
Nine Physical AbilitiesNine Physical Abilities
Strength Factors
1. Dynamic strength
2. Trunk strength
3. Static strength
4. Explosive strength
Strength Factors
1. Dynamic strength
2. Trunk strength
3. Static strength
4. Explosive strength
Flexibility Factors
5. Extent flexibility
6. Dynamic flexibility
Flexibility Factors
5. Extent flexibility
6. Dynamic flexibility
Source: Adapted from
HRMagazine published by
the Society for Human
Resource Management,
Alexandria, VA.

55. Biographical CharacteristicsBiographical Characteristics
Biographical Characteristics
Personal characteristics—such as age,
gender, and marital status—that are objective
and easily obtained from personnel records

56. Ability-Job
Fit
The Ability-Job FitThe Ability-Job Fit
Employee’sEmployee’s
AbilitiesAbilities
Job’s AbilityJob’s Ability
RequirementsRequirements