individual behavior and learning in the organization
DESCRIPTION
INDIVIDUAL BEHAVIOR AND LEARNING IN the ORGANIZATIONTRANSCRIPT
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