The document discusses several concepts related to human behavior in organizations including Robert Rosenthal's lab rat experiment which found that rats performed better if they were believed to be more intelligent, the Pygmalion effect where teachers' expectations impacted student performance, and potential issues with how managers communicate different expectations for high and low performing employees. Errors in using positive reinforcement as a management tool are also examined, including issues with perception, contingency, delay, and frequency of rewards. Key models for understanding motivation and performance are presented, including the ABC model of motivation.

1. Human side
of an
organization

2. In ancient
Greek
mythology, a
king of Cyprus,
Pygmalion
made a statue
of a woman
with all the
feminine ideals

3. He eventually fell in
love with it and
treated as if it was
living.
Venus took pity onVenus took pity on
him and breathed lifehim and breathed life
into the statueinto the statue

4. Robert Rosenthal
Born in Germany on March 2nd
, 1933
Awarded PhD by the University of California, Los
Angeles
Began as a clinical psychologist and moved into
social psychology
Worked at Harvard

5. Lab Rat ExperimentLab Rat Experiment
 Group 1Group 1
 Students were given labStudents were given lab
rats specially bred forrats specially bred for
high intelligence whichhigh intelligence which
had been measured byhad been measured by
their ability to learntheir ability to learn
quickly.quickly.
 Group 2Group 2
 Students were given labStudents were given lab
rats which were bred forrats which were bred for
dullness in learning.dullness in learning.

6. And the winner was??And the winner was??
Group 1Group 1

7. The RealityThe Reality
 Both groups of rats were of equal intelligenceBoth groups of rats were of equal intelligence
and were randomly assignedand were randomly assigned
 The group 1 rats scored significantly higher onThe group 1 rats scored significantly higher on
the testthe test
 The students had expected the group 1 rats toThe students had expected the group 1 rats to
perform betterperform better

8. Pygmalion study involved
giving teachers false
information about the
learning potential of
certain students in grades
one through six in a San
Francisco elementary
school
Pygmalion in the classroom

9. Teachers’ attitudes towards low- and
high-achievers
 Teachers’ attitudes may vary greatly
 Low achievers may be perceived as being
less motivated, self-directed, attentive and
less willing to engage in risk-taking than
high-achievers
 This may cause the teacher to fear and
limit interaction with them and to be
unsure when interactions do occur

10.  Teachers seem to plan and prepare better
for high-achiever classes
 Low-achiever classes tend to stress more
basic skills rather than higher order
thinking activities
 Such students may be perceived as more
likely to cheat and copy notes and this
affects teacher behavior

11. Super Manager Weak ManagerAverage Manager
Assistants Assistants Assistants

15. Personnel Management
 Work in naturally
distasteful activity
 people are lazy and they
should be supervised
 Money is the main
motivator
 Workers need to be
pushed and pressurized

16. Human Resource Development
 Work is natural as
play
 People like to work
 People at all level are
creative
 Recognition and self
fulfillment are
important motivators

17. ABC Model of Motivation

Ais for antecedent.

Bis for behavior.

Cis for consequence.

18. ABC Model of MotivationABC Model of Motivation
Activators ConsequencesBehavior
(Performance)
What managers do
before performance
What a managers do
after performance
What employees do
15% - 20% 75% -80%

22. How managers communicate
expectations
 Seating low-expectation employees in low-prestige
office areas far from the manager
 Paying less attention to lows in business situations
(smiling less often and maintaining less eye contact).
 Giving them less information about what's going on
in the department.
 Calling on lows less often to work on special projects,
state their opinions, or give presentations

23.  Waiting less time for lows to state their
opinions
 Not supporting lows in failure
 Criticizing lows more and Interrupting lows
more often
 Failing to provide lows with less Demanding
work

24. Benefit of positive reinforcementBenefit of positive reinforcement
 It is scientific and it is universalIt is scientific and it is universal
 It always worksIt always works
 People perform more than expectedPeople perform more than expected
 Only positive reinforcement offers a permanentOnly positive reinforcement offers a permanent
way to change behaviorway to change behavior
 Positive reinforcement help people to becomePositive reinforcement help people to become
self confident.self confident.

A happy work is a productive workerA happy work is a productive worker

25. Main errors in using PositiveMain errors in using Positive
Reinforcement:Reinforcement:

Perception ErrorPerception Error
 Contingency ErrorContingency Error
 Delay ErrorDelay Error
 Frequency ErrorFrequency Error

26. ERROR #1: PERCEPTIONERROR #1: PERCEPTION
 AskingAsking
 ObservingObserving
 ExperimentingExperimenting
The reinforcement should be meaningful to the
recipient.

27. ERROR #2: CONTINGENCYERROR #2: CONTINGENCY
 Reinforcement work only when it isReinforcement work only when it is
earned . Benefits are notearned . Benefits are not
performance based.performance based.
 Rewards must be tied directly toRewards must be tied directly to
behavior that the manager wantsbehavior that the manager wants
repeatedrepeated

28. ERROR #3: DELAYERROR #3: DELAY
 Reinforcement should be immediateReinforcement should be immediate
 Spend more time in the work area and Reinforce whileSpend more time in the work area and Reinforce while
people are performingpeople are performing
 Use teams and coworker as motivatorsUse teams and coworker as motivators

29. ERROR #4: FREQUENCYERROR #4: FREQUENCY
 Don’t relay on annual rewardsDon’t relay on annual rewards
 A single reinforcement does not change a behavior.A single reinforcement does not change a behavior.
Continuous performance needs continuousContinuous performance needs continuous
reinforcementreinforcement
 ““To keep the lamp burning ,weTo keep the lamp burning ,we
have to keep putting oil in it”have to keep putting oil in it”

30. Issues in improving
employees
performance

32. Skilled Managers vs. UnskilledSkilled Managers vs. Unskilled

33. Past vs. Future OrientationsPast vs. Future Orientations

34. Blaming vs. Problem SolvingBlaming vs. Problem Solving
(Who vs. Why)(Who vs. Why)

37. Narrow vs. Broad Views ofNarrow vs. Broad Views of
PerformancePerformance

39. GELGEL formulaformula
Good finder
Expect the best
Loyalty