After studying the chosen topics,

OBJECTIVES

you should be able to:

1. Define the key biographical characteristics and

consider their relative importance.
LEARNING

2. Understand key individual factors which

influence behavior.
3. Understand behavioristic learning processes.
4. Understand how it can be applied in an
organization.

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 Biographical Characteristics

Biographical Characteristics
Personal characteristicssuch as age, gender,
and marital statusthat are objective and
easily obtained from personnel records.

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 Biographical Characteristics

Age turnover tends to be lower with older employees

Age unavoidable/avoidable absenteeism (lower
unavoidable for older employees)

Age & job performance are unrelated

Age job satisfaction tends to increase with age
Gender v.few differences, only: female absenteeism is
higher; women conform more; preference for part-time
or flextime work schedules
Marital status inconclusive re. productivity
Tenure higher productivity; higher satisfaction; best
indicator of low turnover, good indicator of lower levels
of absenteeism;
Race..sexual orientation..gender identity..religion..
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 Ability, Intellect, and Intelligence

Ability
An individuals 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.

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 Dimensions of
Intellectual Ability (p46)

Number aptitude
Verbal comprehension
Perceptual speed
Inductive reasoning
Deductive reasoning
Spatial visualization
Memory

E X H I B I T 21

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 Physical Abilities

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

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 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
Other Factors
7. Body coordination
Source: Adapted from
8. Balance HRMagazine published
by the Society for Human
Resource Management,
9. Stamina Alexandria, VA.

E X H I B I T 22

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 The Ability-Job Fit

Ability-Job
Employees Fit Jobs Ability
Abilities Requirements

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 Learning

Behavioristic learning
Any relatively permanent change in behavior
that occurs as a result of experience.

Involves change
Is relatively permanent
Is acquired through experience

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 Learning

Cognitive learning
Includes: use of senses, conceptualization,
memory, perception, language

Developmental cognitive learning theories:

Social learning: (Vygotsky, Russia)
Gestalt school: the whole is more than
the sum of the parts (Lewin)

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 Theories of behaviorist learning

Classical Conditioning (Pavlov, 1902)

A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.

Key Concepts
Unconditioned stimulus
Unconditioned response
Conditioned stimulus
Conditioned response

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 Theories of Learning (contd)

Operant Conditioning (Skinner, 1971)

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

Key Concepts
Reflexive (unlearned) behavior
Conditioned (learned) behavior
Reinforcement

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 Theories of Learning (contd)

Social-Learning Theory (Bandura,

1977 among others)

People can learn through observation

and direct experience.

Key Concepts (cognitive+behavioral)

Attentional processes
Retention processes
Motor reproduction processes
Reinforcement processes

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 Theories of Learning (contd)

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

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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 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 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.

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 Schedules of Reinforcement (contd)

Fixed-Interval Schedule
Rewards are spaced at
uniform time intervals.

Variable-Interval Schedule
Rewards are initiated after a
fixed or constant number of
responses.

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 Schedules of Reinforcement (contd)

Fixed-ratio

E X H I B I T 24

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 Intermittent Schedules of Reinforcement

E X H I B I T 25

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 Intermittent Schedules of Reinforcement (contd)

E X H I B I T 25 (contd)

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 Behavior Modification

OB Mod
The application of reinforcement concepts
to individuals in the work setting.

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
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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 management control.

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