BANKING UNIVERSITY OF HCMC

FACULTY OF BUSINESS ADMINISTRATION

ORGANIZATIONAL
BEHAVIOR
Major field: Management
Đặng Trương Thanh Nhàn. MBA
HCM City 2018
 LEARNING OBJECTIVES
1. Provide basic knowledge for students to analyze, explain and
predict human behavior and the effects of organizational
behavior while performing tasks in the organization. The study
on organizational behavior is conducted based on three levels:
the individual, the group and the organization.

2. Improve skills in managning and utilizing human resources

efficiently in the organization based on the study of
organizational behavior.
 CONTENTS
1. Overview of organizational behavior

2. Individual processes

3. Work motivation

4. Group processes

5. Managing organzational design, culture

and change

3
 REFERENCES

1. Stephen.P.Robins & Timothy A.Judge (2013).

Organizational Behavior (15ed). Pearson Education,
Prentice Hall.
2. Schermerhorn, Hunt, Osborn & Uhl-Bien (2010).
ORGANIZATIONAL BEHAVIOR 11th
 CHAPTER 2:

INDIVIDUAL PROCESSES

1-5
 CONTENTS CHAPTER 2
2.1. Differences in anthropology
2.2. Ability
2.3. Personality
2.4. Values and Attitude
2.5. Perception
2.6. Organizational culture and change
2.6.1. Organizational culture
2.6.2. Change culture

1-6
 CONTENTS
Biographical
characteristics
Motivation

Personality
Individual
Decision
Values, Attitude Perception Making

Ability Learning
7
 Biographical characteristics
• Personal characteristics - such as age,
gender, race and tenure - that are objective
and easily obtained from personnel records.
o Age
o Sex
o Experience
o Number of dependents
o Single/Married

1-8
 Age
Older workers bring experience, judgment, a
strong work ethic, and commitment to quality.
Age affects:
o Job Rotation o Ability to choose a career
o Turnover o Income, benefits
o Productivity o Health, recovery
o Satisfaction o Skills and work experience
o The change of technology

1-9
 Gender
There is a difference between men and women in terms of
morale and health: endurance, health, mood ...
Is there a difference in performance (or success) between
men and women?
Why gender equality?
o There is no significant difference between men and women
in terms of labor productivity and the likelihood of success
o In an environment of integration, women have had better
success in leadership and management. Why?

1-10
 Work experiences
Tenure is the time (year) in which an employee works
continuously at an organization.
High and senior people are different about:
o Productivity
• Absence
• Turnover
• Ability to take on new tasks/ jobs?
What is the difference if there is? And why?

1-11
 Family circumstances
Family status includes: spouse, children, number of children,
family status,…
The trend of the current economy makes the situation of family
change drastically,.. Such as: single family, divorce,
cohabitation...
One conclusion is that getting married will create more
responsibility for the individual.

1-12
 Number of dependents
In traditional societies, the number of dependents of
workers is high.
Is there any relationship between this and the behavior?
This connection is weak and there are no reliable
conclusions.
Why in the biographical characteristics, this feature is less
interested in the Western country?

1-13
 Personality
Personality is a dynamic
organization associated with an
individual's psychological system
that determines the individual's
unified regulation of his
environment.
Personality is a unique combination
of stable psychological
characteristics of the person, which
characterizes a person's typical
behavioral style in certain
conditions, situations, expressing
their attitudes towards with the
world around and themself. 1-14
 Personality
The sum total of ways in which an
individual reacts and interacts with
others; measurable traits a person
exhibits.
Enduring characteristics that
describe an individual’s behavior.

1-15
 Personality
Analyzing the behavior:
• Reactions, interactions of individuals
with responsibilities and obligations
that they undertake
• Reaction interact with the people
around
• Response interaction with the
individual's own
Personality determinants:
• Heredity
• Environment
• Situation 1-16
 Personality
o Enduring characteristics that
describe an individual’s behavior
o Personality are more consistent
and appears frequently in
different situations.
Two dominant frameworks are used
to described personality:
o Myers-Briggs type indicator(MBTI)
o Big Five Model

1-17
 Cool Warm
Conrete-thinking Abstract-thinking

Emotionally driven Emotionally stable

Submissive Dominant
Sober Enthusiastic

16 Expedient Conscientious
personality Shy Bold)
factors Tough-minded Tender-minded
of Trusting Suspicious
Cattell
Pratical Imaginative
Forthright Shrewd
Self – assured Apprehensive

Conservative Experimenting
Group-orientate Self-sufficient

Uncontrolled Controlled)
Relaxed Tense
 The Myers-Briggs Type Indicator
• Myers-Briggs type indicator
• Most widely used psychological tool in the world
• Participants are classified on four axes to determine one of
16 possible personality types. such as ENTJ.
o Extroverted (E) versus Introverted (I)
o Sensing (S) versus Intuitive (N)
o Thinking (T) versus Feeling (F)
o Judging (J) versus Perceiving (P)

4-19
 The types and their uses
• Each of the 16 possible combinations has a name, for
example:
• Visionaries (INTJ) - original, stubborn and driven.
• Organizers (ESTJ) - realistic, logical, analytical and
bussinesslike.
• Conceptualizer (ENTP) – entrepreneurial, innovative,
individualistic and resourceful.
• Research results on validity mixed.
• MBTI® is a good tool for self-awareness and counseling.
• Should not be used as a selection test for job candidates.

4-20
 Big Five Personality Model
o Extroversion: Sociable, gregarious, and
assertive
o Agreeableness: Good-natured, cooperative,
and trusting
o Conscientiousness: Responsible, dependable,
persistent, and organized
o Emotional Stability: Calm, self-confident,
secure under stress (positive), versus nervous,
depressed, and insecure under stress
(negative)
o Openness to Experience: Curious,
imaginative, artistic, and sensitive
4-21
 How do the big five traits predict
behavior?
• Research has shown this to be a better framework.
• Certain traits have been shown to strongly relate to higher job
performance:
• Highly conscientious people develop more job knowledge, exert greater
effort, and have better performance.
• Big Five Traits also have implications for work.
o Emotional stability is related to job satisfaction.
o Extroverts tend to be happier in their jobs and have good social skills.
o Open people are more creative and can be good leaders.
o Agreeable people are good in social settings.

4-22
 Personality traits relevant to OB
• Core self-evaluation
o The degree to which people like or dislike themselves
o Positive self-evaluation leads to higher job performance
• Machiavellianism
o A pragmatic, emotionally distant person believes that ends can justify
means
o High Machs are manipulative, win more often, and persuade more than
they are persuaded. Flourish when:
 Having direct interaction
 Working with minimal rules and regulations
 Their emotions can distract others

4-23
 Other personality traits relevant to OB
• Narcissism
o An arrogant, entitled, self-important person requires excessive admiration
o Less effective in their jobs
• Self-monitoring
o The ability to adjust behavior to meet external, situational factors.
o High monitors conform more and are more likely to become leaders.
• Risk taking
o The willingness to take chances.
o May be best to align propensities with job requirements.
o Make decisions faster with less information.
 Other personality traits relevant to OB
• Type A’s
o Aggressively involved in a chronic, incessant struggle to achieve more in
less time
o Impatient: are always moving, walking, and eating rapidly
o Strive to think or do two or more things at once
o Cannot cope with leisure time
o Are obsessed with numbers and achievements
• Type B’s is completely opposite
• Proactive
o Identifies opportunities, shows initiative, takes action, and perseveres to
completion
o Create positive change in the environment
4-25
 Abilities
Ability: An individual’s capacity to perform the various
tasks in a job.
• Intellectual Ability: The capacity to do mental activities.
thinking, reasoning, and problem solving.
• Multiple Intelligences: Intelligence contains four subparts:
cognitive, social, emotional, and cultural.
• Physical Abilities: The capacity to do tasks demanding
stamina, dexterity, strength, and similar characteristics.

4-26
 The Ability-Job Fit

Ability-Job
Employee’s Job’s Ability
Abilities Fit Requirements
 Emotions
o Emotion is any conscious experience characterized
by intense mental activity and a certain degree
of pleasure or displeasure.
o Emotion is often intertwined with mood, temperament,
personality, disposition, and motivation

4-28
 Values
Basic convictions on how to conduct yourself or how to live
your life that is personally or socially preferable – “How to”
live life properly.
•Attributes of values
o Content attribute - that the mode of conduct or end-state of
existence is important.
o Intensity attribute - specifies just how important that content is.
•Value system
o A person’s values rank-ordered by intensity
o It tends to be relatively constant & consistent

4-29
 Importance of values
• Provide understanding of the attitudes,
motivation, and behaviors
• Influence our perception of the world around us
• Represent interpretations of “right” and “wrong”
• Imply that some behaviors or outcomes are
preferred over others

4-30
Classifying values - Rokeach value survey
• Terminal value
The goals that a person would like to achieve during his or her
lifetime
• Instrumental value
Preferable modes of behavior or means of achieving one’s terminal
values
• People in same occupations or categories tend to hold similar
values.
o But values vary between groups.
o Value differences make it difficult for groups to negotiate and
may create conflict
4-31
 Generational values
Entered
Groups Current age Dominant work values
workforce
Veterans 1950-1964 65+ Industriousness, conservativeness,
suitability; loyalty to the organizations

Boomers 1965-1985 40-60s Success, achievement, ambition,

dislike of authority; loyalty to career

Xers 1985-2000 20-40s work-life balance, team-oriented,

dislike of rules; loyalty to relationships

Nexters 2000-Present Under 30 Confident, finanical success, self-

reliant but team-oriented; loyalty to
both self and relationships

4-32
 Linking personality and values to the
workplace
Managers are less interested in someone’s ability to do a specific job than
in that person’s flexibility.
 Person-Job Fit:
• John Holland’s Personality-Job Fit Theory
• Six personality types
• Vocational Preference Inventory (VPI)
• Key points of the model:
• There appear to be intrinsic differences in personality between
people.
• There are different types of jobs.
• People in jobs congruent with their personality should be more
satisfied and have lower turnover.
4-33
 Holland’s personality types
• Six types:
o Realistic
o Investigative
o Artistic
o Social
o Enterprising
o Conventional
• Need to match personality type with occupation.

4-34
Linking personality and values to the workplace
In addition to matching the individual’s personality to the job,
managers are also concerned with:
Person-Organization Fit:
• The employee’s personality must fit with the organizational culture.
• People are attracted to organizations that match their values.
• Those who match are most likely to be selected.
• Mismatches will result in turnover.
• Can use the Big Five personality types to match to the organizational
culture.

4-35
Holland's
Typology
về nhân
cách và
nghề
nghiệp
phù hợp
 Global implications
• Personality
– Do frameworks like Big Five transfer across cultures?: Yes, the but the
frequency of type in the culture may vary.
– Better in individualistic than collectivist cultures.
• Values
– Values differ across cultures.
– Hofstede’s Framework for assessing culture – five value dimensions:
• Power distance
• Individualism vs. Collectivism
• Masculinity vs. Femininity
• Uncertainty Avoidance
• Long-term vs. Short-term Orientation

4-37
Hofstede’s Framework: Power Distance
The extent to which a society accepts that
power in institutions and organizations is
distributed unequally.
• Low distance
Relatively equal power between those with
status/wealth and those without
status/wealth
• High distance
Extremely unequal power distribution
between those with status/wealth and
those without status/wealth
4-38
Hofstede’s Framework: Individualism vs. Collectivism

• Individualism
The degree to which people prefer to act as
individuals rather than as members of
groups
• Collectivism
A tight social framework in which people
expect others in groups of which they are a
part to look after them and protect them

4-39
Hofstede’s Framework: Masculinity vs. Femininity
• Masculinity
The extent to which the society values work
roles of achievement, power, and control, and
where assertiveness and materialism are also
valued
• Femininity
The extent to which there is little
differentiation between roles for men and
women.

4-40
 Hofstede’s Framework: Uncertainty Avoidance

The extent to which a society feels threatened

by uncertain and ambiguous situations and tries
to avoid them
• High Uncertainty Avoidance:
Society does not like ambiguous situations
and tries to avoid them.
• Low Uncertainty Avoidance:
Society does not mind ambiguous
situations and embraces them.

4-41
Hofstede’s Framework: Long-term vs. Short-term Orientation

• Long-term orientation
A national culture attribute that emphasizes
the future, thrift, and persistence
• Short-term orientation
A national culture attribute that emphasizes
the present and the here-and-now.

4-42
Hofstede’s framework: An Assessment
• There are regional differences within countries
• The original data is old and based on only one company
• Hofstede had to make many judgment calls while doing
the research
• Some results don’t match what is believed to be true
about given countries
• Despite these problems it remains a very popular
framework

4-43
Summary and Managerial Implications
• Personality
• Screen for the Big Five trait of conscientiousness
• Take into account the situational factors as well
• MBTI® can help with training and development
• Values
• Often explain attitudes, behaviors and perceptions
• Higher performance and satisfaction achieved when the
individual’s values match those of the organization

4-44
 Attitudes

Evaluative statements or judgments concerning objects,

people, or events.
Three components of an attitude:
o Affective – The emotional or feeling segment of an attitude
o Cognition- The opinion or belief segment of an attitude
o Behaviours- An intention to behave in a certain way toward
someone or something

3-45
 Behavior always follow attitudes?
•Leon Festinger - No, the reverse is sometimes true!
•Cognitive Dissonance: Any incompatibility between two or more attitudes or between
behavior and attitudes
–Individuals seek to reduce this uncomfortable gap, or dissonance, to reach stability and consistency.
–Consistence is achieved by changing the attitudes, modifying the behaviors, or through rationalization
–Desire to reduce dissonance depends on:
•Importance of elements
•Degree of individual influence
•Rewards involved in dissonance

3-46
 Moderating Variables
• The most powerful moderators of the attitude-behavior
relationship are:
• Importance of the attitude
• Correspondence to behavior
• Accessibility
• Existence of social pressures
• Personal and direct experience of the attitude
• Attitudes predict behavior, as influenced by moderating
variables.

3-47
 Predicting bahavior from attitudes
• Important attitudes have a strong relationship to behavior.
• The closer the match between attitude and behavior, the
stronger the relationship:
• Specific attitudes predict specific behavior
• General attitudes predict general behavior
• The more frequently expressed an attitude, the better
predictor it is.
• High social pressures reduce the relationship and may
cause dissonance.
• Attitudes based on personal experience are stronger
predictors.

3-48
 Major job attitudes
• Job Satisfaction
A positive feeling about the job resulting from an evaluation of its
characteristics.
• Job Involvement
Degree of psychological identification with the job where perceived
performance is important to self-worth.
• Psychological Empowerment
Belief in the degree of influence over the job, competence, job
meaningfulness, and autonomy.

3-49
 Major job attitudes
Organizational Commitment
• Identifying with a particular organization and its goals, while wishing to
maintain membership in the organization.
• Three dimensions:
o Affective – emotional attachment to organization
o Continuance Commitment - economic value of staying
o Normative - moral or ethical obligations
• Has some relation to performance, especially for new employees.
• Less important now than in past – now perhaps more of occupational
commitment, loyalty to profession rather than to a given employer.

3-50
 Major job attitudes
• Perceived Organizational Support (POS)
• Degree to which employees believe the organization values their
contribution and cares about their well-being.
• Higher when rewards are fair, employees are involved in decision-
making, and supervisors are seen as supportive.
• High POS is related to higher OCBs and performance.
• Employee Engagement
• The degree of involvement, satisfaction with, and enthusiasm for the
job.
• Engaged employees are passionate about their work and company.

3-51
 Are these job attitudes really distinct?
• No: these attitudes are highly related.
• Variables may be redundant (measuring the same
thing under a different name).
• While there is some distinction, there is also a lot of
overlap.

3-52
 Job Satisfaction
• One of the primary job attitudes measured.
Broad term involving a complex individual summation of a
number of discrete job elements.
• Are people satisfied in their jobs?
Results depend on how job satisfaction is measured.
Pay and promotion are the most problematic elements.

3-53
 Causes of Job Satisfaction
• Pay influences job satisfaction only to a point.
– After about $40,000 a year (in the U. S.), there is no relationship
between amount of pay and job satisfaction.
– Money may bring happiness, but not necessarily job satisfaction.
• Personality can influence job satisfaction.
– Negative people are usually not satisfied with their jobs.
– Those with positive core self-evaluation are more satisfied with
their jobs.

3-54
Employee Responses to Dissatisfaction)
• Exit
Behavior directed toward leaving the
organization
• Voice
Active and constructive attempts to improve
conditions
• Neglect
Allowing conditions to worsen
• Loyalty
Passively waiting for conditions to improve

3-55
Outcomes of Job Satisfaction
• Job Performance
o Satisfied workers are more productive and more productive workers
are more satisfied!
o The causality may run both ways.
• Organizational Citizenship Behaviors
o Satisfaction influences OCB through perceptions of fairness.
• Customer Satisfaction
o Satisfied frontline employees increase customer satisfaction and
loyalty.
• Absenteeism
o Satisfied employees are moderately less likely to miss work.

3-56
 Outcomes of Job Satisfaction
Turnover
• Satisfied employees are less likely to quit.
• Many moderating variables in this relationship.
 Economic environment and tenure.
 Organizational actions taken to retain high performers and to weed out lower
performers.
• Workplace Deviance
o Dissatisfied workers are more likely to unionize, abuse substances, steal, be
tardy, and withdraw.
Despite the overwhelming evidence of the impact of job satisfaction
on the bottom line, most managers are either unconcerned about or
overestimate worker satisfaction.

3-57
Summary and Managerial Implications
• Managers should watch employee attitudes
• They give warnings of potential problems
• They influence behavior
• Managers should try to increase job satisfaction and
generate positive job attitudes
o Reduces costs by lowering turnover, absenteeism, tardiness,
and theft, and increasing OCB
• Focus on the intrinsic parts of the job: make work
challenging and interesting
o Pay is not enough

3-58
 Perception
• A process by which individuals organize
and interpret their sensory impressions in
order to give meaning to their environment.
• People’s behavior is based on their
perception of what reality is, not on reality
itself.
• The world as it is perceived is the world
that is behaviorally important.

5-59
 Attribution Theory: Judging Others
Our perception and judgment of others are significantly influenced by our
assumptions of the other people’s internal states.
• When individuals observe behavior, they attempt to determine whether it
is internally or externally caused.
• Internal causes are under that person’s control.
• External causes are not – person forced to act in that way.

Causation judged through:

• Distinctiveness
o Shows different behaviors in different situations.
• Consensus
o Response is the same as others to same situation.
• Consistency
o Responds in the same way over time.
5-60
 Errors and Biases in Attributions
• Fundamental Attribution Error
o The tendency to underestimate the influence of external factors and
overestimate the influence of internal factors when making judgments
about the behavior of others
o We blame people first, not the situation
• Self-Serving Bias
o The tendency for individuals to attribute their own successes to internal
factors while putting the blame for failures on external factors
o It is “our” success but “their” failure

5-61
 Frequently Used Shortcuts in Judging Others

• Selective Perception
o People selectively interpret what they see on the basis of
their interests, background, experience, and attitudes.
• Halo Effect
o Drawing a general impression about an individual on the
basis of a single characteristic
• Contrast Effects
o Evaluation of a person’s characteristics that are affected by
comparisons with other people recently encountered who
rank higher or lower on the same characteristics

5-62
 Another Shortcut:Stereotyping)
Judging someone on the basis of one’s
perception of the group to which that
person belongs – a prevalent and often
useful, if not always accurate,
generalization.
• Profile
o A form of stereotyping in which
members of a group are singled out
for intense scrutiny based on a single,
often racial, trait.
5-63
Shortcut Applications in Organizations
• Employment Interviews
• Perceptual biases of raters affect the accuracy of interviewers’
judgments of applicants.
• Formed in a single glance – 1/10 of a second!
• Performance Expectations
o Self-fulfilling prophecy (Pygmalion effect): The lower or higher
performance of employees reflects preconceived leader expectations
about employee capabilities.
• Performance Evaluations
• Appraisals are often the subjective (judgmental) perceptions of
appraisers of another employee’s job performance.
• Critical impact on employees.

5-64
 Perceptions and Individual Decision
Making
• Problem
o A perceived discrepancy between the current state of affairs and a desired
state.
• Decision
o Choices made from among alternatives developed from data
• Perception linkage:
o All elements of problem identification and the decision making process are
influenced by perception.
o Problems must be recognized
o Data must be selected and evaluated

5-65
 Decision-Making Models in
Organizations
• Rational Decision-Making
• The “perfect world” model: assumes complete information, all options
known, and maximum payoff
• Six-step decision-making process
• Bounded Reality
o The “real world” model: seeks satisfactory and sufficient solutions from
limited data and alternatives
• Intuition
o A non-conscious process created from distilled experience that results in
quick decisions
o Relies on holistic associations
o Affectively charged – engaging the emotions

5-66
 Common Errors and Biases in Decision-
Making
• Overconfidence Bias
o Believing too much in our own ability to make good decisions – especially
when outside of own expertise
• Anchoring Bias
o Using early, first received information as the basis for making subsequent
judgments
• Confirmation Bias
o Selecting and using only facts that support our decision.
• Availability Bias
o Emphasizing information that is most readily at hand (recent and vivid)

5-67
 Common Errors and Biases in Decision-
Making
• Escalation of Commitment
o Increasing commitment to a decision in spite of evidence that it is wrong –
especially if responsible for the decision!
• Randomness Error
o Creating meaning out of random events - superstitions
• Winner’s Curse
• Highest bidder pays too much due to value overestimation
• Likelihood increases with the number of people in auction
• Hindsight Bias
o After an outcome is already known, believing it could have been accurately
predicted beforehand

5-68
Individual Differences in Decision-Making
• Personality
o Conscientiousness may effect escalation of commitment
o Achievement strivers are likely to increase commitment
• Self-esteem
o High self-esteem people are susceptible to self-serving bias
• Gender
o Women analyze decisions more than men – rumination
o Women are twice as likely to develop depression
o Differences develop early

5-69
 Organizational Constraints
• Performance Evaluation
oManagerial evaluation criteria influence actions
• Reward Systems
oManagers will make the decision with the greatest personal payoff for
them
• Formal Regulations
oLimit the alternative choices of decision makers
• System-imposed Time Constraints
oRestrict ability to gather or evaluate information
• Historical Precedents
oPast decisions influence current decisions

5-70
 Ethics in Decision-Making
• Ethical decision criteria
o Utilitarianism
 Decisions made based solely on the outcome
 Seeking the greatest good for the greatest number
 Dominant method for businesspeople
o Rights
 Decisions consistent with fundamental liberties and privileges
 Respecting and protecting basic rights of individuals such as
whistleblowers
o Justice
 Imposing and enforcing rules fairly and impartially
 Equitable distribution of benefits and costs
 Ethical Decision Criteria
• Utilitarianism
o Pro: Promotes efficiency and productivity
o Con: Can ignore individual rights, especially minorities
• Rights
o Pro: Protects individuals from harm, preserves rights
o Con: Creates an overly legalistic work environment
• Justice
o Pro: Protects the interests of weaker members
o Con: Encourages a sense of entitlement

5-72
 Improving Creativity in Decision-Making
• Creativity
o The ability to produce novel and useful ideas
• Who has the greatest creative potential?
o Those who score high in Openness to Experience
o People who are intelligent, independent, self-
confident, risk-taking, have an internal locus-of-
control, tolerant of ambiguity, low need for
structure, and who persevere in the face of
frustration
5-73
The Three-Component Model of Creativity
Proposition that individual creativity results
from a mixture of three components.
• Expertise
o This is the foundation
• Creative-Thinking Skills
o The personality characteristics
associated with creativity
• Intrinsic Task Motivation
o The desire to do the job because of its
characteristics

5-74
 Global Implications
•Attributions
oThere are cultural differences in the ways people
attribute cause to observed behavior
•Decision-Making
oNo research on the topic: assumption of “no difference”
oBased on our awareness of cultural differences in traits
that affect decision making, this assumption is suspect.
•Ethics
oNo global ethical standards exist
oAsian countries tend not to see ethical issues in “black
and white” but as shades of gray
oGlobal companies need global standards for managers

5-75
Summary and Managerial Implications
• Perception
o People act based on how they view their world
o What exists is not as important as what is believed
o Managers must also manage perception
• Individual Decision Making
o Most use bounded rationality
o Combine traditional methods with intuition and creativity for better decisions
 Analyze the situation and adjust to culture and organizational reward
criteria
 Be aware of, and minimize, biases

5-76
 Learning
• Any relatively permanent change in behavior
that occurs as a result of experience.
Learning
1. Involves change
2. Is relatively permanent
3. Is acquired through
experience
 Learning Theories
How do we learn?
• Classical Conditioning
• Operant Conditioning
• Social-Learning Theory
 Classical Conditioning
– Ivan Pavlop (1849 – 1936)
• Using a pair of signals - a
conditional stimulus and a
neutral signal - a neutral
stimulus becomes a
conditional signal and
produces the response of
the conditioned response.

CLASSIC CONDITIONING
IVAN PAPLOV
 Before Conditioning
Neutral stimulus:
a stimulus produces no response

Neutral
stimulus
(NS)
No response
 • Before Conditioning
Unconditioned stimulus and response:
a stimulus triggers a natural response,
before / after conditioning

Unconditioned
response (UR):
Unconditioned dog salivates
stimulus (US):
yummy dog food
 During Conditioning
The bell (N.S.) is rung repeatedly along
with the food (U.S.).

Neutral Uncondition
stimulus Unconditione ed response
(NS) d (UR):
stimulus (US) dog salivates
 After Conditioning
The dog starts drooling when hearing the sound (neutral
stimulus becomes conditioned stimulus).

UR and CR have the Conditioned

Conditioned same reponse, triggered response:
by different events.
(formerly The difference is whether dog salivates
neutral) conditioning is essential
stimulus to produce a response.
NS and CS have the
same stimulus.
The difference is whether
stimulus triggers
conditioned response.
 Operant conditioning
B.F. Skinner (1904 – 1990)
• A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a punishment...

Key concepts
1. Reflexive (unlearned) behavior
2. Conditioned (learned) behavior
3. Reinforcement

B.F. Skinner (1904 – 1990)

The Test of Skinner

85
 Social-Learning Theory
• People can learn through observation and direct
experience.
Key concepts
1. Attentional processes
2. Retention processes
3. Motor reproduction processes
4. Reinforcement processes