Analyzing Judy Keel’s Changing Behavior at Work from Multiple Psychological Perspectives

QUESTION

Judy Keel, age 45, works for a small corporation in the Research and Development department. When
she first became a member of the department 15 years ago, Judy was an unusually creative and
productive researcher; her efforts quickly resulted in raises and promotions within the department and
earned her the respect of her colleagues. Now, Judy finds herself less interested in doing research; she is
no longer making creative contributions to her department, although she is making contributions to its
administration. She is still respected by the coworkers who have known her since she joined the firm,
but not by her younger coworkers.
Assignment: (15 pts.)
1. Analyze Judy’s behavior from each of the following four theoretical perspectives: Psychoanalytic,
Behaviorist, Cognitive, and Social Cognitive. Explain how a theorist from each perspective would explain
Judy’s development and behaviors within this company.
Hint: Think about what motivates behavior change, or how behavior is changed in each perspective.
Then decide why Judy’s behavior has changed.
2. Which perspective do you believe provides the most adequate explanation for Judy’s behavior? Why?

ANSWER

Analyzing Judy Keel’s Changing Behavior at Work from Multiple Psychological Perspectives

Introduction: Judy Keel’s changing behavior at her workplace, especially her decreasing interest in research and her shift towards administrative contributions, can be examined and explained from multiple psychological perspectives. This essay will delve into Judy’s behavior from four theoretical viewpoints: Psychoanalytic, Behaviorist, Cognitive, and Social Cognitive. Additionally, it will conclude by identifying the perspective that provides the most adequate explanation for Judy’s behavior.

Psychoanalytic Perspective

From a psychoanalytic standpoint, developed by Sigmund Freud, Judy’s behavior could be attributed to unconscious motives and conflicts. According to Freud, human behavior is driven by unconscious desires and unresolved conflicts from childhood. In Judy’s case, her early success in research might have been linked to a deep-rooted desire for recognition and achievement. As she advanced in her career, these unconscious motives might have shifted towards the need for security and stability, which administrative roles often offer. Her waning interest in research could reflect an unconscious avoidance of challenges that may threaten her sense of security.

Behaviorist Perspective

The behaviorist perspective, associated with B.F. Skinner, emphasizes environmental factors and conditioning as determinants of behavior. Judy’s behavior changes could be explained through operant conditioning, where her reinforcement shifted from research-based achievements (raises and promotions) to administrative tasks. She now receives positive reinforcement in the form of job security and praise for her administrative contributions. As a result, her behavior adapted to maximize these rewards, leading to a decrease in research-related activities.

Cognitive Perspective

From a cognitive perspective, developed by theorists like Jean Piaget and Albert Bandura, Judy’s changing behavior might be associated with shifts in her cognitive processes. Initially, she found research intellectually stimulating and rewarding, but over time, her cognitive appraisal of the task may have changed. Cognitive dissonance theory suggests that individuals strive to maintain consistency between their beliefs and actions. Judy may have experienced a cognitive dissonance between her previous passion for research and her current disinterest. This cognitive conflict could have driven her to seek alternative tasks that align better with her current mindset.

Social Cognitive Perspective

The social cognitive perspective, as championed by Albert Bandura, focuses on the role of observational learning and social influences in behavior. Judy’s decreased interest in research and increased focus on administration might be influenced by observing her colleagues and the company culture. If she observed her peers or superiors finding fulfillment and recognition in administrative roles, she might have been motivated to follow suit. Social cognitive theory also highlights the importance of self-efficacy—Judy’s confidence in her abilities to excel in administrative tasks could have played a role in her shift.

Most Adequate Explanation

Among the four perspectives, the cognitive perspective provides the most adequate explanation for Judy’s changing behavior. Cognitive theory allows us to understand how her beliefs, thoughts, and cognitive dissonance influenced her behavior. It accounts for the shift in her interests and motivations based on her evolving cognitive appraisal of her job. This perspective aligns with the idea that individuals adapt their behavior in response to changing cognitions and beliefs, which seems to be at the core of Judy’s transformation.

Conclusion

Judy Keel’s changing behavior at her workplace can be examined through various psychological perspectives. While each perspective provides insights into her development and behaviors, the cognitive perspective offers the most comprehensive explanation, highlighting the importance of cognitive processes and the alignment of beliefs with actions in understanding her shifting career focus. Ultimately, Judy’s behavior change reflects the complex interplay of internal cognitions, external observations, and evolving motivations.