This document provides an overview of chapter 13 from the textbook "Management" by Stephen P. Robbins and Mary Coulter. It covers the following key points in 3 sentences or less: The chapter focuses on understanding individual behavior in organizations. It examines factors like attitudes, personality, learning, and motivation that influence important employee behaviors such as productivity, absenteeism, and turnover. Various models for understanding personality traits like the Myers-Briggs Type Indicator and Big Five model are discussed.

1. 13–1
UnderstandingUnderstanding
IndividualIndividual
BehaviorBehavior
ChapterChapter
1313
Management
Stephen P. Robbins Mary Coulter
tenth edition

2. 13–2
Learning OutcomesLearning Outcomes
Follow this Learning Outline as you read andFollow this Learning Outline as you read and
study this chapter.study this chapter.
13.1 Focus and Goals of Individual Behavior13.1 Focus and Goals of Individual Behavior
• Explain why the concept of an organization as anExplain why the concept of an organization as an
iceberg is important to understanding organizationaliceberg is important to understanding organizational
behavior.behavior.
• Describe the focus and the goals of organizationalDescribe the focus and the goals of organizational
behavior.behavior.
• Define the six important employee behaviors thatDefine the six important employee behaviors that
managers want to explain, predict, and influence.managers want to explain, predict, and influence.
13.213.2 Attitudes and PerformanceAttitudes and Performance
• Describe the three components of an attitude.Describe the three components of an attitude.

3. 13–3
Learning OutcomesLearning Outcomes
13.313.3 PersonalityPersonality
• Contrast the MBTIContrast the MBTI®® and the big five model ofand the big five model of
personality.personality.
• Describe the five personality traits that haveDescribe the five personality traits that have
proved to be most powerful in explainingproved to be most powerful in explaining
individual behavior in organizations.individual behavior in organizations.
• Explain how emotions and emotionalExplain how emotions and emotional
intelligence impact behavior.intelligence impact behavior.
13.413.4 LearningLearning
• Explain how operant conditioning helpsExplain how operant conditioning helps
managers.managers.

4. 13–4
Learning OutcomesLearning Outcomes
13.513.5 Contemporary OB IssuesContemporary OB Issues
• Describe the challenges managers face inDescribe the challenges managers face in
managing Gen Y workers.managing Gen Y workers.
• Explain what managers can do to deal withExplain what managers can do to deal with
workplace misbehavior.workplace misbehavior.

5. 13–5
Exhibit 13.1Exhibit 13.1 The Organization as an IcebergThe Organization as an Iceberg

6. 13–6
The Focus and Goals ofThe Focus and Goals of
Individual BehaviorIndividual Behavior
• Organizational Behavior (OB)Organizational Behavior (OB)
– The actions of people at workThe actions of people at work
• Focus of Organizational BehaviorFocus of Organizational Behavior
– Individual behaviorIndividual behavior
• Attitudes, personality, perception, learning, andAttitudes, personality, perception, learning, and
motivationmotivation
– Group behaviorGroup behavior
• Norms, roles, team building, leadership, andNorms, roles, team building, leadership, and
conflictconflict
– OrganizationalOrganizational

7. 13–7
Goals of Organizational BehaviorGoals of Organizational Behavior
– To explain, predict and influence behavior.To explain, predict and influence behavior.
• Employee ProductivityEmployee Productivity
– A performance measure of both efficiency andA performance measure of both efficiency and
effectivenesseffectiveness
• AbsenteeismAbsenteeism
– The failure to report to work when expectedThe failure to report to work when expected
• TurnoverTurnover
– The voluntary and involuntaryThe voluntary and involuntary
permanent withdrawal frompermanent withdrawal from
an organizationan organization

8. 13–8
Important Employee BehaviorsImportant Employee Behaviors
(cont’d)(cont’d)
• Organizational Citizenship BehaviorOrganizational Citizenship Behavior
(OCB)(OCB)
– Discretionary behavior that is not a part of anDiscretionary behavior that is not a part of an
employee’s formal job requirements, butemployee’s formal job requirements, but
which promotes the effective functioning ofwhich promotes the effective functioning of
the organization.the organization.
• Job SatisfactionJob Satisfaction
– The individual’s general attitudeThe individual’s general attitude
toward his or her jobtoward his or her job

9. 13–9
Important Employee BehaviorsImportant Employee Behaviors
(cont’d)(cont’d)
• Workplace MisbehaviorWorkplace Misbehavior
– Any intentional employee behavior that hasAny intentional employee behavior that has
negative consequences for the organizationnegative consequences for the organization
or individuals within the organization.or individuals within the organization.
– Types of MisbehaviorTypes of Misbehavior
• DevianceDeviance
• AggressionAggression
• Antisocial behaviorAntisocial behavior
• ViolenceViolence

10. 13–10
Psychological Factors AffectingPsychological Factors Affecting
Employee BehaviorEmployee Behavior
• AttitudesAttitudes
• PersonalitPersonalit
yy
• PerceptionPerception
• LearningLearning
• AttitudesAttitudes
• PersonalitPersonalit
yy
• PerceptionPerception
• LearningLearning
• EmployeeEmployee
ProductivityProductivity
• AbsenteeismAbsenteeism
• TurnoverTurnover
• OrganizationalOrganizational
CitizenshipCitizenship
• Job SatisfactionJob Satisfaction
• WorkplaceWorkplace
MisbehaviorMisbehavior
• EmployeeEmployee
ProductivityProductivity
• AbsenteeismAbsenteeism
• TurnoverTurnover
• OrganizationalOrganizational
CitizenshipCitizenship
• Job SatisfactionJob Satisfaction
• WorkplaceWorkplace
MisbehaviorMisbehavior

11. 13–11
Psychological Factors – AttitudesPsychological Factors – Attitudes
• AttitudesAttitudes
– Evaluative statementsEvaluative statements—either favorable or—either favorable or
unfavorable—concerning objects, people, orunfavorable—concerning objects, people, or
events.events.
• Components of an AttitudeComponents of an Attitude
– Cognitive component:Cognitive component: the beliefs, opinions,the beliefs, opinions,
knowledge, or information held by a person.knowledge, or information held by a person.
– Affective component:Affective component: the emotional orthe emotional or
feeling part of an attitude.feeling part of an attitude.
– Behavioral component:Behavioral component: the intention tothe intention to
behave in a certain way.behave in a certain way.

12. 13–12
• Job SatisfactionJob Satisfaction
– Job satisfaction is affected by level of incomeJob satisfaction is affected by level of income
earned and by the type of job a worker does.earned and by the type of job a worker does.
• Job Satisfaction and ProductivityJob Satisfaction and Productivity
– The correlation between satisfaction andThe correlation between satisfaction and
productivity is fairly strong.productivity is fairly strong.
– Organizations with more satisfied employeesOrganizations with more satisfied employees
are more effective than those with fewerare more effective than those with fewer
satisfied employees.satisfied employees.
Psychological Factors – AttitudesPsychological Factors – Attitudes

13. 13–13
• Job Satisfaction and AbsenteeismJob Satisfaction and Absenteeism
– Satisfied employees tend to have lower levelsSatisfied employees tend to have lower levels
of absenteeism, although satisfied employeesof absenteeism, although satisfied employees
are bound to take company approved days offare bound to take company approved days off
(e.g. sick days)(e.g. sick days)
• Job Satisfaction and TurnoverJob Satisfaction and Turnover
– Satisfied employees have lower levels ofSatisfied employees have lower levels of
turnover; dissatisfied employees have higherturnover; dissatisfied employees have higher
levels of turnover.levels of turnover.
– Turnover is affected by the level of employeeTurnover is affected by the level of employee
performance.performance.
Psychological Factors – AttitudesPsychological Factors – Attitudes

14. 13–14
• Job Satisfaction and Customer SatisfactionJob Satisfaction and Customer Satisfaction
– The level of job satisfaction for frontlineThe level of job satisfaction for frontline
employees is related to increased customeremployees is related to increased customer
satisfaction and loyalty.satisfaction and loyalty.
– Interaction with dissatisfied customers canInteraction with dissatisfied customers can
increase an employee’s job dissatisfaction.increase an employee’s job dissatisfaction.
– Actions to increase job satisfaction forActions to increase job satisfaction for
customer service workers:customer service workers:
• Hire upbeat and friendly employees.Hire upbeat and friendly employees.
• Reward superior customer service.Reward superior customer service.
Psychological Factors – AttitudesPsychological Factors – Attitudes

15. 13–15
• Job Satisfaction and OrganizationalJob Satisfaction and Organizational
Citizenship Behavior (OCB)Citizenship Behavior (OCB)
– Relationship between job satisfaction andRelationship between job satisfaction and
OCB is tempered by perceptions of fairnessOCB is tempered by perceptions of fairness
– Individual OCB is influenced by work groupIndividual OCB is influenced by work group
OCBOCB
• Job Satisfaction and WorkplaceJob Satisfaction and Workplace
MisbehaviorMisbehavior
– Dissatisfied employees will respond somehowDissatisfied employees will respond somehow
– Not easy to predict exactly how they’llNot easy to predict exactly how they’ll
Psychological Factors – AttitudesPsychological Factors – Attitudes

16. 13–16
• Job InvolvementJob Involvement
– The degree to which an employee identifiesThe degree to which an employee identifies
with his or her job, actively participates in it,with his or her job, actively participates in it,
and considers his or her performance to beand considers his or her performance to be
important to his or her self-worth.important to his or her self-worth.
• High levels of commitment are related to fewerHigh levels of commitment are related to fewer
absences and lower resignation rates.absences and lower resignation rates.
Psychological Factors –Psychological Factors –
AttitudesAttitudes

17. 13–17
• Organizational CommitmentOrganizational Commitment
– Is the degree to which an employee identifiesIs the degree to which an employee identifies
with a particular organization and its goals andwith a particular organization and its goals and
wishes to maintain membership in thewishes to maintain membership in the
organization.organization.
– Leads to lower levels of both absenteeism andLeads to lower levels of both absenteeism and
turnover.turnover.
– Could be becoming an outmoded measure asCould be becoming an outmoded measure as
the number of workers who change employersthe number of workers who change employers
increases.increases.
Psychological Factors – AttitudesPsychological Factors – Attitudes

18. 13–18
• Perceived Organizational SupportPerceived Organizational Support
– Is the general belief of employees that theirIs the general belief of employees that their
organization values their contribution andorganization values their contribution and
cares about their well-being.cares about their well-being.
– Represents the commitment of theRepresents the commitment of the
organization to the employee.organization to the employee.
– Providing high levels of support increases jobProviding high levels of support increases job
satisfaction and lower turnover.satisfaction and lower turnover.
Psychological Factors – AttitudesPsychological Factors – Attitudes

19. 13–19
Exhibit 13–2 Key Employee Engagement
Factors

20. 13–20
Attitudes and ConsistencyAttitudes and Consistency
• People seek consistency in two ways:People seek consistency in two ways:
– Consistency among their attitudes.Consistency among their attitudes.
– Consistency between their attitudes andConsistency between their attitudes and
behaviors.behaviors.
• If an inconsistency arises, individuals:If an inconsistency arises, individuals:
– Alter their attitudesAlter their attitudes
oror
– Alter their behaviorAlter their behavior
oror
– Develop a rationalization for the inconsistencyDevelop a rationalization for the inconsistency

21. 13–21
Cognitive Dissonance TheoryCognitive Dissonance Theory
• Cognitive DissonanceCognitive Dissonance
– Any incompatibility or inconsistency betweenAny incompatibility or inconsistency between
attitudes or between behavior and attitudes.attitudes or between behavior and attitudes.
• Any form of inconsistency is uncomfortable andAny form of inconsistency is uncomfortable and
individuals will try to reduce the dissonance.individuals will try to reduce the dissonance.
– The intensity of the desire to reduce theThe intensity of the desire to reduce the
dissonance is influenced by:dissonance is influenced by:
• The importance of the factors creating theThe importance of the factors creating the
dissonance.dissonance.
• The degree to which an individual believes that theThe degree to which an individual believes that the
factors causing the dissonance are controllable.factors causing the dissonance are controllable.

22. 13–22
Attitude SurveysAttitude Surveys
• Attitude SurveysAttitude Surveys
– A instrument/document that presentsA instrument/document that presents
employees with a set of statements oremployees with a set of statements or
questions eliciting how they feel about theirquestions eliciting how they feel about their
jobs, work groups, supervisors, or theirjobs, work groups, supervisors, or their
organization.organization.
– Provide management with feedback onProvide management with feedback on
employee perceptions of the organization andemployee perceptions of the organization and
their jobs.their jobs.

23. 13–23
Exhibit 13–3 Sample Employee Survey
• To measure employee attitudes, some
KFC and Long John Silver’s restaurants
ask employees
to react to statements such as:
• My restaurant is a great place to work.
• People on my team help out, even if it is not
their job.
• I am told whether I am doing good work or not.
• I understand the employee benefits that are
available to me.

24. 13–24
The Importance of AttitudesThe Importance of Attitudes
• Implication for ManagersImplication for Managers
– Attitudes warn of potential behavioralAttitudes warn of potential behavioral
problems:problems:
• Managers should do things that generate theManagers should do things that generate the
positive attitudes that reduce absenteeism andpositive attitudes that reduce absenteeism and
turnover.turnover.
– Attitudes influence behaviors of employees:Attitudes influence behaviors of employees:
• Managers should focus on helping employeesManagers should focus on helping employees
become more productive to increase jobbecome more productive to increase job
satisfaction.satisfaction.
– Employees will try to reduce dissonanceEmployees will try to reduce dissonance

25. 13–25
• PersonalityPersonality
– The unique combination of emotional, thoughtThe unique combination of emotional, thought
and behavioral patterns that affect how aand behavioral patterns that affect how a
person reacts and interacts with others.person reacts and interacts with others.
Psychological Factors –Psychological Factors –
PersonalityPersonality

26. 13–26
Classifying Personality TraitsClassifying Personality Traits
• Myers Briggs Type Indicator (MBTIMyers Briggs Type Indicator (MBTI®®
))
– A general personality assessment tool thatA general personality assessment tool that
measures the personality of an individualmeasures the personality of an individual
using four categories:using four categories:
• Social interaction: Extrovert or Introvert (E or I)Social interaction: Extrovert or Introvert (E or I)
• Preference for gathering data: Sensing or IntuitivePreference for gathering data: Sensing or Intuitive
(S or N)(S or N)
• Preference for decision making: Feeling orPreference for decision making: Feeling or
Thinking (F or T)Thinking (F or T)
• Style of decision making: Perceptive orStyle of decision making: Perceptive or

27. 13–27
Exhibit 13.4Exhibit 13.4 Examples of MBTIExamples of MBTI®®
TypesTypes
TypeType DescriptionDescription
INFJ (introvert,INFJ (introvert,
intuitive, feeling,intuitive, feeling,
judgmental)judgmental)
Quietly forceful, conscientious, and concerned forQuietly forceful, conscientious, and concerned for
others. Such people succeed by perseverance,others. Such people succeed by perseverance,
originality, and the desire to do whatever is needed ororiginality, and the desire to do whatever is needed or
wanted. They are often highly respected for theirwanted. They are often highly respected for their
uncompromising principles.uncompromising principles.
ESTP (extrovert,ESTP (extrovert,
sensing, thinking,sensing, thinking,
perceptive)perceptive)
Blunt and sometimes insensitive. Such people areBlunt and sometimes insensitive. Such people are
matter-of-fact and do not run back, worry or hurry. Theymatter-of-fact and do not run back, worry or hurry. They
enjoy whatever comes along. They work best with realenjoy whatever comes along. They work best with real
things that can be assembled or disassembled.things that can be assembled or disassembled.
ISFP (introvert,ISFP (introvert,
sensing, feeling,sensing, feeling,
perceptive)perceptive)
Sensitive, kind, modest, shy, and quietly friendly. SuchSensitive, kind, modest, shy, and quietly friendly. Such
people strongly dislike run back disagreements and willpeople strongly dislike run back disagreements and will
avoid them. They are loyal followers and quite often areavoid them. They are loyal followers and quite often are
relaxed about getting things done.relaxed about getting things done.
ENTJ (extrovert,ENTJ (extrovert,
intuitive, thinking,intuitive, thinking,
judgmental)judgmental)
Warm, friendly, candid, and decisive; also usually skilledWarm, friendly, candid, and decisive; also usually skilled
in anything that requires reasoning and intelligent talk,in anything that requires reasoning and intelligent talk,
but may sometimes overestimate what they are capablebut may sometimes overestimate what they are capable
of doing.of doing.
Source: Based on I. Briggs-Myers, Introduction to Type (Palo Alto, CA: Consulting Psychologists Press, 1980), pp. 7–8.

28. 13–28
The Big-Five ModelThe Big-Five Model
• ExtraversionExtraversion
– Sociable, talkative,Sociable, talkative,
and assertiveand assertive
• AgreeablenessAgreeableness
– Good-natured,Good-natured,
cooperative, andcooperative, and
trustingtrusting
• ConscientiousnessConscientiousness
– Responsible,Responsible,
dependable,dependable,
persistent, andpersistent, and
• Emotional StabilityEmotional Stability
– Calm, enthusiastic,Calm, enthusiastic,
and secure or tense,and secure or tense,
nervous, andnervous, and
insecureinsecure
• Openness toOpenness to
ExperienceExperience
– Imaginative,Imaginative,
artistically sensitive,artistically sensitive,
and intellectualand intellectual

29. 13–29
Additional Personality InsightsAdditional Personality Insights
• Locus of ControlLocus of Control
– Internal locus:Internal locus: persons who believe that theypersons who believe that they
control their own destiny.control their own destiny.
– External locus:External locus: persons who believe thatpersons who believe that
what happens to them is due to luck or chancewhat happens to them is due to luck or chance
(the uncontrollable effects of outside forces).(the uncontrollable effects of outside forces).
• Machiavellianism (Mach)Machiavellianism (Mach)
– The degree to which an individual isThe degree to which an individual is
pragmatic, maintains emotional distance, andpragmatic, maintains emotional distance, and
seeks to gain and manipulate powerseeks to gain and manipulate power—ends—ends

30. 13–30
• Self-Esteem (SE)Self-Esteem (SE)
– The degree to which people like or dislikeThe degree to which people like or dislike
themselvesthemselves
– High SEsHigh SEs
• Believe in themselves and expect success.Believe in themselves and expect success.
• Take more risks and use unconventionalTake more risks and use unconventional
approaches.approaches.
• Are more satisfied with their jobs than low SEs.Are more satisfied with their jobs than low SEs.
– Low SEsLow SEs
• Are more susceptible to external influences.Are more susceptible to external influences.
• Depend on positive evaluations from others.Depend on positive evaluations from others.
Additional Personality InsightsAdditional Personality Insights

31. 13–31
• Self-MonitoringSelf-Monitoring
– An individual’s ability to adjust his or herAn individual’s ability to adjust his or her
behavior to external, situational factors.behavior to external, situational factors.
– High self-monitors:High self-monitors:
• Are sensitive to external cues and behaveAre sensitive to external cues and behave
differently in different situations.differently in different situations.
• Can present contradictory public persona andCan present contradictory public persona and
private selves—impression management.private selves—impression management.
– Low self-monitorsLow self-monitors
• Do not adjust their behavior to the situation.Do not adjust their behavior to the situation.
Additional Personality InsightsAdditional Personality Insights

32. 13–32
• Risk TakingRisk Taking
– The propensity (or willingness) to take risks.The propensity (or willingness) to take risks.
• High risk-takers take less time and require lessHigh risk-takers take less time and require less
information than low risk-takers when making ainformation than low risk-takers when making a
decision.decision.
– Organizational effectiveness is maximizedOrganizational effectiveness is maximized
when the risk-taking propensity of a managerwhen the risk-taking propensity of a manager
is aligned with the specific demands of theis aligned with the specific demands of the
job assigned to the manager.job assigned to the manager.
Additional Personality InsightsAdditional Personality Insights

33. 13–33
Personality Types in DifferentPersonality Types in Different
CulturesCultures
• The Big Five model is used in cross-The Big Five model is used in cross-
cultural studies.cultural studies.
– Differences are found in theDifferences are found in the emphasisemphasis ofof
dimensions.dimensions.
• No common personality types for a givenNo common personality types for a given
countrycountry
– A country’s culture influences theA country’s culture influences the dominantdominant
personality characteristics of its people.personality characteristics of its people.
• Global managers need to understandGlobal managers need to understand
personality trait differences from thepersonality trait differences from the

34. 13–34
EmotionsEmotions
• EmotionsEmotions
– Intense feelings (reactions) that are directed atIntense feelings (reactions) that are directed at
specific objects (someone or something)specific objects (someone or something)
– Universal emotions:Universal emotions:
• AngerAnger
• FearFear
• SadnessSadness
• HappinessHappiness
• DisgustDisgust
• SurpriseSurprise

35. 13–35
Emotional IntelligenceEmotional Intelligence
• Emotional Intelligence (EI)Emotional Intelligence (EI)
– The ability to notice and to manage emotionalThe ability to notice and to manage emotional
cues and information.cues and information.
– Dimensions of EI:Dimensions of EI:
• Self-awareness: knowing what you’re feelingSelf-awareness: knowing what you’re feeling
• Self-management: managing emotions andSelf-management: managing emotions and
impulsesimpulses
• Self-motivation: persisting despite setbacks andSelf-motivation: persisting despite setbacks and
failuresfailures
• Empathy: sensing how others are feelingEmpathy: sensing how others are feeling

36. 13–36
Implications for ManagersImplications for Managers
• Employee selectionEmployee selection
– Holland’s Personality-Job Fit TheoryHolland’s Personality-Job Fit Theory
• Helps in understanding employeeHelps in understanding employee
behavior(s)behavior(s)
• By understanding others’ behavior(s), canBy understanding others’ behavior(s), can
work better with themwork better with them

37. 13–37
Understanding PersonalityUnderstanding Personality
DifferencesDifferences
• Personality Job Fit Theory (Holland)Personality Job Fit Theory (Holland)
– An employee’s job satisfaction and likelihoodAn employee’s job satisfaction and likelihood
of turnover depends on the compatibility ofof turnover depends on the compatibility of
the employee’s personality and occupation.the employee’s personality and occupation.
– Key points of the theory:Key points of the theory:
• There are differences in personalities.There are differences in personalities.
• There are different types of jobs.There are different types of jobs.
• Job satisfaction and turnover are related to theJob satisfaction and turnover are related to the
match between personality and job for anmatch between personality and job for an
individual.individual.

38. 13–38
Exhibit 13.5Exhibit 13.5 Holland’s Typology ofHolland’s Typology of
Personality and Sample OccupationsPersonality and Sample Occupations
Source: Based on J. L. Holland, Making Vocational Choices: A Theory of Vocational Personalities
and Work Environments (Odessa, FL: Psychological Assessment Resources, 1997).

39. 13–39
• PerceptionPerception
– A process by which individuals give meaningA process by which individuals give meaning
(reality) to their environment by organizing and(reality) to their environment by organizing and
interpreting their sensory impressions.interpreting their sensory impressions.
• Factors influencing perception:Factors influencing perception:
– The perceiver’s personal characteristicsThe perceiver’s personal characteristics——
interests, biases and expectationsinterests, biases and expectations
– The target’s characteristicsThe target’s characteristics——distinctiveness,distinctiveness,
contrast, and similaritycontrast, and similarity
– The situation (context) factorsThe situation (context) factors——place, time,place, time,
location—draw attention or distract from the
Psychological Factors –Psychological Factors –
PerceptionPerception

40. 13–40
Exhibit 13.6Exhibit 13.6 Perception Challenges: WhatPerception Challenges: What
Do YouDo You
See?See?

41. 13–41
How We Perceive PeopleHow We Perceive People
• Attribution TheoryAttribution Theory
– How the actions of individuals are perceivedHow the actions of individuals are perceived
by others depends on what meaningby others depends on what meaning
(causation) we attribute to a given behavior.(causation) we attribute to a given behavior.
• Internally caused behavior: under the individual’sInternally caused behavior: under the individual’s
controlcontrol
• Externally caused behavior: due to outside factorsExternally caused behavior: due to outside factors
– Determining the source of behaviors:Determining the source of behaviors:
• Distinctiveness: different behaviors in differentDistinctiveness: different behaviors in different
situationssituations

42. 13–42
Exhibit 13.7Exhibit 13.7 Attribution TheoryAttribution Theory

43. 13–43
How We Perceive PeopleHow We Perceive People
(cont’d)(cont’d)
• Attribution Theory – errors and biasesAttribution Theory – errors and biases
(cont’d)(cont’d)
– Fundamental attribution errorFundamental attribution error
• The tendency to underestimate the influence ofThe tendency to underestimate the influence of
external factors and to overestimate the influenceexternal factors and to overestimate the influence
of internal or personal factors.of internal or personal factors.
– Self-serving biasSelf-serving bias
• The tendency of individuals to attribute theirThe tendency of individuals to attribute their
successes to internal factors while blamingsuccesses to internal factors while blaming
personal failures on external factors.personal failures on external factors.

44. 13–44
Shortcuts Used in JudgingShortcuts Used in Judging
OthersOthers
• Assumed SimilarityAssumed Similarity
– Assuming that others are more like us thanAssuming that others are more like us than
they actually are.they actually are.
• StereotypingStereotyping
– Judging someone on the basis of ourJudging someone on the basis of our
perception of a group he or she is a part of.perception of a group he or she is a part of.
• Halo EffectHalo Effect
– Forming a general impression of a person onForming a general impression of a person on
the basis of a single characteristic of thatthe basis of a single characteristic of that
person.person.

45. 13–45
Implications for ManagersImplications for Managers
• Employees react to perceptionsEmployees react to perceptions
• Pay close attention to how employeesPay close attention to how employees
perceive their jobs and managementperceive their jobs and management
actionsactions

46. 13–46
• LearningLearning
– Any relatively permanent change in behaviorAny relatively permanent change in behavior
that occurs as a result of experience.that occurs as a result of experience.
• Almost all complex behavior is learned.Almost all complex behavior is learned.
• Learning is a continuous, life-long process.Learning is a continuous, life-long process.
• The principles of learning can be used to shapeThe principles of learning can be used to shape
behavior.behavior.
• Theories of learning:Theories of learning:
– Operant conditioningOperant conditioning
– Social learningSocial learning
Psychological Factors – LearningPsychological Factors – Learning

47. 13–47
Learning (cont’d)Learning (cont’d)
• Operant Conditioning (B.F. Skinner)Operant Conditioning (B.F. Skinner)
– The theory that behavior is a function of itsThe theory that behavior is a function of its
consequences and is learned throughconsequences and is learned through
experience.experience.
– Operant behavior: voluntary or learnedOperant behavior: voluntary or learned
behaviorsbehaviors
• Behaviors are learned by making rewardsBehaviors are learned by making rewards
contingent to behaviors.contingent to behaviors.
• Behavior that is rewarded (positively reinforced) isBehavior that is rewarded (positively reinforced) is
likely to be repeated.likely to be repeated.
• Behavior that is punished or ignored is less likely toBehavior that is punished or ignored is less likely to

48. 13–48
Learning (cont’d)Learning (cont’d)
• Social LearningSocial Learning
– The theory that individuals learn through theirThe theory that individuals learn through their
observations of others and through their directobservations of others and through their direct
experiences.experiences.
– Attributes of models that influence learning:Attributes of models that influence learning:
• Attentional:Attentional: the attractiveness or similarity of thethe attractiveness or similarity of the
modelmodel
• Retention:Retention: how well the model can be recalledhow well the model can be recalled
• Motor reproduction:Motor reproduction: the reproducibility of thethe reproducibility of the
model’s actionsmodel’s actions
• Reinforcement:Reinforcement: the rewards associated withthe rewards associated with

49. 13–49
Shaping: A Managerial ToolShaping: A Managerial Tool
• Shaping BehaviorShaping Behavior
– Attempting to “mold” individuals by guidingAttempting to “mold” individuals by guiding
their learning in graduated steps such that theytheir learning in graduated steps such that they
learn to behave in ways that most benefit thelearn to behave in ways that most benefit the
organization.organization.
– Shaping methods:Shaping methods:
• Positive reinforcement:Positive reinforcement: rewarding desiredrewarding desired
behaviors.behaviors.
• Negative reinforcement:Negative reinforcement: removing an unpleasantremoving an unpleasant
consequence once the desired behavior isconsequence once the desired behavior is
exhibited.exhibited.

50. 13–50
Implications for ManagersImplications for Managers
• If managers want behavior A but rewardIf managers want behavior A but reward
behavior B, employees will engage inbehavior B, employees will engage in
behavior B.behavior B.
• Employees will look to managers asEmployees will look to managers as
models. Good manager behavior willmodels. Good manager behavior will
promote good employee behavior.promote good employee behavior.

51. 13–51
Contemporary Issues in OBContemporary Issues in OB
• Managing Generational Differences in theManaging Generational Differences in the
WorkplaceWorkplace
– Gen Y: individuals born after 1978Gen Y: individuals born after 1978
• Bring new attitudes to the workplace that reflectBring new attitudes to the workplace that reflect
wide arrays of experiences and opportunitieswide arrays of experiences and opportunities
• Want to work, but don’t want work to be their lifeWant to work, but don’t want work to be their life
• Challenge the status quoChallenge the status quo
• Have grown up with technologyHave grown up with technology

52. 13–52
Exhibit 13.8Exhibit 13.8 Gen Y WorkersGen Y Workers
Source: Bruce Tulgan of Rainmaker Thinking. Used with permission.

53. 13–53
Contemporary Issues in OBContemporary Issues in OB
• Managing Negative Behavior in theManaging Negative Behavior in the
WorkplaceWorkplace
– Tolerating negative behavior sends the wrongTolerating negative behavior sends the wrong
message to other employeesmessage to other employees
– Both preventive and responsive actions toBoth preventive and responsive actions to
negative behaviors are needed:negative behaviors are needed:
• Screening potential employeesScreening potential employees
• Responding immediately and decisively toResponding immediately and decisively to
unacceptable behaviorunacceptable behavior
• Paying attention to employee attitudesPaying attention to employee attitudes

54. 13–54
Terms to KnowTerms to Know
• behaviorbehavior
• organizationalorganizational
behaviorbehavior
• employee productivityemployee productivity
• absenteeismabsenteeism
• turnoverturnover
• organizationalorganizational
citizenship behaviorcitizenship behavior
• job satisfactionjob satisfaction
• workplaceworkplace
misbehaviormisbehavior
•
• behavioral componentbehavioral component
• job involvementjob involvement
• organizationalorganizational
commitmentcommitment
• perceivedperceived
organizational supportorganizational support
• cognitive dissonancecognitive dissonance
• attitude surveysattitude surveys
• personalitypersonality
• Big Five ModelBig Five Model
• locus of controllocus of control

55. 13–55
Terms to Know (cont’d)Terms to Know (cont’d)
• self-esteemself-esteem
• self-monitoringself-monitoring
• impressionimpression
managementmanagement
• emotionsemotions
• emotional intelligenceemotional intelligence
(EI)(EI)
• perceptionperception
• attribution theoryattribution theory
• fundamentalfundamental
attribution errorattribution error
•
• halo effecthalo effect
• learninglearning
• operant conditioningoperant conditioning
• social learning theorysocial learning theory
• shaping behaviorshaping behavior