13.Understanding Individual Behavior

Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall13–1

Understanding Understanding Individual Individual BehaviorBehavior

ChapterChapter

1313

Management Stephen P. Robbins Mary Coulter

tenth edition


Learning OutcomesLearning OutcomesFollow this Learning Outline as you read and study Follow this Learning Outline as you read and study this chapter.this chapter.

13.1 Focus and Goals of Individual Behavior13.1 Focus and Goals of Individual Behavior• Explain why the concept of an organization as an iceberg is Explain why the concept of an organization as an iceberg is

important to understanding organizational behavior.important to understanding organizational behavior.

• Describe the focus and the goals of organizational behavior.Describe the focus and the goals of organizational behavior.

• Define the six important employee behaviors that managers Define the six important employee behaviors that managers want to explain, predict, and influence.want to explain, predict, and influence.

13.2 13.2 Attitudes and PerformanceAttitudes and Performance• Describe the three components of an attitude.Describe the three components of an attitude.

• Explain the four job-related attitudes.Explain the four job-related attitudes.

• Describe the impact job satisfaction has on employee behaviorDescribe the impact job satisfaction has on employee behavior..


Learning OutcomesLearning Outcomes13.3 13.3 PersonalityPersonality

• Contrast the MBTIContrast the MBTI®® and the big five model of and the big five model of personality.personality.

• Describe the five personality traits that have proved to Describe the five personality traits that have proved to be most powerful in explaining individual behavior in be most powerful in explaining individual behavior in organizations.organizations.

• Explain how emotions and emotional intelligence Explain how emotions and emotional intelligence impact behavior.impact behavior.

13.4 13.4 LearningLearning• Explain how operant conditioning helps managers.Explain how operant conditioning helps managers.• • Describe the implications of social learning theory.Describe the implications of social learning theory.• Discuss how managers can shape behavior.Discuss how managers can shape behavior.


Learning OutcomesLearning Outcomes13.5 13.5 Contemporary OB IssuesContemporary OB Issues

• Describe the challenges managers face in managing Describe the challenges managers face in managing Gen Y workers.Gen Y workers.

• Explain what managers can do to deal with workplace Explain what managers can do to deal with workplace misbehavior. misbehavior.


Exhibit 13.1Exhibit 13.1 The Organization as an IcebergThe Organization as an Iceberg


The Focus and Goals of The Focus and Goals of Individual BehaviorIndividual Behavior

• Organizational Behavior (OB)Organizational Behavior (OB) The actions of people at workThe actions of people at work

• Focus of Organizational BehaviorFocus of Organizational Behavior Individual behaviorIndividual behavior

Attitudes, personality, perception, learning, and motivationAttitudes, personality, perception, learning, and motivation

Group behaviorGroup behavior Norms, roles, team building, leadership, and conflictNorms, roles, team building, leadership, and conflict

OrganizationalOrganizational Structure, culture, and human resource policies and practicesStructure, culture, and human resource policies and practices


Goals of Organizational BehaviorGoals of Organizational Behavior To explain, predict and influence behavior.To explain, predict and influence behavior.

• Employee ProductivityEmployee Productivity A performance measure of both efficiency and A performance measure of both efficiency and

effectivenesseffectiveness

• AbsenteeismAbsenteeism The failure to report to work when expectedThe failure to report to work when expected

• TurnoverTurnover The voluntary and involuntary The voluntary and involuntary

permanent withdrawal from permanent withdrawal from an organizationan organization


Important Employee Behaviors Important Employee Behaviors (cont’d)(cont’d)

• Organizational Citizenship Behavior (OCB)Organizational Citizenship Behavior (OCB) Discretionary behavior that is not a part of an Discretionary behavior that is not a part of an

employee’s formal job requirements, but which employee’s formal job requirements, but which promotes the effective functioning of the organization.promotes the effective functioning of the organization.

• Job SatisfactionJob Satisfaction The individual’s general attitude The individual’s general attitude

toward his or her jobtoward his or her job


Important Employee Behaviors Important Employee Behaviors (cont’d)(cont’d)• Workplace MisbehaviorWorkplace Misbehavior

Any intentional employee behavior that has negative Any intentional employee behavior that has negative consequences for the organization or individuals consequences for the organization or individuals within the organization.within the organization.

Types of MisbehaviorTypes of Misbehavior DevianceDeviance

AggressionAggression

Antisocial behaviorAntisocial behavior

ViolenceViolence


Psychological Factors Affecting Psychological Factors Affecting Employee BehaviorEmployee Behavior

• AttitudesAttitudes

• PersonalityPersonality

• PerceptionPerception

• LearningLearning

• AttitudesAttitudes

• PersonalityPersonality

• PerceptionPerception

• LearningLearning

• Employee Employee ProductivityProductivity

• AbsenteeismAbsenteeism• TurnoverTurnover• Organizational Organizational

CitizenshipCitizenship• Job SatisfactionJob Satisfaction• Workplace Workplace

MisbehaviorMisbehavior

• Employee Employee ProductivityProductivity

• AbsenteeismAbsenteeism• TurnoverTurnover• Organizational Organizational

CitizenshipCitizenship• Job SatisfactionJob Satisfaction• Workplace Workplace

MisbehaviorMisbehavior


Psychological Factors – AttitudesPsychological Factors – Attitudes

• AttitudesAttitudes Evaluative statementsEvaluative statements—either favorable or —either favorable or

unfavorable—concerning objects, people, or events.unfavorable—concerning objects, people, or events.

• Components of an AttitudeComponents of an Attitude Cognitive component:Cognitive component: the beliefs, opinions, the beliefs, opinions,

knowledge, or information held by a person.knowledge, or information held by a person. Affective component:Affective component: the emotional or feeling part the emotional or feeling part

of an attitude.of an attitude. Behavioral component:Behavioral component: the intention to behave in a the intention to behave in a

certain way.certain way.


• Job SatisfactionJob Satisfaction Job satisfaction is affected by level of income earned Job satisfaction is affected by level of income earned

and by the type of job a worker does.and by the type of job a worker does.

• Job Satisfaction and ProductivityJob Satisfaction and Productivity The correlation between satisfaction and productivity The correlation between satisfaction and productivity

is fairly strong.is fairly strong. Organizations with more satisfied employees are Organizations with more satisfied employees are

more effective than those with fewer satisfied more effective than those with fewer satisfied employees.employees.



• Job Satisfaction and AbsenteeismJob Satisfaction and Absenteeism Satisfied employees tend to have lower levels of Satisfied employees tend to have lower levels of

absenteeism, although satisfied employees are bound absenteeism, although satisfied employees are bound to take company approved days off (e.g. sick days)to take company approved days off (e.g. sick days)

• Job Satisfaction and TurnoverJob Satisfaction and Turnover Satisfied employees have lower levels of turnover; Satisfied employees have lower levels of turnover;

dissatisfied employees have higher levels of turnover.dissatisfied employees have higher levels of turnover. Turnover is affected by the level of employee Turnover is affected by the level of employee

performance.performance. The preferential treatment afforded superior employees The preferential treatment afforded superior employees

makes satisfaction less important in predicting their turnover makes satisfaction less important in predicting their turnover decisions.decisions.



• Job Satisfaction and Customer SatisfactionJob Satisfaction and Customer Satisfaction The level of job satisfaction for frontline employees is The level of job satisfaction for frontline employees is

related to increased customer satisfaction and loyalty.related to increased customer satisfaction and loyalty.

Interaction with dissatisfied customers can increase Interaction with dissatisfied customers can increase an employee’s job dissatisfaction.an employee’s job dissatisfaction.

Actions to increase job satisfaction for customer Actions to increase job satisfaction for customer service workers:service workers: Hire upbeat and friendly employees.Hire upbeat and friendly employees.

Reward superior customer service.Reward superior customer service.

Provide a positive work climate.Provide a positive work climate.

Use attitude surveys to track employee satisfaction.Use attitude surveys to track employee satisfaction.



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

tempered by perceptions of fairnesstempered by perceptions of fairness Individual OCB is influenced by work group OCBIndividual OCB is influenced by work group OCB

• Job Satisfaction and Workplace MisbehaviorJob Satisfaction and Workplace Misbehavior Dissatisfied employees will respond somehowDissatisfied employees will respond somehow Not easy to predict exactly how they’ll respondNot easy to predict exactly how they’ll respond



• Job InvolvementJob Involvement The degree to which an employee identifies with his The degree to which an employee identifies with his

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

lower resignation rates.lower resignation rates.



• Organizational CommitmentOrganizational Commitment

Is the degree to which an employee identifies with a Is the degree to which an employee identifies with a particular organization and its goals and wishes to particular organization and its goals and wishes to maintain membership in the organization.maintain membership in the organization.

Leads to lower levels of both absenteeism and Leads to lower levels of both absenteeism and turnover.turnover.

Could be becoming an outmoded measure as the Could be becoming an outmoded measure as the number of workers who change employers increases.number of workers who change employers increases.



• Perceived Organizational SupportPerceived Organizational Support

Is the general belief of employees that their Is the general belief of employees that their organization values their contribution and cares about organization values their contribution and cares about their well-being.their well-being.

Represents the commitment of the organization to the Represents the commitment of the organization to the employee.employee.

Providing high levels of support increases job Providing high levels of support increases job satisfaction and lower turnover.satisfaction and lower turnover.



Exhibit 13–2 Key Employee Engagement Factors


Attitudes and ConsistencyAttitudes and Consistency• People seek consistency in two ways:People seek consistency in two ways:

Consistency among their attitudes.Consistency among their attitudes. Consistency between their attitudes and behaviors.Consistency between their attitudes and behaviors.

• If an inconsistency arises, individuals:If an inconsistency arises, individuals: Alter their attitudesAlter their attitudes

oror Alter their behaviorAlter their behavior

oror Develop a rationalization for the inconsistencyDevelop a rationalization for the inconsistency


Cognitive Dissonance TheoryCognitive Dissonance Theory• Cognitive DissonanceCognitive Dissonance

Any incompatibility or inconsistency between attitudes Any incompatibility or inconsistency between attitudes or between behavior and attitudes.or between behavior and attitudes. Any form of inconsistency is uncomfortable and individuals Any form of inconsistency is uncomfortable and individuals

will try to reduce the dissonance.will try to reduce the dissonance.

The intensity of the desire to reduce the dissonance is The intensity of the desire to reduce the dissonance is influenced by:influenced by: The importance of the factors creating the dissonance.The importance of the factors creating the dissonance.

The degree to which an individual believes that the factors The degree to which an individual believes that the factors causing the dissonance are controllable.causing the dissonance are controllable.

Rewards available to compensate for the dissonance.Rewards available to compensate for the dissonance.


Attitude SurveysAttitude Surveys• Attitude SurveysAttitude Surveys

A instrument/document that presents employees with A instrument/document that presents employees with a set of statements or questions eliciting how they a set of statements or questions eliciting how they feel about their jobs, work groups, supervisors, or feel about their jobs, work groups, supervisors, or their organization.their organization.

Provide management with feedback on employee Provide management with feedback on employee perceptions of the organization and their jobs.perceptions of the organization and their jobs.


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.


The Importance of AttitudesThe Importance of Attitudes• Implication for ManagersImplication for Managers

Attitudes warn of potential behavioral problems: Attitudes warn of potential behavioral problems: Managers should do things that generate the positive Managers should do things that generate the positive

attitudes that reduce absenteeism and turnover.attitudes that reduce absenteeism and turnover.

Attitudes influence behaviors of employees:Attitudes influence behaviors of employees: Managers should focus on helping employees become more Managers should focus on helping employees become more

productive to increase job satisfaction.productive to increase job satisfaction.

Employees will try to reduce dissonance unless:Employees will try to reduce dissonance unless: Managers identify the external sources of dissonance.Managers identify the external sources of dissonance. Managers provide rewards compensating for the dissonance.Managers provide rewards compensating for the dissonance.


• PersonalityPersonality The unique combination of emotional, thought and The unique combination of emotional, thought and

behavioral patterns that affect how a person reacts behavioral patterns that affect how a person reacts and interacts with others.and interacts with others.

Psychological Factors – Psychological Factors – PersonalityPersonality


Classifying Personality TraitsClassifying Personality Traits• Myers Briggs Type Indicator (MBTIMyers Briggs Type Indicator (MBTI®®))

A general personality assessment tool that A general personality assessment tool that measures the personality of an individual using four measures the personality of an individual using four categories:categories: Social interaction: Extrovert or Introvert (E or I)Social interaction: Extrovert or Introvert (E or I)

Preference for gathering data: Sensing or Intuitive (S or N)Preference for gathering data: Sensing or Intuitive (S or N)

Preference for decision making: Feeling or Thinking (F or T)Preference for decision making: Feeling or Thinking (F or T)

Style of decision making: Perceptive or Judgmental (P or J)Style of decision making: Perceptive or Judgmental (P or J)


Exhibit 13.4Exhibit 13.4 Examples of MBTIExamples of MBTI®® Types Types

TypeType DescriptionDescription

INFJ (introvert, intuitive, INFJ (introvert, intuitive, feeling, judgmental)feeling, judgmental)

Quietly forceful, conscientious, and concerned for others. Such Quietly forceful, conscientious, and concerned for others. Such people succeed by perseverance, originality, and the desire to people succeed by perseverance, originality, and the desire to do whatever is needed or wanted. They are often highly do whatever is needed or wanted. They are often highly respected for their uncompromising principles.respected for their uncompromising principles.

ESTP (extrovert, ESTP (extrovert, sensing, thinking, sensing, thinking, perceptive)perceptive)

Blunt and sometimes insensitive. Such people are matter-of-fact Blunt and sometimes insensitive. Such people are matter-of-fact and do not run back, worry or hurry. They enjoy whatever and do not run back, worry or hurry. They enjoy whatever comes along. They work best with real things that can be comes along. They work best with real things that can be assembled or disassembled.assembled or disassembled.

ISFP (introvert, sensing, ISFP (introvert, sensing, feeling, perceptive)feeling, perceptive)

Sensitive, kind, modest, shy, and quietly friendly. Such people Sensitive, kind, modest, shy, and quietly friendly. Such people strongly dislike run back disagreements and will avoid them. strongly dislike run back disagreements and will avoid them. They are loyal followers and quite often are relaxed about They are loyal followers and quite often are relaxed about getting things done.getting things done.

ENTJ (extrovert, ENTJ (extrovert, intuitive, thinking, intuitive, thinking, judgmental)judgmental)

Warm, friendly, candid, and decisive; also usually skilled in Warm, friendly, candid, and decisive; also usually skilled in anything that requires reasoning and intelligent talk, but may anything that requires reasoning and intelligent talk, but may sometimes overestimate what they are capable of doing.sometimes overestimate what they are capable of doing.

Source: Based on I. Briggs-Myers, Introduction to Type (Palo Alto, CA: Consulting Psychologists Press, 1980), pp. 7–8.


The Big-Five ModelThe Big-Five Model• ExtraversionExtraversion

Sociable, talkative, and Sociable, talkative, and assertiveassertive

• AgreeablenessAgreeableness Good-natured, Good-natured,

cooperative, and trustingcooperative, and trusting

• ConscientiousnessConscientiousness Responsible, dependable, Responsible, dependable,

persistent, and persistent, and achievement orientedachievement oriented

• Emotional StabilityEmotional Stability Calm, enthusiastic, and Calm, enthusiastic, and

secure or tense, nervous, secure or tense, nervous, and insecureand insecure

• Openness to ExperienceOpenness to Experience Imaginative, artistically Imaginative, artistically

sensitive, and intellectualsensitive, and intellectual


Additional Personality Insights Additional Personality Insights • Locus of ControlLocus of Control

Internal locus:Internal locus: persons who believe that they control persons who believe that they control their own destiny.their own destiny.

External locus:External locus: persons who believe that what persons who believe that what happens to them is due to luck or chance (the happens to them is due to luck or chance (the uncontrollable effects of outside forces).uncontrollable effects of outside forces).

• Machiavellianism (Mach)Machiavellianism (Mach) The degree to which an individual is pragmatic, The degree to which an individual is pragmatic,

maintains emotional distance, and seeks to gain and maintains emotional distance, and seeks to gain and manipulate powermanipulate power—ends can justify means.—ends can justify means.


• Self-Esteem (SE)Self-Esteem (SE) The degree to which people like or dislike themselvesThe degree to which people like or dislike themselves High SEsHigh SEs

Believe in themselves and expect success.Believe in themselves and expect success. Take more risks and use unconventional approaches.Take more risks and use unconventional approaches. Are more satisfied with their jobs than low SEs.Are more satisfied with their jobs than low SEs.

Low SEsLow SEs Are more susceptible to external influences.Are more susceptible to external influences. Depend on positive evaluations from others.Depend on positive evaluations from others. Are more prone to conform than high SEs.Are more prone to conform than high SEs.

Additional Personality Insights Additional Personality Insights


• Self-MonitoringSelf-Monitoring An individual’s ability to adjust his or her behavior to An individual’s ability to adjust his or her behavior to

external, situational factors.external, situational factors. High self-monitors:High self-monitors:

Are sensitive to external cues and behave differently in Are sensitive to external cues and behave differently in different situations.different situations.

Can present contradictory public persona and private selvesCan present contradictory public persona and private selves—impression management.—impression management.

Low self-monitorsLow self-monitors Do not adjust their behavior to the situation.Do not adjust their behavior to the situation. Are behaviorally consistent in public and private.Are behaviorally consistent in public and private.



• Risk TakingRisk Taking The propensity (or willingness) to take risks.The propensity (or willingness) to take risks.

High risk-takers take less time and require less information High risk-takers take less time and require less information than low risk-takers when making a decision.than low risk-takers when making a decision.

Organizational effectiveness is maximized when the Organizational effectiveness is maximized when the risk-taking propensity of a manager is aligned with risk-taking propensity of a manager is aligned with the specific demands of the job assigned to the the specific demands of the job assigned to the manager.manager.



Personality Types in Different Personality Types in Different CulturesCultures• The Big Five model is used in cross-cultural The Big Five model is used in cross-cultural

studies. studies. Differences are found in the Differences are found in the emphasisemphasis of dimensions. of dimensions.

• No common personality types for a given No common personality types for a given countrycountry A country’s culture influences the A country’s culture influences the dominant dominant

personality characteristics of its people.personality characteristics of its people.

• Global managers need to understand Global managers need to understand personality trait differences from the perspective personality trait differences from the perspective of each culture.of each culture.


EmotionsEmotions• EmotionsEmotions

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

Universal emotions:Universal emotions: AngerAnger FearFear SadnessSadness HappinessHappiness DisgustDisgust SurpriseSurprise


Emotional IntelligenceEmotional Intelligence• Emotional Intelligence (EI)Emotional Intelligence (EI)

The ability to notice and to manage emotional cues The ability to notice and to manage emotional cues and information.and information.

Dimensions of EI:Dimensions of EI: Self-awareness: knowing what you’re feelingSelf-awareness: knowing what you’re feeling

Self-management: managing emotions and impulsesSelf-management: managing emotions and impulses

Self-motivation: persisting despite setbacks and failuresSelf-motivation: persisting despite setbacks and failures

Empathy: sensing how others are feelingEmpathy: sensing how others are feeling

Social skills: handling the emotions of othersSocial skills: handling the emotions of others


Implications for ManagersImplications for Managers• Employee selectionEmployee selection

Holland’s Personality-Job Fit Theory Holland’s Personality-Job Fit Theory

• Helps in understanding employee behavior(s)Helps in understanding employee behavior(s)• By understanding others’ behavior(s), can work By understanding others’ behavior(s), can work

better with thembetter with them


Understanding Personality Understanding Personality DifferencesDifferences

• Personality Job Fit Theory (Holland)Personality Job Fit Theory (Holland) An employee’s job satisfaction and likelihood of An employee’s job satisfaction and likelihood of

turnover depends on the compatibility of the turnover depends on the compatibility of the employee’s personality and occupation.employee’s personality and occupation.

Key points of the theory:Key points of the theory: There are differences in personalities.There are differences in personalities. There are different types of jobs.There are different types of jobs. Job satisfaction and turnover are related to the match Job satisfaction and turnover are related to the match

between personality and job for an individual.between personality and job for an individual.


Exhibit 13.5Exhibit 13.5 Holland’s Typology of Holland’s Typology of Personality and Sample OccupationsPersonality 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).


• PerceptionPerception A process by which individuals give meaning (reality) A process by which individuals give meaning (reality)

to their environment by organizing and interpreting to their environment by organizing and interpreting their sensory impressions.their sensory impressions.

• Factors influencing perception:Factors influencing perception: The perceiver’s personal characteristicsThe perceiver’s personal characteristics—interests, —interests,

biases and expectationsbiases and expectations The target’s characteristicsThe target’s characteristics——distinctiveness, contrast, distinctiveness, contrast,

and similarityand similarity The situation (context) factorsThe situation (context) factors——place, time, locationplace, time, location

——draw attention or distract from the targetdraw attention or distract from the target

Psychological Factors – PerceptionPsychological Factors – Perception


Exhibit 13.6Exhibit 13.6 Perception Challenges: What Perception Challenges: What Do You Do You See? See?


How We Perceive PeopleHow We Perceive People• Attribution TheoryAttribution Theory

How the actions of individuals are perceived by others How the actions of individuals are perceived by others depends on what meaning (causation) we attribute to depends on what meaning (causation) we attribute to a given behavior.a given behavior. Internally caused behavior: under the individual’s controlInternally caused behavior: under the individual’s control

Externally caused behavior: due to outside factorsExternally caused behavior: due to outside factors

Determining the source of behaviors:Determining the source of behaviors: Distinctiveness: different behaviors in different situationsDistinctiveness: different behaviors in different situations

Consensus: behaviors similar to others in same situationConsensus: behaviors similar to others in same situation

Consistency: regularity of the same behavior over timeConsistency: regularity of the same behavior over time


Exhibit 13.7Exhibit 13.7 Attribution TheoryAttribution Theory


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

Fundamental attribution errorFundamental attribution error The tendency to underestimate the influence of external The tendency to underestimate the influence of external

factors and to overestimate the influence of internal or factors and to overestimate the influence of internal or personal factors.personal factors.

Self-serving biasSelf-serving bias The tendency of individuals to attribute their successes to The tendency of individuals to attribute their successes to

internal factors while blaming personal failures on external internal factors while blaming personal failures on external factors.factors.


Shortcuts Used in Judging Shortcuts Used in Judging OthersOthers

• Assumed SimilarityAssumed Similarity Assuming that others are more like us than they Assuming that others are more like us than they

actually are.actually are.

• StereotypingStereotyping Judging someone on the basis of our perception of a Judging someone on the basis of our perception of a

group he or she is a part of.group he or she is a part of.

• Halo EffectHalo Effect Forming a general impression of a person on the Forming a general impression of a person on the

basis of a single characteristic of that person.basis of a single characteristic of that person.


Implications for ManagersImplications for Managers• Employees react to perceptionsEmployees react to perceptions• Pay close attention to how employees perceive Pay close attention to how employees perceive

their jobs and management actionstheir jobs and management actions


• LearningLearning Any relatively permanent change in behavior that Any relatively permanent change in behavior that

occurs as a result of experience.occurs as a result of experience. Almost all complex behavior is learned.Almost all complex behavior is learned. Learning is a continuous, life-long process.Learning is a continuous, life-long process. The principles of learning can be used to shape behavior.The principles of learning can be used to shape behavior.

• Theories of learning:Theories of learning: Operant conditioningOperant conditioning

Social learningSocial learning

Psychological Factors – LearningPsychological Factors – Learning


Learning (cont’d)Learning (cont’d)• Operant Conditioning (B.F. Skinner)Operant Conditioning (B.F. Skinner)

The theory that behavior is a function of its The theory that behavior is a function of its consequences and is learned through experience.consequences and is learned through experience.

Operant behavior: voluntary or learned behaviorsOperant behavior: voluntary or learned behaviors Behaviors are learned by making rewards contingent to Behaviors are learned by making rewards contingent to

behaviors. behaviors. Behavior that is rewarded (positively reinforced) is likely to be Behavior that is rewarded (positively reinforced) is likely to be

repeated.repeated. Behavior that is punished or ignored is less likely to be Behavior that is punished or ignored is less likely to be

repeated.repeated.


Learning (cont’d)Learning (cont’d)• Social LearningSocial Learning

The theory that individuals learn through their The theory that individuals learn through their observations of others and through their direct observations of others and through their direct experiences.experiences.

Attributes of models that influence learning:Attributes of models that influence learning: Attentional:Attentional: the attractiveness or similarity of the model the attractiveness or similarity of the model

Retention:Retention: how well the model can be recalled how well the model can be recalled

Motor reproduction:Motor reproduction: the reproducibility of the model’s the reproducibility of the model’s actionsactions

Reinforcement:Reinforcement: the rewards associated with learning the the rewards associated with learning the model behaviormodel behavior


Shaping: A Managerial ToolShaping: A Managerial Tool• Shaping BehaviorShaping Behavior

Attempting to “mold” individuals by guiding their Attempting to “mold” individuals by guiding their learning in graduated steps such that they learn to learning in graduated steps such that they learn to behave in ways that most benefit the organization.behave in ways that most benefit the organization.

Shaping methods:Shaping methods: Positive reinforcement:Positive reinforcement: rewarding desired behaviors. rewarding desired behaviors.

Negative reinforcement:Negative reinforcement: removing an unpleasant removing an unpleasant consequence once the desired behavior is exhibited.consequence once the desired behavior is exhibited.

Punishment:Punishment: penalizing an undesired behavior. penalizing an undesired behavior.

Extinction:Extinction: eliminating a reinforcement for an undesired eliminating a reinforcement for an undesired behavior.behavior.


Implications for ManagersImplications for Managers

• If managers want behavior A but reward If managers want behavior A but reward behavior B, employees will engage in behavior behavior B, employees will engage in behavior B.B.

• Employees will look to managers as models. Employees will look to managers as models. Good manager behavior will promote good Good manager behavior will promote good employee behavior.employee behavior.


Contemporary Issues in OBContemporary Issues in OB• Managing Generational Differences in the Managing Generational Differences in the

WorkplaceWorkplace Gen Y: individuals born after 1978Gen Y: individuals born after 1978

Bring new attitudes to the workplace that reflect wide arrays Bring new attitudes to the workplace that reflect wide arrays of experiences and opportunitiesof experiences and opportunities

Want to work, but don’t want work to be their lifeWant to work, but don’t want work to be their life Challenge the status quoChallenge the status quo Have grown up with technologyHave grown up with technology


Exhibit 13.8Exhibit 13.8 Gen Y WorkersGen Y Workers

Source: Bruce Tulgan of Rainmaker Thinking. Used with permission.


Contemporary Issues in OBContemporary Issues in OB• Managing Negative Behavior in the WorkplaceManaging Negative Behavior in the Workplace

Tolerating negative behavior sends the wrong Tolerating negative behavior sends the wrong message to other employeesmessage to other employees

Both preventive and responsive actions to negative Both preventive and responsive actions to negative behaviors are needed:behaviors are needed: Screening potential employeesScreening potential employees Responding immediately and decisively to unacceptable Responding immediately and decisively to unacceptable

behaviorbehavior Paying attention to employee attitudesPaying attention to employee attitudes


Terms to KnowTerms to Know• behaviorbehavior• organizational behaviororganizational behavior• employee productivityemployee productivity• absenteeismabsenteeism• turnoverturnover• organizational citizenship organizational citizenship

behaviorbehavior• job satisfactionjob satisfaction• workplace misbehaviorworkplace misbehavior• attitudesattitudes• cognitive componentcognitive component• affective componentaffective component

• behavioral componentbehavioral component• job involvementjob involvement• organizational organizational

commitmentcommitment• perceived organizational perceived organizational

supportsupport• cognitive dissonancecognitive dissonance• attitude surveysattitude surveys• personalitypersonality• Big Five ModelBig Five Model• locus of controllocus of control• MachiavellianismMachiavellianism


Terms to Know (cont’d)Terms to Know (cont’d)• self-esteemself-esteem• self-monitoringself-monitoring• impression managementimpression management• emotionsemotions• emotional intelligence (EI)emotional intelligence (EI)• perceptionperception• attribution theoryattribution theory• fundamental attribution fundamental attribution

errorerror• self-serving biasself-serving bias• assumed similarityassumed similarity• stereotypingstereotyping

• halo effecthalo effect• learninglearning• operant conditioningoperant conditioning• social learning theorysocial learning theory• shaping behaviorshaping behavior


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13.Understanding Individual Behavior

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