2 C H A P T E R Individual Behavior and Learning in Organizations

Customer Service at Singapore Air Singapore Airlines provides exceptional customer service by paying attention to the four drivers of individual behavior and performance: motivation, ability, role perceptions, and situational factors (MARS). Courtesy of Singapore Airlines

MARS Model of Behavior and Performance Role Perceptions Motivation Individual Behavior and Performance Ability Situational Factors

Employee Motivation Internal forces that affect a person’s voluntary choice of behavior: Direction Intensity Persistence R M BAR A S

Employee Ability Natural aptitudes and learned capabilities required to successfully complete a task Competencies -- personal characteristics that lead to superior performance Person-job matching select qualified people develop employee abilities through training redesign job to fit person's existing abilities R M BAR A S

Employee Role Perceptions Beliefs about what behavior is required to achieve the desired results Understanding what tasks to perform Understanding relative importance of tasks Understanding preferred behaviors to accomplish tasks R M BAR A S

Situational Factors Environmental conditions beyond the individual’s short-term control that constrain or facilitate behavior Time People Budget Work facilities R M BAR A S

Types of Work-Related Behavior Joining the Organization Types of Work-Related Behavior Exhibiting Organizational Citizenship Remaining with the Organization Performing Required Tasks Maintaining Work Attendance

Definition of Learning A relatively permanent change in behavior (or behavior tendency) that occurs as a result of a person’s interaction with the environment.

Behavior Modification We “operate” on the environment Alter behavior to maximize positive and minimize adverse consequences. Operant versus respondent behaviors Law of effect Likelihood that an operant behavior will be repeated depends on its consequences

A-B-Cs of Behavior Modification Antecedents What happens before behavior Attendance bonus system is announced Behavior What person says or does Employee attends scheduled work Consequences What happens After behavior Employee receives attendance bonus Example

Contingencies of Reinforcement Consequence is Introduced No Consequence Consequence is Removed Behavior Increases/ Maintained Positive reinforcement Negative reinforcement Punishment Extinction Punishment Behavior Decreases

Schedules of Reinforcement Behaviors 1 2 3 4 5 6 7 8 9 Continuous Fixed ratio Variable ratio Time (Days) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Fixed interval Variable interval

Behavior Mod at Nova Chemicals Nova Chemicals’ million dollar “recruitment and retention program” cut absenteeism rates by 25 percent and improved long-term employment at its Canadian construction site. Courtesy of Nova Chemicals © N. B. Scott

Behavior Modification Limitations Can’t reinforce nonobservable behavior Reinforcer tends to wear off Variable ratio schedule is a form of gambling Ethical concerns about perceived manipulation

Learning through Feedback Any information about consequences of our behavior Clarifies role perceptions Corrective feedback improves ability Positive feedback motivates future behavior

Multi-Source (360 Degree) Feedback Supervisor Customer Project leader Evaluated Employee Co-worker Co-worker Subordinate Subordinate Subordinate

Giving Feedback Effectively Specific Effective Feedback Relevant Frequent Credible Timely

Social Learning Theory Behavioral modeling Observing and modeling behavior of others Learning behavior consequences Observing consequences that others experience Self-reinforcement Reinforcing our own behavior with consequences within our control

Kolb’s Experiential Learning Model Concrete experience Active experimentation Reflective observation Abstract conceptualization

Experiential Learning at CREST Around the tranquil Auburn Hills campus of Oakland Community College in Michigan, police, fire, and emergency medical personnel are acquiring tacit knowledge through experiential learning. Courtesy of CREST

Developing a Learning Orientation Value the generation of new knowledge Reward experimentation Recognize mistakes as part of learning process Encourage employees to take reasonable risks Courtesy of CREST

Action Learning Experiential learning in which employees are involved in a “real, complex, and stressful problem,” usually in teams, with immediate relevance to the company Concrete experience Learning meetings Team conceptualizes and applies a solution to a problem

2 C H A P T E R Individual Behavior and Learning in Organizations