induvidual behaviour 2

8/9/2019 Induvidual Behaviour 2

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INDIAN INSTITUTE OF LOGISTICS

KE BALAJI


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ALL ABOUT HUMAN ALL ABOUT HUMAN


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DYNAMICS OF IND AND ORG

CommunicatedExpectations Needs and Goals

Organizational resources(Human Capital, Technology and Materials )

Human Skills and Energies( Talent, intelligence andFaculties )

Organization Individual

Demands

Resources


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INDIVIUDAL VS ORGANISZATION

I ND IVI DUAL - ORGAN IS ATI ON QU I T OR TERM I NATI ON

I ND IVI DUAL ORGAN IS ATI ON +LEARNI NG AND I MPRO V E

INDIVIDUAL + ORGANISATION ORG NEED TO IMPROVE

INDIVIDUAL + ORGANISATION +IDEAL SITUATION


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WH AT IS T HE ORYy A theory is a based upon a hypothesis and backed by

evidence. A theory presents a concept or idea that is

testable.

y A psychological theory has two key components:(1) It must describe a behaviour(2) Make predictions about future behaviours.


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P E RSONALITYy GORDON ALLPORT DEFINES

The dynamic organization within the individual of

those psycho physical system that determines hisunique adjustment to his environment.

y Factors which determine Personality areHeredity Environment FactorsSituation


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I T PSY HI TH EOR Y O F

SI F REUDy According to Freud human mind is composed of three elements

i) Preconscious : The items in the mind that can be recognized only through Freud sassociation method are preconscious .

ii) the conscious : The conscious element is concerned with thoughts, feelings, beliefs anddesires that we probe during introspection.

iii) the unconscious : The final component unconscious is basically concerned with ideasand wishes that can not be learned through introspection but can be determined by hypnotism, analysis of dreams, and Freudian therapeutic techniques.

y Conscious is guided by a reasoned reality principle.y unconscious is guided by the famous hedonistic principle of pleasure.y Freud developed an organization of personality consisting of three structures within the

human mind the id, the ego and the superego.y These parts of the mind are primarily responsible for originating human actions and

reactions and modifications.


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TYP E TEORI ESy The type theories represent an attempt to scientifically

describe personalities by classifying individuals into

convenient categories.

Sheldon s physiognomy theory

Carl Jung s extravert and introvert theories


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SHE DON S P H YSIOGNOMY T HE ORYy W illiam Sheldon has presented a unique body-type-

temperamental model that represents a link between

anatomic and psychological traits and characteristicsof an individual with his behavior.y Sheldon identifies some relationship between the

physique types of individuals and their personality

temperaments.y He identifies three body types Emorphic,Mesomorphic and Ectomorphic.


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SHE DON S P H YSIOGNOMY T HE ORY


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SHE DON S P H YSIOGNOMY T HE ORYy Endomorph

He is bulky and beloved. Sheldon argued that the endomorph tends to be rather fat, thick inproportion to his height. Such a person seeks comfort, eats too much, jovial, affectionate and liked by all persons. He is even tempered, shows a relaxed posture, reads slowly and is tolerant of others andeasy to get along with others. He prefers to be led than to lead.

y MesomorphHe is basically strong, athletic and tough. His physique is appreciated by all. In fact, it is this

personality all other morphs wish for. According to Sheldon, such a person seeks lot of muscularactivity; tends to be highly aggressive and self-assertive. He can run faster, smile brighter and beatsalone the two morphs together. He tends to be noisy, courageous and seeks lot of outdoor activity.He desires action, power and domination.

y Ectomorph

Ectomorphs are thin, long and poorly developed physically. Such a person displays retraint, inhibitionand desire for concealment. He tends to be distrustful of others. He works well in closed areas. Hereacts over quickly, sleeps poorly and prefers solitude, when his mind is troubled. Also be prefers notto attract attention to himself. Typically, he is anxious, ambitious and dedicated. According toSheldon, most physiques are a mixture of three components. One important limitation of this theory is the inherent generalization.


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CARL JUNG S EX TROV E RT-INTROV E RT

THE ORYy Jung s approach is also termed as analytical psychology.y Extroverts are optimistic, outgoing, gregarious and

sociable. Extrovert is basically objective, a reality orientedindividual who is much more than a thinker.----Extroverts are friendly, enjoy interaction with others,crave excitement and dislike solitude.

y Introverts, however, are quite, retiring, enjoying solitudeetc. Introverts are more inward directed people.

----They are not so sociable, are withdrawn and absorbed ininner life; their own ideals and philosophy guide them.----They are rigid and less flexible and subjective-oriented.---- Normally he is person who has few friends, avoids social

contacts, and rarely speaks to others unless they speak.


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THE TRAIT T HE ORYy The trait approach to personality is one of the major theoretical

areas in the study of personality. The trait theory suggests thatindividual personalities are composed broad dispositions.Consider how you would describe the personality of a closefriend. Chances are that you would list a number of traits, suchas outgoing , kind and even-tempered . A trait can be thought of asa relatively stable characteristic that causes individuals to behavein certain ways.

y Unlike many other theories of personality, such aspsychoanalytic or humanistic theories , the trait approach topersonality is focused on differences between individuals. Thecombination and interaction of various traits forms a personality that is unique to each individual. Trait theory is focused onidentifying and measuring these individual personality characteristics.


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SOCIAL L EARING T HE ORYy Social learning theory considers the situation as an important

determinant of behavior.y An individuals actions in a given situation depend on the specific

characteristics of the situation, individual s appraisal of the situation,and post reinforcement to behavior in somewhat similar situations.

y W hen the situations they encounter are relatively stable, individual sbehavior will be more or less consistent.

y The main focus of social learning approach is on the patterns of behavior individuals learn in coping with environment.

y Some behavior patters are learned or acquired through directexperience. Responses can also be acquired or learned without directreinforcement. For instance, learning by observing the actions of others and by noting the consequence of these actions. Thus, sociallearning theorists believe that reinforcement facilitates learning by focusing attention. According to social learning school, much of human learning is vicarious or observational.


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SE LF T HE ORYy The intra psychic, physiognomy and trait theories

represent the traditional approaches to understandingthe complex human personality. Self-theory rejectsboth psychoanalytic and behaviorist conception of human nature as too mechanistic portraying people ascreatures helplessly tossed about by internal instinctsor external stimuli.

y

Carl Rogers and his associates have developed the self-theory that places emphasis on the individuals as aninitiating, creating, influential determinant of behavior within the environmental framework.


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P E RC E P TION


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W E DON T SEE THINGS AS THEY ARE, W E SEETHINGS AS W E ARE.


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M EANING OF P ECE P TIONy The study of perception is concerned with identifying the processthrough which we interpret and organize sensory information to

produce our conscious experience of objects and object relationship.y Perception is the process of receiving information about and makingsense of the world around us. It involves deciding which informationto notice, how to categorize this information and how to interpret it within the framework of existing knowledge.

y A process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment.


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Organizational

Behavior /Perception

y

Receiving S timuli(External & Internal)

S electing S timuliExternal factors : Nature,

Location,Size,contrast,Movement,repetition,similarity

Internal factors : Learning,needs,age,Interest,

OrganizingFigure Background ,Perceptual Grouping( similarity, proximity,closure, continuity)

ResponseCovert: Attitudes ,

Motivation,Feeling

Overt: Behavior

Perceptual Process

I nterpreting Attribution ,Stereotyping,

Halo Effect, Projection


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Organizational


y F actors influencing PerceptionF actors in the perceiver AttitudesMotivesInterestsExperienceExpectations

Perception

F actors in the TargetNovelty MotionSoundsSizeBackgroundProximity Similarity

F actors in the situationTime W ork SettingSocial Setting


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Organizational



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LEARNINGy Measurable and relatively permanent change in

behavior through experience , instruction, or study .y Individual learning is selective, group learning is

essentially political its outcomes depend largely onpower playing in the group.

y Learning itself cannot be measured, but its results canbe.

y In the words of Harvard Business School psychologistChris Argyris, learning is "detection and correction of error" where an error means "any mismatch betweenour intentions and what actually happens."


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Classical conditioning is a term used to describelearning which has been acquired throughexperience.


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O P E RANT CONDITIONINGy Operant conditioning (sometimes referred to as

instrumental conditioning ) is a method of learning

that occurs through rewards and punishments forbehavior. Through operant conditioning, anassociation is made between a behaviour and aconsequence for that behaviour.


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COM P ON E NTS OF O P E RANT CONDITIONINGy A reinforcer is any event that strengthens or increases the behavior it follows.y There are two kinds of reinforces:

y Positive reinforces are favourable events or outcomes that are presented after thebehaviour. In situations that reflect positive reinforcement, a response or behaviour isstrengthened by the addition of something, such as praise or a direct reward.

y Negative reinforces involve the removal of an unfavourable events or outcomes after thedisplay of a behaviour. In these situations, a response is strengthened by the removal of something considered unpleasant.

y In both of these cases of reinforcement, the behaviour increases.

Punishment , on the other hand, is the presentation of an adverse event or outcome thatcauses a decrease in the behaviour it follows. There are two kinds of punishment:

y Positive punishment , sometimes referred to as punishment by application, involves thepresentation of an unfavourable event or outcome in order to weaken the response itfollows.

y Negative punishment, also known as punishment by removal, occurs when an favourableevent or outcome is removed after a behaviour occurs.


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OBS E RVATIONAL L EARNINGy Observational learning (also known as: vicarious

learning or social learning or modeling ) is learning

that occurs as a function of observing, retaining andreplicating behavior observed in others..y Although observational learning can take place at any

stage in life, it is thought to be particularly important

during childhood , particularly as authority becomesimportant.


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COGNITIV E LEARNINGy Cognitive learning lays much Emphasis on identifying

how events and objects are related to each other.y

Most of the learning which are taking place in the classroom is Cognitive learning.y It make the learner to the right thing first without

going though a lengthy process of operant learning.


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SIMILARITI ES OF INDUVIDUALSy SELF REFLEXIVENESSy INTELLIGENCEy LANGUAGEy TOOL MAKINGy TO CARRY FOR W ARD THE ACCUMULATED GAINS


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DISSIMILARITI ESy INDIVIDUALS DIFFER IN BEHAVIOR y PERCEPTIONS OF INDUVIDUALS DIFFER y ATTITUDE OF INDUVIDUAL DIFFER y INDUVIDUALS DIFFER IN THE IMPORTANCE THEY

ATTACH TO INTRINSIC RE W ARDS TO THE JOB IN AN ORGANISATION

y INDIVIDUALS DIFFER IN THEIR W ORK,SUPERVISIONM,STYLE,APPROACH

y TASTE ,EGO,DESIRE DIFFER

induvidual behaviour 2

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