Unit 2 lecture notes©Prentice Hall, 2001 Chapter 2 2 Learning Objectives • Define key biographical characteristics • Identify two types of ability • Shape the behavior of others • Examin
Trang 1Unit 2 lecture notes
©Prentice Hall, 2001 Chapter 2 2
Learning Objectives
• Define key biographical characteristics
• Identify two types of ability
• Shape the behavior of others
• Examine four schedules of reinforcement
• Clarify the role of punishment in learning
• Practice self-management
• Exhibit effective discipline skills
Explain
©Prentice Hall, 2001 Chapter 2 3
Biographical
Characteristics
Marital Status
Gender
Tenure
Age
Review studies from text
©Prentice Hall, 2001 Chapter 2 4
Intellectual Abilities
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
• Memory ability
Discuss
©Prentice Hall, 2001 Chapter 2 5
Flexibility Factors
Flexibility Factors
Strength
Factors
Strength
Factors
Other Factors
Other Factors
Basic Physical Abilities
Not necessary
Trang 2©Prentice Hall, 2001 Chapter 2 6
The Ability-Job Fit
• Abilities of the
employee
• Requirements of
the job
Discuss HRM and Personnel Department
©Prentice Hall, 2001 Chapter 2 7
Social Learning Classical
Conditioning
Operant Conditioning
What Is Learning?
Learning is any relatively permanent change in behavior that occurs as a result of
experience Three theories examine the process by which patterns of behavior are
acquired
In classical conditioning, an individual responds to some stimulus that would not
ordinarily produce such a response This theory grew out of Pavlov’s experiments to teach dogs to salivate in response to the ringing of a bell When Pavlov gave a dog a piece of meat, the dog would salivate The meat was an unconditioned stimulus; the salivation of the dog was the unconditioned response The bell, on the other hand, was a conditioned stimulus that was originally neutral Pavlov paired the bell with the meat, which caused the dog to associate the sound of the bell with being fed Over time, the sound of the bell alone produced a conditioned response by making the dog salivate Classical conditioning is passive Something happens, and we react in a specific way As such, it can explain simple, reflexive behaviors
In operant conditioning, desired voluntary behavior leads to a reward or stops a
punishment This theory argues that behavior is a function of consequences Operant behavior is learned or voluntary, not reflexive or unlearned B F Skinner argued that creating pleasing consequences to follow specific forms of behavior would increase the frequency of that behavior He said that rewards are most effective if they immediately follow the desired response and that behavior that is not rewarded, or is punished, is less likely to be repeated
Social-learning theory proposes that we can learn through observation and direct
experience This theory is an extension of operant conditioning and assumes that
behavior is a function of its consequences It also acknowledges the role of perception in learning The use of models is central to the social-learning theory, and the following four
Trang 3processes determine how a model will influence an individual: retention, attention, motor reproduction, and reinforcement
©Prentice Hall, 2001 Chapter 2 8
Methods of
Shaping Behavior Methods of
Shaping Behavior
Negative Reinforcement
Negative Reinforcement
Positive
Reinforcement
Positive
Reinforcement
Extinction Punishment
Shaping behavior involves systematically reinforcing each successive step that moves an individual closer to the desired response There are four ways in which to shape behavior
1 Positive reinforcement is following a response with something pleasant
2 Negative reinforcement is following a response with the termination or
withdrawal of something that is unpleasant
3 Punishment is causing an unpleasant condition in an attempt to eliminate an
undesirable behavior
4 Extinction is the elimination of any reinforcement that is maintaining
behavior
©Prentice Hall, 2001 Chapter 2 9
Schedules of Reinforcement
Fixed-Interval
Fixed-Ratio
Variable-Ratio
Variable-Interval
Interval Ratio
A continuous reinforcement schedule reinforces the desired behavior every time it is
demonstrated While not every incident of the desired behavior is reinforced in an
intermittent schedule, reinforcement is given often enough to reinforce the behavior An
intermittent reinforcement can be of a ratio or interval type In ratio schedules, the
individual is reinforced after giving a certain number of specific types of behavior
Interval schedules depend upon how much time has passed since the last reinforcement
In fixed-interval types, rewards are spaced at uniform time intervals In variable-interval types, reinforcements are unpredictable In a fixed-ratio schedule, after a fixed number of
responses are given, a reward is initiated When the reward varies relative to the behavior
of the individual, he or she is on a variable-ratio schedule.
Because continuous reinforcement can lead to early satiation, behavior weakens rapidly when reinforcers are withheld Continuous reinforcers are appropriate for newly emitted, unusual, or low-frequency responses Since intermittent reinforcers preclude early
Trang 4satiation, they are appropriate for stable or high-frequency responses In general, variable schedules lead to higher performance than fixed schedules
©Prentice Hall, 2001 Chapter 2 10
Behavior Modification
• Critical behaviors
• Baseline data
• Behavioral consequences
• Intervention strategy
• Performance improvement
Discuss critical behaviors
©Prentice Hall, 2001 Chapter 2 11
Organizational Applications
• Lotteries to reduce absenteeism
• Well pay versus sick pay
• Employee discipline
• Training programs
• Mentoring programs
• Self-management
Discuss mentoring