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This is excellent presentation in 638 slides covering the field of Organizational Behavior. Comprises of total 19 chapters. …

This is excellent presentation in 638 slides covering the field of Organizational Behavior. Comprises of total 19 chapters.
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  • May I also get a copy of the slides please? randjmoser@msn.com
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  • Very good presentation on OB, would you mind sending me a copy on PDF? Here is my email address silavwepm@gmail.com
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  • This is one of the most thorough, comprehensive presentations on OB , extremely helpful when I am owkring with Technial Leaders. Would you mind emailing me a copy ? My address sannalj@inpo.org
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  • Ofcourse Prof. McCuddy's work has to be exceedingly good. I , however , am fond of work prepared by Prof McCuddy on OB by Hellriegel,Slocum & Woodman ( Instruction Manual). Sir , could I have a copy of that presentation , if available. ? , @ geetkris@gmail.com
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  • excellent presentation. Can you send me the pdf?
    r.marrese@gmail.com
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  • 1. Organizational Behavior Schermerhorn, Schermerhorn, Hunt, and Osborn Prepared by Michael K. McCuddy Valparaiso University
  • 2. Chapter 1 Study Questions What is organizational behavior and why is it important? What are organizations like as work settings? What is the nature of managerial work? How do we learn about organizational behavior? Organizational Behavior: Chapter 1 2
  • 3. Study Question 1: What is organizational behavior and why is it important? Workplace success depends on: – Respect for people. – Understanding of human behavior in complex organizational systems. – Individual commitment to flexibility, creativity, and learning. – Individual willingness to change. Organizational Behavior: Chapter 1 3
  • 4. Study Question 1: What is organizational behavior and why is it important? Organizations and their members are challenged to: – Simultaneously achieve high performance and high quality of life. – Embrace ethics and social responsibility. – Respect the vast potential of demographic and cultural diversity among people. – Recognize the impact of globalization. Organizational Behavior: Chapter 1 4
  • 5. Study Question 1: What is organizational behavior and why is it important? Organizational behavior. – Study of human behavior in organizations. – A multidisciplinary field devoted to understanding individual and group behavior, interpersonal processes, and organizational dynamics. Organizational Behavior: Chapter 1 5
  • 6. Study Question 1: What is organizational behavior and why is it important? Pick up Figure 1.1 from the textbook. Organizational Behavior: Chapter 1 6
  • 7. Study Question 1: What is organizational behavior and why is it important? Reasons for importance of scientific thinking. – The process of data collection is controlled and systematic. – Proposed explanations are carefully tested. – Only explanations that can be scientifically verified are accepted. Organizational Behavior: Chapter 1 7
  • 8. Study Question 1: What is organizational behavior and why is it important? Contingency approach. – Tries to identify how different situations can be best understood and handled. – Important contingency variables include: • Environment. • Technology. • Tasks. • Structure. • People. Organizational Behavior: Chapter 1 8
  • 9. Study Question 1: What is organizational behavior and why is it important? Modern workplace trends. – Commitment to ethical behavior. – Importance of human capital. – Demise of “command and control.” – Emphasis on teamwork. – Pervasive influence of information technology. – Respect for new workforce expectations. – Changing definition of “jobs” and “career.” Organizational Behavior: Chapter 1 9
  • 10. Study Question 2: What are organizations like as work settings? An organization is a collection of people working together in a division of labor to achieve a common purpose. Organizational Behavior: Chapter 1 10
  • 11. Study Question 2: What are organizations like as work settings? The core purpose of an organization is the creation of goods and services. Missions and mission statements focus attention on the core purpose. Mission statements communicate: – A clear sense of the domain in which the organization’s products and services fit. – A vision and sense of future aspirations. Organizational Behavior: Chapter 1 11
  • 12. Study Question 2: What are organizations like as work settings? A strategy is a comprehensive plan that guides organizations to operate in ways that allow them to outperform their competitors. Key managerial responsibilities include strategy formulation and implementation. Knowledge of OB is essential to effectively strategy implementation. Organizational Behavior: Chapter 1 12
  • 13. Study Question 2: What are organizations like as work settings? Organizational Behavior: Chapter 1 13
  • 14. Study Question 2: What are organizations like as work settings? Stakeholders. – People, groups, and institutions having an interest in an organization’s performance. – Customers, owners, employees, suppliers, regulators, and local communities are key stakeholders. – Interests of multiple stakeholders sometimes conflict. – Executive leadership often focuses on balancing multiple stakeholder expectations. Organizational Behavior: Chapter 1 14
  • 15. Study Question 2: What are organizations like as work settings? Organizational culture and diversity. – Organizational culture refers to the shared beliefs and values that influence the behavior of organizational members. – Positive organizational cultures: • Have a high-performance orientation. • Emphasize teamwork. • Encourage risk taking. • Emphasize innovation.. • Respect people and workforce diversity. – Success in business world is tied to valuing diversity. Organizational Behavior: Chapter 1 15
  • 16. Study Question 2: What are organizations like as work settings? Organizational effectiveness approaches. – Systems resource approach focuses on inputs. – Internal process approach focuses on the transformation process. – Goal approach focuses on outputs. – Strategic contingencies approach focuses on impact on key stakeholders. Organizational Behavior: Chapter 1 16
  • 17. Study Question 2: What are organizations like as work settings? Longitudinal views of organizational effectiveness. – Short-run emphasis on goal accomplishment, resource utilization, and stakeholder satisfaction. – Intermediate-run emphasis on organization’s adaptability and development potential. – Long-run emphasis on survival. Organizational Behavior: Chapter 1 17
  • 18. Study Question 3: What is the nature of managerial work? Managers perform jobs that involve directly supporting the work efforts of others. Managers assume roles such as coordinator, coach, or team leader. Organizational Behavior: Chapter 1 18
  • 19. Study Question 3: What is the nature of managerial work? The management process. – An effective manager is one whose organizational unit, group, or team consistently achieves its goals while its members remain capable, committed, and enthusiastic. – Key results of effective management: • Task performance. • Job satisfaction. Organizational Behavior: Chapter 1 19
  • 20. Study Question 3: What is the nature of managerial work? Organizational Behavior: Chapter 1 20
  • 21. Study Question 3: What is the nature of managerial work? The nature of managerial work. – Managers work long hours. – Managers are busy people. – Managers are often interrupted. – Managerial work is fragmented and variable. – Managers work mostly with other people. – Managers spend a lot of time communicating. Organizational Behavior: Chapter 1 21
  • 22. Study Question 3: What is the nature of managerial work? Organizational Behavior: Chapter 1 22
  • 23. Study Question 3: What is the nature of managerial work? Managerial mind-sets. – Reflective mind-set — managing one’s self. – Analytic mind-set — managing organizational operations and decisions. – Worldly mind-set — managing in a global context. – Collaborative mind-set — managing relationships. – Action mind-set — managing change. Organizational Behavior: Chapter 1 23
  • 24. Study Question 3: What is the nature of managerial work? Managerial skills and competencies. – A skill is an ability to translate knowledge into action that results in a desired performance. – Categories of skills. • Technical. • Human. • Conceptual. Organizational Behavior: Chapter 1 24
  • 25. Study Question 4: How do we learn about organizational behavior? Learning is an enduring change in behavior that results from experience. Organizational learning is the process of acquiring knowledge and utilizing information to adapt successfully to changing circumstances. Organizational Behavior: Chapter 1 25
  • 26. Study Question 4: How do we learn about organizational behavior? . Organizational Behavior: Chapter 1 26
  • 27. Study Question 4: How do we learn about organizational behavior? Organizational Behavior: Chapter 1 27
  • 28. Chapter 2 Study Questions What is a high-performance organization? What is multiculturalism, and how can workforce diversity be managed? How do ethics and social responsibility influence human behavior in organizations? What are key OB transitions in the new workplace? Organizational Behavior: Chapter 2 28
  • 29. Study Question 1: What is a high- performance organization? High-performance organizations. – Value and empower people, and respect diversity. – Mobilize the talents of self-directed work teams. – Use cutting-edge technologies to achieve success. – Thrive on learning and enable members to grow and develop. – Are achievement-, quality-, and customer-oriented, as well as being sensitive to the external environment. Organizational Behavior: Chapter 2 29
  • 30. Study Question 1: What is a high- performance organization? Stakeholders. – The individuals, groups, and other organizations affected by an organization’s performance. Value creation. – The extent to which an organization satisfies the needs of strategic constituencies. Organizational Behavior: Chapter 2 30
  • 31. Study Question 1: What is a high- performance organization? Organizational Behavior: Chapter 2 31
  • 32. Study Question 1: What is a high- performance organization? Total quality management (TQM). – A total commitment to: • High-quality results. • Continuous improvement. • Customer satisfaction. – Meeting customers’ needs. – Doing all tasks right the first time. – Continuous improvement focuses on two questions: • Is it necessary? • If so, can it be done better? Organizational Behavior: Chapter 2 32
  • 33. Study Question 1: What is a high- performance organization? Human capital. – The economic value of people with job-relevant abilities, knowledge, ideas, energies, and commitments. Knowledge workers. – People whose minds rather than physical capabilities create value for the organization. Intellectual capital. – The performance potential of the expertise, competencies, creativity, and commitment within an organization’s workforce. Organizational Behavior: Chapter 2 33
  • 34. Study Question 1: What is a high- performance organization? Empowerment. – Allows people, individually and in groups, to use their talents and knowledge to make decisions that affect their work. Social capital. – The performance potential represented in the relationships maintained among people at work. Organizational Behavior: Chapter 2 34
  • 35. Study Question 1: What is a high- performance organization? Learning and high-performance cultures. – Uncertainty highlights the importance of organizational learning. – High-performance organizations are designed for organizational learning. – A learning organization has a culture that values human capital and invigorates learning for performance enhancement. Organizational Behavior: Chapter 2 35
  • 36. Study Question 1: What is a high- performance organization? Organizational Behavior: Chapter 2 36
  • 37. Study Question 2: What is multi-culturalism, and how can workforce diversity be managed? Workforce diversity. – Describes differences among people with respect to age, race, ethnicity, gender, physical ability, and sexual orientation. Multiculturalism. – Refers to pluralism and respect for diversity and individual differences in the workplace. Inclusivity. – The degree to which the organization’s culture respects and values diversity. Organizational Behavior: Chapter 2 37
  • 38. Study Question 2: What is multi-culturalism, and how can workforce diversity be managed? Diversity biases in the workplace. – Prejudice. – Discrimination. – The glass ceiling effect. – Sexual harassment. – Verbal abuse. – Pay discrimination. Organizational Behavior: Chapter 2 38
  • 39. Study Question 2: What is multi-culturalism, and how can workforce diversity be managed? Organizational Behavior: Chapter 2 39
  • 40. Study Question 2: What is multi-culturalism, and how can workforce diversity be managed? Managing diversity. – Developing a work environment and organizational culture that allows all organization members to reach their full potential. A diversity mature organization is created when: – Managers ensure the effective and efficient utilization of employees in pursuit of the corporate mission. – Managers consider how their behaviors affect diversity. Well-managed workforce diversity increases human capital. Organizational Behavior: Chapter 2 40
  • 41. Study question 3: How do ethics and social responsibility influence human behavior in organizations? Ethical behavior. – “Good” or “right” as opposed to “bad” or “wrong” in a particular setting. The public demands that people in organizations act according to high moral standards. Organizational Behavior: Chapter 2 41
  • 42. Study question 3: How do ethics and social responsibility influence human behavior in organizations? Immoral managers. – Do not subscribe to any ethical principles; pursuit of self-interest. Amoral managers. – Ethics is simply not on this manager’s “radar screen.” Moral managers. – Incorporate ethical principles and goals into their personal behavior . Organizational Behavior: Chapter 2 42
  • 43. Study question 3: How do ethics and social responsibility influence human behavior in organizations? Organizational Behavior: Chapter 2 43
  • 44. Study question 3: How do ethics and social responsibility influence human behavior in organizations? Ways of thinking about ethical behavior. – Utilitarian view –– the greatest good for the greatest number of people. – Individualism view –– best serving long-term self-interests. – Moral-rights view –– respects and protects the fundamental rights of all human beings. – Justice view –– fair and impartial in the treatment of all people. Organizational Behavior: Chapter 2 44
  • 45. Study question 3: How do ethics and social responsibility influence human behavior in organizations? Different types of justice. – Procedural justice –– properly following rules and procedures in all cases. – Distributive justice –– treating people the same under a policy, regardless of demographic differences. – Interactional justice –– treating people affected by a decision with dignity and respect. Organizational Behavior: Chapter 2 45
  • 46. Study question 3: How do ethics and social responsibility influence human behavior in organizations? Ethical dilemmas. – Occur when someone must choose whether or not to pursue a course of action that, although offering the potential of personal or organizational benefit or both, may be considered unethical. Organizational Behavior: Chapter 2 46
  • 47. Study question 3: How do ethics and social responsibility influence human behavior in organizations? Rationalizations for unethical behavior. – Pretending the behavior is not really unethical or illegal. – Saying the behavior is really in the organization’s or person’s best interest. – Assuming the behavior is acceptable if others don’t find out about it. – Presuming that superiors will support and protect you. Organizational Behavior: Chapter 2 47
  • 48. Study question 3: How do ethics and social responsibility influence human behavior in organizations? Organizational social responsibility. – The obligation of organizations to behave in ethical and moral ways as institutions of the broader society. – Managers should commit organizations to: • Pursuit of high productivity. • Corporate social responsibility. – A whistleblower exposes others’ wrongdoings in order to preserve high ethical standards. Organizational Behavior: Chapter 2 48
  • 49. Study question 4: What are key OB transitions in the new workplace? Corporate governance and ethics leadership. – Society expects and demands ethical decisions and actions from businesses and other social institutions. – Corporate governance. • The active oversight of management decisions, corporate strategy, and financial reporting by Boards of Directors. Organizational Behavior: Chapter 2 49
  • 50. Study question 4: What are key OB transitions in the new workplace? Corporate governance and ethics leadership (cont.). – Ethics leadership. • Making business and organizational decisions with high moral standards that meet the ethical test of being “good” and not “bad,” and of being “right” and not “wrong.” . – Integrity. • Acting in ways that are always honest, credible, and consistent in putting one’s values into practice. Organizational Behavior: Chapter 2 50
  • 51. Study question 4: What are key OB transitions in the new workplace? Positive organizational behavior. – Quality of work life. • The overall quality of human experience in the workplace. • Commitment to quality of work life is an important value within organizational behavior. • Theory Y provides the theoretical underpinnings for contemporary quality of work life concepts. Organizational Behavior: Chapter 2 51
  • 52. Study question 4: What are key OB transitions in the new workplace? Positive organizational behavior (cont.). – Positive organizational behavior focuses on practices that value human capacities and encourage their full utilization. – Positive organizational behavior is based on the core capacities of: • Confidence. • Hope. • Optimism. • Resilience. Organizational Behavior: Chapter 2 52
  • 53. Study question 4: What are key OB transitions in the new workplace? Globalization, job migration, and organizational transformation. – Globalization. • The worldwide interdependence of resource flows, product markets, and business competition. – Job migration. • The shifting of jobs from one nation to another. Organizational Behavior: Chapter 2 53
  • 54. Study question 4: What are key OB transitions in the new workplace? Globalization, job migration, and organizational transformation (cont.). – Global outsourcing. • Involves employers cutting back on domestic jobs and replacing them with contract workers in other nations. – Job migration and global outsourcing have contributed to organizations redesigning themselves for high performance in a changed world. Organizational Behavior: Chapter 2 54
  • 55. Study question 4: What are key OB transitions in the new workplace? Personal management and career planning. – Shamrock organizations. • Relatively small core group of permanent, full-time employees with critical skills. • Outside operators contracting to core group to perform essential daily activities. • Part-timers hired by core group on an as-needed basis. Organizational Behavior: Chapter 2 55
  • 56. Study question 4: What are key OB transitions in the new workplace? Personal management and career planning (cont.). – Personal management. • Understand one’s self, exercising initiative, accepting responsibility, working well with others, and continually learning from experience. – Self-monitoring. • Observing and reflecting on one’s own behavior and acting in ways that adapt to the situation. Organizational Behavior: Chapter 2 56
  • 57. Chapter 3 Study Questions Why is globalization significant for organizational behavior? What is culture and how can we understand cultural differences? How does cultural diversity affect people at work? What is a global view on organizational learning? Organizational Behavior: Chapter 3 57
  • 58. Study Question 1: Why is globalization significant for organizational behavior? Most organizations must achieve high performance within a complex and competitive global environment. Globalization refers to the complex economic networks of international competition, resource suppliers, and product markets. Organizational Behavior: Chapter 3 58
  • 59. Study Question 1: Why is globalization significant for organizational behavior? Forces of globalization. – Rapid growth in information technology and electronic communication. – Movement of valuable skills and investments. – Increasing cultural diversity. – Implications of immigration. – Increasing job migration among nations. – Impact of multicultural workforces. Organizational Behavior: Chapter 3 59
  • 60. Study Question 1: Why is globalization significant for organizational behavior? Globalization is contributing to the emergence of regional economic alliances. Important regional alliances. – European Union (EU). – North American Free Trade Agreement (NAFTA). – Asia-Pacific Economic Co-operation Forum (APEC). Organizational Behavior: Chapter 3 60
  • 61. Study Question 1: Why is globalization significant for organizational behavior? Outsourcing. – Contracting out of work rather than accomplishing it with a full-time permanent workforce. Off shoring. – Contracting out work to persons in other countries. Job migration. – Movement of jobs from one location or country to another. Organizational Behavior: Chapter 3 61
  • 62. Study Question 1: Why is globalization significant for organizational behavior? Global managers. – Know how to conduct business in multiple countries. – Are culturally adaptable and often multilingual. – Think with a worldview and are able to map strategy in the global context. – Have a global attitude. – Have a global mindset. Organizational Behavior: Chapter 3 62
  • 63. Study Question 1: Why is globalization significant for organizational behavior? Culture. – The learned, shared way of doing things in a particular society. – The “software of the mind.” – Helps define boundaries between different groups and affects how their members relate to one another. – Cultural intelligence is the ability to identify, understand, and act with sensitivity and effectiveness in cross-cultural situations. Organizational Behavior: Chapter 3 63
  • 64. Study Question 2: What is culture and how can we understand cultural differences? Language. – Perhaps the most visible aspect of culture. – Whorfian hypothesis — considers language as a major determinant of thinking. – Low-context cultures — the message is conveyed by the words used. – High-context cultures — words convey only a limited part of the message. Organizational Behavior: Chapter 3 64
  • 65. Study Question 2: What is culture and how can we understand cultural differences? Time orientation. – Polychronic cultures. • Circular view of time. • No pressure for immediate action or performance. • Emphasis on the present. – Monochronic cultures. • Linear view of time. • Create pressure for action and performance. • Long-range goals and planning are important. Organizational Behavior: Chapter 3 65
  • 66. Study Question 2: What is culture and how can we understand cultural differences? Use of space. – Proxemics. • The study of how people use space to communicate. • Reveals important cultural differences. – Concept of personal space varies across cultures. – Space is arranged differently in different cultures. Organizational Behavior: Chapter 3 66
  • 67. Study Question 2: What is culture and how can we understand cultural differences? Religion. – A major element of culture. – Can be a very visible aspect of culture. – Influences codes of ethics and moral behavior. – Influences conduct of economic matters. Organizational Behavior: Chapter 3 67
  • 68. Study Question 2: What is culture and how can we understand cultural differences? Values and national culture. – Cultures vary in underlying patterns of values and attitudes. – Hofstede’s five dimensions of national culture: • Power distance. • Uncertainty avoidance. • Individualism-collectivism. • Masculinity-femininity. • Long-term/short-term orientation. Organizational Behavior: Chapter 3 68
  • 69. Study Question 2: What is culture and how can we understand cultural differences? Power distance. – The willingness of a culture to accept status and power differences among members. – Respect for hierarchy and rank in organizations. – Example of a high power distance culture — Indonesia. – Example of a low power distance culture — Sweden. Organizational Behavior: Chapter 3 69
  • 70. Study Question 2: What is culture and how can we understand cultural differences? Uncertainty avoidance. – The cultural tendency toward discomfort with risk and ambiguity. – Preference for structured versus unstructured organizational situations. – Example of a high uncertainty avoidance culture — France. – Example of a low uncertainty avoidance culture — Hong Kong. Organizational Behavior: Chapter 3 70
  • 71. Study Question 2: What is culture and how can we understand cultural differences? Individualism-collectivism. – The cultural tendency to emphasize individual or group interests. – Preferences for working individually or in groups. – Example of an individualistic culture — United States. – Example of a collectivist culture — Mexico. Organizational Behavior: Chapter 3 71
  • 72. Study Question 2: What is culture and how can we understand cultural differences? Masculinity-femininity. – The tendency of a culture to value stereotypical masculine or feminine traits. – Emphasizes competition/assertiveness versus interpersonal sensitivity/relationships. – Example of a masculine culture — Japan. – Example of a feminine culture — Thailand. Organizational Behavior: Chapter 3 72
  • 73. Study Question 2: What is culture and how can we understand cultural differences? Long-term/short-term orientation. – The tendency of a culture to emphasize future- oriented values versus present-oriented values. – Adoption of long-term or short-term performance horizons. – Example of a long-term orientation culture — South Korea. – Example of a short-term orientation culture — United States. Organizational Behavior: Chapter 3 73
  • 74. Study Question 2: What is culture and how can we understand cultural differences? Organizational Behavior: Chapter 3 74
  • 75. Study Question 2: What is culture and how can we understand cultural differences? Understanding cultural differences helps in dealing with parochialism and ethnocentrism. – Parochialism — assuming that the ways of one’s own culture are the only ways of doing things. – Ethnocentrism — assuming that the ways of one’s culture are the best ways of doing things. Organizational Behavior: Chapter 3 75
  • 76. Study Question 2: What is culture and how can we understand cultural differences? Organizational Behavior: Chapter 3 76
  • 77. Study Question 2: What is culture and how can we understand cultural differences? Cultural differences in handling relationships with other people. – Universalism versus particularism. • Relative emphasis on rules and consistency, or on relationships and flexibility. – Individualism versus collectivism. • Relative emphasis on individual freedom and responsibility, or on group interests and consensus. Organizational Behavior: Chapter 3 77
  • 78. Study Question 2: What is culture and how can we understand cultural differences? Cultural differences in handling relationships with other people (cont.). – Neutral versus affective. • Relative emphasis on objectivity and detachment, or on emotion and expressed feelings. – Specific versus diffuse. • Relative emphasis on focused and narrow involvement, or on involvement with the whole person. Organizational Behavior: Chapter 3 78
  • 79. Study Question 2: What is culture and how can we understand cultural differences? Cultural differences in handling relationships with other people (cont.). – Achievement versus prescription. • Relative emphasis on performance-based and earned status, or on ascribed status. Organizational Behavior: Chapter 3 79
  • 80. Study Question 2: What is culture and how can we understand cultural differences? Cultural differences in attitudes toward time. – Sequential view of time. • Time is a passing series of events. – Synchronic view of time. • Time consists of an interrelated past, present, and future. Organizational Behavior: Chapter 3 80
  • 81. Study Question 2: What is culture and how can we understand cultural differences? Cultural differences in attitudes toward the environment. – Inner-directed cultures. • Members view themselves as separate from nature and believe they can control it. – Outer-directed cultures. • Members view themselves as part of nature and believe they must go along with it. Organizational Behavior: Chapter 3 81
  • 82. Study Question 3: How does cultural diversity affect people at work? Multinational corporation (MNC). – A business firm that has extensive international operations in more than one foreign country. – Have a total world view without allegiance to any one national home. – Have enormous economic power and impact. – Bring benefits and controversies to host countries. Organizational Behavior: Chapter 3 82
  • 83. Study Question 3: How does cultural diversity affect people at work? Multicultural workforces and expatriates. – Styles of leadership, motivation, decision making, planning, organizing, and controlling vary from country to country. – Expatriates. • People who live and work abroad for extended periods of time. • Can be very costly for employers. • Progressive employers take supportive measures to maximize potential for expatriate success. Organizational Behavior: Chapter 3 83
  • 84. Study Question 3: How does cultural diversity affect people at work? Organizational Behavior: Chapter 3 84
  • 85. Study Question 3: How does cultural diversity affect people at work? Ethical behavior across cultures. – Ethical challenges result from: • Cultural diversity. • Variations in governments and legal systems. – Prominent current issues. • Corruption and bribery. • Poor working conditions. • Child and prison labor. • Business support of repressive governments. • Sweatshops. Organizational Behavior: Chapter 3 85
  • 86. Study Question 3: How does cultural diversity affect people at work? Organizational Behavior: Chapter 3 86
  • 87. Study Question 3: How does cultural diversity affect people at work? Advice regarding cultural relativism and ethical absolutism. – Multinational businesses should adopt core or threshold values that respect and protect fundamental human rights. – Beyond the threshold, businesses should adapt and tailor actions to respect the traditions, foundations, and needs of different cultures. Organizational Behavior: Chapter 3 87
  • 88. Study Question 4: What is a global view on organizational learning? Organizational learning. – The process of acquiring the knowledge necessary to adapt to a changing environment. Global organizational learning. – The ability to gather from the world at large the knowledge required for long-term organizational adaptation. Organizational Behavior: Chapter 3 88
  • 89. Study Question 4: What is a global view on organizational learning? Are management theories universal? – Answer is “no.” – Cultural influences should be carefully considered in transferring theories and their applications across cultures. Organizational Behavior: Chapter 3 89
  • 90. Study Question 4: What is a global view on organizational learning? Best practices around the world. – Global organizational learning should identify best practices around the world. – Potential high-performance benchmarks exist throughout the world. – Cultural diversity enriches global organization learning. Organizational Behavior: Chapter 3 90
  • 91. Chapter 4 Study Questions What is personality? How do personalities differ? What are value and attitude differences among individuals, and why are they important? What are individual differences and how are they related to workforce diversity? Organizational Behavior: Chapter 4 91
  • 92. Study Question 1: What is personality? Personality. – The overall profile or combination of characteristics that capture the unique nature of a person as that person reacts and interacts with others. – Combines a set of physical and mental characteristics that reflect how a person looks, thinks, acts, and feels. – Predictable relationships are expected between people’s personalities and their behaviors. Organizational Behavior: Chapter 4 92
  • 93. Study Question 1: What is personality? Organizational Behavior: Chapter 4 93
  • 94. Study Question 1: What is personality? Heredity and environment. – Heredity sets the limits on the development of personality characteristics. – Environment determines development within these limits. – About a 50-50 heredity-environment split. – Cultural values and norms play a substantial role in the development of personality. – Social factors include family life, religion, and many kinds of formal and informal groups. – Situational factors reflect the opportunities or constraints imposed by the operational context. Organizational Behavior: Chapter 4 94
  • 95. Study Question 1: What is personality? Organizational Behavior: Chapter 4 95
  • 96. Study Question 1: What is personality? Personality and the self-concept. – Personality dynamics. • The ways in which an individual integrates and organizes social traits, values and motives, personal conceptions, and emotional adjustments. – Self-concept. • The view individuals have of themselves as physical, social, and spiritual or moral beings. • Self-esteem. • Self-efficacy. Organizational Behavior: Chapter 4 96
  • 97. Study Question 2: How do personalities differ? “Big Five” personality dimensions. – Extraversion • Being outgoing, sociable, assertive. – Agreeableness. • Being good-natured, trusting, cooperative. – Conscientiousness. • Being responsible, dependable, persistent. – Emotional stability. • Being unworried, secure, relaxed. – Openness to experience. • Being imaginative, curious, broad-minded. Organizational Behavior: Chapter 4 97
  • 98. Study Question 2: How do personalities differ? Social traits. – Surface-level traits that reflect the way a person appears to others when interacting in various social settings. – An important social trait is problem-solving style. • The way a person goes about gathering and evaluating information in solving problems and making decisions. Organizational Behavior: Chapter 4 98
  • 99. Study Question 2: How do personalities differ? Information gathering in problem solving. – Getting and organizing data for use. – Sensation-type individuals prefer routine and order and emphasize well-defined details in gathering information. – Intuitive-type individuals like new problems and dislike routine. Organizational Behavior: Chapter 4 99
  • 100. Study Question 2: How do personalities differ? Information evaluation in problem solving. – Making judgments about how to deal with information once it has been collected. – Feeling-type individuals are oriented toward conformity and try to accommodate themselves to other people. – Thinking-type individuals use reason and intellect to deal with problems and downplay emotions. Organizational Behavior: Chapter 4 100
  • 101. Study Question 2: How do personalities differ? Organizational Behavior: Chapter 4 101
  • 102. Study Question 2: How do personalities differ? Personal conception traits. – The way individuals tend to think about their social and physical settings as well as their major beliefs and personal orientation. – Key traits. • Locus of control. • Authoritarianism/dogmatism. • Machiavellianism. • Self-monitoring. Organizational Behavior: Chapter 4 102
  • 103. Study Question 2: How do personalities differ? Locus of control. – The extent to which a person feels able to control his/her own life. – Externals. • More extraverted in their interpersonal relationships and more oriented toward the world around them. – Internals. • More introverted and more oriented towards their own feelings and ideas. Organizational Behavior: Chapter 4 103
  • 104. Study Question 2: How do personalities differ? Organizational Behavior: Chapter 4 104
  • 105. Study Question 2: How do personalities differ? Authoritarianism/dogmatism. – Authoritarianism. • Tendency to adhere rigidly to conventional values and to obey recognized authority. – Dogmatism. • Tendency to view the world as a threatening place. Organizational Behavior: Chapter 4 105
  • 106. Study Question 2: How do personalities differ? People with a high-Machiavellian personality: – Approach situations logically and thoughtfully. – Are capable of lying to achieve personal goals. – Are rarely swayed by loyalty, friendships, past promises, or others’ opinions. – Are skilled at influencing others. – Try to exploit loosely structured situations. – Perform in a perfunctory or detached manner in highly structured situations. Organizational Behavior: Chapter 4 106
  • 107. Study Question 2: How do personalities differ? People with a low-Machiavellian personality: – Accept direction imposed by others in loosely structured situations. – Work hard to do well in highly structured situations. – Are strongly guided by ethical considerations. – Are unlikely to lie or cheat. Organizational Behavior: Chapter 4 107
  • 108. Study Question 2: How do personalities differ? Self-monitoring. – A person’s ability to adjust his/her behavior to external situational factors. – High self-monitors. • Sensitive to external cues. • Behave differently in different situations. – Low self-monitors. • Not sensitive to external cues. • Not able to disguise their behaviors. Organizational Behavior: Chapter 4 108
  • 109. Study Question 2: How do personalities differ? Emotional adjustment traits. – How much an individual experiences distress or displays unacceptable acts. – Type A orientation. • Characterized by impatience, desire for achievement, and perfectionism. – Type B orientation. • Characterized as more easygoing and less competitive in relation to daily events. Organizational Behavior: Chapter 4 109
  • 110. Study Question 3: What are value and attitude differences among individuals, and why are they important? Values. – Broad preferences concerning appropriate courses of action or outcomes. – Values influence behavior and attitudes. – Parents, friends, teachers, and external reference groups can influence individual values. – Values develop as a product of learning and experiences. Organizational Behavior: Chapter 4 110
  • 111. Study Question 3: What are value and attitude differences among individuals, and why are they important? Pick up Figure 4.5 from the textbook. Organizational Behavior: Chapter 4 111
  • 112. Study Question 3: What are value and attitude differences among individuals, and why are they important? Gordon Allport’s values categories. – Theoretical values. – Economic values. – Aesthetic values. – Social values. – Political values. – Religious values. Organizational Behavior: Chapter 4 112
  • 113. Study Question 3: What are value and attitude differences among individuals, and why are they important? Maglino’s categories of workplace values. – Achievement. – Helping and concern for others. – Honesty. – Fairness. Organizational Behavior: Chapter 4 113
  • 114. Study Question 3: What are value and attitude differences among individuals, and why are they important? Attitudes. – Are influenced by values and are acquired from the same sources as values. – Are more specific and less stable than values. – An attitude is a predisposition to respond in a positive or negative way to someone or something in one’s environment. Organizational Behavior: Chapter 4 114
  • 115. Study Question 3: What are value and attitude differences among individuals, and why are they important? Organizational Behavior: Chapter 4 115
  • 116. Study Question 3: What are value and attitude differences among individuals, and why are they important? The attitude-behavior relationship is stronger when: – Attitudes and behaviors are more specific. – There is freedom to carry out the behavioral intent. – The person has experience with the attitude. Organizational Behavior: Chapter 4 116
  • 117. Study Question 3: What are value and attitude differences among individuals, and why are they important? Attitudes and cognitive consistency. – Cognitive dissonance. • Describes a state of inconsistency between an individual’s attitudes and his or her behavior. – Cognitive dissonance can be reduced by: • Changing the underlying attitude. • Changing future behavior. • Developing new ways of explaining or rationalizing the inconsistency. Organizational Behavior: Chapter 4 117
  • 118. Study Question 3: What are value and attitude differences among individuals, and why are they important? Attitudes and cognitive consistency (cont.). – Dissonance reduction choices are influenced by: • The degree of control a person has over the situation. • The magnitude of the rewards involved. Organizational Behavior: Chapter 4 118
  • 119. Study Question 4: What are individual differences and how are they related to workforce diversity? Workforce diversity. – The presence of individual human characteristics that make people different from one another. Challenge of workforce diversity. – Respecting individuals’ perspectives and contributions and promoting a shared sense of organizational vision and identity. Organizational Behavior: Chapter 4 119
  • 120. Study Question 4: What are individual differences and how are they related to workforce diversity? As workforce diversity increases, the possibility of stereotyping and discrimination increases. – Demographic characteristics may serve as the basis for stereotypes. Organizational Behavior: Chapter 4 120
  • 121. Study Question 4: What are individual differences and how are they related to workforce diversity? Equal employment opportunity. – Nondiscriminatory employment decisions. • No intent to exclude or disadvantage legally protected groups. – Affirmative action. • Remedial actions for proven discrimination or statistical imbalance in workforce. Organizational Behavior: Chapter 4 121
  • 122. Study Question 4: What are individual differences and how are they related to workforce diversity? Demographic characteristics. – The background characteristics that help shape what a person becomes. Important demographic characteristics for the workplace. – Gender. – Age. – Able-bodiedness. – Race. – Ethnicity. Organizational Behavior: Chapter 4 122
  • 123. Study Question 4: What are individual differences and how are they related to workforce diversity? Gender. – No consistent differences between men and women in: • Problem-solving abilities. • Analytical skills. • Competitive drive. • Motivation. • Learning ability. • Sociability. Organizational Behavior: Chapter 4 123
  • 124. Study Question 4: What are individual differences and how are they related to workforce diversity? Gender (cont.). – As compared to men, women: • Are more conforming. • Have lower expectations of success. • Have higher absenteeism. • Are more democratic as leaders. Organizational Behavior: Chapter 4 124
  • 125. Study Question 4: What are individual differences and how are they related to workforce diversity? Age. – Aging workforce. – Older workers are more susceptible to stereotyping. – Age discrimination lawsuits are increasingly common in the United States. – Small businesses tend to value older workers. – Experienced workers, who are usually older, tend to perform well, be absent less, and have low turnover. Organizational Behavior: Chapter 4 125
  • 126. Study Question 4: What are individual differences and how are they related to workforce diversity? Able-bodiedness. – Despite evidence of effective job performance, most disabled persons are unemployed. – Most disabled persons want to work. – More firms are likely to hire disabled workers in the future. Organizational Behavior: Chapter 4 126
  • 127. Study Question 4: What are individual differences and how are they related to workforce diversity? Racial and ethnic groups. – African Americans, Asian Americans, and Hispanic Americans make up an ever- increasing percentage of the American workforce. – Potential for stereotypes and discrimination can adversely affect career opportunities. – Race cannot be a BFOQ. Organizational Behavior: Chapter 4 127
  • 128. Study Question 4: What are individual differences and how are they related to workforce diversity? Important lessons regarding demographic characteristics. – Respect and deal with the needs and concerns of people with different demographics. – Avoid linking demographics to stereotypes. – Demography is not a good indicator of individual-job fits. Organizational Behavior: Chapter 4 128
  • 129. Study Question 4: What are individual differences and how are they related to workforce diversity? Aptitude. – A person’s capability of learning something. Ability. – A person’s existing capacity to perform the various tasks needed for a given job. – Includes relevant knowledge and skills. Organizational Behavior: Chapter 4 129
  • 130. Chapter 5 Study Questions What is the perception process? What are common perceptual distortions? How can perceptions be managed? What is attribution theory? Organizational Behavior: Chapter 5 130
  • 131. Study Question 1: What is the perception process? Perception. – The process by which people select, organize, interpret, retrieve, and respond to information. – People process information inputs into responses involving feeling and action. – The quality or accuracy of a person’s perceptions has a major impact on responses. Organizational Behavior: Chapter 5 131
  • 132. Study Question 1: What is the perception process? Organizational Behavior: Chapter 5 132
  • 133. Study Question 1: What is the perception process? Organizational Behavior: Chapter 5 133
  • 134. Study Question 1: What is the perception process? Organizational Behavior: Chapter 5 134
  • 135. Study Question 1: What is the perception process? Information attention and selection. – Selective screening. • Lets in only a tiny portion all the information that is available. – Two types of selective screening. • Controlled processing. • Screening without perceiver’s conscious awareness. Organizational Behavior: Chapter 5 135
  • 136. Study Question 1: What is the perception process? Organization of information. – Schemas. • Cognitive frameworks that represent organized knowledge about a given concept or stimulus developed through experience. – Types of schemas: • Self schemas. • Person schemas. • Script schemas. • Person-in-situation schemas. Organizational Behavior: Chapter 5 136
  • 137. Study Question 1: What is the perception process? Information interpretation. – Uncovering the reasons behind the ways stimuli are grouped. – People may interpret the same information differently or make different attributions about information. Organizational Behavior: Chapter 5 137
  • 138. Study Question 1: What is the perception process? Information retrieval. – Attention and selection, organization, and interpretation are part of memory. – Information stored in memory must be retrieved in order to be used. Organizational Behavior: Chapter 5 138
  • 139. Study Question 2: What are common perceptual distortions? Organizational Behavior: Chapter 5 139
  • 140. Study Question 2: What are common perceptual distortions? Stereotypes or prototypes. – Combines information based on the category or class to which a person, situation, or object belongs. – Individual differences are obscured. – Strong impact at the organization stage. Organizational Behavior: Chapter 5 140
  • 141. Study Question 2: What are common perceptual distortions? Halo effects. – Occur when one attribute of a person or situation is used to develop an overall impression of the individual or situation. – Likely to occur in the organization stage. – Important in the performance appraisal process. Organizational Behavior: Chapter 5 141
  • 142. Study Question 2: What are common perceptual distortions? Selective perception. – The tendency to single out those aspects of a situation, person, or object that are consistent with one’s needs, values, or attitudes. – Strongest impact is at the attention stage. – Perception checking with other persons can help counter the adverse impact of selective perception. Organizational Behavior: Chapter 5 142
  • 143. Study Question 2: What are common perceptual distortions? Projection. – The assignment of one’s personal attributes to other individuals. – Especially likely to occur in interpretation stage. – Projection can be controlled through a high degree of self-awareness and empathy. Organizational Behavior: Chapter 5 143
  • 144. Study Question 2: What are common perceptual distortions? Contrast effects. – Occur when an individual is compared to other people on the same characteristics on which the others rank higher or lower. – People must be aware of the impact of contrast effects in many work settings Organizational Behavior: Chapter 5 144
  • 145. Study Question 2: What are common perceptual distortions? Self-fulfilling prophecy. – The tendency to create or find in another situation or individual that which one expected to find. – Also called the “Pygmalion effect.” – Can have either positive or negative outcomes. – Managers should adopt positive and optimistic approaches to people at work. Organizational Behavior: Chapter 5 145
  • 146. Study Question 3: How can perceptions be managed? Impression management. – A person’s systematic attempt to behave in ways that create and maintain desired impressions in others’ eyes. – Successful managers: • Use impression management to enhance their own images. • Are sensitive to other people’s use of impression management. Organizational Behavior: Chapter 5 146
  • 147. Study Question 3: How can perceptions be managed? Distortion management. – Managers should: • Balance automatic and controlled information processing at the attention and selection stage. • Broaden their schemas at the organizing stage. • Be attuned to attributions at the interpretation stage. Organizational Behavior: Chapter 5 147
  • 148. Study Question 4:What is attribution theory? Attribution theory aids in perceptual interpretation by focusing on how people attempt to: – Understand the causes of a certain event. – Assess responsibility for the outcomes of the event. – Evaluate the personal qualities of the people involved in the event. Organizational Behavior: Chapter 5 148
  • 149. Study Question 4:What is attribution theory? Factors influencing internal and external attributions. – Distinctiveness — consistency of a person’s behavior across situations. – Consensus — likelihood of others responding in a similar way. – Consistency — whether an individual responds the same way across time. Organizational Behavior: Chapter 5 149
  • 150. Study Question 4:What is attribution theory? Fundamental attribution error. – Applies to the evaluation of someone’s else behavior. – Attributing success to the influence of situational factors. – Attributing failure to the influence of personal factors. Organizational Behavior: Chapter 5 150
  • 151. Study Question 4:What is attribution theory? Self-serving bias. – Applies to the evaluation of our own behavior. – Attributing success to the influence of personal factors. – Attributing failure to the influence of situational factors. Organizational Behavior: Chapter 5 151
  • 152. Study Question 4:What is attribution theory? Techniques for effectively managing perceptions and attributions. – Be self-aware. – Seek a wide range of differing information. – Try to see a situation as others would. – Be aware of different kinds of schemas. – Be aware of perceptual distortions. – Be aware of self and impression management. – Be aware of attribution theory implications. Organizational Behavior: Chapter 5 152
  • 153. Chapter 6 Study Questions What is motivation? What do the content theories suggest about individual needs and motivation? What do the process theories suggest about individual motivation? What are reinforcement theories and how are they linked to motivation? Organizational Behavior: Chapter 6 153
  • 154. Study Question 1:What is motivation? Motivation refers to forces within an individual that account for the level, direction, and persistence of effort expended at work. – Direction — an individual’s choice when presented with a number of possible alternatives. – Level — the amount of effort a person puts forth. – Persistence — the length of time a person stays with a given action. Organizational Behavior: Chapter 6 154
  • 155. Study Question 1:What is motivation? Categories of motivation theories. – Content theories. • Focus on profiling the needs that people seek to fulfill. – Process theories. • Focus on people’s thought or cognitive processes. – Reinforcement theories. • Emphasize controlling behavior by manipulating its consequences. Organizational Behavior: Chapter 6 155
  • 156. Study Question 2: What do the content theories suggest about individual needs and motivation? Content theories. – Motivation results from the individual’s attempts to satisfy needs. Major content theories. – Hierarchy of needs theory. – ERG theory. – Acquired needs theory. – Two-factor theory. Each theory offers a slightly different view. Organizational Behavior: Chapter 6 156
  • 157. Study Question 2: What do the content theories suggest about individual needs and motivation? Organizational Behavior: Chapter 6 157
  • 158. Study Question 2: What do the content theories suggest about individual needs and motivation? ERG theory. – Existence needs. • Desire for physiological and material well-being. – Relatedness needs. • Desire for satisfying interpersonal relationships. – Growth needs. • Desire for continued personal growth and development. Organizational Behavior: Chapter 6 158
  • 159. Study Question 2: What do the content theories suggest about individual needs and motivation? Acquired needs theory. – Need for achievement (nAch). • The desire to do something better or more efficiently, to solve problems, or to master complex tasks. – Need for affiliation (nAff). • The desire to establish and maintain friendly and warm relations with others. – Need for power (nPower). • The desire to control others, to influence their behavior, or to be responsible for others. Organizational Behavior: Chapter 6 159
  • 160. Study Question 2: What do the content theories suggest about individual needs and motivation? Organizational Behavior: Chapter 6 160
  • 161. Study Question 3: What do the process theories suggest about individual motivation? Process theories. – Focus on the thought processes through which people choose among alternative courses of action. The chapter focuses on two process theories: – Equity theory. – Expectancy theory. Organizational Behavior: Chapter 6 161
  • 162. Study Question 3: What do the process theories suggest about individual motivation? Equity theory. – People gauge the fairness of their work outcomes in relation to others. – Felt negative inequity. • Individual feels he/she has received relatively less than others in proportion to work inputs. – Felt positive inequity. • Individual feels he/she has received relatively more than others in proportion to work inputs. Organizational Behavior: Chapter 6 162
  • 163. Study Question 3: What do the process theories suggest about individual motivation? Equity restoration behaviors. – Change work inputs. – Change the outcomes received. – Leave the situation. – Change the comparison person. – Psychologically distort the comparisons. – Take actions to change the inputs or outputs of the comparison person. Organizational Behavior: Chapter 6 163
  • 164. Study Question 3: What do the process theories suggest about individual motivation? Coping methods for dealing with equity comparisons. – Recognize that equity comparisons are inevitable in the workplace. – Anticipate felt negative inequities when rewards are given. – Communicate clear evaluations for any rewards given. – Communicate an appraisal of performance on which the reward is based. – Communicate comparison points that are appropriate in the situation Organizational Behavior: Chapter 6 164
  • 165. Study Question 3: What do the process theories suggest about individual motivation? Organizational Behavior: Chapter 6 165
  • 166. Study Question 3: What do the process theories suggest about individual motivation? A person’s motivation is a multiplicative function of expectancy, instrumentality, and valence (M = E x I x V). Motivational implications of expectancy theory. – Motivation is sharply reduced when, expectancy, instrumentality, or valence approach zero. – Motivation is high when expectancy and instrumentality are high and valence is strongly positive. Organizational Behavior: Chapter 6 166
  • 167. Study Question 3: What do the process theories suggest about individual motivation? Extrinsic rewards. – Positively valued work outcomes given to the individual by some other person. Intrinsic rewards. – Positively valued work outcomes that the individual receives directly as a result of task performance. Organizational Behavior: Chapter 6 167
  • 168. Study Question 3: What do the process theories suggest about individual motivation? Guidelines for the distribution of extrinsic rewards. – Clearly identify the desired behaviors. – Maintain an inventory of rewards that have the potential to serve as positive reinforcers. – Recognize individual differences in the rewards that will have a positive value for each person. Organizational Behavior: Chapter 6 168
  • 169. Study Question 3: What do the process theories suggest about individual motivation? Guidelines for the distribution of extrinsic rewards (cont.). – Let each person know exactly what must be done to receive a desirable reward; set clear target antecedents and give performance feedback. – Allocate rewards contingently and immediately upon the appearance of the desired behaviors. – Allocate rewards wisely in terms of scheduling the delivery of positive reinforcement. Organizational Behavior: Chapter 6 169
  • 170. Study Question 4: What are reinforcement theories and how are they linked to motivation? Reinforcement. – The administration of a consequence as a result of a behavior. – Proper management of reinforcement can change the direction, level, and persistence of an individual’s behavior. Organizational Behavior: Chapter 6 170
  • 171. Study Question 4: What are reinforcement theories and how are they linked to motivation? Organizational Behavior: Chapter 6 171
  • 172. Study Question 4: What are reinforcement theories and how are they linked to motivation? Law of effect. – Theoretical basis for manipulating consequences of behavior. – Behavior that results in a pleasant outcome is likely to be repeated while behavior that results in an unpleasant outcome is not likely to be repeated. Organizational Behavior: Chapter 6 172
  • 173. Study Question 4: What are reinforcement theories and how are they linked to motivation? Organizational Behavior: Chapter 6 173
  • 174. Study Question 4: What are reinforcement theories and how are they linked to motivation? Organizational behavior modification (OB Mod). – The systematic reinforcement of desirable work behavior and the nonreinforcement or punishment of unwanted work behavior. – Uses four basic strategies: • Positive reinforcement. • Negative reinforcement. • Punishment. • Extinction. Organizational Behavior: Chapter 6 174
  • 175. Study Question 4: What are reinforcement theories and how are they linked to motivation? Positive reinforcement. – The administration of positive consequences to increase the likelihood of repeating the desired behavior in similar settings. – Rewards are not necessarily positive reinforcers. – A reward is a positive reinforcer only if the behavior improves. Organizational Behavior: Chapter 6 175
  • 176. Study Question 4: What are reinforcement theories and how are they linked to motivation? Principles governing reinforcement. – Law of contingent reinforcement. • The reward must be delivered only if the desired behavior is exhibited. – Law of immediate reinforcement. • The reward must be given as soon as possible after the desired behavior is exhibited. Organizational Behavior: Chapter 6 176
  • 177. Study Question 4: What are reinforcement theories and how are they linked to motivation? Scheduling reinforcement. – Continuous reinforcement. • Administers a reward each time the desired behavior occurs. – Intermittent reinforcement. • Rewards behavior periodically — either on the basis of time elapsed or the number of desired behaviors exhibited. Organizational Behavior: Chapter 6 177
  • 178. Study Question 4: What are reinforcement theories and how are they linked to motivation? Organizational Behavior: Chapter 6 178
  • 179. Study Question 4: What are reinforcement theories and how are they linked to motivation? Negative reinforcement. – Also known as avoidance. – The withdrawal of negative consequences to increase the likelihood of repeating the desired behavior in a similar setting. Organizational Behavior: Chapter 6 179
  • 180. Study Question 4: What are reinforcement theories and how are they linked to motivation? Punishment. – The administration of negative consequences or the withdrawal of positive consequences to reduce the likelihood of repeating the behavior in similar settings. Organizational Behavior: Chapter 6 180
  • 181. Study Question 4: What are reinforcement theories and how are they linked to motivation? Implications of using punishment. – Punishing poor performance enhances performance without affecting satisfaction. – Arbitrary and capricious punishment leads to poor performance and low satisfaction. – Punishment may be offset by positive reinforcement from another source. Organizational Behavior: Chapter 6 181
  • 182. Study Question 4: What are reinforcement theories and how are they linked to motivation? Extinction. – The withdrawal of the reinforcing consequences for a given behavior. – The behavior is not unlearned; it simply is not exhibited. – The behavior will reappear if it is reinforced again. Organizational Behavior: Chapter 6 182
  • 183. Study Question 4: What are reinforcement theories and how are they linked to motivation? Organizational Behavior: Chapter 6 183
  • 184. Study Question 4: What are reinforcement theories and how are they linked to motivation? Ethical issues with reinforcement usage. – Is improved performance really due to reinforcement? – Is the use of reinforcement demeaning and dehumanizing? – Will managers abuse their power by exerting external control over behavior? – How can we ensure that the manipulation of consequences is done in a positive and constructive fashion? Organizational Behavior: Chapter 6 184
  • 185. Chapter 7 Study Questions How are motivation, job satisfaction, and performance related? What are job-design approaches? How are technology and job design related? What alternative work arrangements are used today? Organizational Behavior: Chapter 7 185
  • 186. Study Question 1: How are motivation, job satisfaction, and performance related? Job satisfaction. – The degree to which individuals feel positively or negatively about their jobs. – Job satisfaction can be assessed: • By managerial observation and interpretation. • Through use of job satisfaction questionnaires. Organizational Behavior: Chapter 7 186
  • 187. Study Question 1: How are motivation, job satisfaction, and performance related? Implications of key work decisions for job satisfaction. – Joining and remaining a member of an organization. • Satisfied workers have better attendance and less turnover. – Working hard in pursuit of high levels of task performance. • Three alternative relationships between performance and satisfaction. Organizational Behavior: Chapter 7 187
  • 188. Study Question 1: How are motivation, job satisfaction, and performance related? Argument: satisfaction causes performance. – Managerial implication — to increase employees’ work performance, make them happy. – Job satisfaction alone is not a consistent predictor of work performance. Organizational Behavior: Chapter 7 188
  • 189. Study Question 1: How are motivation, job satisfaction, and performance related? Argument: performance causes satisfaction. – Managerial implication — help people achieve high performance, then satisfaction will follow. – Performance in a given time period is related to satisfaction in a later time period. – Rewards link performance with later satisfaction. Organizational Behavior: Chapter 7 189
  • 190. Study Question 1: How are motivation, job satisfaction, and performance related? Argument: rewards cause both satisfaction and performance. – Managerial implications. • Proper allocation of rewards can positively influence both satisfaction and performance. • High job satisfaction and performance-contingent rewards influence a person’s work performance. • Size and value of the reward should vary in proportion to the level of one’s performance. Organizational Behavior: Chapter 7 190
  • 191. Study Question 1: How are motivation, job satisfaction, and performance related? Organizational Behavior: Chapter 7 191
  • 192. Study question 2: What are job- design approaches? Organizational Behavior: Chapter 7 192
  • 193. Study question 2: What are job- design approaches? Scientific management. – Sought to improve work efficiency by creating small, repetitive tasks and training workers to do these tasks well. – Job simplification. • Standardizes work procedures and employs people in clearly defined and highly specialized tasks. • Intent is to increase efficiency, but it may be decreased due to the motivational impact of unappealing jobs. Organizational Behavior: Chapter 7 193
  • 194. Study question 2: What are job- design approaches? Job enlargement and job rotation. – Job enlargement. • Increases task variety by combining into one job two or more tasks that were previously assigned to separate workers. – Job rotation. • Increases task variety by periodically shifting workers among jobs involving different tasks. – Enlargement and rotation use horizontal loading to increase job breadth. Organizational Behavior: Chapter 7 194
  • 195. Study question 2: What are job- design approaches? Job enrichment. – The practice of enhancing job content by building motivating factors such as responsibility, achievement, recognition, and personal growth into the job. – Adds planning and evaluating duties to the job content. – Uses vertical loading to increase job depth. Organizational Behavior: Chapter 7 195
  • 196. Study question 2: What are job- design approaches? Ways to increase job depth. – Allow workers to plan. – Allow workers to control. – Maximize job freedom. – Increase task difficulty. – Help workers become task experts. – Provide performance feedback. – Increase performance accountability. – Provide complete units of work. Organizational Behavior: Chapter 7 196
  • 197. Study question 2: What are job- design approaches? Concerns about job enrichment. – Job enrichment can be very costly. – Controversy concerning whether pay must be increased when jobs are enriched. • Herzberg’s argument regarding the impact of competitive pay and enriched jobs. Organizational Behavior: Chapter 7 197
  • 198. Study question 3: What are the keys to designing motivating jobs? Organizational Behavior: Chapter 7 198
  • 199. Study question 3: What are the keys to designing motivating jobs? Core job characteristics. – Skill variety. • Degree to which a job requires a variety of different activities and involves the use of a number of different skills and talents of the individual. – Task identity. • Degree to which the job requires the completion of a “whole” and identifiable piece of work; one that involves doing a job from beginning to end with a visible outcome. Organizational Behavior: Chapter 7 199
  • 200. Study question 3: What are the keys to designing motivating jobs? Core job characteristics (cont.). – Task significance. • Degree to which the job is important and involves a meaningful contribution to the organization or society in general. – Autonomy. • Degree to which the job gives the employee substantial freedom, independence, and discretion in scheduling the work and in determining the procedures used in carrying it out. Organizational Behavior: Chapter 7 200
  • 201. Study question 3: What are the keys to designing motivating jobs? Core job characteristics (cont.). – Job feedback. • Degree to which carrying out the work activities provides direct and clear information to the employee regarding how well the job has been done. . Organizational Behavior: Chapter 7 201
  • 202. Study question 3: What are the keys to designing motivating jobs? Motivating potential score. – Combined together, the core job characteristics create a motivating potential score (MPS). – MPS indicates the degree to which the job is capable of motivating people. – A job’s MPS can be raised by enriching the core characteristics. Organizational Behavior: Chapter 7 202
  • 203. Study question 3: What are the keys to designing motivating jobs? Critical psychological states. – When the core characteristics are highly enriched, three critical psychological states are positively influenced. • Experienced meaningfulness of work. • Experienced responsibility for work outcomes. • Knowledge of actual results of work activities. – Positive psychological states create positive work outcomes. Organizational Behavior: Chapter 7 203
  • 204. Study question 3: What are the keys to designing motivating jobs? Enriched core job characteristics will create positive psychological states, which in turn will create positive work outcomes only when: – Employee growth-need strength is high. – The employee has the requisite knowledge and skill. – Employee context satisfaction exists. Organizational Behavior: Chapter 7 204
  • 205. Study question 3: What are the keys to designing motivating jobs? Social information processing theory. – Social information in organizations influences the way people perceive their jobs and respond to them. – Research evidence shows that both social information and the core characteristics are important determinants of how people perceive their jobs. Organizational Behavior: Chapter 7 205
  • 206. Study question 3: What are the keys to designing motivating jobs? Managerial and global implications of enriching jobs. – Not everyone’s job should be enriched. – Job enrichment can apply to groups. – Culture has a substantial impact on job enrichment. Organizational Behavior: Chapter 7 206
  • 207. Study Question 4: How are technology and job design related? Sociotechnical systems. – Reflects the importance of integrating people and technology to create high-performance work systems. – Essential for new developments in job design, given the impact of computers and information technology in the modern workplace. Organizational Behavior: Chapter 7 207
  • 208. Study Question 4: How are technology and job design related? Flexible manufacturing systems. – Adaptive computer-based technologies and integrated job designs that are used to shift work easily and quickly among alternative products. – Workers develop expertise across a wide range of functions. – Jobs offer a wealth of potential for enriched core job characteristics. Organizational Behavior: Chapter 7 208
  • 209. Study Question 4: How are technology and job design related? Workflow and process reengineering. – Process reengineering is the analysis, streamlining, and reconfiguration of actions and tasks required to reach a work goal. – This approach for improving workflows and job designs is driven by one question: • What is necessary and what else can be eliminated? Organizational Behavior: Chapter 7 209
  • 210. Study Question 5: What alternative work arrangements are used today? Compressed work weeks. – Any scheduling of work that allows a full-time job to be completed in fewer than the standard five days. – “4/40” is most common form. Organizational Behavior: Chapter 7 210
  • 211. Study Question 5: What alternative work arrangements are used today? Compressed work weeks (cont.). – Advantages. • For workers: added time off. • For organizations: lower absenteeism and improved recruiting of new employees. – Disadvantages. • For workers: increased fatigue and family adjustment problems. • For organizations: work scheduling problems, customer complaints, and possible union opposition. Organizational Behavior: Chapter 7 211
  • 212. Study Question 5: What alternative work arrangements are used today? Flexible working hours. – Gives individuals a daily choice in the timing of their work commitments. – Advantages: • For workers: shorter commuting time, more leisure time, more job satisfaction, and greater sense of responsibility. • For organizations: less absenteeism, tardiness, and turnover; more commitment; and higher performance. Organizational Behavior: Chapter 7 212
  • 213. Study Question 5: What alternative work arrangements are used today? Job sharing. – One full-time job is assigned to two or more persons who divide the work according to agreed-upon hours. – Advantages. • For workers: less burnout and higher energy level. • For organizations; attracting talented people who who would otherwise be unable to work. Organizational Behavior: Chapter 7 213
  • 214. Study Question 5: What alternative work arrangements are used today? Work at home and the virtual office. – Telecommuting. • Work done at home or in a remote location via use of computers and advanced communication linkages with a central office or other employment locations. – Variants of telecommuting. • Flexiplace. • Hoteling. • Virtual office. Organizational Behavior: Chapter 7 214
  • 215. Study Question 5: What alternative work arrangements are used today? Advantages of telecommuting. – For workers: flexibility, comforts of home, and choice of work locations consistent with one’s lifestyle. – For organizations: costs savings, efficiency, and improved employee satisfaction. Disadvantages of telecommuting. – For workers: isolation from co-workers, decreased identification with work team, and technical difficulties with computer linkages. Organizational Behavior: Chapter 7 215
  • 216. Study Question 5: What alternative work arrangements are used today? Part-time work. – Temporary part-time work. • An employee is classified as temporary and works less than the standard 40-hour work week. – Permanent part-time work. • An employee is classified as a permanent member of the workforce and works less than the standard 40-hour work week. Organizational Behavior: Chapter 7 216
  • 217. Study Question 5: What alternative work arrangements are used today? Advantages of part-time work. – For workers: appeals to people who want to supplement other jobs or do not want full-time work. – For organizations: lower labor costs, ability to better accommodate peaks and valleys of business cycle, and better management of retention quality. Disadvantages of part-time work. – For workers: added stress and potentially diminished performance if holding two jobs, failure to qualify for benefits, and lower pay rates than full-time counterparts. Organizational Behavior: Chapter 7 217
  • 218. Chapter 8 Study Questions What is goal setting? What is performance appraisal? What are compensation and rewards? What are human resource development and person-job fit? Organizational Behavior: Chapter 8 218
  • 219. Study Question 1: What is goal setting? Organizational Behavior: Chapter 8 219
  • 220. Study Question 1: What is goal setting? Goal setting guidelines. – Difficult goals are more likely to lead to higher performance than are less difficult ones. – Specific goals are more likely to lead to higher performance than are no goals or vague or general ones. – Task feedback, or knowledge of results, is likely to motivate people toward higher performance by encouraging the setting of higher performance goals. Organizational Behavior: Chapter 8 220
  • 221. Study Question 1: What is goal setting? Goal setting guidelines (cont.). – Goals are most likely to lead to higher performance when the people have the abilities and the feeling of self-efficacy required to accomplish them. – Goals are most likely to motivate people toward higher performance when they are accepted and there is commitment to them. Organizational Behavior: Chapter 8 221
  • 222. Study Question 1: What is goal setting? Goal setting and MBO. – Management by objectives (MBO) is a process of joint goal setting between a supervisor and a subordinate. – MBO is consistent with the goal setting guidelines derived from the Locke and Latham model. – MBO establishes performance goals consistent with higher level work unit and organizational objectives. Organizational Behavior: Chapter 8 222
  • 223. Study Question 1: What is goal setting? Organizational Behavior: Chapter 8 223
  • 224. Study Question 1: What is goal setting? Potential problems with MBO. – Too much paperwork. in documenting goals and accomplishments. – Too much emphasis on: • Goal-oriented rewards and punishments. • Top-down goals. • Goals that are easily stated in objective terms. • Individual goals instead of group goals. – MBO may need to be implemented organization-wide. Organizational Behavior: Chapter 8 224
  • 225. Study Question 2: What is performance appraisal? Performance appraisal. – Helps both the manager and subordinate maintain the organization-job-employee characteristics match – The process of systematically evaluating performance and providing feedback upon which performance adjustments can be made. Organizational Behavior: Chapter 8 225
  • 226. Study Question 2: What is performance appraisal? Functions of performance appraisal. – Define the specific job criteria against which performance will be measured. – Measure past job performance accurately. – Justify rewards, thereby differentiating between high and low performance. – Define ratee’s needed development experiences. Organizational Behavior: Chapter 8 226
  • 227. Study Question 2: What is performance appraisal? Two general purposes of good performance appraisal. – Evaluation. • Concerned with such issues as promotions, transfers, terminations, and salary increases. – Feedback and development. • Let workers know their status relative to firm’s expectations and performance objectives. Organizational Behavior: Chapter 8 227
  • 228. Study Question 2: What is performance appraisal? Who does the performance appraisal? – Traditionally done by ratee’s immediate superior. – People other than immediate superior may have better information on certain aspects of ratee’s performance. – 360-degree evaluation provides appraisal information from multiple perspectives. Organizational Behavior: Chapter 8 228
  • 229. Study Question 2: What is performance appraisal? Performance appraisal dimensions and standards. – Output measures. • Quantity of work output. • Quality of work output. – Activity measures. • Behavioral measures that are typically obtained from the evaluator’s observation and rating. Organizational Behavior: Chapter 8 229
  • 230. Study Question 2: What is performance appraisal? Comparative methods of performance appraisal. – Ranking. • Raters rank order people from best to worst. – Paired comparisons. • Raters compare each person with every other person. – Forced distribution. • Raters place a specific proportion of employees into each performance category. Organizational Behavior: Chapter 8 230
  • 231. Study Question 2: What is performance appraisal? Absolute methods of performance appraisal. – Graphic rating scales. • Raters assign scores on a list of dimensions related to high performance outcomes in a given job. – Critical incident diary records. • Rater records incidents of unusual success or failure in a given performance aspect. – Behaviorally anchored rating scales (BARS). • Rater identifies observable job behaviors. Organizational Behavior: Chapter 8 231
  • 232. Study Question 2: What is performance appraisal? Absolute methods of performance appraisal (cont.). – Behavioral observation scale (BOS). • Rater rates each observable job behavior on a five- point frequency scale. – Management by objectives. • Jointly established goals used as standards against which the subordinate’s performance is evaluated. Organizational Behavior: Chapter 8 232
  • 233. Study Question 2: What is performance appraisal? To be meaningful, an appraisal system must be: – Reliable — provide consistent results across time. – Valid — actually measure people on relevant job content. Measurement errors can threaten the reliability or validity of performance appraisals. Organizational Behavior: Chapter 8 233
  • 234. Study Question 2: What is performance appraisal? Measurement errors in performance appraisal. – Halo errors. • Raters evaluate on several different dimensions and give a similar rating for each dimension. – Leniency errors. • Raters tend to give everyone relatively high ratings. – Strictness errors. • Raters tend to give everyone relatively low ratings. Organizational Behavior: Chapter 8 234
  • 235. Study Question 2: What is performance appraisal? Measurement errors in performance appraisal (cont.). – Central tendency errors. • Raters lump everyone together around the average or middle. – Low differentiation errors. • Raters restrict themselves to a small part of the rating scale. • Examples include leniency, strictness, and central tendency errors. Organizational Behavior: Chapter 8 235
  • 236. Study Question 2: What is performance appraisal? Measurement errors in performance appraisal (cont.). – Recency errors. • Raters allow recent events to exercise undue influence on ratings. – Personal bias errors. • Raters let personal biases, such as stereotypes, unduly influence the ratings. – Cultural bias errors. • Raters allow cultural differences of employees to influence the performance appraisal. Organizational Behavior: Chapter 8 236
  • 237. Study Question 2: What is performance appraisal? Ways to reduce rating errors in performance appraisals. – Training raters to understand the evaluation process and recognize errors. – Ensuring that raters observe ratees on an ongoing basis. – Not having the rater evaluate too many ratees. – Ensuring the clarity and adequacy of performance dimensions and standards. – Avoiding terms that have different meanings for different raters. Organizational Behavior: Chapter 8 237
  • 238. Study Question 2: What is performance appraisal? Guidelines for ensuring the legality of performance appraisal systems. – Base appraisal on job requirements as reflected in performance standards. – Ensure that employees clearly understand the performance standards. – Use clearly defined dimensions. – Use behaviorally-based dimensions supported by observable evidence. Organizational Behavior: Chapter 8 238
  • 239. Study Question 2: What is performance appraisal? Guidelines for ensuring the legality of performance appraisal systems (cont.). – Avoid abstract trait names. – Ensure that scale anchors are brief and logically consistent. – Ensure that the system is valid and psychometrically sound. – Provide an appeal mechanism to handle appraisal disagreements. Organizational Behavior: Chapter 8 239
  • 240. Study Question 3: What are compensation and rewards? Pay as an extrinsic reward. – Pay can help organizations attract and retain highly capable workers, and help satisfy and motivate these workers. – High levels of job performance must be viewed as the path through which high pay can be achieved. – Merit pay bases an individual’s salary or wage increase on the person’s performance. Organizational Behavior: Chapter 8 240
  • 241. Study Question 3: What are compensation and rewards? Pay as an extrinsic reward (cont.). – Merit pay should be based on realistic and accurate measures of individual work performance. – Some people argue that merit pay plans ignore the high degree of task interdependence among employees. Organizational Behavior: Chapter 8 241
  • 242. Study Question 3: What are compensation and rewards? Creative pay practices. – Skill-based pay. • Rewards people for acquiring and developing job- relevant skills. – Gain-sharing plans. • Give workers an opportunity to share in productivity gains through increased earnings. – Profit-sharing plans. • Reward employees based on the entire organization’s performance Organizational Behavior: Chapter 8 242
  • 243. Study Question 3: What are compensation and rewards? Creative pay practices (cont.). – Employee stock ownership plans (ESOPs). • Give company stock to employees or allow them to purchase it at a price below market value – Lump-sum pay increases. • Provide wage or salary increase in one or more lump-sum payments. – Flexible benefit plans. • Allow workers to select benefits according to their individual needs. Organizational Behavior: Chapter 8 243
  • 244. Study Question 4: What are human resource development and person-job fit? Human resource development (HRD) and the person-job fit. – HRD and the person-job fit are key contributing activities in performance management and rewards. – Human resource strategic planning provides the foundation for HRD and the person-job fit. – Staffing, training, and career planning and development are important functions in HRD and achieving a person-job fit. Organizational Behavior: Chapter 8 244
  • 245. Study Question 4: What are human resource development and person-job fit? Job analysis. – The process and procedures used to collect and classify information about tasks the organization needs to complete. – Identifies the worker characteristics needed to perform the job. – Forms the basis for a job description and job specifications. Organizational Behavior: Chapter 8 245
  • 246. Study Question 4: What are human resource development and person-job fit? Recruitment. – The process of attracting the best qualified individuals to apply for a given job. – Typical recruitment steps. • Advertisement of a position vacancy. • Preliminary contact with potential job candidates. • Preliminary screening to obtain a pool of candidates. – Recruitment approaches are external or internal. – Realistic job previews. Organizational Behavior: Chapter 8 246
  • 247. Study Question 4: What are human resource development and person-job fit? Selection. – A series of steps from initial applicant screening to final hiring of the new employee. – Selection process. • Completing application materials. • Conducting an interview. • Completing any necessary tests. • Doing a background investigation. • Deciding to hire or not to hire. Organizational Behavior: Chapter 8 247
  • 248. Study Question 4: What are human resource development and person-job fit? Socialization. – Process that adapts employees to the organization’s culture. – Occurs during and after completion of the staffing process. – Phases of socialization. • Anticipatory socialization. • Encounter. • Change and acquisition. Organizational Behavior: Chapter 8 248
  • 249. Study Question 4: What are human resource development and person-job fit? Training. – A set of activities that provides the opportunity to acquire and improve job-related skills. – Types of training. • On-the-job training involves job instruction while performing the job in the actual workplace. • Off-the-job training commonly involves lectures, videos, and simulations, and increasingly is done through e-training. Organizational Behavior: Chapter 8 249
  • 250. Study Question 4: What are human resource development and person-job fit? Organizational Behavior: Chapter 8 250
  • 251. Study Question 4: What are human resource development and person-job fit? Adult life cycle and career stages. – The different problems and prospects of the adult life cycle affect people’s work and careers. – Career stages reflect the different responsibilities and achievements associated with people’s working lives. – Life cycle and career stages. • Entry and establishment or the provisional adulthood stage. • Advancement or the first adulthood stage. • Maintenance, withdrawal, and retirement or the second adulthood stage. . Organizational Behavior: Chapter 8 251
  • 252. Chapter 9 Study Questions What is the nature of groups in organizations? What are the stages of group development? What are the foundations of group performance? How do groups make decisions? Organizational Behavior: Chapter 9 252
  • 253. Study Question 1: What is the nature of groups in organizations? A group is a collection of two or more people who work with one another regularly to achieve common goals. In a true group, members are mutually dependent on one another and interact with one another. Hot groups thrive in conditions of crisis and competition. Organizational Behavior: Chapter 9 253
  • 254. Study Question 1: What is the nature of groups in organizations? Effective groups achieve high levels of: – Task performance. • Members attain performance goals regarding quantity, quality, and timeliness of work results. – Members satisfaction. • Members believe that their participation and experiences are positive and meet important personal needs. – Team viability. • Members are sufficiently satisfied to continue working together on an ongoing basis. Organizational Behavior: Chapter 9 254
  • 255. Study Question 1: What is the nature of groups in organizations? How groups help organizations – Groups are good for people. – Groups can improve creativity. – Groups can make better decisions. – Groups can increase commitments to action. – Groups help control their members. – Groups help offset large organization size. Organizational Behavior: Chapter 9 255
  • 256. Study Question 1: What is the nature of groups in organizations? Situations in which groups are superior to individuals. – When there is no clear expert in a particular problem or task. – When problem solving can be handled by a division of labor and the sharing of information. – When creativity and innovation are needed. Organizational Behavior: Chapter 9 256
  • 257. Study Question 1: What is the nature of groups in organizations? Potential benefits for group members. – People learn from each other and share job skills and knowledge. – Groups are important sources of need satisfaction for their members. – Members can provide emotional support for each other in times of crisis or pressure. – Members’ contributions can help them experience self-esteem and personal involvement. Organizational Behavior: Chapter 9 257
  • 258. Study Question 1: What is the nature of groups in organizations? Social loafing. – The tendency of people to work less hard in a group than they would individually. – Reasons for social loafing. • Individual contributions are less noticeable in the group context. • Some individuals prefer to see others carry the workload. Organizational Behavior: Chapter 9 258
  • 259. Study Question 1: What is the nature of groups in organizations? Ways of preventing social loafing. – Define member roles and tasks to maximize individual interests. – Raise accountability by identifying individuals’ performance contributions to the group. – Link individual rewards to performance contributions to the group. Organizational Behavior: Chapter 9 259
  • 260. Study Question 1: What is the nature of groups in organizations? Social facilitation. – The tendency for a person’s behavior to be influenced by the presence of others. – Positively affects performance when a person is proficient on the task. – Negatively affects task performance when the task is not well-learned. Organizational Behavior: Chapter 9 260
  • 261. Study Question 1: What is the nature of groups in organizations? Formal groups. – Officially designated to serve a specific organizational purpose. – The head of a formal group is responsible for the group’s performance and serves a “linking- pin” role. – May be permanent or temporary. • Permanent work groups are command groups. • Temporary work groups are task groups. Organizational Behavior: Chapter 9 261
  • 262. Study Question 1: What is the nature of groups in organizations? Types of formal groups. – Cross-functional teams or task forces. • Engage in special problem-solving efforts drawing on input of the functional areas. – Project teams. • Formed to complete a specific task with a well-defined end point. – Virtual group. • Members work together via computers. Organizational Behavior: Chapter 9 262
  • 263. Study Question 1: What is the nature of groups in organizations? Informal groups. – Emerge without being officially designated by the organization. – Types of informal groups. • Friendship groups. • Interest groups. Organizational Behavior: Chapter 9 263
  • 264. Study Question 1: What is the nature of groups in organizations? Effects of informal groups. – Can help people get their jobs done. – Can speed up workflow by supplementing formal lines of authority. – Can satisfy needs that are thwarted or unmet by the formal group. – Can provide members with social satisfaction, security, and a sense of belonging. Organizational Behavior: Chapter 9 264
  • 265. Study Question 2: What are the stages of group development? Organizational Behavior: Chapter 9 265
  • 266. Study Question 2: What are the stages of group development? Forming stage. – Initial entry of members to a group. – Member challenges. • Getting to know each other. • Discovering what is considered acceptable behavior. • Determining the group’s real task. • Defining group rules. Organizational Behavior: Chapter 9 266
  • 267. Study Question 2: What are the stages of group development? Storming stage. – A period of high emotionality and tension among group members. – Member challenges. • Hostility and infighting. • Formation of coalitions and cliques. • Clarification of members’ expectations. • Giving attention to obstacles to group goals. • Understanding one another’s interpersonal styles. • Finding ways to accomplish group goals while satisfying individual needs. Organizational Behavior: Chapter 9 267
  • 268. Study Question 2: What are the stages of group development? Norming stage. – The point at which the group really begins to come together as a coordinated unit. – Member challenges. • Holding group together by maintaining a positive balance. • Letting the desire for group harmony obscure group problems. • Being mistaken about reaching ultimate maturity . Organizational Behavior: Chapter 9 268
  • 269. Study Question 2: What are the stages of group development? Performing stage. – Marks the emergence of a mature, organized, and well-functioning group. – Member challenges. • Meeting complex tasks and conflicts in creative ways. • Being motivated by group goals and achieving satisfaction. • Continuing to improve relationships and performance. • Adapting to changing opportunities and demands. Organizational Behavior: Chapter 9 269
  • 270. Study Question 2: What are the stages of group development? Organizational Behavior: Chapter 9 270
  • 271. Study Question 2: What are the stages of group development? Adjourning stage. – A well-integrated group is: • Able to disband when its work is finished. • Willing to work together in the future. – Particularly important for temporary groups. Organizational Behavior: Chapter 9 271
  • 272. Study Question 3: What are the foundations of group performance? Organizational Behavior: Chapter 9 272
  • 273. Study Question 3: What are the foundations of group performance? Tasks. – Technical demands of a task. • Routineness, difficulty, and information requirements. – Tasks that are complex in technical demands require unique solutions and more information processing. Organizational Behavior: Chapter 9 273
  • 274. Study Question 3: What are the foundations of group performance? Tasks (cont.). – Social demands of a task. • Relations, ego involvement, and controversies over ends and means. – Tasks that are complex in social demands involve difficulties in reaching agreement on goals or methods for accomplishing them. Organizational Behavior: Chapter 9 274
  • 275. Study Question 3: What are the foundations of group performance? Goals, rewards, and resources. – Long-term performance relies on: • Appropriate goals. • Well-designed reward systems. • Adequate resources. – A group’s performance can suffer when: • Goals are unclear, unchallenging, or arbitrarily imposed. • Goals are focused too much on individuals. • Adequate budgets, facilities, good work methods and procedures, and the best technologies are not available. Organizational Behavior: Chapter 9 275
  • 276. Study Question 3: What are the foundations of group performance? Technology. – Provides the means to get work accomplished. – The right technology must be available for the task at hand. – Workflow technology can affect the way group members interact. Organizational Behavior: Chapter 9 276
  • 277. Study Question 3: What are the foundations of group performance? Membership characteristics. – A group must have the right skills and competencies available for task performance and problem solving. • Homogeneous groups may not perform well if they lack the requisite experiences, skills, and competencies. • Heterogeneous groups may perform well if they effectively utilize a variety of experiences, skills, and competencies. Organizational Behavior: Chapter 9 277
  • 278. Study Question 3: What are the foundations of group performance? Membership characteristics (cont.). – Diversity-consensus dilemma. • Increasing diversity among group members makes it harder for group members to work together, even though the diversity itself expands the skills and perspectives available for problem solving. Organizational Behavior: Chapter 9 278
  • 279. Study Question 3: What are the foundations of group performance? Membership characteristics (cont.). – FIRO-B theory. • Identifies individual differences in how people relate to one another in groups. • Based on needs to express and receive feelings of inclusion, control, and affection. • Groups whose members have compatible characteristics are likely to be more effective. • Groups whose members have incompatible characteristics are likely to be less effective. Organizational Behavior: Chapter 9 279
  • 280. Study Question 3: What are the foundations of group performance? Membership characteristics (cont.). – Status. • A person’s relative rank, prestige, or standing in a group. – Status congruence. • Occurs when a person’s position within the group is equivalent in status to positions held outside the group. • When status incongruence is present, problems will likely occur. Organizational Behavior: Chapter 9 280
  • 281. Study Question 3: What are the foundations of group performance? Group size. – Can make a difference in a group’s effectiveness. – As group size increases, performance and member satisfaction increase up to a point. – As a group size continues to grow, communication and coordination problems often set in, and performance and satisfaction may decline. – Problem-solving groups should have 5 to 7 members. Organizational Behavior: Chapter 9 281
  • 282. Study Question 3: What are the foundations of group performance? Group dynamics concern the forces operating within groups that affect the way members relate to and work with one another. From a systems perspective, the throughputs for a group or team are group dynamics. Organizational Behavior: Chapter 9 282
  • 283. Study Question 3: What are the foundations of group performance? What goes on within groups. – Work group behaviors. • Required behaviors — those that are formally defined and expected by the organization. • Emergent behaviors — those that group members display in addition to what the organization asks of them. Organizational Behavior: Chapter 9 283
  • 284. Study Question 3: What are the foundations of group performance? What goes on within groups. – Member relationships. • Activities — the things people do or the actions they take. • Interactions — interpersonal communications and contacts. • Sentiments — the feelings, attitudes, beliefs, or values held by group members. Organizational Behavior: Chapter 9 284
  • 285. Study Question 3: What are the foundations of group performance? What goes on between groups. – Intergroup dynamics. • The dynamics that take place between two or more groups. – Ways to achieve positive intergroup dynamics. • Refocusing members on a common enemy or goal. • Negotiating directly. • Training members to work more cooperatively. • Refocusing rewards on contributions to the total organization and how much groups help each other. Organizational Behavior: Chapter 9 285
  • 286. Study Question 3: What are the foundations of group performance? Organizational Behavior: Chapter 9 286
  • 287. Study Question 4: How do groups make decisions? How groups make decisions. – Decision by lack of response. • One idea after another is suggested without any discussion- taking place; when the group finally accepts the idea, all others have been bypassed and discarded by simple lack of response rather than by critical evaluation. – Decision by authority rule. • The chairperson, manager, or leader makes a decision for the group. – Decision by minority rule. • Two or three people are able to dominate or “railroad” the group into making a decision to which they agree. Organizational Behavior: Chapter 9 287
  • 288. Study Question 4: How do groups make decisions? How groups make decisions (cont.). – Decision by majority rule. • Formal voting may take place, or members may be polled to find the majority viewpoint. – Decision by consensus. • Discussion leads to one alternative being favored by most members and the other members agree to support it. – Decision by unanimity. • All group members agree totally on the course of action to be taken. Organizational Behavior: Chapter 9 288
  • 289. Study Question 4: How do groups make decisions? Potential advantages of group decision making. – More knowledge and expertise is applied to solve the problem. – A greater number of alternatives are examined. – The final decision is better understood and accepted by all group members. – More commitment among all group members to make the final decision work. Organizational Behavior: Chapter 9 289
  • 290. Study Question 4: How do groups make decisions? Potential disadvantages of group decision making. – Individuals may feel compelled to conform to the apparent wishes of the group. – The group’s decision may be dominated by one individual or a small coalition. – Group decisions usually take longer to make. Organizational Behavior: Chapter 9 290
  • 291. Study Question 4: How do groups make decisions? Ways to avoid groupthink. – Assign the role of critical evaluator to each group member. – Have the leader avoid seeming partial to one course of action. – Create subgroups that each work on the same problem. – Have group members discuss issues with outsiders and report back. Organizational Behavior: Chapter 9 291
  • 292. Study Question 4: How do groups make decisions? Ways to avoid groupthink (cont.). – Invite outside experts to observe and react to group processes. – Assign someone to be a “devil’s advocate” at each meeting. – Write alternative scenarios for the intentions of competing groups. – Hold “second-chance” meetings after consensus is apparently achieved. Organizational Behavior: Chapter 9 292
  • 293. Study Question 4: How do groups make decisions? How to improve group decisions. – Brainstorming. • Group members actively generate as many ideas and alternatives as possible, and they do so relatively quickly and without inhibitions. – Nominal group technique. • Puts people in small groups of six to seven members and asks everyone to respond individually and in writing to a “nominal” question. Organizational Behavior: Chapter 9 293
  • 294. Study Question 4: How do groups make decisions? How to improve group decisions (cont.). – Delphi technique. • Involves generating decision-making alternatives through a series of survey questionnaires. – Computer-mediated decision making. • Group decision making takes place across great distances with the aid of group decision support systems. Organizational Behavior: Chapter 9 294
  • 295. Chapter 10 Study Questions What is a the nature of teams and teamwork? What is team building? How does team building improve performance? How do teams contribute to the high- performance workplace? Organizational Behavior: Chapter 10 295
  • 296. Study Question 1: What is the nature of team and teamwork? A team is a small group of people with complementary skills, who work actively together to achieve a common purpose for which they hold themselves collectively accountable. Teams are one of the major forces behind revolutionary changes in contemporary organizations. Organizational Behavior: Chapter 10 296
  • 297. Study Question 1: What is the nature of team and teamwork? Types of teams. – Teams that recommend things. • Established to study specific problems and recommend solutions to them. – Teams that run things. • Have formal responsibility for leading other groups. – Teams that make or do things. • Functional groups that perform ongoing tasks. Organizational Behavior: Chapter 10 297
  • 298. Study Question 1: What is the nature of team and teamwork? Teamwork occurs when group members actively work together in such a way that all their respective skills are well utilized to achieve a common purpose. Organizational Behavior: Chapter 10 298
  • 299. Study Question 1: What is the nature of team and teamwork? Characteristics of high performance teams. – They have strong core values. – They turn a general sense of purpose into specific performance objectives. – They have the right mix of skills. – They possess creativity. Organizational Behavior: Chapter 10 299
  • 300. Study Question 1: What is the nature of team and teamwork? Characteristics of teams with homogeneous membership. – Members are similar with respect to such variables as age, gender, race, experience, ethnicity, and culture. – Members can quickly build social relations and engage in the interactions needed for teamwork. – Homogeneity may limit the team in terms of ideas, viewpoints, and creativity. Organizational Behavior: Chapter 10 300
  • 301. Study Question 1: What is the nature of team and teamwork? Characteristics of teams with heterogeneous membership. – Members are diverse in demography, experiences, life styles, and cultures, among other variables. – Diversity can help improve team problem solving and increase creativity. – Diversity among team members may create performance difficulties early in the team’s life or stage of development. Organizational Behavior: Chapter 10 301
  • 302. Study Question 1: What is the nature of team and teamwork? Characteristics of teams with heterogeneous membership (cont.). – Enhanced performance potential is possible once short-run struggles are resolved. – Diversity can provide great advantages for high- performance organizations. Organizational Behavior: Chapter 10 302
  • 303. Study Question 2: What is team building? Work groups and teams must master challenges as they pass through the various stages of group development. Team building is a sequence of planned activities designed to gather and analyze data on the functioning of a group and to initiate changes designed to improve teamwork and increase group effectiveness. Organizational Behavior: Chapter 10 303
  • 304. Study Question 2: What is team building? Organizational Behavior: Chapter 10 304
  • 305. Study Question 2: What is team building? Approaches to team building. – Formal retreat approach. • Team building occurs during an offsite retreat. – Continuous improvement approach. • The manager, team leader, or members take responsibility for ongoing team building. – Outdoor experience approach. • Members engage in physically challenging situations that require teamwork. Organizational Behavior: Chapter 10 305
  • 306. Study Question 3: How does team building improve performance? New members are concerned about issues of: – Participation. – Goals. – Control. – Relationships. Organizational Behavior: Chapter 10 306
  • 307. Study Question 3: How does team building improve performance? Behavior profiles of coping with individual entry problems. – Tough battler. – Friendly helper. – Objective thinker. Organizational Behavior: Chapter 10 307
  • 308. Study Question 3: How does team building improve performance? Task and maintenance leadership. – Sustained high performance requires meeting both task needs and maintenance needs. – High-performance teams require distributed leadership. – Distributive leadership is the sharing among team members of the responsibilities for task and maintenance contributions. Organizational Behavior: Chapter 10 308
  • 309. Study Question 3: How does team building improve performance? Organizational Behavior: Chapter 10 309
  • 310. Study Question 3: How does team building improve performance? Groups members should avoid the following disruptive behaviors: – Being overly aggressive toward other members. – Withdrawing and refusing to cooperate with others. – Horsing around when there is work to be done. – Using the group as a forum for self-confession. – Talking too much about irrelevant matters. – Trying to compete for attention and recognition. Organizational Behavior: Chapter 10 310
  • 311. Study Question 3: How does team building improve performance? Roles and role dynamics. – A role is a set of expectations associated with a job or position on a team. – Role ambiguity — occurs when a person is uncertain about his/her role. – Role overload — occurs when too much is expected and the person feels overwhelmed with work. – Role underload — occurs when too little is expected and the person feels underutilized. Organizational Behavior: Chapter 10 311
  • 312. Study Question 3: How does team building improve performance? Roles and role dynamics (cont.). – Role conflict — occurs when a person is unable to meet conflicting expectations. – Forms of role conflict. • Intrasender role conflict. • Intersender role conflict. • Person-role conflict. • Interrole conflict. Organizational Behavior: Chapter 10 312
  • 313. Study Question 3: How does team building improve performance? Organizational Behavior: Chapter 10 313
  • 314. Study Question 3: How does team building improve performance? Norms represent beliefs about how group or team members are expected to behave. Norms are rules or standards of conduct. Managers and leaders should help their groups adopt positive norms that support organizational goals. Organizational Behavior: Chapter 10 314
  • 315. Study Question 3: How does team building improve performance? Key norms that can have positive or negative implications. – Performance norms. – Ethics norms. – Organizational and personal pride norms. – High-achievement norms. – Support and helpfulness norms. – Improvement and change norms. Organizational Behavior: Chapter 10 315
  • 316. Study Question 3: How does team building improve performance? Cohesiveness is the degree to which members are attached to and motivated to remain a part of the team High team cohesiveness occurs when: – Members are similar in age, attitudes, needs, and backgrounds. – Group size is small. – Members respect each others’ competencies. – Members agree on common goals. – Members work on interdependent tasks. – Groups are physically isolated from others. – Groups experience performance success or crisis. Organizational Behavior: Chapter 10 316
  • 317. Study Question 3: How does team building improve performance? Organizational Behavior: Chapter 10 317
  • 318. Study Question 3: How does team building improve performance? Organizational Behavior: Chapter 10 318
  • 319. Study Question 4: How do teams contribute to the high-performance workplace? Problem-solving teams. – Employee involvements teams include a wide variety of teams whose members meet regularly to collectively examine important workplace issues. – Quality circle. • A special type of employee involvement team. • Team meets periodically to address problems relating to quality, productivity, or cost. Organizational Behavior: Chapter 10 319
  • 320. Study Question 4: How do teams contribute to the high-performance workplace? Cross-functional teams. – Consist of members representing different functional departments or work units. – Used to overcome functional silos problem. – Used to solve problems with a positive combination of functional expertise and integrative systems thinking. Organizational Behavior: Chapter 10 320
  • 321. Study Question 4: How do teams contribute to the high-performance workplace? Advantages of virtual teams. – Cost-effectiveness and speed where members are unable to meet easily face-to-face. – Computer power fulfills typical team needs for information processing and decision making. – Communication is possible among people separated by great distances. – Interaction and decision making are focused on facts and objective information rather than emotional considerations. – . Organizational Behavior: Chapter 10 321
  • 322. Study Question 4: How do teams contribute to the high-performance workplace? Disadvantages of virtual teams. – The lack of personal contact between team members. – Group decisions are made in a limited social context. Organizational Behavior: Chapter 10 322
  • 323. Study Question 4: How do teams contribute to the high-performance workplace? Organizational Behavior: Chapter 10 323
  • 324. Study Question 4: How do teams contribute to the high-performance workplace? Advantages of self-managing teams. – Productivity and quality improvements. – Production flexibility and faster response to technological change. – Reduced absenteeism and turnover. – Improved work attitudes and quality of work life. Organizational Behavior: Chapter 10 324
  • 325. Study Question 4: How do teams contribute to the high-performance workplace? Disadvantages of self-managing teams. – Structural changes in job classifications and management levels eliminate the need for first-line supervisors. – Managers must learn to deal with teams rather than individuals. – Supervisors who are displaced by self-managing teams may feel threatened. Organizational Behavior: Chapter 10 325
  • 326. Chapter 11 Study Questions What is leadership and how does it differ from management? What are situational contingency approaches to leadership ? What are attributional approaches to leadership? What are some emerging leadership perspectives and why are they especially important in today’s organizations? Organizational Behavior: Chapter 11 326
  • 327. Study Question 1: What is leadership and how does it differ from management? Management promotes stability or enables the organization to run smoothly. Leadership promotes adaptive or useful changes. Persons in managerial positions may be involved with both management and leadership. Both management and leadership are needed for organizational success. Organizational Behavior: Chapter 11 327
  • 328. Study Question 1: What is leadership and how does it differ from management? Leadership is a special case of interpersonal influence that gets an individual or group to do what the leader or manager wants done. Forms of leadership. – Formal leadership. – Informal leadership. Organizational Behavior: Chapter 11 328
  • 329. Study Question 1: What is leadership and how does it differ from management? Approaches to leadership. – Trait and behavioral perspectives. – Situational contingency perspectives. – Attributional perspectives. – New leadership perspectives. Organizational Behavior: Chapter 11 329
  • 330. Study Question 1: What is leadership and how does it differ from management? Trait theories. – Assume that traits play a key role in: • Differentiating between leaders and nonleaders. • Predicting leader or organizational outcomes. – Great person-trait approach. • Earliest approach in studying leadership. • Tried to determine the traits that characterized great leaders. Organizational Behavior: Chapter 11 330
  • 331. Study Question 1: What is leadership and how does it differ from management? Pick up Figure 11.1 from the textbook. Organizational Behavior: Chapter 11 331
  • 332. Study Question 1: What is leadership and how does it differ from management? Behavioral theories. – Assume that leader behaviors are crucial for explaining performance and other organizational outcomes. – Focus on leader behaviors rather than traits. – Major behavioral theories. • Michigan leadership studies. • Ohio State leadership studies. • Leadership Grid. • Leader-Member Exchange (LMX) theory. Organizational Behavior: Chapter 11 332
  • 333. Study Question 1: What is leadership and how does it differ from management? Michigan leadership studies. – Employee-centered supervisors. • Place strong emphasis on subordinate’s welfare. – Production-centered supervisors. • Place strong emphasis on getting the work done. – Employee-centered supervisors have more productive work groups than production- centered supervisors. Organizational Behavior: Chapter 11 333
  • 334. Study Question 1: What is leadership and how does it differ from management? Ohio State leadership studies. – Consideration. • Concerned with people’s feelings and making things pleasant for the followers. – Initiating structure. • Concerned with defining task requirements and other aspects of the work agenda. – Effective leaders should be high on both consideration and initiating structure. Organizational Behavior: Chapter 11 334
  • 335. Study Question 1: What is leadership and how does it differ from management? Leadership Grid. – Developed by Robert Blake and Jane Mouton. – Built on dual emphasis of consideration and initiating structure. – A 9 x 9 Grid (matrix) reflecting levels of concern for people and concern for task. • 1 reflects minimum concern. • 9 reflects maximum concern. Organizational Behavior: Chapter 11 335
  • 336. Study Question 1: What is leadership and how does it differ from management? Leadership Grid (cont.). – Five key Grid combinations. • 1/1 — low concern for production, low concern for people. • 1/9 — low concern for production, high concern for people. • 9/1 — high concern for production, low concern for people. • 5/5 — moderate concern for production, moderate concern for people. • 9/9 — high concern for production, high concern for people. Organizational Behavior: Chapter 11 336
  • 337. Study Question 1: What is leadership and how does it differ from management? Leader-Member Exchange (LMX) theory. – Focuses on the quality of the working relationship between leaders and followers. – LMX dimensions determine followers’ membership in leader’s “in group” or “out group.” – Different relationships with “in group” and “out group.” Organizational Behavior: Chapter 11 337
  • 338. Study Question 2: What are situational contingency approaches to leadership? Leader traits and behaviors can act in conjunction with situational contingencies. The effects of leader traits are enhanced by their relevance to situational contingencies. Major situational contingency theories. – Fiedler’s leadership contingency theory. – Fiedler’s cognitive resource theory. – House’s path-goal theory of leadership. – Hersey and Blanchard’s situational leadership model. Organizational Behavior: Chapter 11 338
  • 339. Study Question 2: What are the situational contingency approaches to leadership? Key variables in Fiedler’s contingency model. – Situational control. • The extent to which a leader can determine what his or her group is going to do as well as the outcomes of the group’s actions and decisions. • Is a function of: – Leader-member relations. – Task structure. – Position power. Organizational Behavior: Chapter 11 339
  • 340. Study Question 2: What are situational contingency approaches to leadership? Key variables in Fiedler’s contingency model (cont.). – Least preferred co-worker (LPC) score reflects a person’s leadership style. • High-LPC leaders have a relationship-motivated style. • Low-LPC leaders have a task-motivated style. Organizational Behavior: Chapter 11 340
  • 341. Study Question 2: What are situational contingency approaches to leadership? Organizational Behavior: Chapter 11 341
  • 342. Study Question 2: What are situational contingency approaches to leadership? Fiedler’s cognitive resource theory. – A leader’s use of directive or nondirective behavior depends on: • The leader’s or subordinate group members’ ability or competency. • Stress. • Experience. • Group support of the leader. – Leader directiveness is most helpful for performance when the leader is competent, relaxed, and supported. Organizational Behavior: Chapter 11 342
  • 343. Study Question 2: What are situational contingency approaches to leadership? House’s path-goal theory of leadership. – Rooted in the expectancy model of motivation. – Emphasizes how a leader influences subordinates’ perceptions of both work goals and personal goals and the links, or paths, found between these two sets of goals. Organizational Behavior: Chapter 11 343
  • 344. Study Question 2: What are situational contingency approaches to leadership? Organizational Behavior: Chapter 11 344
  • 345. Study Question 2: What are situational contingency approaches to leadership? Path-goal theory predictions. – Directive leadership will have a positive impact on subordinates when tasks are ambiguous and the opposite effect when tasks are clear. – Supportive leadership will increase the satisfaction of subordinates who work on tasks that are highly repetitive, unpleasant, stressful, or frustrating. Organizational Behavior: Chapter 11 345
  • 346. Study Question 2: What are situational contingency approaches to leadership? Path-goal theory predictions (cont.). – Achievement-oriented leadership will encourage subordinates to strive for higher performance standards and to have more confidence in their ability to meet challenging goals when subordinates are working at ambiguous, nonrepetitive tasks. – Participative leadership will promote satisfaction on nonrepetitive tasks that allow for the ego involvement of subordinates. Organizational Behavior: Chapter 11 346
  • 347. Study Question 2: What are situational contingency approaches to leadership? Organizational Behavior: Chapter 11 347
  • 348. Study Question 2: What are situational contingency approaches to leadership? Organizational Behavior: Chapter 11 348
  • 349. Study Question 3: What are attributional approaches to leadership? Attribution theory provides a competing perspective to the traditional leadership theory assumption that leadership and its substantive effects can be identified and measured objectively. Attribution theory suggests that leadership is influenced by attempts to understand causes of and assess responsibilities for behavior. Organizational Behavior: Chapter 11 349
  • 350. Study Question 3: What are attributional approaches to leadership? Leadership prototypes. – People’s mental image of what a model leader should look like. – Mix of specific and general characteristics. – Prototypes may differ by country and national culture. – The closer that a leader’s behavior matches the prototype held by the followers, the more favorable the leader’s relations and key outcomes. Organizational Behavior: Chapter 11 350
  • 351. Study Question 3: What are attributional approaches to leadership? Exaggeration of the leadership difference. – Top leaders of organizations have little impact on profits and effectiveness compared to environmental and industry forces. – Much of the impact of top leaders is symbolic. – The romance of leadership refers to people attributing romantic, almost magical, qualities to leadership. Organizational Behavior: Chapter 11 351
  • 352. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Charismatic approaches to leadership. – Charismatic leaders, by force of their personal abilities, can have a profound and extraordinary effect on followers. – Characteristics of charismatic leaders include: • High need for power. • High feelings of self-efficacy. • Conviction in the moral rightness of their beliefs. Organizational Behavior: Chapter 11 352
  • 353. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Dark side versus bright side of charismatic leadership. – Dark side. • Emphasizes personalized power. • Leaders focus on themselves. – Bright side. • Emphasizes socialized power. • Leaders empower followers. Organizational Behavior: Chapter 11 353
  • 354. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Conger and Kanungo’s three-stage charismatic leadership model. – Stage 1: the leader critically evaluates the status quo. – Stage 2: the leader formulates and articulates future goals and a idealized future vision. – Stage 3: the leader shows how the goals and vision can be achieved. Organizational Behavior: Chapter 11 354
  • 355. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Organizational Behavior: Chapter 11 355
  • 356. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Transactional leadership. – Involves leader-follower exchanges necessary for achieving routine performance that is agreed upon by leaders and followers. – Leader-follower exchanges involve: • Use of contingent rewards. • Active management by exception. • Passive management by exception. • Abdicating responsibilities and avoiding decisions. Organizational Behavior: Chapter 11 356
  • 357. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Transformational leadership. – Leaders broaden and elevate followers’ interests, generate awareness and acceptance of the group’s mission, and stir followers to look beyond self-interests. – Dimensions of transformational leadership. • Charisma. • Inspiration. • Intellectual stimulation. • Individualized consideration. Organizational Behavior: Chapter 11 357
  • 358. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Leadership in self-managing work teams. – Leaders provide resources or act as liaisons with other units but without the trappings of authority associated with traditional first-line supervisors. – Conditions for creating and maintaining team performance. • Efficient, goal-directed effort. • Adequate resources. • Competent, motivated performance. • A productive, supportive climate. • Commitment to continuous improvement and adaptation. Organizational Behavior: Chapter 11 358
  • 359. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Can people be trained in the new leadership? – People can be trained to adopt new leadership approaches. – Leaders can devise improvement programs to address their weaknesses and work with trainers to develop their leadership skills. – Leaders can be trained in charismatic skills. Organizational Behavior: Chapter 11 359
  • 360. Study Question 4: What are some emerging leadership perspectives and why are they especially important in today’s organizations? Is new leadership always good? – Not always good. – Dark-side charismatics can have negative effects on followers. – Not always needed. – Needs to be used in conjunction with traditional leadership. – Applies at all levels of organizational leadership. Organizational Behavior: Chapter 11 360
  • 361. Chapter 12 Study Questions What are power and influence in an organization? How are power, obedience, and formal authority intertwined in an organization? What is empowerment? What is organizational politics? Organizational Behavior: Chapter 12 361
  • 362. Study Question 1: What are power and influence in an organization? Power. – The ability to get someone to do something you want done. – The ability to make things happen in the way you want. Influence. – Expressed by others’ behavioral response to your exercise of power. Organizational Behavior: Chapter 12 362
  • 363. Study Question 1: What are power and influence in an organization? Position power derives from a person’s position in the organizational hierarchy. Types of position power. – Reward power. – Coercive power. – Legitimate power. – Process power. – Information power. – Representative power. Organizational Behavior: Chapter 12 363
  • 364. Study Question 1: What are power and influence in an organization? Reward power. – The extent to which a manager can use extrinsic and intrinsic rewards to control other people. Coercive power. – The extent to which a manager can deny desired rewards and administer punishment to control other people. Organizational Behavior: Chapter 12 364
  • 365. Study Question 1: What are power and influence in an organization? Legitimate power. – The extent to which a manager can use subordinates’ internalized values or beliefs that the boss has the “right of command” to control other people. Process power. – The control over methods of production and analysis that a manager has due to being in a position to influence how inputs are transformed into outputs. Organizational Behavior: Chapter 12 365
  • 366. Study Question 1: What are power and influence in an organization? Information power. – The access to and/or control of information. . Representative power. – The formal right conferred by the firm to speak for a potentially important group composed of individuals across departments or outside the firm. Organizational Behavior: Chapter 12 366
  • 367. Study Question 1: What are power and influence in an organization? Personal power derives from individual sources. Types of personal power. – Expert power. – Rational persuasion. – Referent power. Organizational Behavior: Chapter 12 367
  • 368. Study Question 1: What are power and influence in an organization? Expert power. – The ability to control another person’s behavior through the possession of knowledge, experience, or judgment that the other person does not have but needs. Rational persuasion. – The ability to control another person’s behavior by convincing the other person of the desirability of a goal and a reasonable way of achieving it. Organizational Behavior: Chapter 12 368
  • 369. Study Question 1: What are power and influence in an organization? Referent power. – The ability to control another’s behavior because the person wants to identify with the power source. Organizational Behavior: Chapter 12 369
  • 370. Study Question 1: What are power and influence in an organization? Organizational Behavior: Chapter 12 370
  • 371. Study Question 1: What are power and influence in an organization? Ways to build position power. – Demonstrating work unit relevance to organizational goals and needs. – Increasing task relevance of one’s own activities and work unit’s activities. – Attempting to define tasks so they are difficult to evaluate. Organizational Behavior: Chapter 12 371
  • 372. Study Question 1: What are power and influence in an organization? Ways to build personal power. – Building expertise. • Advanced training and education, participation in professional associations, and project involvement. – Learning political savvy. • Learning ways to negotiate, persuade, and understand goals and means that others accept. – Enhancing likeability. • Pleasant personality characteristics, agreeable behavior patterns, and attractive personal appearance. Organizational Behavior: Chapter 12 372
  • 373. Study Question 1: What are power and influence in an organization? Ways that managers increase the visibility of their job performance. – Expanding contacts with senior people. – Making oral presentations of written work. – Participating in problem-solving task forces. – Sending out notices of accomplishment. – Seeking opportunities to increase name recognition. Organizational Behavior: Chapter 12 373
  • 374. Study Question 1: What are power and influence in an organization? Controlling decision premises. – Executives attempt to control, or at least influence, decision premises. – A decision premise is a basis for defining the problem and for selecting among alternatives. – Executives who want to increase their power will make their goals and needs clear and bargain effectively. Organizational Behavior: Chapter 12 374
  • 375. Study Question 1: What are power and influence in an organization? Common techniques for exercising relational influence. – Reason. – Friendliness. – Coalition. – Bargaining. – Assertiveness. – Higher authority. – Sanctions. Organizational Behavior: Chapter 12 375
  • 376. Study Question 2: How are power, obedience, and formal authority intertwined in an organization? Important practical issues in the exercise of power and formal authority. – Why should subordinates respond to a manager’s authority (or “right to command”)? – Given that subordinates are willing to obey, what determines the limits of obedience? Organizational Behavior: Chapter 12 376
  • 377. Study Question 2: How are power, obedience, and formal authority intertwined in an organization? The Milgram experiments. – Designed to determine the extent to which people obey the commands of an authority figure, even if they believe they are endangering the life of another person. – The results indicated that the majority of the experimental subjects would obey the commands of the authority figure. – Basic conclusion was that people tend to comply with and be obedient to authority. Organizational Behavior: Chapter 12 377
  • 378. Study Question 2: How are power, obedience, and formal authority intertwined in an organization? For a directive from a superior to be accepted as authoritative, the subordinate: – Can and must understand it. – Must feel mentally and physically capable of carrying it out. – Must believe that it is consistent with the organization’s purpose. – Must believe that it is consistent with his or her personal interests. Organizational Behavior: Chapter 12 378
  • 379. Study Question 2: How are power, obedience, and formal authority intertwined in an organization? Zone of indifference. – In exchange for certain inducements, subordinates recognize the authority of the organization and its managers to direct their behavior in certain ways. – A zone of indifference is the range of authoritative requests to which a subordinate is willing to respond without subjecting the directives to critical evaluation or judgment. Organizational Behavior: Chapter 12 379
  • 380. Study Question 2: How are power, obedience, and formal authority intertwined in an organization? Organizational Behavior: Chapter 12 380
  • 381. Study Question 3: What is empowerment? Empowerment. – The process by which managers help others to acquire and use the power needed to make decisions affecting themselves and their work. – Provides the foundation for self-managing work teams and other employee involvement groups. – Empowerment emphasizes the ability to make things happen. Organizational Behavior: Chapter 12 381