ORGANIZATIONAL BEHAVIOR

S T E P H E N P. R O B B I N S
WWW.PRENHALL.COM/ROBBINS

T E N T H E D I T I O N

© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
OBJECTIVES
AFTER STUDYING THIS CHAPTER,
YOU SHOULD BE ABLE TO:

1. Define the key biographical characteristics.

2. Identify two types of ability.
3. Shape the behavior of others.
LEARNING

4. Distinguish between the four schedules of

reinforcement.
5. Clarify the role of punishment in learning.
6. Practice self-management
7. Exhibit effective discipline skills.

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 Biographical
Biographical Characteristics
Characteristics

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 Ability
Ability

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 Dimensions
Dimensions of of
Intellectual
Intellectual Ability
Ability

••Number
Numberaptitude
aptitude
••Verbal
Verbalcomprehension
comprehension
••Perceptual
Perceptualspeed
speed
••Inductive
Inductivereasoning
reasoning
••Deductive
Deductivereasoning
reasoning
••Spatial
Spatialvisualization
visualization
••Memory
Memory
EXHIBIT 2-1

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 Physical
Physical Ability
Ability

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 Nine
Nine Physical
Physical Abilities
Abilities

Strength
StrengthFactors
Factors
• •Dynamic
Dynamicstrength
strength
• •Trunk
Trunkstrength
strength
• •Static
Staticstrength
strength
• •Explosive
Explosivestrength Flexibility
strength FlexibilityFactors
Factors
• •Extent
Extentflexibility
flexibility
• •Dynamic
Dynamicflexibility
flexibility
Other
OtherFactors
Factors
• •Body
Bodycoordination
coordination
• •Balance
Balance
• •Stamina
Stamina
EXHIBIT 2-2

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 The
The Ability-Job
Ability-Job Fit
Fit

Ability-Job
Employee’s Fit Job’s Ability
Abilities Requirements

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 Learning
Learning

Learning
Learning
••Involves
Involveschange
change
••Is
Isrelatively
relativelypermanent
permanent
••Is
Isacquired
acquiredthrough
throughexperience
experience

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 Theories
Theories of
of Learning
Learning

Key
KeyConcepts
Concepts
••Unconditioned
Unconditionedstimulus
stimulus
••Unconditioned
Unconditionedresponse
response
••Conditioned
Conditionedresponse
response

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 Theories
Theories of
of Learning
Learning (cont’d)
(cont’d)

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

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 Theories
Theories of
of Learning
Learning (cont’d)
(cont’d)

Key
KeyConcepts
Concepts
••Attention
Attentionprocesses
processes
••Retention
Retentionprocesses
processes
••Motor
Motorreproduction
reproductionprocesses
processes
••Reinforcement
Reinforcementprocesses
processes

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 Theories
Theories of
of Learning
Learning (cont’d)
(cont’d)

Key
KeyConcepts
Concepts
••Reinforcement
Reinforcementis
isrequired
requiredto
tochange
changebehavior.
behavior.
••Some
Somerewards
rewardsare
aremore
moreeffective
effectivethan
thanothers.
others.
••The
Thetiming
timingof
ofreinforcement
reinforcementaffects
affectslearning
learning
speed
speedand
andpermanence.
permanence.
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 Schedules
Schedules of
of Reinforcement
Reinforcement

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 Schedules
Schedules of
of Reinforcement
Reinforcement (cont’d)
(cont’d)

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 Schedules
Schedules of
of Reinforcement
Reinforcement

Fixed-ratio

EXHIBIT 2-4

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 Intermittent
Intermittent Schedules
Schedules of
of Reinforcement
Reinforcement

EXHIBIT 2-5a

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 Intermittent
Intermittent Schedules
Schedules of
of Reinforcement
Reinforcement (cont’d)
(cont’d)

EXHIBIT 2-5b

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 Behavior
Behavior Modification
Modification

Problem-solving
Problem-solvingModelModel
••Identify
Identifycritical
criticalbehaviors
behaviors
••Develop
Developbaseline
baselinedata
data
••Identify
Identifybehavioral
behavioralconsequences
consequences
••Apply
Applyintervention
intervention
••Evaluate
Evaluateperformance
performanceimprovement
improvement
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 OB
OB MOD
MOD Organizational
Organizational Applications
Applications
 Well Pay versus Sick Pay
– Reduce 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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