Week • Schedule for Today • Lecture, Unit • Discussions Page 26, question 10, Page 54, questions 1,2,4,6,8 • Myth or Science Unit • Point-Counter Point – Individuals or social structure © Prentice Hall, Chapter Photos © Prentice Hall, Chapter 2 Presentations • The intro with a hook • Main points 3-4 with transitions ã Summary ã Conclusion â Prentice Hall, Chapter Presentation schedule • Week – gender, manager, and leader • Week – Dysfunctional Organizations • Week – most important people skills • Week – Case Study Unit 1, © Prentice Hall, Chapter Foundations of Individual Behavior © Prentice Hall, Chapter 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 ã Exhibit effective discipline skills â Prentice Hall, Chapter Biographical Characteristics Age Gender Tenure Marital Status © Prentice Hall, Chapter Intellectual Abilities • Number aptitude • Verbal comprehension • Perceptual speed • Inductive reasoning – • of, relating to, or employing mathematical or logical induction Deductive reasoning – employing deduction in reasoning • Spatial visualization ã Memory ability â Prentice Hall, Chapter Basic Physical Abilities Strength Factors © Prentice Hall, Other Factors Chapter Flexibility Factors The Ability-Job Fit • Abilities of the employee • Requirements of the job © Prentice Hall, Chapter 10 What What Is Is Learning? Learning? Social Learning Classical Conditioning © Prentice Hall, Operant Conditioning Chapter 11 Positive Reinforcement Negative Reinforcement Methods of Shaping Behavior Punishment © Prentice Hall, Extinction Chapter 12 Interval Ratio High FixedInterval FixedRatio Low Schedules of Reinforcement VariableInterval VariableRatio © Prentice Hall, Chapter 13 Behavior Modification • Critical behaviors • Baseline data • Behavioral consequences • Intervention strategy • Performance improvement © Prentice Hall, Chapter 14 Organizational Applications • Lotteries to reduce absenteeism • Well pay versus sick pay • Employee discipline • Training programs • Mentoring programs • Self-management © Prentice Hall, Chapter 15 Myth or Science OBM • You can’t teach an old dog new tricks • What is your intuition? OBM Team © Prentice Hall, Chapter 16 Discussion • Question 10, page 26 • One team presents answer (opinion) • One team debates • What are effectiveness and efficiency, and how are they related to organizational behavior? © Prentice Hall, Chapter 17 Discussion • Question 1, page 54 • Which biographical characteristics best predict productivity? Absenteeism? Turnover? Satisfaction? © Prentice Hall, Chapter 18 Discussion • Question 2, page 54 • Assess the validity of using intelligence scores for selecting new employees © Prentice Hall, Chapter 19 Discussion • Question 4, page 54 • Explain classical conditioning â Prentice Hall, Chapter 20 Discussion ã Question 6, page 54 • How might employees actually learn unethical behavior on their jobs? © Prentice Hall, Chapter 21 Discussion • Question 8, page 54 • What are the five steps in behavior modification? © Prentice Hall, Chapter 22 Teamwork Drill – The Puzzle • What are the formulas for the following sequences? • 10, 16, 26, 40, 58 • 6, 12, 20, 30, 42 By the way, this is an example of inductive reasoning! © Prentice Hall, Chapter 23 ... five steps in behavior modification? © Prentice Hall, Chapter 22 Teamwork Drill – The Puzzle • What are the formulas for the following sequences? • 10 , 16 , 26 , 40, 58 • 6, 12 , 20 , 30, 42 By the way,... Hall, Chapter 13 Behavior Modification • Critical behaviors • Baseline data • Behavioral consequences ã Intervention strategy ã Performance improvement â Prentice Hall, Chapter 14 Organizational. .. effectiveness and efficiency, and how are they related to organizational behavior? © Prentice Hall, Chapter 17 Discussion • Question 1, page 54 • Which biographical characteristics best predict