1. Diagnosing behavioral problems in organizations involves identifying expected versus actual behaviors to determine the "behavioral gap" and potential causes such as motivation, skills, resources, or role expectations. 2. Perception is the process of understanding one's environment through sensory information and prior experiences, and is subject to selective factors like attention and motivation. 3. Theories of intelligence include general cognitive ability, primary mental abilities, multiple intelligences accounting for different skills, and triarchic theories emphasizing analytical, creative, and practical abilities.

1. Organization and Behavior
Part III.3 & IV.1

2. III.3
Diagnosing Behavioral Problems

3. Diagnosing Behavioral Problems in
Organization
An important part of any performance
management system this process is used to
identify and diagnose the cause is of
behavioral or performance problems.

4. Diagnosis Organizational Behavior
How to manage people in an organization with a
systematic way
It helps predicting employee
behavior, shaping them and removing
undesired behavior.

5. Diagnosis of Behavioral Problems
in an Organization
Define Expected or Described Actual
Desired Behavior Behavioral Patterns
GAP: What change in
behavior is desired?
Why does GAP exist?
Skills / Ability /
Motivation
Knowledge
Role
Resources
Expectecation Selection /
…Next Slide
Recruitment
Process
Leader/Team
Coaching Leader/Team
Coaching
Orientation
Training &
Process
Development
Performance Process
Review Process

6. Inducement
Satisfaction Motivation
System
Expectancy: Perceived
Equity: Perceived
Reward tie between ERB and
Fairness
Play
Conditional Task
Feedback
Task Task Variety
Autonomy, Significance,
Identity, Challenge
Conditional Social
Managerial Affirmation of Worth Feedback Validating Self
Concept
Conditional Social
Social Affirmation of Worth Feedback Validating Self
Concept

7. Process Model of Performance
Diagnosis
The process of problem solving in terms of solving
performance problems can be comprised of three
major stages: Problem identification, diagnosis, and
solution generation. This process can be expanded to
include solution choice, development of an
implementation plan, and monitoring and feedback
of a plan, sections below will describe the
first three stages of this process.

8. Stages of the Behavioral
Problem Solving Process

9. Problem Identification
• Identification of specific behavior (either dysfunctional or
wish for changes)
• Identifies specific group of employees’ behavior is in question,
and justifies the importance of changing that behavior.
• The key outcome of the Problem Identification Stage is the
specification of the Behavioral Gap (also called the
Performance Gap), which is the difference between
expected/desired employee behavior and actual/observed
employee behavior.

10. Problem Identification ... Con’t
Note: It is important to refrain from the attribution of
causes of the Behavioral Gap in this stage of the
problem solving process. Likewise, these problems
should not be defined in terms of
attitudes, personality, or other variables that you
believe are causing the Behavioral Gap

11. Diagnosis
• Problem solver identifies the potential causes of Bahavioral
Gap
• Starts with a First level Diagnosis – used to determine which
of the four fundamental causes of performance is attributable
to the performance problem (Motivation, Skills, Role
Perception, or Resources).
Note: This diagnosis may reveal that the Behavioral Gap is a
function of more than one of these fundamental causes.

12. Diagnosis ... Con’t
• The Second Level Diagnosis attempts to uncover the
root causes of the first level cause.
– For example, if it is determined that the first level cause of
the Behavioral Gap is low motivation, than the second
level diagnoses would attempt to determine the root
causes of low motivation.
• Most successful managers use complex theories of
motivation to help them with this part of the
analysis.

13. Solution Generation
• Lists a number of potential solutions to our
behavioral problem which should be aimed directly
at changing the behavior specified in the behavioral
gap and should be consistent with the causes
outlined in the diagnosis stage.

14. Solution Choice
• Chooses alternative solutions
• Considers cost-effectiveness, likelihood of success,
ease of implementation, the level of disruption to
other systems, and likely effect on other
organizational stakeholders

15. Solution Evaluation
• Asks questions such as:
– Were the right people involved?
– Were the mental models used in our process
accurate?
– Did the process we used have an adverse effect
on the solution chosen?
– What can we do next time to insure a better
result?

16. IV.1
Perception

17. What is Perception?
• Came from the Latin Perceptio, percipio
• How we see the world around us
• Process of attaining awareness or
understanding of the environment by
organizing and interpreting sensory
information.
• The result or product of perceiving
Note: act or faculty of apprehending by means of the
senses or of the mind. Understanding

18. Perceptual Selection
• Perceptual Selection
selectivity of which stimuli to perceive
people perceive (only) a small fraction of the
stimuli to which they are exposed
• Two major factors that affects the selection:
1. Previous experience
2. motives at the time

19. Selective Perception Concept
• Selective Exposure
• Selective Attention
• Perceptual Defence
• Perceptual Blocking

20. Perception and Work Behavior
• People make trait distinctions between occupations as well as
classes
• (1) Organizational and structural factors influence behaviour
and in other ways modify the information that actors have
about each other
• (2) Cognitive and motivational limits on the ability to process
information do not allow actors to correct adequately for
biased source of their information
• Impressions of co-workers and managers are not solely based
on their abilities and dispositions, but are instead heavily
influenced by the roles they play.

21. Principles in Personal Leadership
• Success in your personal growth will be defined by
your success in personal leadership.
3 Major Pillars of Personal Leadership
Attitude Aptitude
Altitude

22. Attitude
• The manner in which you approach any situation is crucial to the results
that you ultimately achieve.
• Your attitude determines your mindset, it is the foundation on which your
responses sit. The attitude you choose to have will determine how
effective you are.
3 Things that we must believe to maintain a positive attitude
Believe in
Choice
Believe in Believe in
Possibilities the Future

23. Aptitude
• determines how well you do something
• the level of your abilities that will sustain the fire in your
attitude
3 things required to have high aptitude
Keen
Awareness
Mentorship Practice

24. Altitude
• heights to which you can grow
• is fuelled by your attitude and aptitude.
Individuals who consistently move to the next level
all have to focus on these 3 things
Desire Intent
Follow
Through

25. Intellegence Defined
• abilities for abstract
thought, understanding, communication, reas
oning, learning, planning, emotional
intelligence and problem solving.

26. Theories of Intelligence

27. General Intelligence
by Charles Spearman
• Intelligence is general cognitive ability that
could be measured and numerically expressed.

28. Primary Mental Abilities
by Louis L. Thurstone
• Seven different primary mental abilities
1. Verbal comprehension
2. Reasoning
3. Perceptual speed
4. Numerical ability
5. Word fluency
6. Associate memory
7. Spatial visualization

29. Multiple Intelligences
by Howard Gardner
• describes eight distinct intelligences that are based
on skills and abilities that are valued within different
cultures.
• A classical model to understand and teach many
aspects of human intelligence, learning style,
personality and behavior.

30. Multiple Intelligences … Con’t
• The ten multiple intelligences Gardner described are:
Intelligence Type Capability and Perception
Visual-spatial Image & Space
Verbal-linguistic Word & Language
Bodily-Kinesthetic Body Movement Control
Logical-mathematical Logic & Numbers
Interpersonal Other’s Feelings
Intra personal Self-Awarness
Musical Music, Sound, Rhythm
Naturalistic Instinct & Natural Environment
Spiritual-Existential Religion & the “Ultimate” Issue
Moral Ethics, Humanity, Value of Life

31. Multiple Intelligences … Con’t
• The theory represents a definition of human nature
from a cognitive perspective. (how we perceive, how
we are aware of things)
• This provides absolutely pivotal and inescapable
indication as to people’s preferred learning styles,
behavioral and working styles, and their natural
strengths.

32. Triarchic Theories of Intelligence
by Robert Sternberg
• "mental activity directed toward purposive adaptation to,
selection and shaping of, real-world environments relevant to
one’s life."
• proposed what he refers to as 'successful intelligence,' which
is comprised of three different factors:
– Analytical intelligence: This component refers to problem-solving
abilities.
– Creative intelligence: This aspect of intelligence involves the ability to
deal with new situations using past experiences and current skills.
– Practical intelligence: This element refers to the ability to adapt to a
changing environment.

33. VAK
(Visual, Auditory, Kinesthetic)
• " Learning style model developed by
Fernald, Keller, Orton, Gillingham, Stillman and Montessori.
• It is a multi-sensory approach to learning and teaching was
originally concerned with the teaching of dyslexic children and
other learners for whom conventional teaching methods were
not effective.
• Gardner’s Theory is one way of looking at thinking styles; VAK
is another.
• Visual – seeing and reading
• Auditory – listening and speaking
• Kinesthetic – touching and doing

34. Theories of Learning
• Learning
– Learning is any change in content or organization of long term memory
or behavior
– It is the key to Consumer Behavior
• Classical Conditioning
– Based on the association of a stimulus and response
– Most common in low involvement situations
– Also known as Pavlovian Conditiong
• Operant Conditioning
– Based on reward/punishment to desired response
– Use of free samples is highly effective
– Also known as Instrumental Learning

35. Theories of Learning … Con’t
• Iconic Rote Theory
– Association between two concepts in the absence of conditioning
– Particularly useful in low/medium involvement purchase
• Vicarious Learning/Modeling
– Learning by observation
– Useful in both high and low involvement purchase
• Reasoning/Analogy
– Also known as Cognitive Learning
– Is a problem solving process associated with goal achievement

36. Factors Affecting Learning
• Importance of Information
• Message involvement
• Mood
• Reinforcement
• Punishment
• Repetition
• Imagery
• Related aspects
– Forgetting – cessation of the stimulus
– Extinction – self choice of an individual

37. Memory
• It is the total accumulation of the prior learning experience
• Short Term Memory
– That portion of the memory which is currently active or in use
– Has limited capacity to store information and sensation
– Two basic types of information processing
• Elaborative Activities – use of previously stored
experiences, activities, values, attitudes, beliefs and feelings to interpret
and evaluate information.
• Maintenance Rehearsals – continuous repetition of information
– Is dependent on
• Concepts
• Imagery

38. Memory … Con’t
• Long Term Memory
– Is an unlimited permanent storage
– Can be roughly divided into 4 parts
• Semantic Memory – basic knowledge and feeling an individual has about
a concept.
• Episodic Memory – Memory of events in which an individual participated.
(Nostalgia)
• Schematic Memory – is a complex web of association developed by
breaking down of information into smaller pieces of related information
linked together.
• Script Memory – memory of how action sequence should occur.
Necessary for consumers to shop effectively.

39. Appendix
12 different theories on how people learn

40. Constructivitism
• a philosophy of learning founded on the premise
that, by reflecting on our experiences, we construct
our own understanding of the world we live in.
• Each of us generates our own “rules” and “mental
models,” which we use to make sense of our
experiences. Learning, therefore, is simply the
process of adjusting our mental models to
accommodate new experiences.

41. Behaviorism
• a learning theory that only focuses on objectively
observable behaviors and discounts any independent
activities of the mind.
• define learning as nothing more than the acquisition
of new behavior based on environmental conditions.

42. Piaget’s Developmental Theory
• Swiss biologist and psychologist Jean Piaget (1896-
1980)
• based on the idea that the developing child builds
cognitive structures–in other words, mental “maps,”
schemes, or networked concepts for understanding
and responding to physical experiences within his or
her environment.

43. Brain-Based Learning
• based on the structure and function of the brain.
• As long as the brain is not prohibited from fulfilling
its normal processes, learning will occur.

44. Multiple Intelligences
• Howard Gardner,
• suggests there are at least seven ways that people
have of perceiving and understanding the world.
• Gardner labels each of these ways a distinct
“intelligence”–in other words, a set of skills allowing
individuals to find and resolve genuine problems
they face.

45. Right Brain/Left Brain Thinking
• the structure and functions of the mind suggests that
the two different sides of the brain control two
different “modes” of thinking.
• suggests that each of us prefers one mode over the
other.

46. Communities of Practice
• views learning as an act of membership in a
“community of practice.”
• seeks to understand both the structure of
communities and how learning occurs in them.

47. Control Theory
• the theory of motivation proposed by William
Glasser
• contends that behavior is never caused by a
response to an outside stimulus. Instead, the control
theory states that behavior is inspired by what a
person wants most at any given time: survival, love,
power, freedom, or any other basic human need.

48. Observational Learning
• also called social learning theory,
• occurs when an observer’s behavior changes after
viewing the behavior of a model.
• An observer’s behavior can be affected by the
positive or negative consequences–called vicarious
reinforcement or vicarious punishment– of a model’s
behavior.

49. Lev Vygotsky and Social Cognition
• asserts that culture is the prime determinant of
individual development.
• - Humans are the only species to have created
culture, and every human child develops in the
context of a culture. Therefore, a child’s learning
development is affected in ways large and small by
the culture–including the culture of family
environment–in which he or she is enmeshed.