9/23/2010

INDIVIDUAL BEHAVIOUR IN ORGANISATIONS

ABILITY AND JOB FIT

Ability and Job Fit

Jobs make different demands on people and the people differ in their abilities Performance is proportional to ability, better the ability-job fit, better will be the perfoemnace Basic abilities are
Capacity to learn Capacity to think Capacity to relate Capacity to Act

ABILITY AND LEARNING

Ability and Learning

Ability
An individuals capacity to perform the various tasks in ajob It is the current assessment of what one can do- gets reflected in the form of performance Ability and Potential ? Ability is made up of two factors Intellectual: those abilities needed to perform mental activities. IQ tests are designed to measure the general intellectual abilities Physical: capacity to do tasks requirement of stamina, strength etc

Capacity to Learn(Measured as LQ)

CAPACITY TO LEARN INTROSPECTION REFLECTION & CONTEMPLATION FLOW

Introspection: Willingness to look back and learn from mistakes and identifying areas of improvement Reflection & Contemplation: Ability to observe his own thoughts, actions and emotions and improving to perform better Getting in to flow: Ability to get in to flow with experience Enhancing capacity to learn improves the persons awareness and Adds persons quest to know more

9/23/2010

Capacity to Think(Measured as TQ)

CAPACITY TO THINK ANALYSIS JUDGEMENT CREATIVITY

Talent: Multiplication of capacities

Talent = (LQ x TQ x RQ x AQ) x Values The individuals values help in discriminating amongst alternatives as the bedrock for decisions Organisational Performance is a sum total of Vision/Mission/Strategy + Talent + Skills/ Competencies + Role & Structure + Opportunity + Encouragement & Recognition + T & D + Coaching + Action plans & Goals + Resources + Performance Management System

Analysis: Is about asking right questions and breaking complex things into simpler elements Creativity: Generating new thoughts and breaking the existing patterns of thought Judgment: Both analysis and creativity helps an individual to take Quality decisions Enhancing capacity to think helps the person not only take learning to a higher level of intellect but also improves creativity

Capacity to Relate(Measured as RQ)

CAPACITY TO RELATE EMPATHISING TRUST LISTENEING

Listening: Ability to actively listen with warmth and respect without bias and pre conceived notions Empathising: Put one slef in some one elses shoes Trust: It is about authenticity, openness and genuineness Enhancing capacity to relate to other individuals and environment Leads to a sense of belongingness and environment of trust at the Organisational level and team spirit at the individual level

MULTIPLE INTELLIGENCES

Capacity to Act(Measured as AQ)

CAPACITY TO ACT ORGANISING IMPLEMENTING WORK UNDER PRESSURE

Howard Gardners Theory of Multiple Intelligence

Gardner's theory argues that intelligence, particularly as it is traditionally defined, does not sufficiently encompass the wide variety of abilities humans display. In his conception, a child who masters multiplication easily is not necessarily more intelligent overall than a child who struggles to do so. The second child may be stronger in another kind of intelligence and therefore 1) may best learn the given material through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at the multiplication process at a fundamentally deeper level, which can result in a seeming slowness that hides a mathematical intelligence that is potentially higher than that of a child who easily memorizes the multiplication table.

Organising: Ability to organise his time and resources so as to Enable him to convert intentions to reality Implemeting: Means focus on the right process, attention to Detail, delegating etc Perform under Pressure: Ability to work under pressure and Time constraints and handle multiple tasks without negative stress Enhancing capacity to act is the individuals ability to enact his intentions

9/23/2010

Nine Forms of Intelligence

Visual-spatial Verbal-linguistic Logical-mathematical Bodily-kinesthetic Musical-rhythmic Interpersonal Intrapersonal Naturalistic Existential

Bodily-kinesthetic
In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than [by] reading or hearing about it. Those with strong bodilykinesthetic intelligence seem to use what might be termed muscle memory - they remember things through their body such as verbal memory or images. Careers that suit those with this intelligence include: athletes, dancers, musicians, actors, surgeons, doctors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.

Visual-spatial
This area deals with the ability to visualize with the mind's eye, so to speak and spatial judgment. Careers which suit those with this intelligence include architect.

Musical-rhythmic
This area has to do with rhythm, music, and hearing. Those who have a high level of musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn and memorize information. Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, orators, writers and composers.

Verbal-linguistic
This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. Careers that suit those with this intelligence include writers, lawyers, philosophers, journalists, politicians, poets, and teachers

Interpersonal Logical-mathematical
This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations. It correlates strongly with traditional concepts of "intelligence" or IQ. Careers which suit those with this intelligence include scientists, mathematicians, engineers, doctors and economists. This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate. Careers that suit those with this intelligence include sales, politicians, managers, teachers, and social workers.

Intrapersonal
This area has to do with introspective and self-reflective capacities. People with intrapersonal intelligence are intuitive and typically introverted. They are skillful at deciphering their own feelings and motivations. This refers to having a deep understanding of the self; what are your strengths/ weaknesses, what makes you unique, can you predict your own reactions/ emotions. Careers which suit those with this intelligence include philosophers, psychologists, theologians, lawyers, and writers. People with intrapersonal intelligence also prefer to work alone.

9/23/2010

Naturalistic
This area has to do with nature, nurturing and relating information to ones natural surroundings. Careers which suit those with this intelligence include naturalists,farmers,and gardeners.

Three Theories of Learning

Classical Conditioning Operand Conditioning Social learning

Existential
This area has do to with philosophical issues of life. The learn best by thinking analytical questions. Careers which suit those with this intelligence include readers, religious speakers.

Classical Conditioning
What is conditioning?
Russian psychologists experiment A learning process in which an organism's behaviour becomes dependent on the occurrence of a stimulus in its environment Unconditioned stimulus (meat) and Conditioned (bell ring) Learning is building up an association between conditioned stimulus and unconditioned stimulus

LEARNING

What is classical conditioning?

A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response Example: Siren of a fire department vehicle

What is Learning?
A relatively permanent change in behaviour that occurs as a result of experience Learning is not directly observable, only the change in behaviour is observable Temporary change is only reflexive, hence it must be relatively permanent Change in individuals thought process is not a change, hence change in actions that is change in behaviour must result How do we learn? There are three theories that explain the learning process

Operant Conditioning
Behaviour is a function of its consequences Operant behaviour is contrast to reflexive Behaviour is explained by the operant condition Example Definition
A type of conditioning in which desired voluntary behaviour leads to a reward or prevents punishment

9/23/2010

Social Learning
It is an extension of operant conditioning Individuals can learn by observing what happens to other people and also by direct experience

Reinforcement Schedule
Continuous: A desired behaviour reinforced each time it is demonstrated Intermittent: A desired behaviour is reinforced often enough to make the behavior worth repating but not every time it is demonstrated Fixed interval: Rewards spacing in organisation Variable Interval: Supervisor conducting inspection Fixed Ratio: After fixed number of responses incentive plan Variable Ratio: Relative to the behaviour of the individual- Reward on achieving target whenever

Behaviour Modification - OB Mod

Need for behaviour modification Emery Air Freight Case OB Mod : Application of reinforcement concepts to individuals in the work setting Steps of OB Mod Programme:
Identifying critical Behaviour Developing base line data Ananlysis of identifying behavioural consequence data Developing and implementing intervention strategy Evaluating performance improvement

SHAPING BEHAVIOUR

Shaping Behaviour
Systematically reinforcing each successive step that moves an individual closer to the desired response

Methods of Shaping Behaviour

Positive Reinforcement Negative Reinforcement Punishment Extinction

CONCLUSION

9/23/2010

Next Topic Values, Attitudes, Job Satisfaction, Perception, Attribution Theories Chapter 3 and 5

Thank You for Your patient listening

DM106-guru

32