Organizational Behavior 2

1. Organizational Behavior 2 Prof. Luo, Fan Management School, Wuhan University of Technology Email: sailluof@126.com

2. 2. Diversity in Organizations

3. Teaching Plan Objects Help the students understanding theories about biographical characteristics and what abilities do they need in their work. Teaching Emphases Theories of ability, including nine physical abilities and dimensions of intellectual ability.Definitions of Organizational Behavior Learning difficulty The Ability-Job Fit Methods Lecture; Case discussion; Team game

4. Case A email from the HR Manager Need an assistant Over 3 years work experience Male Over 25 years old

5. (1) Biographical Characteristics • Question: • What are Personal characteristics? • Personal characteristics—such as age, gender, race and tenure—that are objective and easily obtained from personnel records

6. Biographical Characteristics Age Productivity Absence Turnover Job Satisfaction Age, Gender, Tenure

7. Question: What is relationship between age (Gender, Tenure) and productivity? What is relationship between age (Gender, Tenure) and absence?io What is relationship between age (Gender, Tenure) and turnover?i What is relationship between age (Gender, Tenure) and job satisfaction?iographical ographical graphical iographical Characteristics and outputs?

8. (2) Ability • 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

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

10. Nine Physical Abilities • Strength Factors • Dynamic strength • Trunk strength • Static strength • Explosive strength • Flexibility Factors • Extent flexibility • Dynamic flexibility • Other Factors • Body coordination • Balance • Stamina Source: Adapted from HRMagazine published by the Society for Human Resource Management, Alexandria, VA.

11. Dimensions of Intellectual Ability • Number aptitude • Verbal comprehension • Perceptual speed • Inductive reasoning • Deductive reasoning • Spatial visualization • Memory

12. The Ability-Job Fit Employee’sAbilities Job’s AbilityRequirements Ability-JobFit

13. Discussion What abilities do you think are especially important for success in senior-level management positions?

14. (3) Learning 学习 • Learning • Any relatively permanent change in behavior that occurs as a result of experience • Learning • Involves change • Is relatively permanent • Is acquired through experience

15. Theories of Learning • Classical Conditioning 经典条件反射 • 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

16. Theories of Learning (cont’d) • Operant Conditioning 操作条件反射 • 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

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

18. Theories of Learning (cont’d) • 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.

19. 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

20. 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

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

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

23. Behavior Modification • OB Mod • The application of reinforcement concepts to individuals in the work setting Five Step Problem-Solving Model

24. Chapter Check-up: Reinforcement Theory When professors give random pop quizzes or take random attendance, students often complain that they are adults, old enough to make their own decisions, and should therefore not be required to come to class. How do you reconcile this argument with what we know about reinforcement theory? Discuss with a classmate. • What kind of reinforcement schedule are these professors using? Would a different schedule be preferable? If so, which one?

25. Chapter Check-up: Reinforcement Theory Recall and write down the three criteria that indicate learning has occurred. Do you think that learning, according to these criteria, really occurs as a result of a one semester college class? Discuss with a neighbor. • What kinds of things would you recommend to a college professor to increase the likelihood of students learning all class material? Use theories from the text to frame your answer.

26. Team Exercise Team Game Positive Reinforcement versus Punishment (13th Edition P101) Discussion: What was the difference in behavior of the two volunteers? What are the implications of this exercise to shaping behavior in organization?

27. Thank You ! Wuhan University of Technology Email: sailluof@126.com