Download - 17773_09 Individual Behavior
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FOUNDATIONS OF INDIVIDUAL BEHAVIOR
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1. Biographical Characteristics
Biographical CharacteristicsPersonal characteristics—such as age, gender, and tenure—that are objective and easily obtained from personnel records.
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Age
There is relationship between age and turnover, absenteeism, productivity and job satisfaction.
i) Turnover Decreases with age as fewer alternative job opportunities. Long tenure provides them high wage rates Longer paid vacations. And more attractive pension benefits.
ii) Absenteeism Older employees have lower rate of avoidable absence than the younger
employees. Older employees have higher rate of unavoidable absence due to health problems
job performance declines with increasing age Gender: difference between male and female also affect job performance. Race: Tendency for individuals to favour colleagues of same race in performance
evaluation, promotion decisions and pay raise Social group: In India reservation benefits are extended to certain social groups.
Reservation policies
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iii) Productivity Widespread belief is that productivity declines with
age. It is assumed that that speed ,agility,strength and
coordination decay over time. However certain research has found to be
unrelated. It is found that demand of most jobs even those
with heavy manual labour are not extreme enough for any decline in physical skills attributable to age to have impact on productivity
Any drop in productivity can easily offset by experience.
Age
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iv) Job Satisfaction Differs for professional and non professional
employees.Professional employees – Increases with age.Non professional employees – Falls during middle
age and rises again in the later years.
Age
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Gender
Productivity-No consistent differences are found in problem solving ability, analytical skills ,competitive drive, motivation ,sociability or learning ability.
No significant differences were found in job productivity between men and women.
Psychological studies have found the women are more willing to conform to authority and men are more aggressive and seek success more than woman.
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Turnover-No significant difference. Absenteeism –Women have higher rate of
absenteeism to meet their family emergencies. Women prefer part time work,flexible work hours
and telecommuting to accommodate their family responsibility
Gender
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Race
In employment settings tendency has been found for individuals to favor colleagues of their own race in performance evaluations, promotion decisions and pay rises
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Social group
In India reservation benefits are extended to certain social groups. Reservation policies
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Other Biological Characteristics
Tenure Seniority shows positive relationship with
productivity Negatively related to absenteeism. Less turnover
ReligionSexual orientation and gender identity
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2. Ability, Intellect, and Intelligence
AbilityAn individual’s capacity to perform the various tasks in a job.Intellectual AbilityThe capacity to do mental activities.
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Dimensions ofIntellectual Ability
NUMBER APTITUDE Ability to do speedy and accurate arithmetic e.g Accountant
VERBAL COMPREHENSION
Ability to understand the relations of the words E.G Journalist
PERCEPTUAL SPEED Ability to identify visual similarities and differences –CID
INDUCTIVE REASONING Ability to identify a logical sequence e.g Market researcher
DEDUCTIVE REASONING Ability to use logic and argument-Supervisor
SPATIAL VISUALISATION Ability to imagine- Interior decorator
MEMORY Ability to retain and recall past experiences-Salesperson
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Physical Abilities
Physical AbilitiesThe capacity to do tasks demanding stamina, strength, and similar characteristics.
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Other Factors7. Body coordination8. Balance9. Stamina
Nine Physical Abilities
Strength Factors1. Dynamic strength2. Trunk strength3. Static strength4. Explosive strength Flexibility Factors
5. Extent flexibility6. Dynamic flexibility
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Nine basic physical abilities Strength Factors1. Dynamic strength: Ability to exert muscular force
repeatedly or continuously over time.2. Trunk: Ability to exert muscular strength using trunk
particularly abdominal muscles.3. Static: Ability to exert force against external muscle4. Explosive: Ability to exert maximum energy in one or
series of explosive acts. Flexibility factors1. Extent flexibility: Ability to move trunk and back muscle
as far as possible.2. Dynamic flexibility: Ability to make rapid, repeated
fleximg movements.
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Other factors1. Body coordination: Ability to coordinate the
simultaneous actions of different parts of body.2. Balance: Ability to maintain equilibrium despite forces
pulling off balance.3. Stamina: Ability to continue maximum effort requiring
prolonged effort over time
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Ability-JobFit
The Ability-Job Fit
Employee’sEmployee’sAbilitiesAbilities
Job’s AbilityJob’s AbilityRequirementsRequirements
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3. Learning
Learning• Involves change• Is relatively permanent• Is acquired through experience
LearningAny relatively permanent change in behavior that occurs as a result of experience.
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Behavior
Behavior is response of the person to various stimuli or inputs, whether internal or external, conscious or subconscious.
Stimulus
(S)
Organism
(O)Response
(R)
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Theories of Learning
Classical ConditioningA type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response.An experiment was conducted by Russian scientist Ivan Pavlov to teach dogs to salivate in response to ringing of the bellUnconditioned Stimulus will naturally (without learning) elicit or bring about a reflexive response
Unconditioned Stimulus (US) elicits > Unconditioned Response (UR)
Neutral Stimulus (NS) --- does not elicit the response of interest
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Classical Conditioning
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The Neutral Stimulus (NS) is repeatedly paired with the Unconditioned/Natural Stimulus (US).
Classical Conditioning
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Classical Conditioning
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Classical Conditioning
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The Neutral Stimulus (NS) is transformed into a Conditioned Stimulus (CS).
That is, when the CS is presented by itself, it elicits or causes the CR (which is the same involuntary response as the UR.
The name changes because it is elicited by a different stimulus.
This is written CS elicits > CR.
Classical Conditioning
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Classical Conditioning TheoryExample:
• Employee is harassed at organisation
• Employee feels bad when harassed• Employee associates being harassed and organisation
• Employee begins to feel bad when he thinks of organisation
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Theories of Learning (cont’d)
Operant ConditioningOperant conditioning concept was given by B.F.Skinner It argues that behaviour is a function of its consequences.A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment.
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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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Operant learning
Name oF contingency example
Positive reinforcement Praise from a superior encourages continuing the praised behavior
Punishment Criticism from a supervisor discourages enacting the punishment behavior
Extinction Failing to praise a helpful act reduces the odds of helping in the future
Negative reinforcement Future criticism is avoided by whatever the superior wants
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Theories of Learning (cont’d)
Social-Learning TheoryPeople can learn through observation and direct experience.Four processes have been found to determine the influence that a model will have on the individual:1Attention process- We tend to be most influenced by role models that are attractive, repeatedly available ,important to us2 Retention process-How much the individual remembers the model action after he is no longer available.
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Motor Reproduction process-Watching converted into doing.
Reinforcement processes-Individuals if rewarded for exhibiting a behaviour than they are more motivated to exhibit the behaviour
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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.
Shaping BehaviorSystematically reinforcing each successive step that moves an individual closer to the desired response.