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Understanding Individual Behavior

Содержание

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Learning Outcomes Follow this Learning Outline as you read and study this chapter.13.1 Focus and Goals of Individual BehaviorExplain why the concept

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Слайд 1Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Understanding

Individual Behavior
Chapter 13
Management


Stephen P. Robbins Mary Coulter


tenth edition

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Understanding Individual BehaviorChapter 13Management Stephen P. Robbins			 Mary

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Learning

Outcomes Follow this Learning Outline as you read and study this

chapter.

13.1 Focus and Goals of Individual Behavior
Explain why the concept of an organization as an iceberg is important to understanding organizational behavior.
Describe the focus and the goals of organizational behavior.
Define the six important employee behaviors that managers want to explain, predict, and influence.
13.2 Attitudes and Performance
Describe the three components of an attitude.
Explain the four job-related attitudes.
Describe the impact job satisfaction has on employee behavior.

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Learning Outcomes Follow this Learning Outline as you

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Learning

Outcomes
13.3 Personality
Contrast the MBTI® and the big five model of

personality.
Describe the five personality traits that have proved to be most powerful in explaining individual behavior in organizations.
Explain how emotions and emotional intelligence impact behavior.
13.4 Learning
• Explain how operant conditioning helps managers.
• Describe the implications of social learning theory.
Discuss how managers can shape behavior.


Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Learning Outcomes13.3 PersonalityContrast the MBTI® and the big

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Learning

Outcomes
13.5 Contemporary OB Issues
Describe the challenges managers face in managing

Gen Y workers.
Explain what managers can do to deal with workplace misbehavior.



Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Learning Outcomes13.5 Contemporary OB IssuesDescribe the challenges managers

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13–
Exhibit

13.1 The Organization as an Iceberg

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Exhibit 13.1	The Organization as an Iceberg

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The

Focus and Goals of Individual Behavior
Organizational Behavior (OB)
The actions of

people at work
Focus of Organizational Behavior
Individual behavior
Attitudes, personality, perception, learning, and motivation
Group behavior
Norms, roles, team building, leadership, and conflict
Organizational
Structure, culture, and human resource policies and practices
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–The Focus and Goals of Individual BehaviorOrganizational Behavior

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Goals

of Organizational Behavior
To explain, predict and influence behavior.
Employee Productivity
A performance

measure of both efficiency and effectiveness
Absenteeism
The failure to report to work when expected
Turnover
The voluntary and involuntary permanent withdrawal from an organization
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Goals of Organizational BehaviorTo explain, predict and influence

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Important

Employee Behaviors (cont’d)
Organizational Citizenship Behavior (OCB)
Discretionary behavior that is not

a part of an employee’s formal job requirements, but which promotes the effective functioning of the organization.
Job Satisfaction
The individual’s general attitude toward his or her job
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Important Employee Behaviors (cont’d)Organizational Citizenship Behavior (OCB)Discretionary behavior

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Important

Employee Behaviors (cont’d)
Workplace Misbehavior
Any intentional employee behavior that has negative

consequences for the organization or individuals within the organization.
Types of Misbehavior
Deviance
Aggression
Antisocial behavior
Violence
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Important Employee Behaviors (cont’d)Workplace MisbehaviorAny intentional employee behavior

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Psychological

Factors Affecting Employee Behavior
Attitudes
Personality
Perception
Learning
Employee Productivity
Absenteeism
Turnover
Organizational Citizenship
Job Satisfaction
Workplace Misbehavior

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Psychological Factors Affecting Employee BehaviorAttitudesPersonalityPerceptionLearningEmployee ProductivityAbsenteeismTurnoverOrganizational CitizenshipJob SatisfactionWorkplace

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Psychological

Factors – Attitudes
Attitudes
Evaluative statements—either favorable or unfavorable—concerning objects, people, or

events.
Components of an Attitude
Cognitive component: the beliefs, opinions, knowledge, or information held by a person.
Affective component: the emotional or feeling part of an attitude.
Behavioral component: the intention to behave in a certain way.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Psychological Factors – AttitudesAttitudesEvaluative statements—either favorable or unfavorable—concerning

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Job

Satisfaction
Job satisfaction is affected by level of income earned and

by the type of job a worker does.
Job Satisfaction and Productivity
The correlation between satisfaction and productivity is fairly strong.
Organizations with more satisfied employees are more effective than those with fewer satisfied employees.

Psychological Factors – Attitudes

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Job SatisfactionJob satisfaction is affected by level of

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Job

Satisfaction and Absenteeism
Satisfied employees tend to have lower levels of

absenteeism, although satisfied employees are bound to take company approved days off (e.g. sick days)
Job Satisfaction and Turnover
Satisfied employees have lower levels of turnover; dissatisfied employees have higher levels of turnover.
Turnover is affected by the level of employee performance.
The preferential treatment afforded superior employees makes satisfaction less important in predicting their turnover decisions.

Psychological Factors – Attitudes

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Job Satisfaction and AbsenteeismSatisfied employees tend to have

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Job

Satisfaction and Customer Satisfaction
The level of job satisfaction for frontline

employees is related to increased customer satisfaction and loyalty.
Interaction with dissatisfied customers can increase an employee’s job dissatisfaction.
Actions to increase job satisfaction for customer service workers:
Hire upbeat and friendly employees.
Reward superior customer service.
Provide a positive work climate.
Use attitude surveys to track employee satisfaction.

Psychological Factors – Attitudes

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Job Satisfaction and Customer SatisfactionThe level of job

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Job

Satisfaction and Organizational Citizenship Behavior (OCB)
Relationship between job satisfaction and

OCB is tempered by perceptions of fairness
Individual OCB is influenced by work group OCB
Job Satisfaction and Workplace Misbehavior
Dissatisfied employees will respond somehow
Not easy to predict exactly how they’ll respond

Psychological Factors – Attitudes

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Job Satisfaction and Organizational Citizenship Behavior (OCB)Relationship between

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Job

Involvement
The degree to which an employee identifies with his or

her job, actively participates in it, and considers his or her performance to be important to his or her self-worth.
High levels of commitment are related to fewer absences and lower resignation rates.

Psychological Factors – Attitudes

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Job InvolvementThe degree to which an employee identifies

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Organizational

Commitment
Is the degree to which an employee identifies with a

particular organization and its goals and wishes to maintain membership in the organization.
Leads to lower levels of both absenteeism and turnover.
Could be becoming an outmoded measure as the number of workers who change employers increases.

Psychological Factors – Attitudes

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Organizational CommitmentIs the degree to which an employee

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Perceived

Organizational Support
Is the general belief of employees that their organization

values their contribution and cares about their well-being.
Represents the commitment of the organization to the employee.
Providing high levels of support increases job satisfaction and lower turnover.

Psychological Factors – Attitudes

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Perceived Organizational SupportIs the general belief of employees

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Exhibit

13–2 Key Employee Engagement Factors

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Exhibit 13–2  Key Employee Engagement Factors

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Attitudes

and Consistency
People seek consistency in two ways:
Consistency among their attitudes.
Consistency

between their attitudes and behaviors.
If an inconsistency arises, individuals:
Alter their attitudes or
Alter their behavior or
Develop a rationalization for the inconsistency
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Attitudes and ConsistencyPeople seek consistency in two ways:Consistency

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Cognitive

Dissonance Theory
Cognitive Dissonance
Any incompatibility or inconsistency between attitudes or between

behavior and attitudes.
Any form of inconsistency is uncomfortable and individuals will try to reduce the dissonance.
The intensity of the desire to reduce the dissonance is influenced by:
The importance of the factors creating the dissonance.
The degree to which an individual believes that the factors causing the dissonance are controllable.
Rewards available to compensate for the dissonance.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Cognitive Dissonance TheoryCognitive DissonanceAny incompatibility or inconsistency between

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Attitude

Surveys
Attitude Surveys
A instrument/document that presents employees with a set of

statements or questions eliciting how they feel about their jobs, work groups, supervisors, or their organization.
Provide management with feedback on employee perceptions of the organization and their jobs.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Attitude SurveysAttitude SurveysA instrument/document that presents employees with

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Exhibit

13–3 Sample Employee Survey
To measure employee attitudes, some

KFC and Long John Silver’s restaurants ask employees
to react to statements such as:
• My restaurant is a great place to work.
• People on my team help out, even if it is not their job.
• I am told whether I am doing good work or not.
• I understand the employee benefits that are available to me.

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Exhibit 13–3   Sample Employee SurveyTo measure

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The

Importance of Attitudes
Implication for Managers
Attitudes warn of potential behavioral problems:


Managers should do things that generate the positive attitudes that reduce absenteeism and turnover.
Attitudes influence behaviors of employees:
Managers should focus on helping employees become more productive to increase job satisfaction.
Employees will try to reduce dissonance unless:
Managers identify the external sources of dissonance.
Managers provide rewards compensating for the dissonance.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–The Importance of AttitudesImplication for ManagersAttitudes warn of

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Personality
The

unique combination of emotional, thought and behavioral patterns that affect

how a person reacts and interacts with others.

Psychological Factors – Personality

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–PersonalityThe unique combination of emotional, thought and behavioral

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Classifying

Personality Traits
Myers Briggs Type Indicator (MBTI®)
A general personality assessment tool

that measures the personality of an individual using four categories:
Social interaction: Extrovert or Introvert (E or I)
Preference for gathering data: Sensing or Intuitive (S or N)
Preference for decision making: Feeling or Thinking (F or T)
Style of decision making: Perceptive or Judgmental (P or J)
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Classifying Personality TraitsMyers Briggs Type Indicator (MBTI®)A general

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Exhibit

13.4 Examples of MBTI® Types
Source: Based on I. Briggs-Myers, Introduction to

Type (Palo Alto, CA: Consulting Psychologists Press, 1980), pp. 7–8.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Exhibit 13.4	Examples of MBTI® TypesSource: Based on I.

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The

Big-Five Model
Extraversion
Sociable, talkative, and assertive
Agreeableness
Good-natured, cooperative, and trusting
Conscientiousness
Responsible, dependable, persistent,

and achievement oriented

Emotional Stability
Calm, enthusiastic, and secure or tense, nervous, and insecure
Openness to Experience
Imaginative, artistically sensitive, and intellectual

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–The Big-Five ModelExtraversionSociable, talkative, and assertiveAgreeablenessGood-natured, cooperative, and

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Additional

Personality Insights
Locus of Control
Internal locus: persons who believe that

they control their own destiny.
External locus: persons who believe that what happens to them is due to luck or chance (the uncontrollable effects of outside forces).
Machiavellianism (Mach)
The degree to which an individual is pragmatic, maintains emotional distance, and seeks to gain and manipulate power—ends can justify means.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Additional Personality Insights Locus of ControlInternal locus: persons

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Self-Esteem

(SE)
The degree to which people like or dislike themselves
High SEs
Believe

in themselves and expect success.
Take more risks and use unconventional approaches.
Are more satisfied with their jobs than low SEs.
Low SEs
Are more susceptible to external influences.
Depend on positive evaluations from others.
Are more prone to conform than high SEs.

Additional Personality Insights

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Self-Esteem (SE)The degree to which people like or

Слайд 31Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Self-Monitoring
An

individual’s ability to adjust his or her behavior to external,

situational factors.
High self-monitors:
Are sensitive to external cues and behave differently in different situations.
Can present contradictory public persona and private selves—impression management.
Low self-monitors
Do not adjust their behavior to the situation.
Are behaviorally consistent in public and private.

Additional Personality Insights

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Self-MonitoringAn individual’s ability to adjust his or her

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Risk

Taking
The propensity (or willingness) to take risks.
High risk-takers take less

time and require less information than low risk-takers when making a decision.
Organizational effectiveness is maximized when the risk-taking propensity of a manager is aligned with the specific demands of the job assigned to the manager.

Additional Personality Insights

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Risk TakingThe propensity (or willingness) to take risks.High

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Personality

Types in Different Cultures
The Big Five model is used in

cross-cultural studies.
Differences are found in the emphasis of dimensions.
No common personality types for a given country
A country’s culture influences the dominant personality characteristics of its people.
Global managers need to understand personality trait differences from the perspective of each culture.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Personality Types in Different CulturesThe Big Five model

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Emotions
Emotions
Intense

feelings (reactions) that are directed at specific objects (someone or

something)
Universal emotions:
Anger
Fear
Sadness
Happiness
Disgust
Surprise
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–EmotionsEmotionsIntense feelings (reactions) that are directed at specific

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Emotional

Intelligence
Emotional Intelligence (EI)
The ability to notice and to manage emotional

cues and information.
Dimensions of EI:
Self-awareness: knowing what you’re feeling
Self-management: managing emotions and impulses
Self-motivation: persisting despite setbacks and failures
Empathy: sensing how others are feeling
Social skills: handling the emotions of others
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Emotional IntelligenceEmotional Intelligence (EI)The ability to notice and

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Implications

for Managers
Employee selection
Holland’s Personality-Job Fit Theory
Helps in understanding employee

behavior(s)
By understanding others’ behavior(s), can work better with them
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Implications for ManagersEmployee selectionHolland’s Personality-Job Fit Theory Helps

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Understanding

Personality Differences
Personality Job Fit Theory (Holland)
An employee’s job satisfaction and

likelihood of turnover depends on the compatibility of the employee’s personality and occupation.
Key points of the theory:
There are differences in personalities.
There are different types of jobs.
Job satisfaction and turnover are related to the match between personality and job for an individual.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Understanding Personality DifferencesPersonality Job Fit Theory (Holland)An employee’s

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Exhibit

13.5 Holland’s Typology of Personality and Sample Occupations
Source: Based on J.

L. Holland, Making Vocational Choices: A Theory of Vocational Personalities and Work Environments (Odessa, FL: Psychological Assessment Resources, 1997).
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Exhibit 13.5	Holland’s Typology of Personality and Sample OccupationsSource:

Слайд 39Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Perception
A

process by which individuals give meaning (reality) to their environment

by organizing and interpreting their sensory impressions.
Factors influencing perception:
The perceiver’s personal characteristics—interests, biases and expectations
The target’s characteristics—distinctiveness, contrast, and similarity
The situation (context) factors—place, time, location—draw attention or distract from the target

Psychological Factors – Perception

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–PerceptionA process by which individuals give meaning (reality)

Слайд 40Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Exhibit

13.6 Perception Challenges: What Do You See?

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Exhibit 13.6	Perception Challenges: What Do You

Слайд 41Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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How

We Perceive People
Attribution Theory
How the actions of individuals are perceived

by others depends on what meaning (causation) we attribute to a given behavior.
Internally caused behavior: under the individual’s control
Externally caused behavior: due to outside factors
Determining the source of behaviors:
Distinctiveness: different behaviors in different situations
Consensus: behaviors similar to others in same situation
Consistency: regularity of the same behavior over time
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–How We Perceive PeopleAttribution TheoryHow the actions of

Слайд 42Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Exhibit

13.7 Attribution Theory

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Exhibit 13.7	Attribution Theory

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How

We Perceive People (cont’d)
Attribution Theory – errors and biases (cont’d)
Fundamental

attribution error
The tendency to underestimate the influence of external factors and to overestimate the influence of internal or personal factors.
Self-serving bias
The tendency of individuals to attribute their successes to internal factors while blaming personal failures on external factors.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–How We Perceive People (cont’d)Attribution Theory – errors

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Shortcuts

Used in Judging Others
Assumed Similarity
Assuming that others are more like

us than they actually are.
Stereotyping
Judging someone on the basis of our perception of a group he or she is a part of.
Halo Effect
Forming a general impression of a person on the basis of a single characteristic of that person.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Shortcuts Used in Judging OthersAssumed SimilarityAssuming that others

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Implications

for Managers
Employees react to perceptions
Pay close attention to how employees

perceive their jobs and management actions
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Implications for ManagersEmployees react to perceptionsPay close attention

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Learning
Any

relatively permanent change in behavior that occurs as a result

of experience.
Almost all complex behavior is learned.
Learning is a continuous, life-long process.
The principles of learning can be used to shape behavior.
Theories of learning:
Operant conditioning
Social learning

Psychological Factors – Learning

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–LearningAny relatively permanent change in behavior that occurs

Слайд 47Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Learning

(cont’d)
Operant Conditioning (B.F. Skinner)
The theory that behavior is a function

of its consequences and is learned through experience.
Operant behavior: voluntary or learned behaviors
Behaviors are learned by making rewards contingent to behaviors.
Behavior that is rewarded (positively reinforced) is likely to be repeated.
Behavior that is punished or ignored is less likely to be repeated.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Learning (cont’d)Operant Conditioning (B.F. Skinner)The theory that behavior

Слайд 48Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Learning

(cont’d)
Social Learning
The theory that individuals learn through their observations of

others and through their direct experiences.
Attributes of models that influence learning:
Attentional: the attractiveness or similarity of the model
Retention: how well the model can be recalled
Motor reproduction: the reproducibility of the model’s actions
Reinforcement: the rewards associated with learning the model behavior
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Learning (cont’d)Social LearningThe theory that individuals learn through

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Shaping:

A Managerial Tool
Shaping Behavior
Attempting to “mold” individuals by guiding their

learning in graduated steps such that they learn to behave in ways that most benefit the organization.
Shaping methods:
Positive reinforcement: rewarding desired behaviors.
Negative reinforcement: removing an unpleasant consequence once the desired behavior is exhibited.
Punishment: penalizing an undesired behavior.
Extinction: eliminating a reinforcement for an undesired behavior.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Shaping: A Managerial ToolShaping BehaviorAttempting to “mold” individuals

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Implications

for Managers
If managers want behavior A but reward behavior B,

employees will engage in behavior B.
Employees will look to managers as models. Good manager behavior will promote good employee behavior.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Implications for ManagersIf managers want behavior A but

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Contemporary

Issues in OB
Managing Generational Differences in the Workplace
Gen Y: individuals

born after 1978
Bring new attitudes to the workplace that reflect wide arrays of experiences and opportunities
Want to work, but don’t want work to be their life
Challenge the status quo
Have grown up with technology
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Contemporary Issues in OBManaging Generational Differences in the

Слайд 52Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Exhibit

13.8 Gen Y Workers
Source: Bruce Tulgan of Rainmaker Thinking. Used with

permission.
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Exhibit 13.8	Gen Y WorkersSource: Bruce Tulgan of Rainmaker

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Contemporary

Issues in OB
Managing Negative Behavior in the Workplace
Tolerating negative behavior

sends the wrong message to other employees
Both preventive and responsive actions to negative behaviors are needed:
Screening potential employees
Responding immediately and decisively to unacceptable behavior
Paying attention to employee attitudes
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Contemporary Issues in OBManaging Negative Behavior in the

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Terms

to Know
behavior
organizational behavior
employee productivity
absenteeism
turnover
organizational citizenship behavior
job satisfaction
workplace misbehavior
attitudes
cognitive component
affective component
behavioral

component
job involvement
organizational commitment
perceived organizational support
cognitive dissonance
attitude surveys
personality
Big Five Model
locus of control
Machiavellianism
Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Terms to Knowbehaviororganizational behavioremployee productivityabsenteeismturnoverorganizational citizenship behaviorjob satisfactionworkplace

Слайд 55Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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Terms

to Know (cont’d)
self-esteem
self-monitoring
impression management
emotions
emotional intelligence (EI)
perception
attribution theory
fundamental attribution error
self-serving bias
assumed

similarity
stereotyping

halo effect
learning
operant conditioning
social learning theory
shaping behavior

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–Terms to Know (cont’d)self-esteemself-monitoringimpression managementemotionsemotional intelligence (EI)perceptionattribution theoryfundamental

Слайд 56Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall

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All

rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America.

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–All rights reserved. No part of this publication

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