Organizational behavior

Chanderprabhu Jain College of Higher Studies & School of Law
Plot No. OCF, Sector A-8, Narela, New Delhi – 110040
(Affiliated to Guru Gobind Singh Indraprastha University and Approved by Govt of NCT of Delhi & Bar Council of India)
PAPER NAME: ORGANIZATIONAL BEHAVIOUR
PAPER CODE: BBALLB 116
CLASS: BBALLB 2nd Semester
UNIT- I

Organizational behavior (OB)
A field of study that investigates the impact of individuals, groups
in the organizational setting for the purpose of applying such
knowledge toward improving an organization’s effectiveness and
achieving organizational goal.
Definition of OB

Contributing Disciplines to the OB Field
Psychology
The science that seeks to measure, explain, and sometimes change
the behavior of humans and other animals.

Contributing Disciplines to the OB Field (Contd)
Sociology
The study of people in relation to their fellow human beings.

Social Psychology
An area within psychology that blends concepts from psychology and
sociology and that focuses on the influence of people on one another.

Anthropology
The study of societies to learn about human beings and their activities.

Challenges and Opportunities for OB
Responding to Globalization
• Increased foreign assignments
• Working with people from different cultures
• Coping with anti-capitalism backlash
• Overseeing movement of jobs to countries with low-cost
labour
• Managing people during the war on terror.
Managing Workforce Diversity
• Embracing diversity
• Changing U.S. demographics
•Implications for managers
•Recognizing and responding to differences

Challenges and Opportunities for OB (Contd)
Improving Quality and Productivity
•Quality management (QM)
•Process reengineering
Responding to the Labor Shortage
•Changing work force demographics
•Fewer skilled laborers
• Early retirements and older workers
Improving Customer Service
•Increased expectation of service quality
•Customer-responsive cultures

Challenges and Opportunities for OB (Contd)
•Improving People Skills
•Empowering People
•Stimulating Innovation and Change
•Coping with “Temporariness”
• Working in Networked Organizations
•Helping Employees Balance Work/Life Conflicts
•Improving Ethical Behavior
•Managing People during the War on Terrorism

Models of OB
•Dominates & affect the decisions of mgmt in every organization.
• Models are frameworks of descriptions of how things work and
are also known as Paradigms (pattern or model)
• 4 Models
Autocratic Model
Custodial Model
Supportive Model
Collegial Model

• Person who hold power have the authority to demand work from
employees
•Work can only be extracted by means of pushing, directing &
persuading the employees.
•Employees put in only minimum performance in the job since their
only purpose of doing job is to serve the basic needs of their families
In such environment only a few employees are motivated to exhibit
higher productivity
Autocratic Model

•The basis of this model is economic resources with a managerial
orientation of money
• Process in which employers take care of employees welfare-
paternalism.
• To improve job security of employees & reduced their dependence on
their immediate supervisors
• Custodial approach- employees decrease depend on the mangers but
their dependence on the organization increases.
Custodial Model

Supportive Model
• It is based on the principle of supportive relationships – “the leadership
& other processes of the organization must be such as to ensure a
maximum probability that in all interactions & all relationships with the
org.
• Based on leadership rather than money or power.
Managers believe that an inadequately supportive work climate leads to
resistance among the employees.
Employees work hard & strive to enhance their performance, motivated
by the support extended by mgmt.

Collegial Model
• An extension of the supportive model
Collegial refers to a group of persons working for a common purpose.
• The basis of this model is partnership with a managerial orientation
of teamwork. The employees in turn are oriented towards responsible
behavior and self-discipline. The employee need that is met is self-
actualization. The performance result is moderate enthusiasm.
• It is a group oriented generally conducive for research lab.

UNIT- II
ORGANIZATIONAL CULTURE AND CLIMATE

• Positive or negative feelings towards objects (people, things or
situations)
• A mental state of readiness organised through experience, to behave in
a characteristic way towards the object of the attitude
• Can be thought of as a combined effect of a belief and a value which
gives a feeling about a particular attitude object
Attitudes

Components Of Attitude

Components of Attitudes
•Evaluative component: the emotional or feeling aspect of the
attitude – refers to our liking or disliking the object of the attitude
•Cognitive component: the knowledge or belief aspect of the
attitude – refers to what you believe to be the case about the
attitude object
• Behavioural component: the behavioural predisposition aspect
of the attitude – refers to a predisposition to act in a certain way

Functions of Attitudes
• Adjustment function: instrumental or utilitarian function – helps the
individual to adjust to the world and to obtain rewards and avoid
punishment from the environment
• Ego-defensive function: help people defend against information that
threatens their concept of self – to protect our self-image by
legitimising behaviour which may contradict our values
• Value-expressive function: allows individuals to derive satisfaction
from expressing attitudes reflecting their central values and concept of
self
• Knowledge function: help in understanding events which impinge
upon them by mentally organising and structuring the world so that it
is more understandable

Formation of Attitudes
•Direct Personal Experience
• Association
• Family and Peer groups
• Neighbourhood
• Economic status and Occupations
• Mass Communications

Types of Job-related Attitudes
• Job Satisfaction: refers to the general attitude or feeling of an
individual towards his job.
• Job Involvement: refers to the degree to which employees immerse
themselves in their jobs, invest time and energy in them, and view
work as a central part of their overall lives.
• Organizational Commitment: refers to employee’s identification
with a particular organization and its goals and feel proud of being its
employees.

Principles of Attitude Change
• Consistency principle: people strive to maintain consistency between
the affective, behavioural and cognitive components of an attitude
If one component changes, the person has two alternatives:
Reverse the change to a single component
Change the other components to fall in line

Ways of Changing Attitudes
• Providing new information
• Use of Fear
• Resolving Discrepancies
• Influence of friends and peers
• The Co-opting Approach

Types of Change
• Congruent change: change in the attitude in the same direction but
the intensity of feeling is reduced
• Incongruent change: Change in the attitude direction itself from
negative to positive or vice-versa.

Values
Values- a moral principles and believes or accepted standard of a
person and social group.
Definition of values:
Basic convictions (act of convincing, strong beliefs) that a
specific Mode of conduct or end state is personally or socially
preferable to an opposite mode of conduct. (or end –state of
existence -i.e., what is right & good

• Value System:
A hierarchy based on a ranking of an individual’s values in terms of
their intensity.
• Hierarchy of values that forms our value system. This system is
identified by the relative importance we assign to such values as
freedom, self-respect, honesty, obedience, equality and so on.

Importance of Values
• Provide understanding of the attitudes, motivation, and behaviors of
individuals and cultures.
• Influence our perception of the world around us.
• Represent interpretations of “right” and “wrong.”
• Imply that some behaviors or outcomes are preferred over others.
• Values are deeply embedded into a person’s personality

• Values provides standards of morality
• Values are relatively permanent and resistant to change
• Values are most central to the core of person
• Values have two attributes- Content and Intensity. The content attributes
stresses that a particular code of conduct is important. The Intensity
attribute specific how important that particular code of conduct is.
•Values transcend(beyond) specific objects, situations or persons.
•Values are fewer in number than attitudes.
Characteristics of values

Sources of values
• Family factors
• Social factors
• Personal factors

Types of Values –- Rokeach Value Survey
Terminal Values
Desirable end-states of existence; the goals that a person would
like to achieve during his or her lifetime.
Instrumental Values
Preferable modes of behavior or means of achieving one’s
terminal values.

Values in the
Rokeach
Survey

Values in the
Rokeach
Survey
(cont’d)

• Useful for determining person-organization fit
• Survey that forces choices/rankings of one’s personal values
• Helpful for identifying most important values to look for in an organization
(in efforts to create a good fit)
Organizational Culture Profile (OCP)

UNIT- III
BEHAVIOURAL DYNAMICS

A relatively permanent change in behaviour occurring as a result of
experience
Nature of Learning
• Learning involves a change in behaviour.
• Behavioural change must be relatively permanent.
• Change in behaviour should occur as a result of experience, practice
or training.
• Practice or experience must be reinforced in order for learning to
occur.
Learning

Factors Affecting Learning
• Motivation
• Mental set
• Nature of learning materials
• Practice
• Environment

Theories of Learning
•Classical conditioning
• Operant conditioning
• Social learning theory
• Cognitive theory

Classical Conditioning (S-R Learning)
• States that behaviour is learned by repetitive association
between a stimulus and a response.
• When an individual starts responding to a stimulus in a manner
that was not originally present.
• Occurs when the stimulus gets associated (through pairing) with
another stimulus to which the response was originally present

Classical Conditioning
• Unconditioned Stimulus (US): the stimulus which originally
elicits the response
• Unconditioned Response (UR): the natural response to the US
• Conditioned Stimulus (CS): the stimulus which acquires the
properties of the US through association
• Conditioned Response (CR): the learnt response (which is similar
to the UR) to the CS

Classical Conditioning: based on Pavlov Experiment
on Dog
Before Conditioning
CS(Bell) No Response
US(Meat) UR( Salivation)
During Conditioning
CS(Bell)
US(Meat) UR( Salivation)
After Conditioning
CS(Bell) CR( Salivation)

Operant Conditioning (R-S Learning)
• Based on the premise that people learn to behave to obtain
something they want or avoid something they do not want.
• Behaviour is brought about by controlling the consequences of
the behaviour through rewards or punishment, i.e., by making
certain outcomes contingent on the behaviour
• People emit responses that are rewarded and will not emit
responses that are either not rewarded or punished.

Cognitive learning (S-S Learning)
• Cognition refers to an individual’s ideas, thoughts, knowledge,
interpretations , understandings etc.
• Learning is considered to be the outcome of deliberate thinking
about a problem or situation both intuitively and based on known
facts and responding in an objective and goal oriented way

Cognitive learning: based on Tolmon Experiment on
Rats
• Tolmon trained a rat to turn right to get the food.
But once he started the rat from the opposite direction
• Surprisingly rat instead of moving right, turned towards where the
food had been placed.
• At last Tolman concluded that the rat formed a cognitive map to
figure out how to get the food. So reinforcement was not a
precondition for learning to take place.

Observational Learning
• Learning in which people acquire new behaviours by observing
others – also called modelling
• Involves vicarious reinforcement, i.e., observing the rewards and
punishments given to others for the behaviour in question

Processes of Modelling
•Attention to the model
•Retention of the model’s behaviour
•Reproduction of the model’s behaviour
•Reinforcement of the modelled behaviour

Reinforcement
Reinforcement can be defined as anything that both increases the
strength of the response and tends to induce repetitions of the
behaviour that preceded the reinforcement. Reinforcement plays a
important role in learning.

Types of Reinforcement
• Positive Reinforcement: process by which people learn a
behaviour that leads to the presentation of desired outcomes
• Negative Reinforcement: process by which people learn a
behaviour that leads to the removal of undesirable events
• Punishment: process by which a behaviour can be reduced by
following it with undesirable consequences
• Extinction: process by which behaviours that are no longer
reinforced tend to gradually diminish

UNIT- IV
GROUP DYNAMICS AND WORK TEAMS

A set of two or more people who interact with each other to achieve
certain goals or to meet certain needs.
Nature:
• Two or more members
• Collective identity
• Interdependence among members
• Members’ goals are both shared and independent
Groups

Defining and Classifying Groups
Group
Two or more individuals interacting and interdependent, who
have come together to achieve particular objectives
Formal Group
A designated work group
defined by organization’s
structure.
Informal Group
A group that is neither
formally structured nor
organizationally
determined; appears in
response to the need for
social contact.

Types of groups
Formal Work Groups Informal Work Groups
1. Command groups
2. Task Groups
3. Teams
4. Committee
1. Friendship Groups
2. Interest Groups

Command Group
A group composed of
the individuals who
report directly to a given
manager.
Task Group
Those working
together to complete
a job or task.
Team
Consists of people who
work intensely together
to achieve a common
group goal.
Committee
Consists of people
who are working
together to solve a
certain problem.

Types of Informal groups
Interest Group
Those working
together to attain a
specific objective with
which each is
concerned.
Friendship Group
Those brought together
because they share one
or more common
characteristics.

• Security
• Self-esteem
• Affiliation
• Power
• Proximity, interaction
• Identity
• Goal Achievement
Why People Join Groups

The Five-Stage Model of Group Development
Forming Stage
The first stage in group development, characterized by much
uncertainty.
Storming Stage
The second stage in group development, characterized by
intragroup conflict.
Norming Stage
The third stage in group
development, characterized by
close relationships and
cohesiveness.

Performing Stage
The fourth stage in group development, when the group is fully
functional.
Adjourning Stage
The final stage in
group development
for temporary
groups, characterized
by concern with
wrapping up
activities rather than
performance.

Group Tasks
Decision-making
Group decision making is the process of choosing a course of action
from various alternatives. In group people of similar characteristics
come together and understand the problem in a better way, hence
develop creative alternatives leading to effective group performance
• Large groups facilitate the pooling of information about complex
tasks.
• Smaller groups are better suited to coordinating and facilitating
the implementation of complex tasks.
• Simple, routine standardized tasks reduce the requirement that
group processes be effective in order for the group to perform well.

Group Decision Making
Strengths
• More complete
information
• Increased diversity of
views
•Higher quality of
decisions (more accuracy)
•Increased acceptance of
solutions
Weaknesses
• More time consuming
(slower)
• Increased pressure to
conform
• Domination by one or a
few members
• Ambiguous
responsibility

Group Decision Making (cont’d)
Groupthink
Phenomenon in which the norm for consensus overrides the
realistic appraisal of alternative course of action.
Symptoms Of The Groupthink Phenomenon
• Group members rationalize any resistance to the assumptions they
have made.
• Members apply direct pressures on those who express doubts about
shared views or who question the alternative favored by the majority.
• Members who have doubts or differing points of view keep silent
about misgivings.
• There appears to be an illusion of unanimity.

Interacting Groups
Typical groups, in which the members interact with each other face-to-face.
Improved Group Decision-Making Techniques
Nominal Group Technique
A group decision-making method in which individual members meet
face-to-face to pool their judgments in a systematic but independent
fashion.

Brainstorming
An idea-generation process that specifically encourages any and all
alternatives, while withholding any criticism of those alternatives.
Electronic Meeting
A meeting in which members interact on computers, allowing for
anonymity of comments and aggregation of votes.

Delphi Technique
Communication between participants take place through mail. The key to
this process is the anonymous input. The anonymous input eliminates
effects like status, emotion, face saving and argumentations. Participants in
this technique are widely spread.

Organizational behavior

Recommended

Recommended

More Related Content

What's hot

What's hot (17)

Similar to Organizational behavior

Similar to Organizational behavior (20)

More from cpjcollege

More from cpjcollege (20)

Recently uploaded

Recently uploaded (20)

Organizational behavior