Models of Organizational Behavior (OB)

Organizational BehaviorOrganizational Behavior
Models of OBModels of OB
Syed Md. Sajjad KabirSyed Md. Sajjad Kabir
Lecturer, Dept. of Psychology, CULecturer, Dept. of Psychology, CU
Topics CoveredTopics Covered
•Theory X and Theory YTheory X and Theory Y
•Autocratic ModelAutocratic Model
•Custodial ModelCustodial Model
•Supportive ModelSupportive Model
•Collegial ModelCollegial Model
•System ModelSystem Model
•Individual Level VariablesIndividual Level Variables
SMS Kabir, smskabir@psy.jnu.ac.bd;
smskabir218@gmail.com 1

THEORY-X AND THEORY-YTHEORY-X AND THEORY-Y
 Theory X:Theory X: manager’s negative perceptionmanager’s negative perception
of subordinates’ potentials. Subordinatesof subordinates’ potentials. Subordinates
dislike work; they are poorly motivated;dislike work; they are poorly motivated;
and require close supervision.and require close supervision.
 Theory Y:Theory Y: manager’s positive perceptionmanager’s positive perception
of subordinates’ potentials. Subordinatesof subordinates’ potentials. Subordinates
are self-directing; seeks responsibility;are self-directing; seeks responsibility;
work is as natural as play or rest.work is as natural as play or rest.

Assumptions of Theory XAssumptions of Theory X Assumptions of Theory YAssumptions of Theory Y
●●People have an inherent dislikePeople have an inherent dislike
for work and will avoid itfor work and will avoid it
whenever possible.whenever possible.
●●Work is as natural as play and rest.Work is as natural as play and rest.
●●People must be coerced,People must be coerced,
controlled, directed, orcontrolled, directed, or
threatened with punishment.threatened with punishment.
●●People will exercise self-direction if theyPeople will exercise self-direction if they
are committed to the objectives (they areare committed to the objectives (they are
NOT lazy).NOT lazy).
●●People prefer to be directed, doPeople prefer to be directed, do
not want responsibility, and havenot want responsibility, and have
little or no ambition.little or no ambition.
●●Commitment to objectives is a functionCommitment to objectives is a function
of the rewards associated with theirof the rewards associated with their
achievement.achievement.
●●People seek security above allPeople seek security above all
else.else.
●●People learn to accept and seekPeople learn to accept and seek
responsibility.responsibility.
●●Creativity, ingenuity, and imaginationCreativity, ingenuity, and imagination
are widely distributed among theare widely distributed among the
population.population.
●●People are capable of using thesePeople are capable of using these
abilities to solve an organizationalabilities to solve an organizational
problem.problem.
●●People have potential.People have potential.

MODELS OF OBMODELS OF OB
AutocraticAutocratic CustodialCustodial SupportiveSupportive CollegialCollegial SystemSystem
Basis ofBasis of
ModelModel
PowerPower EconomicEconomic
resourcesresources
LeadershipLeadership PartnershipPartnership Trust,Trust,
Community,Community,
MeaningMeaning
ManagerialManagerial
OrientationOrientation
AuthorityAuthority MoneyMoney SupportSupport Team workTeam work Caring,Caring,
CompassionCompassion
EmployeeEmployee
OrientationOrientation
ObedienceObedience Security andSecurity and
benefitsbenefits
JobJob
performanceperformance
ResponsibleResponsible
behaviorbehavior
PsychologicalPsychological
ownershipownership
EmployeeEmployee
PsychologicalPsychological
ResultResult
DependenceDependence
on bosson boss
DependenceDependence
onon
organizationorganization
ParticipationParticipation Self-Self-
disciplinediscipline
Self-motivationSelf-motivation
EmployeeEmployee
Needs MetNeeds Met
SubsistenceSubsistence SecuritySecurity Status andStatus and
recognitionrecognition
Self-Self-
actualizationactualization
Wide rangeWide range
PerformancePerformance
ResultResult
MinimumMinimum PassivePassive
cooperationcooperation
AwakenedAwakened
drivesdrives
ModerateModerate
enthusiasmenthusiasm
Passion andPassion and
commitment tocommitment to
organizationalorganizational
goalsgoals

INDIVIDUAL VARIABLESINDIVIDUAL VARIABLES
All our behavior is somewhat shaped byAll our behavior is somewhat shaped by
our personalities and experiences.our personalities and experiences.
There are three individual levelThere are three individual level
variables:variables:
1. Biographical Characteristics1. Biographical Characteristics
2. Ability and2. Ability and
3. Learning3. Learning

1.1. Biographical characteristicsBiographical characteristics
(a)(a)AgeAge: older workers bring to: older workers bring to
their job specifically experience,their job specifically experience,
judgment, a strong work ethicjudgment, a strong work ethic
and commitment to quality.and commitment to quality.
But older workers are alsoBut older workers are also
perceived as locking flexibilityperceived as locking flexibility
and as being resistant to newand as being resistant to new
technology.technology.

(b) Gender(b) Gender: women are more willing to: women are more willing to
conform to authority and that men areconform to authority and that men are
more aggressive and more likely thanmore aggressive and more likely than
women to have expectations of success.women to have expectations of success.
Generally, there is no significantGenerally, there is no significant
difference in job productivity betweendifference in job productivity between
men and women. Similarly, there is nomen and women. Similarly, there is no
evidence indicating that an employee'sevidence indicating that an employee's
gender affects job satisfaction.gender affects job satisfaction.
Biographical characteristicsBiographical characteristics

(c) Marital Status(c) Marital Status: research: research
consistently indicates that marriedconsistently indicates that married
have fewer absences, undergo lesshave fewer absences, undergo less
turnover and are more satisfied withturnover and are more satisfied with
the job than are their unmarriedthe job than are their unmarried
coworkers.coworkers.
Marriage imposes increasedMarriage imposes increased
responsibility that may make a steadyresponsibility that may make a steady
job more valuable and important.job more valuable and important.

(d) Tenure(d) Tenure: a positive: a positive
relationship between seniorityrelationship between seniority
and job productivity. Soand job productivity. So
tenure, expressed as worktenure, expressed as work
experience appears to be aexperience appears to be a
good predictor of employeegood predictor of employee
productivity.productivity.

INDIVIDUAL VARIABLES
2.2. AbilityAbility
Ability refers to an individual's capacity toAbility refers to an individual's capacity to
perform the various tasks in a job. It is aperform the various tasks in a job. It is a
current assessment of what one can do.current assessment of what one can do.
An individual's overall abilities are essentiallyAn individual's overall abilities are essentially
made up of two sets of factors:made up of two sets of factors:
(a) Intellectual abilities(a) Intellectual abilities
(b)(b) Physical abilitiesPhysical abilities

(a)(a) Intellectual abilitiesIntellectual abilities:: IntellectualIntellectual
abilities are those needed to performabilities are those needed to perform
mental activities. Intelligencemental activities. Intelligence
Quotient (IQ) tests are designed toQuotient (IQ) tests are designed to
ascertain one's general intellectualascertain one's general intellectual
abilities.abilities.
AbilityAbility

(b)(b) Physical abilitiesPhysical abilities:: Physical abilitiesPhysical abilities
gain importance for successfully doinggain importance for successfully doing
less skilled and more standardized jobs.less skilled and more standardized jobs.
For example, jobs in which successFor example, jobs in which success
demands stamina, manual dexteritydemands stamina, manual dexterity
(skill), strength or similar talents require(skill), strength or similar talents require
management to identify an employee'smanagement to identify an employee's
physical capabilities.physical capabilities.
AbilityAbility

3.3. LearningLearning
Any relatively permanent changes in behaviorAny relatively permanent changes in behavior
that occurs as a result of experience.that occurs as a result of experience.
 Learning involves change. Change may be goodLearning involves change. Change may be good
or bad from an organizational point of view.or bad from an organizational point of view.
 Change must be relatively permanent.Change must be relatively permanent.
 Learning takes place when there is a change inLearning takes place when there is a change in
action.action.
 Some form of experience is necessary for learning.Some form of experience is necessary for learning.
Experience may be acquired directly throughExperience may be acquired directly through
observation or practice or it may be acquiredobservation or practice or it may be acquired
indirectly, as through reading.indirectly, as through reading.

Models of Organizational Behavior (OB)

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