Foundation of IB - Support Notes

8/4/2019 Foundation of IB - Support Notes

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Module 2

Foundation of Individual Behaviour

Dr.Yogananthan


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Content

Learning

Attitudes & values

Job satisfaction

Personality

Perception

Thinking & Decision making


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I. Learning


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Contents

Introduction & objectives

Components of learning

Theories of learning Classical conditioning

Operant conditioning Differences

Cognitive theory

Social learning theory

Principles of reinforcement Positive

Negative

Extinction

Punishment

Schedules of reinforcement

Learning curves Diminishing returns

Increasing returns

Increasing decreasing Learning & behaviour


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Objectives

What is learning?


Determinants of learning

Theories of learning Classical conditioning / operant conditioning

Cognitive theory

Principles of reinforcement

Schedule of reinforcements Limitations of behaviour modifications

Learning curves


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Definitions

Stephen Robbins learning is any relatively

permanent change in behaviour that occurs as

a result of experience.

Steers & porter learning can be defined as

relatively permanent change in behaviour

potentiality that results from reinforced

practice or experience.


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Learning leads to change good / bad

Change must be relatively permanent and if not it

cant be considered as a learning

Change in behaviour thro experience which alsoadded impact on attitude or process much be

considered. If due to diseases it will not be.

Some form of learning in necessary for learning andit may be direct or indirect experiences.


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Determinants of learning

Motive

Stimuli

Generalisation Discrimination

Responses

Reinforcement Retention


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Theories of learning

Classical conditioning theory

Operant conditioning theory

Cognitive learning theory Social learning theory


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Classical conditioning

is modifying behaviour so that a

conditioned stimulus along with

unconditioned stimulus is paired to elicit an

unconditioned behaviour.

Classical conditioning introduces simple cause

effect relationship between one stimuli &

response.

Russian PsychologistPavlovs experiment


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Unconditional stimulus Unconditional response

conditional stimulus

Unconditional stimulus

Response

Conditional response

conditional stimulus

Pavlovs experiment classical conditioning theory


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Limitations

Human beings are more complex than dogs

and less amenable to cause effect

conditioning

Behavioural envt in organisations is also

complex

The nature of - complexive human decision

making process makes it possible to override

simple conditioning


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Operant conditioning

B.F.Skinner (Harvard psychologist) - in operant

conditioning induces a voluntary change in

behaviour and learning occur as a

consequence of such change and also knownas reinforcement theory.

Thus behaviour can be controlled by

manipulating its consequences. It is built onthe following two principles.


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The behaviour that results in positive rewards

tend to be repeated and behaviour with

negative consequences tend not to be

repeated.

Based upon such consequences , the

behaviour can be predicted and controlled.


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The consequences of behaviour are used to

influence or shape thro 3 strategies.

reinforcement

Punishment

Extinction

(Ex -Work hard may bring reward which will bring

a positive change in workers behaviour to workhard).


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Classical conditioning Operant conditioning

A change in stimulus

elicits a particularresponse.

Stimulus serves as a cue

for a person to emit theresponse

The strength and

frequency of classicallyconditioned behaviour aremainly by the frequencyof eliciting stimulus.

The strength and

frequency of operantconditioned behaviour aremainly by theconsequences.

Responses are fixed tostimulus

Responses are variableboth in type/ degree.


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Cognitive theory

Learning is considered as the outcome of deliberate

thinking about the problem or situation both

intuitively and based upon known facts and

responding in an objective and goal oriented manner. It is act of knowing an item of information and this

knowledge affects the behaviour of the person so

that the information provides cognitive cues towards

the expected goals.


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Principles of reinforcement

4 basic reinforcement strategies

Positive reinforcement

Negative reinforcement Punishment

Extinction


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Schedules of reinforcement

Continuous reinforcement schedule

Partial reinforcement schedule

Fixed interval schedule

Variable interval schedule

Fixed ratio schedules

Variable ratio schedules


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Limitations of behaviour modification

It is an overall structure and ignores individualdifferences needs, desire, values andabilities.

Extrinsic rewards are more valued andintrinsic motivation is ignored and higherlevels of needs may not be satisfied.

It ignores prevailing work group norms and itis important for the org to know the power ofwork group norms.


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Learning curves

Learning curves

Diminishing returns

Increasing returns

Increasing decreasing


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Increasing decreasing learning curve

Slow learning

Increase returns

Plateau Peak proficiency

Over learning


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Learning impacts on behaviour

Reducing absenteeism & Through learning

Substituting well pay for sick pay

Improving employee discipline Developing training programme


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II. ATTITUDES & VALUES


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Contents

Meaning of attitude

Characteristics of attitudes

Functions of attitude

Formation of attitudes Values

Types of values

Values and behaviour

Values & ethics

Values & attitudes

Difference between attitude & value


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Meaning of attitude

is defined as a more of less stable set of

predisposition of opinion, interest or propose

involving expectancy of a certain kind of experience

and a readiness with an appropriate response. Theyare known as frames of response

It is also a cognitive element and remains in person

Every body has limited no of attitudes

These attitudes are indicative of apathy or

enthusiasm.


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Characteristic of attitude

It predisposes the evaluation of certain objects in

favourable and unfavourable manner.

Attitudes are firmly embedded in a complex

psychological structure of beliefs Attitudes are different from values as they are

narrow, our feelings, thoughts and behavioural

tendencies towards objects or situations

It is predisposition to respond to a certain set of facts

They are evaluative statements


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Functions of attitude

It Determines meaning

It Reconcile contradictions

It organises facts It selects facts


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Formation of attitude

Direct experience with the object

Classical conditioning and attitudes

Operent conditioning and attitudes Vicarious learning

Family and peer groups

Economic status and occupations


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Values

It is an enduring belief that a specific mode of

conduct or end state of existence is personally

and socially preferable to the alternative

modes of conduct or end states of existence


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Types of values

Instrumental value

Terminal value

Other classifications are

Theoretical

Economic

Aesthetic

Social

Political religious


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Values and behaviour

Values serves as the foundations for attitudes

Individuals hold their own interpretation of

right and wrong

Values affects both attitude and behaviour

Re examining the values pose challenges in

modern management


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Values and attitudes

Similarities

Both are acquired form experience with

people, objects, and events

Both affects cognitive and behaviour process

Both are endurable and difficult to change

Both influence each other and usedinterchangeably


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Differences

Attitude Value

It exhibit predisposition to

respond

It represent judgmental

ideas like what is right

It refer to several beliefs

relating to specific objects

or situation

It represent single belief

focused on objects and

situations

They are ones personal

experiences

They are derived from social

and cultural mores.


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III. Personality


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Personality

Characteristic pattern of thinking,feeling and acting.

Four major perspectives on Personality

Psychoanalytic - unconscious motivationsTrait - specific dimensions of personality

Humanistic - inner capacity for growthSocial-Cognitive - influence of environment

h l


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Psychoanalytic Perspectivefirst comprehensive theory of personality

(1856-1939)

University of Vienna 1873Voracious Reader

Medical School Graduate

Specialized in NervousDisordersSome patients disordershad no physical cause!

Th U i


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The Unconsciousthe mind is like an iceburg - mostly hidden

Conscious Awareness

small part above surface

(Preconscious)

Unconscious

below the surface

(thoughts, feelings,

wishes, memories)

Repression

banishing unacceptablethoughts & passions to

unconscious

Dreams & Slips


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Freud & Personality Structure

Id - energy constantly striving to satisfy basic drives

Pleasure Principle

Ego - seeks to gratify the Id in realistic ways

Reality Principle

Super Ego

- voice of conscience

that focuses on howwe oughtto behave

EgoSuperEgo

Id


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Freud & Personality Developmentpersonality forms during the first few years of life,

rooted in unresolved conflicts of early childhood

Psychosexual Stages

Oral (0-18 mos) - centered on the mouthAnal (18-36 mos) - focus on bowel/bladder elim.Phallic (3-6 yrs) - focus on genitals/Oedipus Complex

(Identification & Gender Identity)

Latency (6-puberty) - sexuality is dormantGenital (puberty on) - sexual feelings toward others

Strong conflict can fixate an individual at Stages 1,2 or 3


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Trait PerspectiveNo hidden personality dynamics

just basic personality dimensions

Traits - peoples characteristic

behaviors & conscious motives

How do we describe & classify different personalities?

(Type A vs Type B orDepressed vs Cheerful?)

Myers-Briggs Type Indicator - classify people

based upon responses to 126 questions


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Th Bi Fi


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The Big Five

Emotional Stability

Extraversion

Openness

Agreeableness

Conscientiousness

Calm/Anxious

Secure/Insecure

Sociable/Retiring

Fun Loving/Sober

Imaginative/Practical

Independent/Conforming

Soft-Hearted/Ruthless Trusting/Suspicious

Organized/Disorganized

Careful/Careless


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Four Dimensions

of Personality Type

How we interact with the world and where we

direct our energy

The kind of information we naturally notice

How we make decisions

Whether we prefer to live in a morestructured way or a more spontaneous way


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Extraversion Introversion

Interest Orientation

E IOuter world ofactions,

objects, and

people

Inner world of

ideas and

concepts


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Sensing iNtuition

Perception

S NImmediatereality and

direct

experience

Inferred

meanings and

relationships


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Thinking Feeling

Judgment

T FReliability oflogical order

cause and

effect

Priorities

based on

personal

importance

and values


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Judgment Perception

Environment Orientation

J PJudgingattitude

Control of

events and

systematic

planning

Spontaneity

Curious,

awaiting

events and

adapting to

them


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ISTJTake Your

Time and Do It

Right

ISFJOn My Honor,

to Do My

Duty

INFJCatalyst for

Positive

Change

INTJCompetence +

Independence =

Perfection

ISTPDoing the Best

I Can With

What Ive Got

ISFPIts the

Thought That

Counts

INFPStill Waters

Run Deep

INTPIngenious

Problem

Solvers

ESTPLets Get

Busy!

ESFPDont Worry,

Be Happy

ENFPAnythings

Possible

ENTPLifes

Entrepreneurs

ESTJTaking Care of

Business

ESFJWhat Can I Do

For You?

ENFJThe Public

Relations

Specialist

ENTJEverythings

FineIm in

Charge


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The Humanistic Perspective

Maslows

Self-Actualizing

Person

Rogers

Person-Centered

Perspective

Healthy rather than Sick

Individual as greater than the sum of test scores

M l & S lf A t li ti


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Maslow & Self-Actualization

Physiological

Safety

Love Needs

Esteem

Self-Actualizationthe process of fufilling our potential

Studied healthy, creative people

Abe Lincoln, Tom Jefferson &

Eleanor Roosevelt

Self-Aware & Self-Accepting

Open & Spontaneous

Loving & Caring

Problem-Centered not Self-Centered


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Rogers Person-Centered PerspectivePeople are basically good

with actualizing tendencies.

Given the right environmental

conditions, we will developto our full potentials

Genuineness, Acceptance, EmpathySelf Concept - central feature

of personality (+ or -)


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Assessing & Evaluating the Self

?Primarily through questionnaires in whichpeople report their self-concept.

?Also by understanding others subjective

personal experiences during therapy

XConcepts are vague & subjective.Assumptions are navely optimistic.

l l


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Personal Control

Internal Locus of Control

You pretty much control your own destiny

External Locus of ControlLuck, fate and/or powerful others control your destiny

Methods of Study

Correlate feelings of control with behavior

Experiment by raising/lowering peoples sense ofcontrol and noting effects


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IV. Perception


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Contents

Introduction

Factors influencing perceptual process

Perceptual grouping

Stimuli selection

Barriers to perceptual accuracy

Honing perceptual skills


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Introduction

The process of receiving stimuli

the organising process

The process of selecting stimuli

The process of interpreting

The process of checking

The process of reacting


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Factors influencing the perceptual process

The characteristics of perceiver

The characteristics of perceived

The characteristics of situation

Perception (overall understanding of perception)

Th h t i ti f i


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The characteristics of perceiver

Needs and motives

Self concept

Our ethics

Past experience

Current emotional state


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The characteristics of perceived

Physical characteristics perceived are

Appearance

Body language

Facial expressions

Age

Gender

Manner of communication


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Perceptual grouping

Continuity

Closure

Proximity

Similarity


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Perceptual selectivity

It is believed that our senses are activated

only by certain type of stimuli so that some

stimuli may go unnoticed if these are not

strong bright or loud enough to activate oursenses

If relates to our ability to turn out certain

stimuli to which we have been consciouslyexposed is known as sensory adaptation


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Stimuli selection

External factors

Size

Intensity

Contrast

Repetition

Movement

Novelty and familarity order

Internal factors

Learning and

perception

motivation &perception


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Barriers to perceptual accuracy

Stereo typing

Sex role stereotypes

Age stereotypes

Halo effect

Expectancy

Perceptual defense

Projection


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Honing perceptual skills Knowing and perceiving oneself accurately

It is removing blind spots

Like how we perceive others thro knowing, perceiving andunderstanding

Obtain information from superiors, peers, subordinates

and other colleagues

JOHARI window

Being emphatic

Having positive attitudes

Enhance good self image

Avoiding common biases in perception

Avoiding attributions


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JOHARI window

The public area what is known us and others is thepublic area

The blind area I am blind to the fact that I comeacross to others in a negative way

The private & secret area I know something myself,which nobody else is aware and I would like to keepit, undisclosed, a secret.

The unknown area & dark area there may beaspect of me which I am unaware of and others donot know either.


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Blind areaBlind self

Public areaOpen self

Private area

Open self

Dark area

Undiscovered self


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Reference

Stephen Robbins, text book of OB, 7th edition. Ashwathappa, text book of OB, 3rd edition.

Ren Stinson, University of Iowa,web based MBTI article.

Jacqueline N. Hood, Understanding management styles, AndersonSchool of Management, University of New Mexico.

Marcia Bench, MBTI assessment & career coaching, MCCC. Fisher ,Schoefeldt & Shaw, text book of Human resource

management, 6th edn, chapter 11. Management, 40130, motivation theories, web based article. Job satisfaction, -

www.owlnet.rice.edu/.../psyc_231_ch09_job%20satisfaction.ppt

Job evaluation,-www.businessfaculty.utoledo.edu/ddwyer/HURM4650/.../jobeval.ppt

Documents

Foundation of IB - Support Notes