This document provides an overview of organizational behavior (OB). It defines OB as the field that studies how individuals, groups, and structure impact behavior in organizations. The key points are:
- OB draws from various behavioral sciences like psychology, sociology, and anthropology. It aims to improve organizational effectiveness.
- There are three levels of analysis in OB - individual, group, and organizational system levels. Independent variables can operate at any of these levels to impact dependent variables like productivity, turnover, and job satisfaction.
- Managers face challenges relating to economic pressures, globalization, and workforce diversity that OB can help address through understanding topics like stress, decision-making, and cultural differences.
This chapter introduces organizational behavior and provides an overview of key concepts. It defines OB as a field that examines how individuals, groups, and structure influence behavior in organizations to improve effectiveness. The chapter also outlines the manager's roles and functions, discusses Mintzberg's framework of managerial roles, and identifies the behavioral science disciplines that contribute to OB like psychology, sociology, and social psychology. Finally, it presents OB's three-level model of analysis at the individual, group, and organizational levels.
Organizational behavior is the study of how individuals, groups, and structures behave within organizations. It draws from multiple disciplines including psychology, sociology, anthropology, and social psychology. There are few absolutes in OB as relationships between variables can change based on situational factors. Managers play important roles in planning, organizing, leading, and controlling organizations. Effective managers have strong interpersonal skills in addition to technical skills. OB provides frameworks to analyze behavior at the individual, group, and organizational levels to improve organizational effectiveness.
Chapter 1 what is organizational behavior-slidesZainab Khan
This document provides an overview of organizational behavior and what managers do. It defines organizational behavior as the field that studies how individuals, groups, and structures influence behavior in organizations. Managers achieve goals through directing others' activities. The document outlines the five management functions of planning, organizing, leading, coordinating, and controlling. It also discusses Mintzberg's 10 managerial roles and Katz's three essential management skills. Finally, it presents challenges and opportunities for applying organizational behavior concepts, such as responding to globalization, managing diversity, and improving quality.
1. The document defines organizational behavior as a field that studies how individuals, groups, and structure impact behavior in organizations in order to improve effectiveness.
2. It describes the contributions of psychology, sociology, social psychology, and anthropology to organizational behavior.
3. It lists some of the major challenges and opportunities managers face in using organizational behavior concepts, such as responding to globalization, managing diversity, and improving quality.
This document provides an overview of organizational behavior and management. It defines organizational behavior as the study of how individuals, groups, and structure impact behavior in organizations. It outlines management functions such as planning, organizing, leading, and controlling. Major challenges for managers include responding to globalization, managing diversity, improving quality and productivity, and improving people skills. The document introduces a basic model of organizational behavior with individual, group, and system-level independent variables that influence dependent variables like productivity, absenteeism, and job satisfaction.
This document provides an overview of key topics in organizational behavior that will be covered, including defining OB, attitudes and job satisfaction, motivation and leadership, and organizational change. It discusses how interpersonal skills are important for workplace performance and relationships. It also outlines the manager's roles and necessary skills. Finally, it notes that OB draws from various behavioral science disciplines like psychology, social psychology, sociology, and anthropology to study individual and group behavior in organizations.
This chapter introduces organizational behavior and defines it as the study of how individuals, groups, and structures influence behavior within organizations to improve effectiveness. It discusses the importance of interpersonal skills in the workplace and identifies the manager's key functions as planning, organizing, leading, and controlling. The chapter also outlines the major behavioral science disciplines that contribute to OB, including psychology, social psychology, sociology, and anthropology. Finally, it discusses the three levels of analysis in OB - inputs, processes, and outcomes - and identifies common variables of interest like attitudes, stress, and organizational survival.
This document provides an overview of organizational behavior (OB). It defines OB as the field that studies how individuals, groups, and structure impact behavior in organizations. The key points are:
- OB draws from various behavioral sciences like psychology, sociology, and anthropology. It aims to improve organizational effectiveness.
- There are three levels of analysis in OB - individual, group, and organizational system levels. Independent variables can operate at any of these levels to impact dependent variables like productivity, turnover, and job satisfaction.
- Managers face challenges relating to economic pressures, globalization, and workforce diversity that OB can help address through understanding topics like stress, decision-making, and cultural differences.
This chapter introduces organizational behavior and provides an overview of key concepts. It defines OB as a field that examines how individuals, groups, and structure influence behavior in organizations to improve effectiveness. The chapter also outlines the manager's roles and functions, discusses Mintzberg's framework of managerial roles, and identifies the behavioral science disciplines that contribute to OB like psychology, sociology, and social psychology. Finally, it presents OB's three-level model of analysis at the individual, group, and organizational levels.
Organizational behavior is the study of how individuals, groups, and structures behave within organizations. It draws from multiple disciplines including psychology, sociology, anthropology, and social psychology. There are few absolutes in OB as relationships between variables can change based on situational factors. Managers play important roles in planning, organizing, leading, and controlling organizations. Effective managers have strong interpersonal skills in addition to technical skills. OB provides frameworks to analyze behavior at the individual, group, and organizational levels to improve organizational effectiveness.
Chapter 1 what is organizational behavior-slidesZainab Khan
This document provides an overview of organizational behavior and what managers do. It defines organizational behavior as the field that studies how individuals, groups, and structures influence behavior in organizations. Managers achieve goals through directing others' activities. The document outlines the five management functions of planning, organizing, leading, coordinating, and controlling. It also discusses Mintzberg's 10 managerial roles and Katz's three essential management skills. Finally, it presents challenges and opportunities for applying organizational behavior concepts, such as responding to globalization, managing diversity, and improving quality.
1. The document defines organizational behavior as a field that studies how individuals, groups, and structure impact behavior in organizations in order to improve effectiveness.
2. It describes the contributions of psychology, sociology, social psychology, and anthropology to organizational behavior.
3. It lists some of the major challenges and opportunities managers face in using organizational behavior concepts, such as responding to globalization, managing diversity, and improving quality.
This document provides an overview of organizational behavior and management. It defines organizational behavior as the study of how individuals, groups, and structure impact behavior in organizations. It outlines management functions such as planning, organizing, leading, and controlling. Major challenges for managers include responding to globalization, managing diversity, improving quality and productivity, and improving people skills. The document introduces a basic model of organizational behavior with individual, group, and system-level independent variables that influence dependent variables like productivity, absenteeism, and job satisfaction.
This document provides an overview of key topics in organizational behavior that will be covered, including defining OB, attitudes and job satisfaction, motivation and leadership, and organizational change. It discusses how interpersonal skills are important for workplace performance and relationships. It also outlines the manager's roles and necessary skills. Finally, it notes that OB draws from various behavioral science disciplines like psychology, social psychology, sociology, and anthropology to study individual and group behavior in organizations.
This chapter introduces organizational behavior and defines it as the study of how individuals, groups, and structures influence behavior within organizations to improve effectiveness. It discusses the importance of interpersonal skills in the workplace and identifies the manager's key functions as planning, organizing, leading, and controlling. The chapter also outlines the major behavioral science disciplines that contribute to OB, including psychology, social psychology, sociology, and anthropology. Finally, it discusses the three levels of analysis in OB - inputs, processes, and outcomes - and identifies common variables of interest like attitudes, stress, and organizational survival.
1. Organizational behavior is the study of how individuals and groups act within organizations and how their behaviors impact organizational effectiveness.
2. Managers work in organizations and perform functions like planning, organizing, leading, and controlling to achieve goals through others.
3. The field of organizational behavior draws from multiple disciplines including psychology, sociology, and anthropology to understand workplace behaviors and relationships.
1. Organizational behavior is the study of how individuals and groups act within organizations and how their behaviors impact organizational effectiveness.
2. Managers work in organizations and perform functions like planning, organizing, leading, and controlling to achieve goals through others.
3. The field of organizational behavior draws from multiple disciplines including psychology, sociology, and anthropology to better understand workplace behaviors.
1. Organizational behavior is the study of how individuals and groups act within organizations and how their behaviors impact organizational effectiveness.
2. Managers work in organizations and perform functions like planning, organizing, leading, and controlling to achieve goals through others.
3. The field of organizational behavior draws from multiple disciplines including psychology, sociology, and anthropology to better understand workplace behaviors.
Define organizational behavior (OB).
Describe what managers do.
Explain the value of the systematic study of OB.
List the major challenges and opportunities for managers to use OB concepts.
Identify the contributions made by major behavioral science disciplines to OB.
Organizational Behavior Global 17th Edition Robbins Solutions ManualHashimLester
This chapter introduces organizational behavior and provides an overview of the key topics covered in the textbook. It discusses how OB draws from various behavioral science disciplines like psychology, sociology, and anthropology. The chapter presents an OB model that examines individual, group, and organizational level variables as inputs, processes, and outcomes. It also outlines challenges and opportunities for managers in applying OB concepts, such as managing workforce diversity, improving customer service and employee well-being, and responding to globalization.
This document provides an introduction to organizational behavior. It defines OB as the study of how individuals, groups, and structures impact behavior within organizations. OB draws from various behavioral sciences like psychology, social psychology, sociology, and anthropology. The document outlines an OB model that analyzes behavior at the individual, group, and organizational levels. It also discusses key dependent variables studied in OB like productivity, absenteeism, and turnover. Managers are advised to develop interpersonal skills and apply evidence-based management approaches to address challenges in areas like the economy, globalization, and diversity.
Learning Objectives
1.1 Demonstrate the importance of interpersonal skills in the workplace.
1.2 Define organizational behavior (OB).
1.3 Show the value to OB of systematic study.
1.4 Identify the major behavioral science disciplines that contribute to OB.
1.5 Demonstrate why few absolutes apply to OB.
1.6 Identify managers’ challenges and opportunities in applying OB concepts.
1.7 Compare the three levels of analysis in this text’s OB model.
1.8 Describe the key employability skills gained from studying OB applicable to other majors or future careers.
Demonstrate the Importance of Interpersonal Skills in the Workplace
Interpersonal skills are important because…
‘Good places to work’ have better financial performance.
Better interpersonal skills result in lower turnover of quality employees and higher quality applications for recruitment.
There is a strong association between the quality of workplace relationships and job satisfaction, stress, and turnover.
It fosters social responsibility awareness.
This chapter introduces organizational behavior and its key concepts. It discusses how OB helps managers improve effectiveness through understanding interpersonal skills. The chapter also defines management functions of planning, organizing, leading, and controlling. It explores theories on managerial roles and skills. Additionally, it outlines the contributing disciplines to OB like psychology, social psychology, sociology, and anthropology. The chapter concludes by discussing challenges and opportunities for applying OB concepts.
1) The document discusses organizational behavior and management. It defines organizational behavior as studying how individuals, groups, and structure impact behavior in organizations.
2) It outlines management functions like planning, organizing, leading, and controlling. It also discusses skills managers need like technical, human, and conceptual skills.
3) Organizational behavior draws from multiple disciplines like psychology, sociology, and anthropology to better understand workplace behavior.
Organizational behavior studies how individuals, groups, and structure influence workplace behavior and aims to improve organizational effectiveness. It draws from psychology, sociology, anthropology, and other disciplines to systematically examine relationships between variables and inform evidence-based management. While no absolutes apply, OB concepts address challenges like managing diversity, stimulating innovation, and improving ethics.
This chapter introduces organizational behavior and its importance for managers. It discusses how OB draws from psychology, sociology, anthropology, and social psychology to study individual, group and organizational factors that influence workplace behaviors. The chapter also outlines common dependent variables studied in OB like productivity, turnover and job satisfaction. It emphasizes that OB findings provide general guidance rather than absolute rules due to situational factors.
This document provides an overview of organizational behavior concepts from a textbook. It defines organizational behavior, describes what managers do and their functions. It also discusses Mintzberg's managerial roles, the skills effective managers need, and the challenges and opportunities managers face in areas like quality improvement, diversity, and globalization. The core OB model shows individual, group and system-level independent variables that impact dependent variables like productivity, absenteeism and job satisfaction.
This document provides an overview of organizational behavior concepts from a textbook. It defines organizational behavior, describes what managers do and their functions. It also discusses Mintzberg's managerial roles, the skills effective managers need, and the challenges and opportunities managers face in areas like quality management, workforce diversity, and globalization. The core OB model shows individual, group and organizational factors as independent variables that impact dependent variables like productivity, absenteeism and job satisfaction.
This document provides an overview of organizational behavior concepts from a textbook. It defines organizational behavior, describes what managers do and their functions. It also discusses Mintzberg's managerial roles, the skills effective managers need, and the challenges and opportunities organizational behavior can help address, such as quality improvement, diversity, and globalization. The behavioral science disciplines that contribute to organizational behavior are identified.
This chapter introduces key concepts of management and organizations. It defines management as the process of getting work done through others efficiently and effectively. The chapter outlines the four primary processes of management: planning, organizing, leading, and controlling. It differentiates between managers and operative employees and describes the three levels of managers. The chapter also discusses classical contributions to management theory, including scientific management pioneers like Taylor and administrative management theorists like Fayol and Weber.
Ob i intro- diversity- personality & values- emotions & moodsShivkumar Menon
This document provides an overview and introduction to organizational behavior (OB). It discusses what OB is, why it is studied, and the basic OB model. It also covers key topics in OB like diversity, personality, emotions, and skills required for managerial effectiveness. The basic OB model shows inputs, processes, and outcomes at the individual, group, and organizational levels. Dependent variables in OB include productivity, effectiveness, efficiency, absenteeism, turnover, job satisfaction, and organizational citizenship behavior.
Organizational behavior is the field of study that investigates how individuals, groups, and structure affect behavior within organizations in order to improve their effectiveness. Managers achieve organizational goals through directing the activities of others. They work in organizations, which are social units composed of multiple people working together toward common goals. Effective managers utilize skills in technical areas, managing people, and conceptual/analytical thinking. Organizational behavior research examines how factors like diversity, leadership, and job design impact important outcomes for organizations such as productivity, absenteeism, turnover, and job satisfaction.
The document provides an overview of organizational behavior (OB). It defines OB as the systematic study of how individuals and groups act within organizations. The goals of OB include describing, understanding, predicting, and controlling human behavior in organizations. Key forces that influence organizational behavior include people, structure, technology, and the external environment. Effective OB helps improve organizational performance and effectiveness.
With regards to this article, I agree and disagree on certain leve.docxalanfhall8953
With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
WIT Financial Accounting Test Chapters 5 and 6
1. From the adjusted trial balance for Worker Products Company given below, prepare a multiple-step income statement in good form.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
2. From the adjusted trial balance for Worker Products Company given below, prepare the necessary closing entries.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
3. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the LIFO periodic inventory method, what would be the cost of the ending inventory?
4. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the FIFO periodic inventory method, what would be the cost of the ending inventory?
5. Flaxco purchases inventory from overseas and incurs the following costs: the cost of the merchandise is $50,000, credit terms are 2/10, n/30 that apply only to the $50,000; FOB shipping point freight charges are $1,500; insurance during transit is $500; and import duties .
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1. Organizational behavior is the study of how individuals and groups act within organizations and how their behaviors impact organizational effectiveness.
2. Managers work in organizations and perform functions like planning, organizing, leading, and controlling to achieve goals through others.
3. The field of organizational behavior draws from multiple disciplines including psychology, sociology, and anthropology to understand workplace behaviors and relationships.
1. Organizational behavior is the study of how individuals and groups act within organizations and how their behaviors impact organizational effectiveness.
2. Managers work in organizations and perform functions like planning, organizing, leading, and controlling to achieve goals through others.
3. The field of organizational behavior draws from multiple disciplines including psychology, sociology, and anthropology to better understand workplace behaviors.
1. Organizational behavior is the study of how individuals and groups act within organizations and how their behaviors impact organizational effectiveness.
2. Managers work in organizations and perform functions like planning, organizing, leading, and controlling to achieve goals through others.
3. The field of organizational behavior draws from multiple disciplines including psychology, sociology, and anthropology to better understand workplace behaviors.
Define organizational behavior (OB).
Describe what managers do.
Explain the value of the systematic study of OB.
List the major challenges and opportunities for managers to use OB concepts.
Identify the contributions made by major behavioral science disciplines to OB.
Organizational Behavior Global 17th Edition Robbins Solutions ManualHashimLester
This chapter introduces organizational behavior and provides an overview of the key topics covered in the textbook. It discusses how OB draws from various behavioral science disciplines like psychology, sociology, and anthropology. The chapter presents an OB model that examines individual, group, and organizational level variables as inputs, processes, and outcomes. It also outlines challenges and opportunities for managers in applying OB concepts, such as managing workforce diversity, improving customer service and employee well-being, and responding to globalization.
This document provides an introduction to organizational behavior. It defines OB as the study of how individuals, groups, and structures impact behavior within organizations. OB draws from various behavioral sciences like psychology, social psychology, sociology, and anthropology. The document outlines an OB model that analyzes behavior at the individual, group, and organizational levels. It also discusses key dependent variables studied in OB like productivity, absenteeism, and turnover. Managers are advised to develop interpersonal skills and apply evidence-based management approaches to address challenges in areas like the economy, globalization, and diversity.
Learning Objectives
1.1 Demonstrate the importance of interpersonal skills in the workplace.
1.2 Define organizational behavior (OB).
1.3 Show the value to OB of systematic study.
1.4 Identify the major behavioral science disciplines that contribute to OB.
1.5 Demonstrate why few absolutes apply to OB.
1.6 Identify managers’ challenges and opportunities in applying OB concepts.
1.7 Compare the three levels of analysis in this text’s OB model.
1.8 Describe the key employability skills gained from studying OB applicable to other majors or future careers.
Demonstrate the Importance of Interpersonal Skills in the Workplace
Interpersonal skills are important because…
‘Good places to work’ have better financial performance.
Better interpersonal skills result in lower turnover of quality employees and higher quality applications for recruitment.
There is a strong association between the quality of workplace relationships and job satisfaction, stress, and turnover.
It fosters social responsibility awareness.
This chapter introduces organizational behavior and its key concepts. It discusses how OB helps managers improve effectiveness through understanding interpersonal skills. The chapter also defines management functions of planning, organizing, leading, and controlling. It explores theories on managerial roles and skills. Additionally, it outlines the contributing disciplines to OB like psychology, social psychology, sociology, and anthropology. The chapter concludes by discussing challenges and opportunities for applying OB concepts.
1) The document discusses organizational behavior and management. It defines organizational behavior as studying how individuals, groups, and structure impact behavior in organizations.
2) It outlines management functions like planning, organizing, leading, and controlling. It also discusses skills managers need like technical, human, and conceptual skills.
3) Organizational behavior draws from multiple disciplines like psychology, sociology, and anthropology to better understand workplace behavior.
Organizational behavior studies how individuals, groups, and structure influence workplace behavior and aims to improve organizational effectiveness. It draws from psychology, sociology, anthropology, and other disciplines to systematically examine relationships between variables and inform evidence-based management. While no absolutes apply, OB concepts address challenges like managing diversity, stimulating innovation, and improving ethics.
This chapter introduces organizational behavior and its importance for managers. It discusses how OB draws from psychology, sociology, anthropology, and social psychology to study individual, group and organizational factors that influence workplace behaviors. The chapter also outlines common dependent variables studied in OB like productivity, turnover and job satisfaction. It emphasizes that OB findings provide general guidance rather than absolute rules due to situational factors.
This document provides an overview of organizational behavior concepts from a textbook. It defines organizational behavior, describes what managers do and their functions. It also discusses Mintzberg's managerial roles, the skills effective managers need, and the challenges and opportunities managers face in areas like quality improvement, diversity, and globalization. The core OB model shows individual, group and system-level independent variables that impact dependent variables like productivity, absenteeism and job satisfaction.
This document provides an overview of organizational behavior concepts from a textbook. It defines organizational behavior, describes what managers do and their functions. It also discusses Mintzberg's managerial roles, the skills effective managers need, and the challenges and opportunities managers face in areas like quality management, workforce diversity, and globalization. The core OB model shows individual, group and organizational factors as independent variables that impact dependent variables like productivity, absenteeism and job satisfaction.
This document provides an overview of organizational behavior concepts from a textbook. It defines organizational behavior, describes what managers do and their functions. It also discusses Mintzberg's managerial roles, the skills effective managers need, and the challenges and opportunities organizational behavior can help address, such as quality improvement, diversity, and globalization. The behavioral science disciplines that contribute to organizational behavior are identified.
This chapter introduces key concepts of management and organizations. It defines management as the process of getting work done through others efficiently and effectively. The chapter outlines the four primary processes of management: planning, organizing, leading, and controlling. It differentiates between managers and operative employees and describes the three levels of managers. The chapter also discusses classical contributions to management theory, including scientific management pioneers like Taylor and administrative management theorists like Fayol and Weber.
Ob i intro- diversity- personality & values- emotions & moodsShivkumar Menon
This document provides an overview and introduction to organizational behavior (OB). It discusses what OB is, why it is studied, and the basic OB model. It also covers key topics in OB like diversity, personality, emotions, and skills required for managerial effectiveness. The basic OB model shows inputs, processes, and outcomes at the individual, group, and organizational levels. Dependent variables in OB include productivity, effectiveness, efficiency, absenteeism, turnover, job satisfaction, and organizational citizenship behavior.
Organizational behavior is the field of study that investigates how individuals, groups, and structure affect behavior within organizations in order to improve their effectiveness. Managers achieve organizational goals through directing the activities of others. They work in organizations, which are social units composed of multiple people working together toward common goals. Effective managers utilize skills in technical areas, managing people, and conceptual/analytical thinking. Organizational behavior research examines how factors like diversity, leadership, and job design impact important outcomes for organizations such as productivity, absenteeism, turnover, and job satisfaction.
The document provides an overview of organizational behavior (OB). It defines OB as the systematic study of how individuals and groups act within organizations. The goals of OB include describing, understanding, predicting, and controlling human behavior in organizations. Key forces that influence organizational behavior include people, structure, technology, and the external environment. Effective OB helps improve organizational performance and effectiveness.
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With regards to this article, I agree and disagree on certain levels pertaining to racism in video games. I have been playing video games since the Nintendo days and I have noticed many stereotypes in video games that Evan has pointed out. Although Evan feels that all black characters are subject to stereotypes, there are bunches of game characters that I believe are not under this category and are in fact very ambitious characters. For example, Lee Everett from the Walking Dead: Season 1 game, Captain Anderson from the Mass Effect Trilogy, Franklin from Grand Theft Auto V and Sgt. Johnson from the Halo series. The problem I have with Evan's critique is the fact that he is judging black characters based on how they act and look, something that society does to members of the visible minority in the real world. Majority of the characters that are in question may seem stereotypical at first but if you delve deeper into their character you start to realize that there is depth behind that person rather than just big muscles and a loud mouth. In my opinion, whenever I play a video game I can care less what the race of my character is and I look more towards their development as a character and the story that it is telling. Many "gamers" share this same opinion from research I have done and even in the comment section of this article. I get the notion that he is looking for a character that is "white" but the problem is whenever a black character is given the same characteristics as a white character, they are not well received and are made fun of for being "white washed". There seems to be a double standard with how black characters are portrayed and is also something that will unfortunately never be able to appease to everyone due to the fact that everyone shares a different opinion on how certain types of characters should be portrayed.
3/25/2014
1/11
The Social Construction of "Race"
As our discussions have revealed over the past few weeks, negative or stereotypical representation in media
has real consequences. Such representations not only reflect but also reinforce the marginality of minority
groups. Thus, it follows that the political empowerment of subordinate groups in society--such as women,
youth, people with disabilities, gays and lesbians, the poor--depends in part on changing the way these
groups are represented.
How can we think about the issues of representation and empowerment in relation to racial minorities? First,
we need to gain a better understanding of the social construction of racial and ethnic identity.
Ethnicity
'Ethnicity' and 'race' are linked but distinct categories. Ethnicity is a broad social category that addresses
one’s perceived membership in a larger group based on an attachment to an actual or possible homeland, its
cultural heritage, belief system, political history, language, myths, customs, manners, food, literature, sport, art
or architectural style. Ethnic affiliations are acknowledged and pa.
WIT Financial Accounting Test Chapters 5 and 6
1. From the adjusted trial balance for Worker Products Company given below, prepare a multiple-step income statement in good form.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
2. From the adjusted trial balance for Worker Products Company given below, prepare the necessary closing entries.
Worker Products Company
Adjusted Trial Balance
December 31
Debit
Credit
Cash
$9,400
Accounts receivable
25,000
Merchandise inventory
36,000
Office supplies
900
Store equipment
75,000
Accumulated depreciation - store equipment
$22,000
Office equipment
60,000
Accumulated depreciation -office equipment
15,000
Accounts payable
42,000
Notes payable
10,000
F. Worker, Capital
110,700
F. Worker, Withdrawals
48,000
Sales
325,000
Sales discounts
6,000
Sales returns and allowances
16,500
Cost of goods sold
195,000
Sales salaries expense
32,500
Depreciation expense - store equipment
11,000
Depreciation expense - office equipment
7,500
Office supplies expense
1,300
Interest expense
600
Totals
$524,700
$524,700
3. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the LIFO periodic inventory method, what would be the cost of the ending inventory?
4. A company made the following merchandise purchases and sales during the month of May:
May 1
Purchased
380 units at
$15 each
May 5
Purchased
270 units at
$17 each
May 10
Sold
400 units at
$50 each
May 20
Purchased
300 units at
$22 each
May 25
Sold
400 units at
$50 each
There was no beginning inventory. If the company uses the FIFO periodic inventory method, what would be the cost of the ending inventory?
5. Flaxco purchases inventory from overseas and incurs the following costs: the cost of the merchandise is $50,000, credit terms are 2/10, n/30 that apply only to the $50,000; FOB shipping point freight charges are $1,500; insurance during transit is $500; and import duties .
Windows Server Deployment ProposalOverviewEach student will .docxalanfhall8953
Windows Server Deployment Proposal
Overview
Each student will create a detailed, organized, unified technical solution given the scenario described below. The submission will be in a written format, with at least one diagram, and may include additional diagrams, charts or tables. The assignment is meant for students to enhance their mastery of the material and to provide a creative and realistic way in which to apply knowledge from this course.
Scenario
Worldwide Advertising, Inc. (referred to as “WAI”) has hired you as an IT consultant for implementing their Windows network infrastructure. WAI is a new advertising firm, and they are currently hiring staff, establishing two locations, and have a need to get their internal IT services configured. They do not yet have an IT staff, but when they do, the IT staff will take over all aspects of IT administration. You are required to supply WAI with a solution which describes the implementation and configuration of their core IT services. Cost is not a significant concern – WAI wishes to implement the “right” solution to fit their needs now and for the next 2-3 years.
There are several details about WAI which will have an impact on your choices:
· WAI will start with 110 employees, in the following departments:
· Executives (9 employees) – manage and run the company
· Accounts and Sales Department (15 employees) – perform market research and maintain accounts
· Creative, Media and Production Department (59 employees) – advertising
· Human Resources and Finances (17 employees) – perform HR and financial duties
· IT (10 employees) – manage IT for the company
· WAI will have two sites, one in Seattle and one in New York. Most staff will be located in Seattle, with at least 1 person from each of the departments above located in NY.
· Networking equipment is already in place for both sites. A secure tunnel (using IPSec) will be established between the two sites so that inter-site traffic will be securely tunneled over the Internet. You may make whatever other assumptions you wish about intra-and inter-site connectivity.
· Security mechanisms (e.g., firewalls, intrusion detection) will be handled separately, and there is no need to describe them.
· Some departments will want their data to remain private from other departments (e.g., Finances personnel will not want Production staff to see the company’s financial details). Your team may make assumptions about how data should be shared or kept private.
· Assumptions can be made regarding any information not included here; all assumptions should be identified, however.
Topics to Cover
Your document should cover the content presented in the course. The outline below contains recommended points to cover. You are free to add other related information.
Describe the technical and business reasons for each choice, citing other resources as appropriate.
The Windows Server 2012 operating system should be used for all aspects of the solution.
The topics inclu.
Willowbrook SchoolBackgroundWillowbrook School is a small, pri.docxalanfhall8953
Willowbrook School
Background
Willowbrook School is a small, private school in the Midwest United States. For the past 20 years, it has offered a curriculum for preschool through 6th grade. Five years ago it expanded to offer after-school care, usually referred to as after care, on premises. After care is not only offered to Willowbrook’s students, but also for students of other schools in the area.
As an independent systems analyst working as a team, you work as an IT consultant, specializing in developing IT solutions for small businesses. You have been contacted by the director, Victoria Owens, to discuss the possibility of setting up a computer system to handle some of the school’s administrative and financial tasks. She explains to you that Willowbrook is experiencing significant increases in enrollment applications for all programs. Increases in applications, coupled with increased demand for after-school care, have led to a very high workload for the administrative personnel and staff. The principal and teachers have stepped in where possible, but the demand is becoming too great. Willowbrook School is a non-profit, and is not in a position to hire another full-time administrative position, which is what the principal and director think would be needed to handle the increased workload. You agree to meet with Victoria and the principal, Kathy Gilliard next week to discuss the school and its need for an information system.
You sit down with Victoria and Kathy on Wednesday to ask them some questions to help you determine what type of information system they need. You explain to them that information systems bring computer hardware and software together with people, processes, and data to produce specific results. They are excited to tell you about their situation and what they have in mind for a computer system to help with some of the work load. To help you with planning for the information system, you ask them about what personnel they have, as well as some questions to determine what types of information each person needs to do their job.
Victoria explains her role as the executive director of the school. She administers the activities of the school in accordance with the mission, vision, and policies established by the Board of Directors. She supports the educational staff and oversees the financial, payroll, and human resources functions for the school. She also prepares all necessary reports and evaluations for the state and local school boards. Kathy says that as the principal of Willowbrook she handles the academic and curricular issues that arise, and ensures that the school meets all federal and state educational standards. Kathy and the teachers who report to her make decisions jointly about admissions and assignments to classrooms. The two kitchen staff personnel, a head cook and an assistant, also report to the principal. She also coordinates students’ bus transportation schedule. The school contracts with a local bussing co.
Wind PowerUsed For Millennia Variations in alb.docxalanfhall8953
Wind Power
Used For Millennia
Variations in albedo
Wind
The Uneven Heating of the Surface
Annual average net radiation from the Earth’s surface 1995 - 1986
Areas of heat gain and loss on Earth’s surface
Re-distribution of Excess Heat
Atmospheric Circulation on a Non-rotating
Earth
One cell in each hemisphere.
Warm air rises at the equator and moves north.
Cool air sinks at the poles and flows toward the equator.
Coriolis Effect
Coriolis Effect: tendency of a fluid (water or air) to be deflected from
its straight-line path as it moves across the Earth’s surface.
Deflection of a moving object is to the Right in the Northern
Hemisphere and Left in the Southern Hemisphere.
High Pressure
High Pressure
Low Pressure
High Pressure
Rising air
Descending air
Low Pressure
Descending Air
Rising air
Low pressure
Descending air
Atmospheric Circulation on a Rotating Earth
InterTropical Convergence Zone
(another source of wind)
Wind Generation
Turbine Blades
Inside of Wind Turbine
Size Scale of Wind Turbines
Small Scale Wind Power (Domestic systems)
Large Scale Wind Power (Grid Systems)
Wind Characteristics
Highly variable at several different timescales:
From hour to hour
Daily
Seasonally
High demand may not correspond to peak winds.
Instantaneous electrical generation and consumption must remain in
balance to maintain the grid stability.
Intermittent winds pose problem for wind power. Backup generation
capacity (fossil fuels) or energy storage (pump storage) may be
needed.
Turbine Size
Domestic size Grid size
Early Wind Farms
Limited output per turbine.
Required large numbers of turbines.
Large Scale Wind Turbines
Note bus
New Wind Turbine Designs
Learning From Nature
Humpback Whale Blade design
Potential Wind Energy Regions
Wind & Water
Ocean wind farm off Denmark
Energy Output Vs. Wind Velocity
Each potential wind farm has its own wind characteristics
Advantages of Wind Power
• No fuel consumed.
• No air pollution.
• Energy used to build a wind power plant equals the
energy produced by the plant in a few months time =
pays for itself.
• Allows for multiple land use in farming and electrical
generation.
Surprising Resistance to Wind Power
Environmental Effects
Danger to birds and bats.
Noisy (whooof, whooof)
Medical problems
Aesthetics (Cape Cod).
Danger to birds and bats
Danger to birds and bats
Birdwatchers in UK flock to see rare
bird, then watch it killed by wind turbine
Bird Friendly Compressed Air
Turbine
Perceived Wind Noise
San Gorgoino Pass, California
Near Palm Springs, popular resort
New Wind Farm Proposal
Cape Cod Wind Farm
Against
Against
Can’t Please Everybody
Artist Rendition of Proposed Cape
Cod Wind Farm
Cape Cod wind farm would not be visible for
more that 7 - 8 months a year due to haze.
Isle of Lewis, Scotland
Isle of Lewis Standing Stones
La Venta,.
winter 2013 235 CREATE A CONTRACTInstructionsI will giv.docxalanfhall8953
winter 2013 235
CREATE A CONTRACT
Instructions:
I will give you a fact scenario below that involves some college students who are having difficulty living together as roommates.
Your task will be to create a contract to solve the problems and issues that the fact pattern raises. Hint I had (sixteen) 16 issues when I did the assignment.
After you create the contract, you will then include around a two page written description about WHY you chose to design the provisions of the contract the way you did.
Your grade will be based on:
1. Whether your contract identifies and solves the problems
2. Whether your contract is realistic
a. (ie a clause that says no roommate shall ever enter the room of another roommate is not practical because what if you hear them yelling for help, or if you haven’t seen them in 14 days.) I want you to think about “loopholes” and the “what if” types of things that can go wrong.
3. Language… Really in this assignment PLEASE pay attention to the words you type because one missing word can make the contract really silly… In last year’s contracts I had someone write… A roommate can eat any food in the apartment that has their name on it… (Great give me a pen and I’ll just put my name on everything).
4. Your explanation, did you have sound reasoning for putting in something in the contract.
5. Following the LAW:… This assignment requires you to have a general understanding of what a contract is and how it works… That is, after all, what we have been studying.
a. Do not include items in your contract that are illegal or are not a contract… For example do not say if the roommate leaves the toilet seat up, they will place their hands on the toilet and have their fingers slammed 10 times by the toilet seat. (That’s not enforceable)
b. Do NOT include something like… If roommate “brion” doesn’t like the punishment he can change it to what he wants, or if I don’t want to follow this rule I don’t have to”… (It is not a contract if one person can CHOOSE to not follow something, It also not a contract when you leave punishments, requirements ect for the “future to be determined”
6. Creativity/problem solving/format of contract
a. You must follow the general format of a contract I have included after the fact scenario… Trust me I am including the sections that ALL your contracts must have for your benefit. It will make organizing it a lot easier for you.
b. You must CHOOSE to write your contract from the viewpoint of one of the four people below or as a disinterested outside party… This is critical because if you are writing the contract from the perspective of one of the people it should FAVOR that person (in a reasonable way), if you are writing as a disinterested third party (an attorney) you should try and be as fair to all as possible.
c. In your explanation tell me from what viewpoint…actually make that your first sentence.
******************************************************************
.
WinEst As 1. Es2. Tassignment stInfo (Esti.docxalanfhall8953
WinEst As
1. Es
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b. Due:
c. Estima
d. Start
e. Estima
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Date: Toda
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Tables:
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3. Adding Markups
a. Add Net Markup
i. Name: Overhead and Profit
ii. Type: 15%
b. Add Sales Tax
i. Name: Sales Tax
ii. Type: 6.5%
iii. Restrict this Tax Markup to: Material
4. Print Report
a. Report 1:
i. Sheet View, set Filter to “’95 Div Details”
ii. File -> Print Preview -> Style
1. Layout: Landscape
2. Header/Footer -> Custom Header
a. Left Text (Use Field Tags…)
i. Est Info – Project Name
ii. Est Info – Start Date
iii. Est Info – Due Date
b. Center Text (Use Field Tags…)
i. Est Info – Type
ii. Est Info – Status
c. Right Text
i. Name
ii. Professor Name
iii. Class
iv. Date
b. Report 2:
i. Totals View
ii. File -> Print Preview
1. Ensure the Layout and Headers match Report 1
5. DUE: Monday, April 7, 2014 by 5:00 pm
1
Getting Started with WinEst
Sample Exercise v10.1
Professional Cost Estimating and Budgeting
Things you need to know about WinEst
Pull Down Menus & Tool Bars
There are different ways to view your toolbar in WinEst. Here are 2 examples. If you prefer large toolbar buttons,
select ‘Preferences’ from the ‘Tools’ menu option. Now select the Toolbars option from the displayed list of
preferences. To the right, under ‘Style’, change the Images to ‘Large’. Click OK.
Toolbar - Small Images with Short Text
Toolbar - Large Images with Text
WinEst has pull down menus for each of the following - File, Edit, View, Filters, Tables, Tools, Database, Reports,
Custom, Window and Help. When the mouse is clicked on one of these menu items, a list drops down and the
available commands display for that menu. Scan the menus to see the features available in the WinEst program.
Help
Help is always available. You can select the Contents command on the Help menu or press the F1 key to view
help.
2
Navigating in WinEst
WinEst has three main views. These enable you to follow a structured method for building and reviewing your
estimates. You can move from view to view at any time by clicking one of the corresponding toolbar buttons
(‘Takeoff’, ‘Sheet’ and ‘Totals’) or by making selections from the ‘View’ Menu.
Takeoff View
This view is for adding items to your estimate from the price book Database. From here you can:
• Lookup items in the database
• Perform takeoff calculations
• Assign Work Breakdown Structures (WBS) to items
• Analyze the Item takeoff audit trail
• Enter unique, “one time” items
• Add notes to it.
Wiley Plus Brief Exercise 6 –Accounting 100Brief Exercise 6-1B.docxalanfhall8953
Wiley Plus Brief Exercise 6 –Accounting 100
Brief Exercise 6-1
Brief Exercise 6-1
Farley Company identifies the following items for possible inclusion in the taking of a physical inventory.
Indicate whether each item should be "Included" or "Not Included" from the inventory taking.
(a)
Goods shipped on consignment by Farley to another company.
(b)
Goods in transit from a supplier shipped FOB destination.
(c)
Goods sold but being held for customer pickup.
(d)
Goods held on consignment from another company.
Brief Exercise 6-2
Wilbur Company has the following items:
Indicate whether each item should be "Included" or "Not Included" from the inventory taking.
(a)
Freight-In
(b)
Purchase Returns and Allowances
(c)
Purchases
(d)
Sales Discounts
(e)
Purchase Discounts
Brief Exercise 6-8
Pettit Company reports net income of $90,000 in 2014. However, ending inventory was understated $7,000.
What is the correct net income for 2014?
The correct net income for 2014
$
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Open Show Work
Brief Exercise 6-9 (Part Level Submission)
At December 31, 2014, the following information was available for A. Kamble Company: ending inventory $40,000, beginning inventory $60,000, cost of goods sold $270,000, and sales revenue $380,000.
Warning
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(a)
Calculate inventory turnover for A. Kamble Company. (Round answer to 1 decimal place, e.g. 1.5.)
Inventory turnover
times
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Click if you would like to Show Work for this question:
Open Show Work
Modify Show Work
Exercise 6-1
Tri-State Bank and Trust is considering giving Josef Company a loan. Before doing so, management decides that further discussions with Josef’s accountant may be desirable. One area of particular concern is the inventory account, which has a year-end balance of $297,000. Discussions with the accountant reveal the following.
1.
Josef sold goods costing $38,000 to Sorci Company, FOB shipping point, on December 28. The goods are not expected to arrive at Sorci until January 12. The goods were not included in the physical inventory because they were not in the warehouse.
2.
The physical count of the inventory did not include goods costing $95,000 that were shipped to Josef FOB destination on December 27 and were still in transit at year-end.
3.
Josef received goods costing $22,000 on January 2. The goods were shipped FOB shipping point on December 26 by Solita Co. The goods were not included in the physical count.
4.
Josef sold goods costing $35,000 to Natali Co., FOB destination, on December 30. The goods were received at Natali on January 8. They were not included in Josef's physical inventory.
5.
Josef received goods costing $44,000 on January 2 that were sh.
Winter 2011 • Morality in Education 35Workplace Bullying .docxalanfhall8953
Winter 2011 • Morality in Education 35
Workplace Bullying: Costly and
Preventable
By Terry L Wiedmer
W orkplace bullying is a pervasive practice by malicious individuals who seekpower, control,domination, and subjugation. In businesses or schools, such bullying is an inefficient
way of working that is both costly and preventable. Senior management and executives are
ultimately responsible for creating and sustaining bully-free workplaces. Workplace bullies can be
stopped if employees and employers work together to establish and enforce appropriate workplace
policies and practices. This article presents information about workplace bullying, including its
prevalence, targeted individuals, bullying behaviors, employer practices, and steps to prevent
bullying. In the end, leadership and an environment of respect provide the ultimate formula for
stopping workplace bullying.
Bullying occurs between and among people in all venues—in the home, community, and
workplace. It is a pervasive, targeted, and planned effort that can be overtly obvious or
can fly under the radar and is conducted by practiced and malicious individuals who seek
power, control, domination, and subjugation. The impacts of such actions—in terms of
finances, emotions, health, morale, and overall productivity—are destructive, and the
ramifications are limitless (Mattice, 2009). Because no one is immune from the potential of
being subjected to bullying in the workplace, this topic merits further review and analysis
(Van Dusen, 2008). :
To combat workplace bullying, often referred to as psychological harassment or
violence (Workplace Bullying Institute [WBI], 2007), employers must have a full range of
policies in place and means available to them to create and maintain a healthy workplace
culture and climate. Although they are not generally for-profit endeavors, schools and
school systems are purposeful businesses that share the same concerns and have the same
responsibility to ensure that each employee works in a respectful environment and is not
subjected to workplace bullies.
Workplace Bullying •
According to the Workforce Bullying Institute (WBI), workplace bullying is
the repeated, health-harming mistreatment of one or more persons (the targets)
by one or more perpetrators that takes one or more of the following forms: verbal
abuse; offensive conduct/behaviors (including nonverbal) which are threatening,
humiliating, or intimidating; and work interference—sabotage—which prevents
work from getting done. (Definition of Workplace Bullying, para. 1)
Bullies seek to induce harm, jeopardize one's career and job, and destroy interpersonal
relationships. The behaviors of bullies harm people and ravage profits.
36 The Delta Kappa Gamma Bulletin
Prevalence of Workplace Bullying
Thirty-seven percent of U.S. workforce members report being bullied at work; this amounts
to an estimated 54 million Americans, which translates to nearly the entire population of
the states of Wash.
With the competitive advantage that Crocs’ supply chain holds, the.docxalanfhall8953
With the competitive advantage that Crocs’ supply chain holds, the company also wants to be able to sustain their customers’ satisfaction. In doing this, they must make sure that their transformation process is producing consistent output especially when new products are introduced. This can be achieved by having a solid quality control system.
With the quality control system, inspections are to take place at three critical points. The first one is before production, which involves the raw materials in Crocs’ case that would be the raw materials, or chemicals that they purchase in pellet form. This first step can be eliminated by through supplier certification. The second critical point is during the production process. Process quality control takes place, which involves statistical process control. Periodic samples are taken from a continuous production, as long as sample measurements fall within the control limit the production will continue. However, if the samples fall outside the control limits, the process is stopped and a search is made for an assignable cause. In this case, the process will use a quality control chart known as an attribute control chart. The whole purpose is to find the natural random variability in the output oppose to unnecessary variations. The company must maintain that natural random variability to be under statistical control. The last critical point is after production. Following these inspections is process capability. Process capability is assessed once the process is under statistical control. It is the ability of the process to meet or exceed customers’ specifications. Process capability is determined by using the process capability index. If the process is unable to meet the customer specifications the following step is continuous improvement in which case seven tools are used including a flow chart, check sheet, histogram, Pareto chart, cause and effect, scatter diagram and a control chart. These tools are then incorporated into an improvement approach known as Six Sigma. Six Sigma includes five steps:
1. Defining a process for improvement
2. Measuring the variables and setting goals for improvement
3. Analyzing the root causes in which case the seven tools are referred to
4. Making improvements
5. Implementing a control plan to ensure that changes are permanent
In furthering research on Crocs, it has been stated in online reviews by various customers that they have experienced defects in the seam of their shoes, cases in which their shoe had shrunk or didn’t fit at all, Crocs’ flip flops tearing apart, holes appearing in their shoes, and the smell of the shoes. These reviews are accessible to many consumers, and are capable of tainting the reputation of Crocs. Reviews such as these are important to pay attention to because it’s proof of the importance of solidifying an efficient quality control system. It is especially important when introducing new products, and the use of different materials. .
Wind power resources on the eastern U.S. continental shelf are est.docxalanfhall8953
Wind power resources on the eastern U.S. continental shelf are estimated to be over 400 GW, several times the electricity used by U.S. eastern coastal states. The first U.S. developer proposes to build 130 large (40 story tall) wind turbines in Nan- tucket Sound, just outside Massachusetts state waters. These would provide 420 MW at market prices, enough electricity for most of Cape Cod. The project is opposed by a vigorous and well-financed coalition. Polling shows local public opinion on the project almost equally divided. This article draws on semistructured interviews with residents of Cape Cod to analyze values, beliefs, and logic of supporters and oppo- nents. For example, one value found to lead to opposition is that the ocean is a special place that should be kept natural and free of human intrusion. One line of argument found to lead to support is: The war in Iraq is problematic, this war is “really” over petroleum, Cape Cod generates electricity from oil, therefore, the wind project would improve U.S. security. Based on analysis of the values and reasoning behind our interview data, we identify four issues that are relevant but not currently part of the debate.
Introduction
Recent assessments of renewable energy show that wind power has, since the turn of the century, become cost-competitive in the sites with the most favorable wind regimes (Herzog et al., 2001). Until very recently, large-scale North American wind resources were believed to exist in the Great Plains of the United States, northern Canada, and central Canada only (Grubb & Meyer, 1993). Although these huge resources are enough to meet the entire continent’s electrical needs, they are distant from the large coastal cities where electricity is primarily consumed—imposing a need for costly large-scale transmission lines (Cavallo, 1995). In just the last couple of years, it has been recog- nized that the Atlantic Ocean also has a large wind resource on the continental shelf, close to East Coast cities. Three or four manufacturers have developed large wind elec- tric turbines designed to be placed offshore, in waters up to 20–30 m in depth. To date these have been placed only in European waters. By late 2003, the resources, the tech- nology, and the economic viability had all come together in the Eastern United States, potentially allowing large-scale deployment to begin by 2005.
The furthest advanced of a handful of proposed U.S. offshore wind developments is in Nantucket Sound, off the Southern coast of Cape Cod, Massachusetts. This proposal has engendered a widespread, well-organized, well-financed, and politically potent op- position. This movement’s strength, and the apparent contradiction of such opposition coming from a population thought of as politically liberal and environmentally con- cerned, have garnered national press coverage (e.g., Burkett, 2003). A second project was proposed by the Long Island Power Authority for the southern edge of Long Island, with an .
Wilco Corporation has the following account balances at December 3.docxalanfhall8953
Wilco Corporation has the following account balances at December 31, 2012.
Common stock, $5 par value
$555,600
Treasury stock
90,720
Retained earnings
2,426,200
Paid-in capital in excess of par—common stock
1,321,900
Prepare Wilco’s December 31, 2012, stockholders’ equity section. (For preferred stock, common stock and treasury stock enter the account name only and do not provide the descriptive information provided in the question.)
WILCO CORPORATION
Stockholders’ Equity
December 31, 2012
$
:
$
Sprinkle Inc. has outstanding 10,050 shares of $10 par value common stock. On July 1, 2012, Sprinkle reacquired 107 shares at $89 per share. On September 1, Sprinkle reissued 61 shares at $90 per share. On November 1, Sprinkle reissued 46 shares at $85 per share.
Prepare Sprinkle’s journal entries to record these transactions using the cost method. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
7/1/12
9/1/12
11/1/12
Graves Mining Company declared, on April 20, a dividend of $519,800, on its $5 par common stock, payable on June 1. Of this amount, $133,700 is a return of capital.
Prepare the April 20 and June 1 entries for Graves. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Apr. 20
June 1
Apr. 20 Retained Earnings = ($519,800 – $133,700) = $386,100
Abernathy Corporation was organized on January 1, 2012. It is authorized to issue 10,290 shares of 8%, $65 par value preferred stock, and 544,000 shares of no-par common stock with a stated value of $2 per share. The following stock transactions were completed during the first year.
Jan. 10
Issued 80,330 shares of common stock for cash at $6 per share.
Mar. 1
Issued 5,670 shares of preferred stock for cash at $113 per share.
Apr. 1
Issued 24,730 shares of common stock for land. The asking price of the land was $90,540; the fair value of the land was $80,330.
May 1
Issued 80,330 shares of common stock for cash at $9 per share.
Aug. 1
Issued 10,290 shares of common stock to attorneys in payment of their bill of $50,620 for services rendered in helping the company organize.
Sept. 1
Issued 10,290 shares of common stock for cash at $11 per share.
Nov. 1
Issued 1,940 shares of preferred stock for cash at $115 per share.
Prepare the journal entries to record the above transactions. (If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
Jan. 10
M.
Wilson Majee Technology Diffusion, S-Curve, and Innovation.docxalanfhall8953
Wilson Majee
Technology Diffusion, S-Curve, and Innovation-Decision Process
In this week's reflection report I will discuss technology diffusion, S-Curves and innovation
decision process. I will use the healthcare industry as an example. Our healthcare system is ever
evolving - new technologies, insurance models, and information systems are shaping the system
on a daily basis. Despites these changes and the huge healthcare expenditures (16 of GDP in
America compared to 8 in United Kingdom), Americans are comparatively not any healthier
than citizens in most other developed nations (Merson, Black, & Mills, 2012). The disconnect
between investments in technology and health outcomes is a concern of us all. It makes as
question technology diffusion within the healthcare system: are investments in health system
being spent efficiently? Are consumers really resistant to changes that benefit their health? Or
are there issues with technology diffusion as a practice.
Diffusion is the process by which an innovation is spread through a population. Ironically,
people and institutions, generally, do not like change. Change is viewed as painful, difficult and
times creating uncertainties. Because of this, and for the healthcare industry, huge amounts of
resources are devoted either to promoting innovations (for example, selling the latest drug,
imaging system, medical device etc.) or to preventing innovations from disrupting the status quo.
Although many successful healthcare innovations are aimed at making people healthier, at
relatively smaller increases in costs, IT usage in healthcare has always lagged other industries -
ERH are a good example. Adoption of ERH was slow. Literature on technology diffusion states
that successful implementation is influenced by the compatibility and complexity of the
innovation, organizational context, and the characteristics of the implementation strategy (Cain
M, & Mittman, 2002; Rogers, 1995). People respond to these factors differently resulting in an
S-shaped curve illustration of the adoption process.
The S-curve model shows that any innovation is first adopted by a few people/organizations and
as more use it, and confidence is built around the technology, other will begin to use it. Because
of the inherent uncertainty to new innovations, the decision to adopt an innovation takes time.
However, "once the diffusion reaches a level of critical mass, it proceeds rapidly. Eventually a
point is reached where the population is less likely to adopt the innovation, and spread slows
down. The S-curve implies a hierarchy of adopters, starting with innovators, early adopters, early
majority, late majority and laggards (Rogers, 1995). In other words the S-curve explains the
innovation-decision process: the process through which an individual/organization passes
through from when they gain knowledge of an innovation, to forming an attitude, to the decision
to accept or reject the innovation, .
This document discusses the design and implementation of WinARM, a simulator for the ARM processor written in C. WinARM uses a fetch-decode-execute model to simulate the ARM architecture. It includes a Visual Basic GUI to allow users to observe the simulation. The goal of WinARM is to facilitate learning computer architecture through hands-on simulation of an ARM processor, without requiring actual hardware. Future work may include simulating additional ARM instruction types and incorporating instruction pipelining.
William PennWhat religion was William PennWilliam Pen was fr.docxalanfhall8953
William Penn
What religion was William Penn?
William Pen was from an Anglican family that was very distinguished. His father was Sir William Pen who was a landowner. At twenty two, Penn decided to join the Quakers which was also referred to as the Religious Society of Friends. The Quakers used to obey the inner light and they believed that the inner light came directly from God. They refused to take their hats off or even bow for any man. They also refused to take their arms up. Their beliefs were completely different as compared to the beliefs that the other Christians had (Barbour & Frost, 1988).
The Oxford University in England expelled Penn in the year 1662 since he refused to conform to the teachings of the Anglican Church. He could publicly state his beliefs and he could also print some of the things that he believed in.
Quakers’ founder was George Foxx who was a close friend to Penn. Cromwell’s death was a time of turmoil to the Quakers since they were suspected for the death. They were suspected because they had beliefs that differed from the religion that had been imposed for the state. They had also refused to swear a loyalty oath to Cromwell, who was the king. Quakers did not swear since Christ had commanded people not to swear.
The religious views that Penn had were a distress to his father. Naval service had helped him earn an Ireland estate and he had always hoped that the intelligence and charisma that his son had could help him in winning favor at the Charles II court. However, that could not happen since his son was always arrested. Penn and George Foxx were frequent companions since they could always travel together in order to spread their ministry. He also wrote a comprehension that was detailed and comprehensive regarding Quakerism. After the death of his father in 1670, Penn inherited the estates of the family and he could frequently visit the court of King Charles II where he was always campaigning for freedom in religion (Penn, 1794).
Where was William Penn born?
William Penn was born in London, United Kingdom. He was born on fourteenth of October in the year 1644. He was a privileged son since he was born by a gentleman who was a land owner. Thomas Loe, who was a Quaker minister, greatly affected Penn by his teachings.
In 1677 a group of important men all from Penn’s religion received a land area in the Colonies for them to settle. Penn himself remained in England but wrote a government for this new community. In what part of the US was this land area located?
In the year 1677, the Quakers relocated to another land. The city of Burlington is located in the Burlington County in New Jersey. It is Philadelphia’s suburb. The Quakers settlers moved to Burlington. Burlington served as West Jersey’s capital until the year 1702. The Quakers were able to formally establish their congregation in the year 1678. Initially, they could meet in private homes. However, between 1683 and 1687, a hexagonal house that was made .
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
What Is Organizational Behavior1-Chapter Lea.docx
1. What Is Organizational Behavior?
1-*
Chapter Learning ObjectivesAfter studying this chapter you
should be able to:Demonstrate the importance of interpersonal
skills in the workplace.Describe the manager’s functions, roles,
and skills.Define organizational behavior (OB).Show the value
to OB of systematic study.Identify the major behavioral science
disciplines that contribute to OB.Demonstrate why there are few
absolutes in OB.Identify the challenges and opportunities
managers have in applying OB concepts.Compare the three
levels of analysis in this book’s OB model.
1-*
The Importance of Interpersonal Skills
Understanding OB helps determine manager
effectivenessTechnical and quantitative skills are important But
leadership and communication skills are CRITICAL
Organizational benefits of skilled managersLower turnover of
quality employeesHigher quality applications for
recruitmentBetter financial performance
1-*
2. What Managers Do
They get things done through other people.
Management Activities:Make decisionsAllocate resourcesDirect
activities of others to attain goals
Work in an organizationA consciously coordinated social unit
composed of two or more people that functions on a relatively
continuous basis to achieve a common goal or set of goals.
1-*
Management Functions
1-*
Management Functions: Plan
A process that includes defining goals, establishing strategy,
and developing plans to coordinate activities.
As managers advance, they do this function more often.
1-*
Management Functions: Organize
Determining what tasks are to be done, who is to do them, how
the tasks are to be grouped, who reports to whom, and where
decisions are to be made.
1-*
Management Functions: Lead
A function that includes motivating employees, directing others,
selecting the most effective communication channels, and
resolving conflicts.
5. things than did effective managers (those who did their jobs
well)
1-*
Organizational Behavior
A field of study that investigates the impact that individuals,
groups, and structure have on behavior within organizations, for
the purpose of applying such knowledge toward improving an
organization’s effectiveness.
1-*
Intuition and Systematic Study
The two are complementary means of predicting behavior.
1-*
An Outgrowth of Systematic Study…
Evidence-Based Management (EBM)
Basing managerial decisions on the best available scientific
evidence
Must think like scientists:
1-*
Managers Should Use All Three Approaches
The trick is to know when to go with your gut.
6. – Jack Welsh
Intuition is often based on inaccurate informationFaddism is
prevalent in managementSystematic study can be time-
consuming
Use evidence as much as possible to inform your intuition and
experience. That is the promise of OB.
1-*
Contributing Disciplines
See E X H I B I T 1–3 for details
Many behavioral sciences
have contributed to the
development of
Organizational
Behavior
1-*
Psychology
The science that seeks to measure, explain, and sometimes
change the behavior of humans and other animals.
Unit of Analysis:IndividualContributions to OB:Learning,
motivation, personality, emotions, perceptionTraining,
leadership effectiveness, job satisfactionIndividual decision
making, performance appraisal attitude measurementEmployee
selection, work design, and work stress
1-*
Social Psychology
An area within psychology that blends concepts from
7. psychology and sociology and that focuses on the influence of
people on one another.
Unit of Analysis:GroupContributions to OB:Behavioral
changeAttitude changeCommunicationGroup processesGroup
decision making
1-*
SociologyUnit of Analysis:
-- Organizational SystemContributions to OB:Group
dynamicsWork teamsCommunicationPowerConflictIntergroup
behavior
-- Group
Formal organization theoryOrganizational
technologyOrganizational changeOrganizational culture
The study of people in relation to their fellow human beings.
1-*
AnthropologyUnit of Analysis:
-- Organizational SystemContributions to OB:Organizational
cultureOrganizational environment
-- Group
Comparative valuesComparative attitudesCross-cultural analysis
The study of societies to learn about human beings and their
activities.
1-*
8. Few Absolutes in OB
Situational factors that make the main relationship between two
variables change—e.g., the relationship may hold for one
condition but not another.
1-*
Challenges and Opportunities for OBResponding to
GlobalizationManaging Workforce DiversityImproving Quality
and ProductivityImproving Customer ServiceImproving People
SkillsStimulating Innovation and ChangeCoping with
“Temporariness”Working in Networked OrganizationsHelping
Employees Balance Work-Life ConflictsCreating a Positive
Work EnvironmentImproving Ethical Behavior
1-*
Responding to GlobalizationIncreased foreign
assignmentsWorking with people from different culturesCoping
with anti-capitalism backlashOverseeing movement of jobs to
countries with low-cost laborManaging people during the war
on terror
1-*
Managing Workforce Diversity The people in organizations are
becoming more heterogeneous demographicallyEmbracing
diversityChanging U.S. demographicsChanging management
philosophy Recognizing and responding to differences
See E X H I B I T 1–4
1-*
9. Developing an OB ModelA model is an abstraction of reality: a
simplified representation of some real-world phenomenon.Our
OB model has three levels of analysisEach level is constructed
on the prior level
E X H I B I T 1–5
1-*
Types of Study Variables
Independent (X)The presumed cause of the change in the
dependent variable (Y).This is the variable that OB researchers
manipulate to observe the changes in Y.
Dependent (Y)This is the response to X (the independent
variable).It is what the OB researchers want to predict or
explain. The interesting variable!
1-*
Interesting OB Dependent VariablesProductivityTransforming
inputs to outputs at lowest cost. Includes the concepts of
effectiveness (achievement of goals) and efficiency (meeting
goals at a low cost).AbsenteeismFailure to report to work – a
huge cost to employers.TurnoverVoluntary and involuntary
permanent withdrawal from an organization.Deviant Workplace
BehaviorVoluntary behavior that violates significant
organizational norms and thereby threatens the well-being of
the organization and/or any of its members.
1-*
More Interesting OB Dependent VariablesOrganizational
Citizenship Behavior (OCB)Discretionary behavior that is not
10. part of an employee’s formal job requirements, but that
nevertheless promotes the effective functioning of the
organization.Job SatisfactionA general attitude (not a behavior)
toward one’s job; a positive feeling of one's job resulting from
an evaluation of its characteristics.
1-*
The Independent Variables
The independent variable (X) can be at any of these three levels
in this model:IndividualBiographical characteristics, personality
and emotions, values and attitudes, ability, perception,
motivation, individual learning and individual decision
making.GroupCommunication, group decision making,
leadership and trust, group structure, conflict, power and
politics, and work teams.Organization SystemOrganizational
culture, human resource policies and practices, and
organizational structure and design.
1-*
OB Model
E X H I B I T 1–6
Independent Variables (X)
Dependent Variables (Y)
1-*
Summary and Managerial ImplicationsManagers need to
develop their interpersonal skills to be effective.OB focuses on
how to improve factors that make organizations more
11. effective.The best predictions of behavior are made from a
combination of systematic study and intuition.Situational
variables moderate cause-and-effect relationships – which is
why OB theories are contingent.There are many OB challenges
and opportunities for managers today.The textbook is based on
the contingent OB model.
1-*
Emotions and Moods
2-*
Chapter Learning ObjectivesAfter studying this chapter, you
should be able to:Differentiate emotions from moods, and list
the basic emotions and moods.Discuss whether emotions are
rational and what functions they serve.Identify the sources of
emotions and moods.Show the impact emotional labor has on
employees.Describe Affective Events Theory and identify its
applications.Contrast the evidence for and against the existence
of emotional intelligence.Apply concepts about emotions and
moods to specific OB issues.Contrast the experience,
interpretation, and expression of emotions across cultures.
2-*
Why Were Emotions Ignored in OB?The “Myth of
Rationality”Emotions were seen as irrationalManagers worked
to make emotion-free environmentsView of
EmotionalityEmotions were believed to be disruptiveEmotions
interfered with productivityOnly negative emotions were
observed
Now we know emotions can’t be separated from the workplace
12. 2-*
What are Emotions and Moods?
2-*
See E X H I B I T 8-1
The Basic EmotionsWhile not universally accepted, there appear
to be six basic emotions:
Anger
Fear
Sadness
Happiness
Disgust
SurpriseAll other emotions are subsumed under these sixMay
even be placed in a spectrum of emotion:Happiness – surprise –
fear – sadness – anger - disgust
2-*
Basic Moods: Positive and Negative AffectEmotions cannot be
neutral.Emotions (“markers”) are grouped into general mood
states.Mood states affect perception and therefore perceived
reality.
2-*
E X H I B I T 8-2
What Is the Function of Emotion?Do Emotions Make Us
Irrational?Expressing emotions publicly may be damaging to
social statusEmotions are critical to rational decision-
13. makingEmotions help us understand the world around us
What Functions Do Emotions Serve?Darwin argued they help in
survival problem-solvingEvolutionary psychology: people must
experience emotions as there is a purpose behind themNot all
researchers agree with this assessment
2-*
Sources of Emotion and MoodPersonality There is a trait
component – affect intensityDay and Time of the WeekThere is
a common pattern for all of us
Happier in the midpoint of the daily awake period
Happier toward the end of the weekWeatherIllusory correlation
– no effect StressEven low levels of constant stress can worsen
moodsSocial ActivitiesPhysical, informal, and dining activities
increase positive moods
2-*
See E X H I B I T 8-3 and 8-4 for Emotion Timing
More Sources of Emotion and MoodSleep Poor sleep quality
increases negative affectExerciseDoes somewhat improve mood,
especially for depressed peopleAgeOlder folks experience fewer
negative emotionsGenderWomen tend to be more emotionally
expressive, feel emotions more intensely, have longer-lasting
moods, and express emotions more frequently than do menDue
more to socialization than to biology
2-*
Emotional Labor
An employee’s expression of organizationally desired emotions
14. during interpersonal transactions at work.Emotional
Dissonance:Employees have to project one emotion while
simultaneously feeling anotherCan be very damaging and lead
to burnoutTypes of Emotions:Felt: the individual’s actual
emotionsDisplayed: required or appropriate emotions
Surface Acting: displaying appropriately but not feeling those
emotions internally
Deep Acting: changing internal feelings to match display rules
- very stressful
2-*
See E X H I B I T 8-5 for Emotional Labor and Pay
Affective Events Theory (AET)An event in the work
environment triggers positive or negative emotional
reactionsPersonality and mood determine response intensity
Emotions can influence a broad range of work variables
2-*
E X H I B I T 8-6
Implications of AET
An emotional episode is actually the result of a series of
emotional experiences triggered by a single event
Current and past emotions affect job satisfaction
Emotional fluctuations over time create variations in job
performance
Emotion-driven behaviors are typically brief and variable
Both negative and positive emotions can distract workers and
reduce job performance
Emotions provide valuable insights about behaviorEmotions,
and the minor events that cause them, should not be ignored at
work: they accumulate
2-*
15. Emotional Intelligence (EI)A person’s ability to:Be self-aware
Recognizing own emotions when experiencedDetect emotions in
othersManage emotional cues and informationEI plays an
important role in job performanceEI is controversial and not
wholly acceptedCase for EI:
Intuitive appeal; predicts criteria that matter; is biologically-
based.Case against EI:
Too vague a concept; can’t be measured; its validity is suspect.
2-*
OB Applications of Emotions and MoodsSelectionEI should be
a hiring factor, especially for social jobs. Decision
MakingPositive emotions can lead to better
decisions.CreativityPositive mood increases flexibility,
openness, and creativity.MotivationPositive mood affects
expectations of success; feedback amplifies this
effect.LeadershipEmotions are important to acceptance of
messages from organizational leaders.
2-*
More OB Applications of Emotions and MoodsNegotiation
Emotions, skillfully displayed, can affect negotiationsCustomer
ServicesEmotions affect service quality delivered to customers
which, in turn, affects customer relationshipsEmotional
Contagion: “catching” emotions from othersJob AttitudesCan
carry over to home, but dissipate overnightDeviant Workplace
BehaviorsNegative emotions lead to employee deviance
(actions that violate norms and threaten the
organization)Manager’s InfluenceLeaders who are in a good
16. mood, use humor, and praise employees increase positive moods
in the workplace.
2-*
Global ImplicationsDo people experience emotions
equally?No. Culture can determine type, frequency, and depth
of experienced emotionsDo people interpret emotions the same
way?Yes. Negative emotions are seen as undesirable and
positive emotions are desirableHowever, value of each emotion
varies across culturesDo norms of emotional expression
vary?Yes. Some cultures have a bias against emotional
expression; others demand some display of emotionHow the
emotions are expressed may make interpretation outside of
one’s culture difficult
2-*
Summary and Managerial Implications
2-*Moods are more general than emotions and less
contextualEmotions and moods impact all areas of OBManagers
cannot and should not attempt to completely control the
emotions of their employeesManagers must not ignore the
emotions of their co-workers and employeesBehavior
predictions will be less accurate if emotions are not taken into
account
Emotional Intelligence
17. It is the ability to monitor one’s own and others’ feelings and
emotions, to discriminate among them and to use this
information to guide one’s thinking and actions.
WHAT IS EMOTIONAL INTELLIGENCE?
FOUNDATION OF EMOTIONAL INTELLIGENCE
Self AwarenessEmotional Self-AwarenessSelf-
RegardReality Testing
Coping SkillsImpulse ControlStress ToleranceProblem
SolvingFlexibility Optimism
Effective Relationships Interpersonal
Relationships Independence
Interpersonal Skills Empathy Social Responsibility
Assertiveness
Personal & Interpersonal Effectiveness Self-Actualization
Happiness
plus
is related to
which predicts
and results in
Increasing Emotional Intelligence makes individuals more
efficient, productive and successful.
The workforce is using Emotional Intelligence all over the place
WHY STUDY EMOTIONAL INTELLIGENCE?
Organizations can become more productive by recruiting/hiring
emotionally smart people and by offering opportunities to
18. enhance these skills through involvement
Emotional Intelligence can be a way to help maximize the
potential of your members and in turn your organization
WHY STUDY EMOTIONAL INTELLIGENCE Contd…
Possessing skills related to Emotional Intelligence can help you
be prepared to lead others
Having the skills to lead are vital in managing complex
organizations
Every day we will interact with others who possess varying
degrees of Emotional Intelligence
Being able to work with challenging people is a necessity for
the workplace and organization involvement
WHY STUDY EMOTIONAL INTELLIGENCE Contd…
You can assess the overall potential for your organization
Emotional Intelligence influences organizational culture as
individuals know their abilities to interface with others .
Organizations with high levels of Emotional Intelligence may be
more apt to succeed.
WHY STUDY EMOTIONAL INTELLIGENCE Contd…
Emotional Intelligence is the ability to control and use one’s
emotions in a constructive-rather than destructive manner.
Emotional Intelligence allows an individual achieve his/her best
performance, while inspiring others.
EMOTIONAL INTELIGENCE:THE NEW SCIENCE OF
19. SUCCESS
Emotional Intelligence is a composite of many other qualities,
such as effective oral communication and ability to respond
well to set backs.
The Four domains of Emotional Intelligence; SELF-
AWARENESS, SELF-MANAGEMENT, SOCIAL AWARENESS
and RELATIONSHIP MANAGEMENT.
EMOTIONAL INTELIGENCE:THE NEW SCIENCE OF
SUCCESS Contd…
FOUR AREAS OF EMOTIONAL INTELLIGENCE
Self
Others
Awareness
Actions
Self
Awareness
Social
Awareness
Self
Management
Relationship
20. Management
Positive impact
on others
SELF-AWARENESS
The ability to read one’s own emotions and recognize their
impact.
Self-awareness and self management are related to one’s own
personal competence.
The Three (3) core dimensions are an EMOTIONAL SELF-
AWARENESS, ACCURATE SELF ASSESSMENT and SELF
CONFIDENCE.
EMOTIONAL INTELLIGENCE
Emotional Self-Awareness
Aware of one’s own feelings
Aware of triggers
Understands implications of emotions
Has emotional insight
SELF-AWARENESS
SELF ASSESEMENT
21. Accurate Self-Assessment
Aware of strengths and limitations
Open to feedback
Has a sense of humor about oneself
Solicits honest critiques
SELF CONFIDENCE
Self Confidence
Is confident in job capability
Believes in oneself
Is self-assured
Has presence
EMOTIONAL INTELLIGENCE:
SELF MANAGEMENT
Consists of Six (6) core dimensions:
EMOTIONAL SELF-CONTROL
TRANSPARENCY
ADAPTABILITY
ACHIEVEMENT
INITIATIVE
OPTIMISM
Emotional Self controlShows restraintHas patienceResponds
calmlyStays composed/positive
EMOTIONAL INTELLIGENCE:
SELF MANAGEMENT
22. TransparencyKeeps promisesBrings up ethical concernsPublicly
admits to mistakesActs on values
EMOTIONAL INTELLIGENCE:
SELF MANAGEMENT
Adaptability Open to new ideas Adapts to situations Handles
unexpected
demands Adapts or changes strategy
EMOTIONAL INTELLIGENCE:
SELF MANAGEMENT
AchievementImproves performanceSets challenging
goalsAnticipates obstaclesTakes calculated risks
EMOTIONAL INTELLIGENCE:
SELF MANAGEMENT
InitiativeAddresses current opportunitiesSeeks
informationMakes extra effortsInitiates actions for the future
EMOTIONAL INTELLIGENCE:
SELF MANAGEMENT
OptimismHas positive expectationsIs optimistic about the
futureIs resilientLearns from setbacks
EMOTIONAL INTELLIGENCE:
23. SELF MANAGEMENT
Social Awareness and relationship management have to do with
ones competence in the social arena.
Consists of the following three (3) key components:
Empathy
Organizational Awareness
Service Orientation.
EMOTIONAL INTELLIGENCE:
SOCIAL AWARENESS
EMOTIONAL INTELLIGENCE:
SOCIAL AWARENESS COMPETENCES
Empathy
Listens
Reads nonverbal cues
Open to diversity
Sees others’ perspectives
EMOTIONAL INTELLIGENCE:
SOCIAL AWARENESS COMPETENCES
Organizational Awareness
Understands informal structures
Understands climate and culture
Understands organizational politics
24. Understands underlying issues
EMOTIONAL INTELLIGENCE:
SOCIAL AWARENESS COMPETENCIES
Service orientation
Makes self available
Monitors satisfaction
Takes personal
responsibility
Matches customer needs
Social Awareness and Relationship
Management have to do with ones competency in the Social
arena.
It Consists of Six core (6) areas
EMOTIONAL INTELLIGENCE:
RELATIONSHIP MANAGEMENT
SIX CORE AREASINSPIRATIONAL LEADERSHIP
INFLUENCE. DEVELOPING OTHERS . CHANGE CATALYST
. CONFLICT MANAGEMENT. TEAMWORK and
COLLABORATION.
EMOTIONAL INTELLIGENCE:
RELATIONSHIP MANAGEMENT
25. LEADING OTHERS:INSPIRATIONAL LEADERSHIP
INFLUENCEDEVELOPING OTHERS
WORKING WITH OTHERS:CHANGE CATALYST CONFLICT
MANAGEMENTTEAMWORK and COLLABORATION
EMOTIONAL INTELLIGENCE:
RELATIONSHIP MANAGEMENT
EMOTIONAL INTELLIGENCE:
RELATIONSHIP MANAGEMENTInspirational leadership
Leads by example
Stimulates enthusiasm
Inspires others
Communicates a compelling vision
EMOTIONAL INTELLIGENCE:
RELATIONSHIP MANAGEMENT
Influence
Engages others
Anticipates impact of actions/words
Uses indirect influence
Develops behind the scenes support
EMOTIONAL INTELLIGENCE:
26. RELATIONSHIP MANAGEMENTDeveloping others
Recognizes strengths
Provides support
Gives constructive feedback
Acts as a mentor
EMOTIONAL INTELLIGENCE:
RELATIONSHIP MANAGEMENTChange catalyst
Defines general need for change
Acts to support change
Personally leads change
Champions change
EMOTIONAL INTELLIGENCE:
RELATIONSHIP MANAGEMENT
Conflict management
Airs disagreements
Maintains objectivity
Addresses conflict
Orchestrates win-win solutions
EMOTIONAL INTELLIGENCE:
RELATIONSHIP MANAGEMENT
Teamwork & collaboration
Cooperates
Solicits input
Encourages others
27. Builds bonds
GOOD NEWS!You can develop Emotional Intelligence!
“Rewire” your responses to feelings.Change how you think
about this.Alter your behavior.
Performance
Emotions
Thoughts
Behavior
IMPROVING YOUR EMOTIONAL INTELLIGENCE
Improving and sustaining Emotional Intelligence takes a
concerted effort over several months.
Prepackaged
Seminars
Minimal
results
In-house
Training
Some behavioral results
28. Individual
Development
Sustained individual performance improvement
Integrated Initiatives
with Coaching and Measurement
Critical mass for sustained group performance improvement
Organizational Interventions
Sustained organizational improvement
Motivation Concepts
4-*
Chapter Learning ObjectivesAfter studying this chapter, you
should be able to:Describe the three elements of
motivation.Identify four early theories of motivation and
evaluate their applicability today.Apply the predictions of
Cognitive Evaluation theory to intrinsic and extrinsic
rewards.Compare and contrast goal-setting theory and
Management by Objectives.Contrast reinforcement theory and
goal-setting theory.Demonstrate how organizational justice is a
refinement of equity theory.Apply the key tenets of expectancy
theory to motivating employees.Compare contemporary theories
of motivation.Explain to what degree motivation theories are
culture-bound.
4-*
29. Defining Motivation
The result of the interaction between the individual and the
situation.The processes that account for an individual’s
intensity, direction, and persistence of effort toward attaining a
goal – specifically, an organizational goal.
Three key elements:Intensity – how hard a person triesDirection
– effort that is channeled toward, and consistent with,
organizational goalsPersistence – how long a person can
maintain effort
4-*
Early Theories of Motivation
These early theories may not be valid, but they do form the
basis for contemporary theories and are still used by practicing
managers.
Maslow’s Hierarchy of Needs Theory Alderfer’s ERG
(Existence, Relatedness, and Growth)McGregor’s Theory X and
Theory YHerzberg’s Two-Factor TheoryMcClelland’s Theory
of Needs
4-*
Maslow’s Hierarchy of Needs
There is a hierarchy of five needs. As each need is substantially
satisfied, the next need becomes dominant.
AssumptionsIndividuals cannot move to the next higher level
until all needs at the current (lower) level are satisfied Must
move in hierarchical order
4-*
30. Lower Order
External
Higher Order
Internal
See E X H I B I T 6-1
Alderfer’s ERG Theory
A reworking of Maslow to fit empirical research.
Three groups of core needs:Existence (Maslow: physiological
and safety)Relatedness (Maslow: social and status)Growth
(Maslow: esteem and self-actualization)Removed the
hierarchical assumptionCan be motivated by all three at once
Popular, but not accurate, theory
4-*
McGregor’s Theory X and Theory YTwo distinct views of
human beings: Theory X (basically negative) and Theory Y
(positive).Managers used a set of assumptions based on their
viewThe assumptions molded their behavior toward employees
No empirical evidence to support this theory.
4-*
Herzberg’s Two-Factor Theory
4-*
See E X H I B I T S 6-2 and 6-3
31. Key Point: Satisfaction and dissatisfaction are not opposites but
separate constructs
Extrinsic and Related to Dissatisfaction
Intrinsic and Related to Satisfaction
Criticisms of Two-Factor Theory
Herzberg says that hygiene factors must be met to remove
dissatisfaction. If motivators are given, then satisfaction can
occur.
Herzberg is limited by his procedure Participants had self-
serving biasReliability of raters questioned Bias or errors of
observationNo overall measure of satisfaction was
usedHerzberg assumed, but didn’t research, a strong
relationship between satisfaction and productivity
4-*
McClelland’s Three Needs TheoryNeed for Achievement
(nAch)The drive to excel, to achieve in relation to a set of
standards, to strive to succeedNeed for Power (nPow)The need
to make others behave in a way that they would not have
behaved otherwiseNeed for Affiliation (nAff)The desire for
friendly and close interpersonal relationshipsPeople have
varying levels of each of the three needs.Hard to measure
4-*
Performance Predictions for High nAchPeople with a high need
for achievement are likely to:Prefer to undertake activities with
a 50/50 chance of success, avoiding very low- or high-risk
situationsBe motivated in jobs that offer high degree of personal
responsibility, feedback, and moderate riskNot necessarily make
32. good managers – too personal a focus. Most good general
managers do NOT have a high nAchNeed high level of nPow
and low nAff for managerial successGood research support, but
it is not a very practical theory
4-*
Cognitive Evaluation TheoryGoal-Setting TheoryManagement
by Objectives (MBO)Self-Efficacy TheoryAlso known as Social
Cognitive Theory or Social Learning TheoryReinforcement
TheoryEquity TheoryExpectancy Theory
Contemporary Theories of Motivation
4-*
Cognitive Evaluation Theory
Providing an extrinsic reward for behavior that had been
previously only intrinsically rewarding tends to decrease the
overall level of motivationMajor Implications for work
rewardsIntrinsic and extrinsic rewards are not
independentExtrinsic rewards decrease intrinsic rewardsPay
should be noncontingent on performanceVerbal rewards
increase intrinsic motivation; tangible rewards reduce itSelf-
concordance When the personal reasons for pursuing goals are
consistent with personal interests and core values (intrinsic
motivation), people are happier and more successful
4-*
See E X H I B I T 6-4
Locke’s Goal-Setting TheoryBasic Premise: That specific and
difficult goals, with self-generated feedback, lead to higher
performanceDifficult Goals:Focus and direct attentionEnergize
the person to work harderDifficulty increases persistenceForce
33. people to be more effective and efficientRelationship between
goals and performance depends on: Goal commitment (the more
public the better!)Task characteristics (simple, well-
learned)Culture (best match is in North America)
4-*
MBO is a systematic way to utilize goal-setting.Goals must
be:TangibleVerifiableMeasurableCorporate goals are broken
down into smaller, more specific goals at each level of
organization.Four common ingredients to MBO programs:Goal
specificityParticipative decision makingExplicit time
periodPerformance feedback
Implementation: Management by Objectives
4-*
See E X H I B I T 6-5
Bandura’s Self-Efficacy TheoryAn individual’s belief that he or
she is capable of performing a task. Higher efficacy is related
to:
Greater confidence
Greater persistence in the face of difficulties
Better response to negative feedback (work harder)Self-Efficacy
complements Goal-Setting Theory.
4-*
See E X H I B I T 6-6
Given Hard Goal
Higher Self-Set Goal
Increased Confidence
Higher Performance
34. Increasing Self-EfficacyEnactive masteryMost important source
of efficacyGaining relevant experience with task or job“Practice
makes perfect”Vicarious modelingIncreasing confidence by
watching others perform the taskMost effective when observer
sees the model to be similar to him- or herselfVerbal
persuasionMotivation through verbal convictionPygmalion and
Galatea effects - self-fulfilling propheciesArousalGetting
“psyched up” – emotionally aroused – to complete taskCan hurt
performance if emotion is not a component of the task
4-*
Similar to Goal-Setting Theory, but focused on a behavioral
approach rather than a cognitive one.
Behavior is environmentally causedThought (internal cogitative
event) is not important
Feelings, attitudes, and expectations are ignoredBehavior is
controlled by its consequences – reinforcersIs not a
motivational theory but a means of analysis of
behaviorReinforcement strongly influences behavior but is not
likely to be the sole cause
Reinforcement Theory
4-*
Adams’ Equity TheoryEmployees compare their ratios of
outcomes-to-inputs of relevant others.When ratios are equal:
state of equity exists – there is no tension as the situation is
considered fairWhen ratios are unequal: tension exists due to
unfairness
35. Underrewarded states cause anger
Overrewarded states cause guiltTension motivates people to act
to bring their situation into equity
4-*
See E X H I B I T 6-7
Can be four different situations:
Self-Inside
The person’s experience in a different job in the same
organizationSelf-Outside
The person’s experience in a different job in a different
organizationOther-Inside
Another individual or group within the organizationOther-
Outside
Another individual or group outside of the organization
Equity Theory’s “Relevant Others”
4-*
Reactions to InequityEmployee behaviors to create
equity:Change inputs (slack off)Change outcomes (increase
output)Distort/change perceptions of selfDistort/change
perceptions of othersChoose a different referent personLeave
the field (quit the job)Propositions relating to inequitable
pay:Paid by time:
Overrewarded employees produce more
Underrewarded employees produce less with low qualityPaid by
quality:
Overrewarded employees give higher quality
Underrewarded employees make more of low quality
4-*
36. Justice and Equity Theory
4-*
See E X H I B I T 6-8
Overall perception of what is fair in the workplace.
Vroom’s Expectancy Theory
The strength of a tendency to act in a certain way depends on
the strength of an expectation that the act will be followed by a
given outcome and on the attractiveness of the outcome to the
individual.
4-*
See E X H I B I T 6-9
Expectancy of performance success
Instrumentality of success in getting reward
Valuation of the reward in employee’s eyes
Integrating Contemporary Motivation TheoriesBased on
Expectancy Theory
4-*
See E X H I B I T 6-10
Global ImplicationsMotivation theories are often culture-
bound.Maslow’s Hierarchy of Needs Theory
Order of needs is not universalMcClelland’s Three Needs
Theory
37. nAch presupposes a willingness to accept risk and performance
concerns – not universal traitsAdams’ Equity Theory
A desire for equity is not universal
“Each according to his need” – socialist/former
communistsDesire for interesting work seems to be
universal.There is some evidence that the intrinsic factors of
Herzberg’s Two-Factor Theory may be universal
4-*
Summary and Managerial ImplicationsNeed Theories (Maslow,
Alderfer, McClelland, Herzberg)Well known, but not very good
predictors of behaviorGoal-Setting TheoryWhile limited in
scope, good predictorReinforcement TheoryPowerful predictor
in many work areasEquity TheoryBest known for research in
organizational justiceExpectancy TheoryGood predictor of
performance variables but shares many of the assumptions as
rational decision making
4-*
Motivation: From Concepts to Applications
Chapter Learning ObjectivesAfter studying this chapter, you
should be able to:Describe the Job Characteristics Model and
evaluate the way it motivates by changing the work
environment.Compare and contrast the three main ways jobs can
be redesigned.Identify three alternative work arrangements and
show how they might motive employees.Give examples of
employee involvement measures and show how they can
motivate employees.Demonstrate how the different types of
variable-pay programs can increase employee motivation.Show
39. While the JCM framework is supported by research, the MPS
model isn’t practical and doesn’t work well.
How Can Jobs Be Redesigned?Job RotationThe periodic shifting
of a worker from one task to another
Job EnlargementThe horizontal expansion of jobs
Job EnrichmentThe vertical expansion of jobs
Guidelines for Enriching a Job
E X H I B I T 7-2
Source: J.R. Hackman and J.L. Suttle, eds., Improving Life at
Work (Glenview, IL: Scott Foresman, 1977), p. 138.
Alternative Work ArrangementsFlextimeEmployees work during
a common core time period each day but have discretion in
forming their total workday from a flexible set of hours outside
the core.
Job SharingThe practice of having two or more people split a
40-hour-a-week job
E X H I B I T 7-3
Another Alternative: TelecommutingTelecommutingEmployees
do their work at home at least two days a week on a computer
that is linked to their office.The Virtual OfficeEmployees work
40. out of their home on a relatively permanent basis.Typical
Telecommuting JobsProfessional and other knowledge-related
tasksRoutine information-handling tasksMobile activities
Reasons for and against Telecommuting
Advantages Larger labor poolHigher productivityLess
turnoverImproved moraleReduced office-space costs
DisadvantagesEmployerLess direct supervision of
employeesDifficult to coordinate teamworkDifficult to evaluate
non-quantitative performanceEmployeeMay not be as noticed
for his or her efforts
Motivation Is Not the Whole Story
P = f(A x M x O)
Employee Involvement
A participative process that uses the input of employees to
increase their commitment to the organization’s success.
By increasing worker autonomy and control over work lives
(involvement), organizations:Increase employee motivationGain
greater organizational commitmentExperience greater worker
productivityObserve higher levels of job satisfaction
Types of Employee Involvement ProgramsParticipative
ManagementSubordinates share a significant degree of decision-
making power with their immediate superiorsRepresentative
ParticipationWorks councils
41. Groups of nominated or elected employees who must be
consulted for any personnel decisionsBoard representative
An employee sits on a company’s board of directors and
represents the interests of the firm’s employeesQuality CircleA
work group of employees who meet regularly to discuss their
quality problems, investigate causes, recommend solutions, and
take corrective actions
Motivational Theory Links to EI Programs
Four Major Strategic Reward Decisions
What to pay? (pay structure)
How to pay individuals? (variable pay plans and skill-based pay
plans)
What benefits to offer? Do we offer choice of benefits?
(flexible benefits)
How to build recognition programs?
1. What to Pay – Pay StructureInternal equityThe worth of the
job to the organizationDetermined by job evaluationsExternal
equityThe competitiveness of the company’s pay relative to pay
elsewhere in the industryDetermined through pay
surveysChoose organizational positionPay leaders
Greater employee loyalty
Attracts better-quality employeesPay laggards – accept high
turnover for low hourly costs
2. How to Pay - Variable Pay ProgramsTypes of Variable Pay
42. Programs
A portion of an employee’s pay is based on some individual
and/or organizational measure of performancePiece Rate:
Workers are paid a fixed sum for each unit of production
completed
Weakness: not feasible for many jobsMerit-Based:
Based on performance appraisal ratings
Gap increasing between average and top-performers
Weaknesses: validity of system based on annual appraisals, pay
pool can be small, unions strongly resistBonuses:
Rewards recent performance
Weakness: employees consider this a pay
2. How to Pay - Skill-Based Pay ProgramsTypes of Skill-Based
Programs:
Also known as competency- or knowledge-based pay - sets pay
based on skills or number of jobs an employee can
performProfit Sharing:
Organization-wide programs that distribute compensation based
on some established formula designed around a company’s
profitabilityGain Sharing:
An incentive plan in which improvements in group productivity
determine the total amount of money that is allocatedEmployee
Stock Ownership Plans (ESOPs)
Company-established benefit plans in which employees acquire
stock as part of their benefits
Evaluation of Variable and Skill-based Pay
To some extent, variable pay does increase motivation and
productivity
Benefits of Skill-based Pay PlansProvide staffing
flexibilityFacilitate communication across the
43. organizationLessen “protection of territory” behaviorsMeet the
needs of employees for advancementLead to performance
improvementsDrawbacks:Lack of additional learning
opportunitiesContinuing to pay employees for obsolete
skillsPaying for skills of no immediate use to the
organizationPaying for a skill, not for performance of the skill
3. What Benefits to Offer - Flexible Benefits
Employees tailor their benefit program to meet their personal
need by picking and choosing from a menu of benefit
options.Modular Plans Predesigned benefits packages for
specific groups of employeesCore-Plus PlansA core of essential
benefits and a menu-like selection of other benefit
optionsFlexible Spending Plans Allow employees to use their
tax-free benefit dollars to purchase benefits and pay service
premiums
4. How to Build Recognition ProgramsIntrinsic Rewards:
Stimulate Intrinsic Motivation Personal attention given to
employeeApproval and appreciation for a job well doneGrowing
in popularity and usageBenefits of ProgramsFulfill employees’
desire for recognitionInexpensive to implement Encourage
repetition of desired behaviorsDrawbacks of
ProgramsSusceptible to manipulation by management
See E X H I B I T 7-4
Global ImplicationsJob Characteristics and Job
EnrichmentInconsistent results across
culturesTelecommutingU.S. does this more, but EU workers are
interested in itVariable PayNot much research available, but
44. some possible hypotheses on relationshipsFlexible BenefitsThis
concept is becoming more prevalent globallyEmployee
BenefitsPractices must be modified to match culture
Summary and Managerial ImplicationsTo Motivate
EmployeesRecognize individual differencesUse goals and
feedbackAllow employees to participate in decisions that affect
themLink rewards to performanceCheck the reward system for
equity
Attitudes and Job Satisfaction
Chapter Learning ObjectivesAfter studying this chapter, you
should be able to:Contrast the three components of an
attitude.Summarize the relationship between attitudes and
behavior.Compare and contrast the major job attitudes.Define
job satisfaction and show how it can be measured.Summarize
the main causes of job satisfaction.Identify four employee
responses to dissatisfaction.Show whether job satisfaction is a
relevant concept in countries other than the United States.
Attitudes
Evaluative statements or judgments concerning objects, people,
or events.
Three components of an attitude:
The emotional or feeling segment of an attitude
The opinion or belief segment of an attitude
An intention to behave in a certain way toward someone or
45. something
See E X H I B I T 3–1
Does Behavior Always Follow from Attitudes?
Leon Festinger – No, the reverse is sometimes true!
Cognitive Dissonance: Any incompatibility between two or
more attitudes or between behavior and attitudes
Individuals seek to reduce this uncomfortable gap, or
dissonance, to reach stability and consistency
Consistency is achieved by changing the attitudes, modifying
the behaviors, or through rationalization
Desire to reduce dissonance depends on:
Importance of elements
Degree of individual influence
Rewards involved in dissonance
Moderating Variables The most powerful moderators of the
attitude-behavior relationship are:Importance of the
attitudeCorrespondence to behaviorAccessibilityExistence of
social pressuresPersonal and direct experience of the attitude.
Predicting Behavior from AttitudesImportant attitudes have a
strong relationship to behavior.The closer the match between
attitude and behavior, the stronger the relationship:
Specific attitudes predict specific behavior
General attitudes predict general behaviorThe more frequently
expressed an attitude, the better predictor it is.High social
pressures reduce the relationship and may cause
dissonance.Attitudes based on personal experience are stronger
predictors.
46. What are the Major Job Attitudes?Job SatisfactionA positive
feeling about the job resulting from an evaluation of its
characteristicsJob InvolvementDegree of psychological
identification with the job where perceived performance is
important to self-worthPsychological EmpowermentBelief in the
degree of influence over the job, competence, job
meaningfulness, and autonomy
Another Major Job AttitudeOrganizational
CommitmentIdentifying with a particular organization and its
goals, while wishing to maintain membership in the
organization.Three dimensions:
Affective – emotional attachment to organization
Continuance Commitment – economic value of staying
Normative - moral or ethical obligationsHas some relation to
performance, especially for new employees.Less important now
than in past – now perhaps more of occupational commitment,
loyalty to profession rather than a given employer.
And Yet More Major Job Attitudes…Perceived Organizational
Support (POS)Degree to which employees believe the
organization values their contribution and cares about their
well-being.Higher when rewards are fair, employees are
involved in decision-making, and supervisors are seen as
supportive.High POS is related to higher OCBs and
performance.Employee EngagementThe degree of involvement
with, satisfaction with, and enthusiasm for the job.Engaged
employees are passionate about their work and company.
47. Are These Job Attitudes Really Distinct?No: these attitudes are
highly related.Variables may be redundant (measuring the same
thing under a different name)While there is some distinction,
there is also a lot of overlap.
Be patient, OB researchers are working on it!
Job SatisfactionOne of the primary job attitudes
measured.Broad term involving a complex individual summation
of a number of discrete job elements.How to measure?Single
global rating (one question/one answer) - BestSummation score
(many questions/one average) - OKAre people satisfied in their
jobs?In the U. S., yes, but the level appears to be
dropping.Results depend on how job satisfaction is
measured.Pay and promotion are the most problematic elements.
See E X H I B I T 3–2
Pay influences job satisfaction only to a point.After about
$40,000 a year (in the U. S.), there is no relationship between
amount of pay and job satisfaction. Money may bring happiness,
but not necessarily job satisfaction.
Personality can influence job satisfaction.Negative people are
usually not satisfied with their jobs.Those with positive core
self-evaluation are more satisfied with their jobs.
Causes of Job Satisfaction
See E X H I B I T 3–3
Employee Responses to Dissatisfaction
See E X H I B I T 3–4
48. Active
Passive
Constructive
Destructive
Outcomes of Job SatisfactionJob PerformanceSatisfied workers
are more productive AND more productive workers are more
satisfied! The causality may run both ways.Organizational
Citizenship BehaviorsSatisfaction influences OCB through
perceptions of fairness.Customer SatisfactionSatisfied frontline
employees increase customer satisfaction and
loyalty.AbsenteeismSatisfied employees are moderately less
likely to miss work.
More Outcomes of Job SatisfactionTurnoverSatisfied employees
are less likely to quit.Many moderating variables in this
relationship.
Economic environment and tenure
Organizational actions taken to retain high performers and to
weed out lower performersWorkplace DevianceDissatisfied
workers are more likely to unionize, abuse substances, steal, be
tardy, and withdraw.
Despite the overwhelming evidence of the impact of job
satisfaction on the bottom line, most managers are either
unconcerned about or overestimate worker satisfaction.
Global Implications
Is Job Satisfaction a U. S. Concept?No, but most of the research
49. so far has been in the U. S.
Are Employees in Western Cultures More Satisfied With Their
Jobs?Western workers appear to be more satisfied than those in
Eastern cultures.Perhaps because Westerners emphasize positive
emotions and individual happiness more than do those in
Eastern cultures.
See E X H I B I T 3–5
Summary and Managerial ImplicationsManagers should watch
employee attitudes: They give warnings of potential
problemsThey influence behaviorManagers should try to
increase job satisfaction and generate positive job
attitudesReduces costs by lowering turnover, absenteeism,
tardiness, theft, and increasing OCBFocus on the intrinsic parts
of the job: make work challenging and interestingPay is not
enough
Understanding Work Teams
Chapter Learning ObjectivesAfter studying this chapter, you
should be able to:Analyze the growing popularity of teams in
organizations.Contrast groups and teams.Compare and contrast
four types of teams.Identify the characteristics of effective
teams.Show how organizations can create team players.Decide
when to use individuals isntead of teams.Show how our
understanding of teams differs in a global context.
Why Have Teams Become So Popular?
50. Great way to use employee talentsTeams are more flexible and
responsive to changes in the environmentCan quickly assemble,
deploy, refocus, and disbandFacilitate employee
involvementIncrease employee participation in decision
makingDemocratize an organization and increase
motivationNote: teams are not ALWAYS effective
Differences between Groups and Teams
Work GroupA group that interacts primarily to share
information and to make decisions to help each group member
perform within his or her area of responsibilityNo joint effort
requiredWork TeamGenerates positive synergy through
coordinated effort. The individual efforts result in a
performance that is greater than the sum of the individual inputs
Comparing Work Groups and Work Teams
E X H I B I T 10-1
2.bin
Types of TeamsProblem-Solving TeamsGroups of 5 to 12
employees from the same department who meet for a few hours
each week to discuss ways of improving quality, efficiency, and
the work environmentSelf-Managed Work TeamsGroups of 10
to 15 people who take on the responsibilities of their former
supervisors
See E X H I B I T 10-2
3.bin
51. 4.bin
More Types of TeamsCross-Functional TeamsEmployees from
about the same hierarchical level, but from different work areas,
who come together to accomplish a task
Very commonTask forcesCommittees
5.bin
A Final Type of TeamVirtual TeamsTeams that use computer
technology to tie together physically dispersed members in
order to achieve a common goalCharacteristicsLimited
socializingThe ability to overcome time and space constraintsTo
be effective, needs:Trust among membersClose monitoringTo be
publicized
A Team-Effectiveness Model
E X H I B I T 10-3
Caveat 1: This is a general guide only.
Caveat 2: The model assumes that teamwork is preferable to
individual work.
6.bin
7.bin
Key Components of Effective TeamsContextCompositionWork
DesignProcess Variables
52. Creating Effective Teams: ContextAdequate ResourcesNeed the
tools to complete the jobEffective Leadership and
StructureAgreeing to the specifics of work and how the team
fits together to integrate individual skillsEven “self-managed”
teams need leadersLeadership especially important in multi-
team systemsClimate of TrustMembers must trust each other
and the leaderPerformance and Rewards Systems that Reflect
Team ContributionsCannot just be based on individual effort
Creating Effective Teams: CompositionAbilities of
MembersNeed technical expertise, problem-solving, decision-
making, and good interpersonal skillsPersonality of
MembersConscientiousness, openness to experience, and
agreeableness all relate to team performanceAllocating Roles
and DiversityMany necessary roles must be filledDiversity can
often lead to lower performanceSize of TeamThe smaller the
better: 5 to 9 is optimalMember’s Preference for TeamworkDo
the members want to be on teams?
Key Roles On Teams
E X H I B I T 10-4
8.bin
Creating Effective Teams: Work Design
Freedom and AutonomyAbility to work independentlySkill
Variety Ability to use different skills and talentsTask
53. IdentityAbility to complete a whole and identifiable task or
productTask SignificanceWorking on a task or project that has a
substantial impact on others
Creating Effective Teams: ProcessCommitment to a Common
PurposeCreate a common purpose that provides directionHave
reflexivity: willing to adjust plan if necessaryEstablishment of
Specific Team GoalsMust be specific, measurable, realistic, and
challengingTeam EfficacyTeam believes in its ability to
succeedMental ModelsHave an accurate and common mental
map of how the work gets doneA Managed Level of
ConflictTask conflicts are helpful; interpersonal conflicts are
notMinimized Social LoafingTeam holds itself accountable both
individually and as a team
E X H I B I T 10-5
Turning Individuals into Team PlayersSelectionMake team
skills one of the interpersonal skills in the hiring
process.TrainingIndividualistic people can learnRewardsRework
the reward system to encourage cooperative efforts rather than
competitive (individual) onesContinue to recognize individual
contributions while still emphasizing the importance of
teamwork
Beware! Teams Aren’t Always the Answer
Teams take more time and resources than does individual
work.Three tests to see if a team fits the situation:
Is the work complex and is there a need for different
perspectives: will it be better with the insights of more than one
person?
54. Does the work create a common purpose or set of goals for the
group that is larger than the aggregate of the goals for
individuals?
Are members of the group involved in interdependent tasks?
Global ImplicationsExtent of TeamworkOther countries
use teams more often than does the U.S.
Self-Managed TeamsDo not work well in countries with low
tolerance for ambiguity and uncertainty and a high power
distance
Team Cultural Diversity and Team PerformanceDiversity caused
by national differences interferes with team efficiency, at least
in the short runAfter about three months the differences
between diverse and non-diverse team performance disappear
Summary and Managerial ImplicationsEffective teams have
common characteristics:Adequate resourcesEffective
leadershipA climate of trustAppropriate reward and evaluation
systemsComposed of members with correct skills and rolesAre
smallerDo work that provides freedom, autonomy, and the
chance to contributeThe tasks are whole and significantHas
members who believe in the team’s capabilitiesManagers should
modify the environment and select team-oriented individuals to
increase the chance of developing effective teams.
Chapter 8
Creativity
55. *
WELCOME
TO THE WORLD OF
CREATIVE SKILLS - ADSM
A REASONABLE PERSON ADAPTS HIMSELF/HERSELF
TO THE WORLD; (IN-BOX)
AN UNREASONABLE PERSON ADAPTS THE WORLD TO
HIMSELF/HERSELF. (OUT-0F-THE-BOX)
SO ALL THE PROGRESS DEPENDS ON THE
UNREASONABLE PERSON
This MBA programme aims at making you unreasonable
PERFORMANCE VERSES SYSTEMS
SYSTEMS
100 %
0 %
High
PERFORMANCE
Low
Reasonable
(Analytical)
Unreasonable
(Creative)
I Positive Traits
III Lateral Thinking
56. IIII Problem Solving
II Mental Blocks
CREATIVE SKILLS
Situations with no ready-made solutions
PROBLEMS Situations that call for extra efforts Sudden
deviations / Unexpected happeningsThings that are blocking our
way Situations where we don’t have control Situations where
there are risks involved Confusing situations Things not going
as per your wish Lack of resources
P R O B L E M
Symptoms: BOTHERATION / UNEASINESS /
WORRY / ANGER / FEAR /
SADNESS / TENSION / IRRITATION
A PROBLEM IS THE
DIFFERENCE BETWEEN
WHAT I HAVE AND
WHAT I WANT
B R A I N S
RIGHT
Imagination
Music
Rhythm
58. different ways by which we can reduce income-tax?
2 How can terrorism be eliminated?
3 How to bring down the electricity bill?
4 How can we increase customer satisfaction?
5 How to make India an honest country?
Which is more in number –
Open-ended or Close-ended ?
Among the problems,
how many of them are
of your own creation ?
ARE YOU LAZY?
LEFT ORIENTED RIGHT ORIENTED
Love structure, systems, Get a kick in breaking rules
orderliness, rules etc.
Like stability Love changes
Focus on “what” (words) Focus on “how” (body language,
tone etc.)
Left Thumb up Right thumb up
Right-eyed Left-eyed
Source is important Content (Not insisting on
59. evidence)
Want data / proof Go by gut feelings
LEFT ORIENTED RIGHT ORIENTED
Good memory Absentminded
Choose to be a physician Explorer
Make good team members Soloists
Yes, but Yes, and
Prefer algebra Prefer geometry
Love competition Thrive on freedom
Digital Analogue
(Right / Wrong)
WHAT IS CREATIVITY?
* CONCEIVING OF NEW IDEAS
* A TOOL FOR SURVIVOL
* LOOKING WHERE ALL HAVE LOOKED
AND SEEING WHAT NO ONE HAS SEEN
* CONSCIOUS ESCAPE FROM ROUTINE
* SHAKING HANDS WITH TOMORROW
* RELATING OF UNRELATED THINGS
* DOING WHAT OTHERS HAVE NOT DONE
* LISTENING FOR SMELLS
WHAT IS CREATIVITY?
60. * EXPECTING THE UNEXPECTED
* MAKING YOUR OWN PRODUCT OBSOLETE
WHAT IS CREATIVITY?
* DYNAMIC TENSION BETWEEN OPPOSING
FORCES
* NOT ACCEPTING THE EXISTING AS BEST
* CHALLENGING ACCEPTED THINGS
* BRINGING OUT PRODUCTS THAT
CONSUMERS DIDN’T KNOW THEY NEEDED
A Necessary Condition to the Development of Critical and
Creative Thinking is:
A Questioning Mind
Understanding the Mind of Isaac Newton At the age of 19
Newton drew up a list of questions under 45 headings. His title,
Questions, signaled his goal: to constantly question the nature
of matter, place, time, and motion. He worked hard to
understand the thinking of others working on his list of
problems. For example, he bought Descartes's Geometry and
read it by himself. After two or three pages, when he could
understand no further, “he began again and advanced farther and
continued doing so till he made himself master of the whole.”
Understanding the Mind of Albert Einstein
Einstein failed his entrance exam to Zurich Polytechnic. When
61. he finally passed (by attending a cram school) he did not want
to think about scientific problems for a year. His final exam was
so non-distinguished that afterward he was refused a post as an
assistant.
Thus critical thinking has a creative component: to produce a
better product of thought
And creative thinking has a critical component: to reshape
thinking in keeping with criteria of excellence.
Critical thinking without a creative output is merely negative
thinking. Creative thinking without a critical component is
merely novel thinking.
It is easy to be merely negative or novel in one’s thought.
Every genuine act of figuring out anything is a new making, a
new series of creative acts, however mundane.
To come to understand anything requires that the mind construct
new connections in the mind.
No one can be given knowledge or understanding; they must all
create or construct it for themselves.
Didactic teaching does not work because it violates the essential
conditions under which the mind learns by acts of construction
in the mind.
Didactic teaching refers to engaging students in the subject
being taught. This can be done through various methods like
diagrams, photos and pictures of what's being taught.
62. At even the most fundamental level of learning, at the earliest
age of learning, the learner must actively construct (create) to
learn.
We must abandon the notion that knowledge can be
“transmitted” without active creative construction on the part of
the learner.
At even the most fundamental level of learning, at the earliest
age of learning, the learner must actively assess its construction
to take genuine ownership.Am I being clear?Am I being
accurate?These are minimal criteria for the construction of
knowledge.
The essential need for criticality and creativity applies to the
work of the most humble student as well as that of the greatest
genius
If we study the development of the greatest minds Aristotle,
Beethoven, Curie, Da Vinci, Galileo, Michelangelo, Newton,
Einstein we will discover that each went through a period of
growth in which they internalized high standards of criticality
that played a significant role in the manner in which they went
about their later creative production.
Creativity in Entrepreneurship
63. What is creativity? Creative behaviors possessing an element of
newness, novelty, and difference.
Creativity is an act, an idea, or product that changes an existing
domain, or that transforms an existing domain into a new one,
and creative person is whose thoughts or actions bring these
changes.
What is creativity?Wallas’ description of creative thinking,
suggests a model in four stages:Preparation: problem
definitionIncubation: resting phase, subconscious
mindIllumination: idea of a solution comes to mindVerification:
solutions are tested
Creativity and InnovationCreativity leads to innovation
“Innovation is the specific instrument of entrepreneurship. The
act endows resources with a new capacity to create wealth.
Innovation, indeed, creates a resource.” (Drucker)
Entrepreneurship is all about innovation
Innovation is economic or social, rather than a technical term
Entrepreneurship“Entrepreneurship is a way of thinking,
reasoning and acting that is opportunity obsessed, holistic in
approach and leadership balanced.”
Entrepreneurial qualitiescommitment and determination,
leadership, opportunity obsession, tolerance of risk, ambiguity
and uncertainty, creativity, self-reliance and ability to adapt,
and the motivation to excel, ability to use failure experience as
a way of learning
64. Entrepreneurship and CreativityCreative in figuring out a way
to work in a joint venture
Creativity comes in writing an amazing sales letter or
visualizing the perfect logo
For practicing innovation, they need to be aware of change, and
creatively use it to their advantage The Unexpected,
Incongruities, Process Need, Industry and Market Structures,
Demographics, Changes in Perception, New Knowledge
(Drucker)
Entrepreneurship and CreativityTolerance for ambiguity is
related to certain entrepreneurial styles
“Creative destruction” procedures and destroys or reallocates
amassed resources
Creative in identifying the gap in the market and think up a
product
Nurturing Creativity Several techniques to encourage creative
thinking:Ask Questions, Lateral Thinking, Six Thinking Hats,
Brainstorming etc
Technology and business incubators“complete innovation
system” Provide financial, marketing and design support
Generation of new creative ideas and business plansjoint and
cross-disciplinary learning
Negotiating
Creative Negotiating, Stephen Kozicki, Adams Press, 1998
“Negotiating is the art of
reaching an agreement by
65. resolving differences
through creativity”
Negotiating Process
Style
Outcome
Principles
Style Style is a continuum between two styles:Quick
DeliberateMiddle is compromise
Quick Style Negotiate in a hurryUse when you won’t negotiate
with these people again Get the best deal without regard to the
other side’s “win”
Deliberate StyleUse when long term relationship likelyInvolves
cooperation and relationship building to reach agreementNeeds
much prep, hard workMay move in fits and starts
66. OutcomesRealistic Both sides satisfied, win/win
situationUsually results from deliberate styleAcceptable Likely
to result from quick styleSomething is better than nothing
Always ask for a better deal Worst When you’re too stubborn to
be flexibleUsually from quick style
Outcomes Predetermine the outcomes before you start
negotiations, you have a better chance of getting a better result
“Think carefully, think creatively, and think ahead”
PrinciplesThere are no rulesEstablish an agendaEverything is
negotiableAsk for a better dealBe creative Learn to say “NO”
yourself
Are you a Motivated
Negotiator?EnthusiasmConfidenceEngagedRecognitionAccompl
ishmentPat on the backIntegrityNo
trickeryTrustworthinessSocial SkillsEnjoy peopleInterest in
othersTeamworkBetter as a teamSelf-controlCreativityAlways
looking for ways to complete the deal
Negotiation ModelInvestigatePresentationBargainingAgreement
67. InvestigateWhat do you want?What does the other side
need?Decide on styleWhat are the consequences of each choice.
PresentationPrepare other side’s casePresent the reasons for
your side betterPlanning sheetIssues involvedRealistic,
possible, worst
“The” PresentationCreative titleReduce to “must know”
itemsKeywordsMini-speeches around keywordsVisualsDon’t
give concessions just to keep things goingMake note of
concerns and keep going
BargainingWhen in doubt, ask questions!Open
questionsReflective questionsTactics
TacticsUseWalk outDon’t use Emotional outburstArgue special
casePretend ignorancePlay for timeNibble and retreat“You go
first” Bad environmentDefer to higher authorityNot willing to
make any changes Silence Good guy/bad buy
Agreement