Foundations of Individual Behavior: Learning Objectives
Foundations of Individual Behavior: Learning Objectives
Learning Objectives
Ability, Intellect, and Intelligence
Dimensions of Intellectual Ability
Physical Abilities and Its Classification
Biographical Characteristics
Learning Concept
Theories of Learning
Types of Reinforcement
Behavior Modification
1
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.
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
• Memory
2
Physical Abilities
Physical Abilities
The capacity to do tasks
demanding stamina, dexterity,
strength, and similar
characteristics.
3
The Ability-Job Fit
Ability-Job
Employee’s Fit Job’s Ability
Abilities Requirements
Biographical Characteristics
Biographical Characteristics
Personal characteristics—such as age, gender,
race and tenure—that are objective and easily
obtained from personnel records.
4
Learning Concept
Learning
Any relatively permanent change in behavior
that occurs as a result of experience.
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
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
5
Classical Conditioning (Cont’d)
Classical conditioning is viewed as a “knee-jerk”
(or automatic) response that builds up through
repeated exposure and reinforcement. For
instance, if Tyler’s friends compliment him on his
expensive Prada boots, he is likely to save money
to buy a pair of Prada sneakers. If he sees a
Prada ad in a magazine, Tyler will immediately
recall his friends’ compliments and feel good
about himself and his prior purchase.
Ivan Pavlov, a Russian physiologist, developed
the concept of classical conditioning. Pavlov
maintained that conditioned learning results
when a stimulus that is paired with another
stimulus that elicits a known response produces
the same response when used alone.
Key Concepts
• Reflexive (unlearned) behavior
• Conditioned (learned) behavior
• Reinforcement
6
Operant Conditioning (Cont’d)
Instrumental conditioning (or operant
conditioning) is based on the notion that
learning occurs through a trial-and-error
process, with habits formed as a result of
rewards received for certain responses or
behaviors. Like classical conditioning,
instrumental conditioning requires a link
between a stimulus and a response.
However, in instrumental conditioning, the
stimulus that results in the most rewarded
response is the one that is learned.
Key Concepts
• Attentional processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
7
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.
8
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.
Variable-Interval Schedule
Rewards are initiated after a
fixed or constant number of
responses.
9
Schedules of Reinforcement (cont’d)
Fixed-ratio
10
Intermittent Schedules of Reinforcement (cont’d)
Behavior Modification
OB Mod
The application of reinforcement concepts
to individuals in the work setting.
11
Chapter Checkup: 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.
12
13