Description
Adaptive behavior is a type of behavior that is used to adjust to another type of behavior or situation. This is often characterized by a kind of behavior that allows an individual to change an unconstructive or disruptive behavior to something more constructive. These behaviors are most often social or personal behaviors.
organizational behavior
Foundation to Individual Behaviour
2–0
OBJECTIVES LEARNING
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. 4. Distinguish between the four schedules of reinforcement. 5. Clarify the role of punishment in learning. 6. Practice self-management
2–1
Biographical Characteristics
Biographical Characteristics
Personal characteristics—such as age, gender, and marital status—that are objective and easily obtained from personnel records.
2–2
Ability, Intellect, and Intelligence
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.
2–3
Dimensions of Intellectual Ability
• Number aptitude • Verbal comprehension • Perceptual speed • Inductive reasoning • Deductive reasoning • Spatial visualization • Memory
E X H I B I T 2–1 2–4
Physical Abilities
Physical Abilities
The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.
2–5
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 8. Balance 9. Stamina
Source: Adapted from HRMagazine published by the Society for Human Resource Management, Alexandria, VA.
E X H I B I T 2–2 2–6
The Ability-Job Fit
Employee’s Abilities
Ability-Job Fit
Job’s Ability Requirements
2–7
Learning
Learning
Any relatively permanent change in behavior that occurs as a result of experience.
Learning
• Involves change • Is relatively permanent
• Is acquired through experience
2–8
Theories of Learning
Classical Conditioning
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
2–9
Source: The Far Side ® by Gary Larson © 1993 Far Works, Inc. All rights reserved. Used with permission.
E X H I B I T 2–3 2–10
Theories of Learning (cont’d)
Operant Conditioning
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
2–11
Theories of Learning (cont’d)
Social-Learning Theory
People can learn through observation and direct experience.
Key Concepts
• Attentional processes • Retention processes • Motor reproduction processes • Reinforcement processes
2–12
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.
2–13
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.
2–14
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.
2–15
Schedules of Reinforcement (cont’d)
Fixed-Interval Schedule Rewards are spaced at uniform time intervals.
Variable-Interval Schedule
Rewards are initiated after a fixed or constant number of responses.
2–16
Schedules of Reinforcement (cont’d)
Fixed-ratio
E X H I B I T 2–4 2–17
Intermittent Schedules of Reinforcement
E X H I B I T 2–5 2–18
Intermittent Schedules of Reinforcement (cont’d)
E X H I B I T 2–5 (cont’d) 2–19
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
2–20
doc_164146917.ppt
Adaptive behavior is a type of behavior that is used to adjust to another type of behavior or situation. This is often characterized by a kind of behavior that allows an individual to change an unconstructive or disruptive behavior to something more constructive. These behaviors are most often social or personal behaviors.
organizational behavior
Foundation to Individual Behaviour
2–0
OBJECTIVES LEARNING
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. 4. Distinguish between the four schedules of reinforcement. 5. Clarify the role of punishment in learning. 6. Practice self-management
2–1
Biographical Characteristics
Biographical Characteristics
Personal characteristics—such as age, gender, and marital status—that are objective and easily obtained from personnel records.
2–2
Ability, Intellect, and Intelligence
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.
2–3
Dimensions of Intellectual Ability
• Number aptitude • Verbal comprehension • Perceptual speed • Inductive reasoning • Deductive reasoning • Spatial visualization • Memory
E X H I B I T 2–1 2–4
Physical Abilities
Physical Abilities
The capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.
2–5
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 8. Balance 9. Stamina
Source: Adapted from HRMagazine published by the Society for Human Resource Management, Alexandria, VA.
E X H I B I T 2–2 2–6
The Ability-Job Fit
Employee’s Abilities
Ability-Job Fit
Job’s Ability Requirements
2–7
Learning
Learning
Any relatively permanent change in behavior that occurs as a result of experience.
Learning
• Involves change • Is relatively permanent
• Is acquired through experience
2–8
Theories of Learning
Classical Conditioning
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
2–9
Source: The Far Side ® by Gary Larson © 1993 Far Works, Inc. All rights reserved. Used with permission.
E X H I B I T 2–3 2–10
Theories of Learning (cont’d)
Operant Conditioning
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
2–11
Theories of Learning (cont’d)
Social-Learning Theory
People can learn through observation and direct experience.
Key Concepts
• Attentional processes • Retention processes • Motor reproduction processes • Reinforcement processes
2–12
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.
2–13
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.
2–14
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.
2–15
Schedules of Reinforcement (cont’d)
Fixed-Interval Schedule Rewards are spaced at uniform time intervals.
Variable-Interval Schedule
Rewards are initiated after a fixed or constant number of responses.
2–16
Schedules of Reinforcement (cont’d)
Fixed-ratio
E X H I B I T 2–4 2–17
Intermittent Schedules of Reinforcement
E X H I B I T 2–5 2–18
Intermittent Schedules of Reinforcement (cont’d)
E X H I B I T 2–5 (cont’d) 2–19
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
2–20
doc_164146917.ppt