OL 500 Syllabus FA- 2019.docxThe School of Business at S.docx

OL 500 Syllabus FA- 2019.docx
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SCHOOL OF BUSINESS COURSE SYLLABUS
Dr. Burt Reynolds | [email protected]
603-289-8998
OL-500-13330– Human Behavior In Organization
| Tue 11:00am-1:45pm | HO 301 | FA 2019
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OFFICE HOURS:
Tuesday-2:00pm-4:00pm
Wednesday-8:00am-10:00am (By Appointment)

Thursday- 1:00pm-3:00pm
SNHU University Catalog, Policies, and Procedures
Graduate Attendance Policy
Class Cancellation Policy
Standardized Syllabi Statements
Campus Accessibility Center Services
Library Resource Statements
Copyright Policy
Academic Honesty Policy
Inclusivity & Non-Discrimination Policy
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COURSE DESCRIPTION
This course is a study of individuals and groups and their
interaction. Students examine theories of motivation,
communication, leadership, power, and change with practical
relation to contemporary issues. They also study organizations
for key design variables and reward systems aimed at improved
performance and organizational efficiency through employee
motivational programs, participative management, and
cooperative decision making.
Required Textbook(s) and Supplemental Materials
Organizational Behavior: Human Behavior at Work McGraw-
Hill/ Create 14th Edition ISBN 978-0-07-811282-9
COURSE PREREQUISITES
None
COURSE OUTCOMES:
Students leave the course with the ability to:

· Appraise human behavior theories and concepts as multiple
root causes of organizational issues for effectively leading an
organization
· Analyze human behavior problems within an organization for
informing properly targeted solutions that improve human
behavior
· Develop logical solutions that directly address relevant
organizational issues for improving organizational effectiveness
and strategically leading organizations
· Apply human behavior theories and concepts to current and
past places of employment for improving morale and
communication within a workplace
Assignments and grading scale
Assignment
Number of
Graded Items
Percentage Value
Per Item
Total Percentage
Peer Evaluation
1
15%
15%
Career Paper
1
15%
15%
Group Diagnosis Paper
1
20%
20%
Customer Feedback
1
10%
10%

Team Paper
1
15%
15%
Team Presentation
1
25%
25%
Total Course Percentage Possible
100%
Note: I do not accept late work unless there are extenuating
circumstances outside of your control.
UC-GLOBAL Grading Scales
UC-COCE Undergraduate Grading Scale
UC-COCE Graduate Grading Scale
Grade
Numerical Equivalent
Grade Points
Grade
Numerical Equivalent
Grade Points
A
93-100
4.0
A
93-100
4.0
A-
90-92
3.67
A-

90-92
3.67
B+
87-89
3.33
B+
87-89
3.33
B
83-86
3.00
B
83-86
3.00
B-
80-82
2.67
B-
80-82
2.67
C+
77-79
2.33
C+
77-79
2.33
C
73-76
2.00
C
73-76
2.00
C-
70-72
1.67
F

0-72
0.00
D+
67-69
1.33
D
60-66
1.00
F
0-59
0.00
Course Calendar
Date or Module
Topics
Exercises/Assignments/Participation
9/3
Orientation and Introductions
Review Syllabi
9/10
The Dynamics of People and Organizations
The Dynamics of People and their Position Within the
Organization- Chapters 1 & 2
9/17
Organizational Behavior Insights
The Impact of Social Systems in the Workplace- Chapter 3 & 4

9/24
Motivation and Rewarding Employee Performance
Motivating and Rewarding Employee Performance- Chapters 5
& 6
10/1
Leadership and Empowerment
Creating an Agile Organization- Chapters 7 & 8 Career Paper
(Due 11:00am)
10/8
Employee Attitudes and Their Effects on Organizations and
Individuals
The “Fit Between the Individual & The Organization”-Chapters
9 & 10
10/15
Conflict, Power, and Organizational Politics
Group Dynamics Chapters 11 & 12
10/22
Teams and Managing Change
Transition into Higher Order Complexity-Chapters 13 & 14
10/29
Organization Behavior Across Cultures
4Th Industrial Revolution- Chapters 15 & 16
11/5
Transformational Maps
Global Forum Group Diagnosis Paper (Due
11:00am)
11/12
Teams and Team Building
Team building exercise – TBD
11/19
Foresight
Guest Speaker-TBD
11/26
Team Building for Final Presentation
Group Work

12/3
Final Group paper and presentations
Team Presentation & Group Paper
12/10
Final Group paper and presentations
Team Presentation & Group Paper
NOTE: Course calendar is subject to change at the discretion of
your instructor.
ATTENDANCE POLICY
I expect you to attend all classes and be on time. Being in class
each day is an important factor in learning the concepts that are
presented. You may be withdrawn from class if you exceed
three absences. Half-letter grade reduction will be assessed
from your course grade for each day's absence over three. I
distribute a sign-in sheet at the beginning of each class. If you
are late to sign in, you will be marked absent. The use of
computers, smartphones, etc. should be used for class work.
Although material missed during an absence is your
responsibility, please advise me if you anticipate an absence.
You are expected to find out what was covered from your team.
*Late work will have 10% deducted per day late, up to 5 days.
Work submitted more than 5 days late will receive a 0%. Note: I
do utilize Turnitin and all work will be submitted to assigned
links in Brightspace.
Plagiarism in excess of 30% on any written submissions for first
offensive results in a zero for that work. Second offense results
in possible failing grade for the course.
NOTE: Course calendar is subject to change at the discretion of
your instructor.
Syllabus | 3
Newstrom14e_PPT_Ch07 (1).ppt.pptx

Chapter Seven
Leadership
Organizational
Behavior
John W. Newstrom
Human Behavior at
Work
Copyright © 2014 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written
consent of McGraw-Hill Education.
14e
Learning Objectives
The nature of leadership and followership
The difference between traits and behaviors
Different leadership styles
Early approaches to leadership
Contingency approaches to leadership
Substitutes for leadership
Coaching as a leadership role
2
Leadership
Influencing and supporting others to work enthusiastically
toward achieving objectives

Transforms potential into reality
Helps
Identify goals of individuals and groups
Motivate and assist people to achieve the goal
Elements - Influence or support, voluntary effort, and goal
achievement
3
Nature of Leadership
Tested by the degree to which it identifies, develops, channels,
and enriches an organization’s potential
Approaches
Descriptive - Ways in which the actions of leaders differ
Contingency - Analyzes and selects a style that best fits the
situation
4
Managers versus Leaders
Managers
Hold formal positions
Achieve results by directing the activities of others
Weak leaders can still be effective managers
Excellent managers are expected to have leadership skills too
Leaders

Anyone with informal influence
Create a vision and inspire others to achieve it
Strong leaders can be weak managers
Leadership ability can be acquired and improved
5
Leadership Traits
Traits: Physical, intellectual, or personality characteristics
Possessing leadership traits does not guarantee successful
leadership
Negative traits
Narcissism: Leaders who are filled with their own importance
Exaggerate their achievements, want special favors, and exploit
others for personal gain
6
Leadership Traits
Alpha dogs: Leaders who are intensely aggressive, egocentric,
domineering, and controlling
Use personal characteristics, skills, or positions to:
Intimidate others
Maintain personal control
7

Figure 7.1 - Positive Leadership Traits
8
Leadership Behavior
Successful leadership depends more on behavior, skills, and
actions than on traits
Traits provide basic potential
Behaviors release and express traits
9
Leadership Behavior
Types of leadership skills
Technical: Person’s knowledge of, and ability in, any type of
process or technique
Human: Ability to work effectively with people and to build
teamwork
Conceptual: Ability to think in terms of models, frameworks,

and broad relationships
10
Figure 7.2 - Variations in the Use of Leadership Skills at
Different Organizational Levels
11
Situational Flexibility
Elements that affect each other in determining appropriate
leadership behavior
Leader
Followers
Situation
Leader should recognize different situations and adapt to them
on a conscious basis
12

Positive Followership
Being loyal and supportive
Becoming actively engaged
Raising penetrating questions
Confronting the leader’s ideas, ethical values, and actions
Anticipating problems and actively preventing them
13
Negative Followership
Competition
Uncritical
Rebellion
Passivity
14
Leadership Style
Total pattern of explicit and implicit leaders’ actions as seen by
employees
Positive leadership - Emphasizes rewards and a supportive
approach
Uses a conversational approach in communication
15

Leadership Style
Negative leadership - Emphasizes threats, fear, harshness,
intimidation, and penalties
Workplace bullies: Intimidate, ridicule, insult, blame, harass,
and make unreasonable demands
Style is related to one’s model of organizational behavior
16
Styles and the Use of Power
Centralize power and decision making in themselves
Employ negative leadership
Autocratic leaders
Ask for employee input before making a decision
Use or ignore the information received
Consultative leaders
Decentralize authority and use employees’ input and
participation
Leader and group act as a social unit
Consistent with the supportive, collegial, and systems models of
organizational behavior
Participative leaders
17

Leader Use of Consideration and Structure
Consideration: Concern about the human needs of the
employees
Known as employee orientation
Considerate leaders - Try to build teamwork, provide
psychological support, and help employees with personal
problems
18
Leader Use of Consideration and Structure
Structure: Task orientation, characterized by the belief that
results can be obtained by keeping people constantly busy and
closely monitoring employee actions
Ignoring employees’ personal issues and emotions
Urging employees to produce at ever-higher levels
Successful managers combine relatively high consideration and
structure
With more emphasis on consideration
19

Glass Ceiling
Invisible barrier that prevents many women from reaching
important positions
Perceptions
Women exhibit more consideration-oriented qualities
Men exhibit more structure-oriented characteristics
20
Contingency Approaches
Most appropriate style of leadership depends on an analysis of
the nature of the situation facing the leader
Types
Fiedler’s contingency model
Hersey and Blanchard’s situational leadership model
Path-goal model
Vroom’s decision-making model
21
Fiedler’s Contingency Model
Appropriate leadership style depends on the stage of
favorability to the leader

Situational variables
Leader-member relations: Determined by the manner in which
leader is accepted by the group
Task structure: Degree to which one specific way is required to
do the job
Leader position power: Organizational power that goes with the
position the leader occupies
22
Figure 7.3 - Research Results as Applied to Fiedler’s
Contingency Model of Leadership
Source: Adapted from A Theory of Leadership Effectiveness, by
Fred E. Fiedler, p. 146. Copyright © 1967 by McGraw-Hill
Book Company. Used with permission of McGraw-Hill Book
Company
23
Fiedler’s Contingency Model’s Guidelines for Managers
Use analytical skills to examine the situation
Use research-based knowledge to see the relationship between
situation and style effectiveness

Be flexible in the use of various skills within an overall style
and modify elements of situations to obtain a better match with
the preferred style
Examine a subordinate’s preferred style before placing him or
her in a supervisory role
24
Hersey & Blanchard’s Situational Leadership Model
Most important factor affecting the selection of a leader’s style
is the development level of a subordinate
Development level: Task-specific combination of an employee’s
task competence and commitment
Addresses an individual employee’s capabilities on a specific
task
Ignores several critical elements that determine leadership style
25
25
Figure 7.4 - Situational Leadership Model Recommendations for
Appropriate Leadership Styles to Be Used for Each of Four
Combinations of Employee Ability and Employee Willingness

26
Path-Goal Model of Leadership
Leaders use structure, support, and rewards to help employees
reach the organization’s goals
Create a goal orientation
Improve the path toward the goals
27
Leaders provide a balance of task and psychological support for
employees
Task-support: Assemble the resources, budgets, power, and
other essential elements to get the job done
Psychological support: Stimulate people to want to do the job
and attend to their emotional needs
28

Figure 7.5 - Path-Goal Leadership Process
29
Styles
Directive - Focuses on clear task assignments, standards of
successful performance, and work schedules
Supportive - Demonstrates concern for employees’ well-being
and needs
Achievement-oriented - Sets high expectations for employees
Communicates confidence in their ability to achieve goals
30
Participative - Invites employees to provide input to decisions
Contingency factors
General work environment
Assessing employee variables
31

Locus of control: Alternative beliefs about whether an
employee’s achievements are the:
Product of his or her own effort
Result of outside forces
Willingness to accept the influence of others
Self-perceived task ability
32
Vroom’s Decision-Making Model
Selecting from various degrees of leadership styles by
evaluating problem-solving situations
Problem attributes - Assessing a current decision situation along
a five-point scale
Decision-quality and employee-acceptance dimensions
Leadership options - Autocratic I or II, consultative I or II, and
group II
33
Assumptions in Vroom’s Decision-Making Model

Managers can accurately classify problems according to the
criteria offered
Managers are willing and able to adapt their leadership style to
fit the situation
Managers are willing to use a complex model
Employees will accept the legitimacy of different styles being
used for different problems
Employees will accept the leader’s classification of the
situation
34
Figure 7.6 - Guiding Questions in the Vroom Decision-Making
Model
35
Figure 7.7 - Similarities across Leadership Models
36

Neutralizers, Substitutes and Enhancers for Leadership
Unhealthy dependency on leaders hinders the growth and
autonomy of subordinates
Neutralizers: Attributes of subordinates, tasks, and
organizations that interfere with or diminish the leader’s
attempts to influence the employees
37
Neutralizers, Substitutes and Enhancers for Leadership
Substitutes for leadership: Factors that make leadership roles
unnecessary by replacing them with other sources
Enhancers for leadership: Elements that amplify a leader’s
impact on the employees
38
Figure 7.8 - Potential Neutralizers, Substitutes, and Enhancers
for Leadership
39

Coaching
Coach: Sports metaphor for leaders who recognize they are on
the sidelines and not on the field
Prepares, guides, and directs a player
Sensemaking: Finding order in complex or ambiguous situations
requiring:
40
Coaching
Situational awareness
Data gathering from multiple sources
Two-way act of fitting data into a mental model and/or a mental
framework
Checking with others on an ongoing basis to gain from their
perspectives
41
Coaching

Managers need it to:
Improve interaction style
Deal more effectively with change
Develop listening and speaking skills
Prerequisites to successful coaching
Willingness to change
Capability to change
Opportunity to practice new behaviors
42
Taxonomy of Leadership Behaviors
Categories
Task-oriented
Relations-oriented
Change-oriented
External-oriented
43
Taxonomy of Leadership Behaviors
Reminds leaders to:
Accomplish a goal
Relate well to employees
Stimulate appropriate change
Connect with the environment

44
Other Approaches
Visionary leaders - See what the organization needs to become
and use their communication skills to motivate others to achieve
the vision
Required during an organization’s transition period
Participative management - Reciprocal nature of influence
between managers and employees
Studies the exchanges that take place between them
45
Chapter Six
Appraising and Rewarding Performance
Organizational
Behavior
John W. Newstrom
Human Behavior at
Work

14e
Learning Objectives
Total reward systems
Money as an economic and social medium of exchange
Role of money in motivational models
Behavioral considerations in performance appraisal
2
Learning Objectives
The characteristics of good feedback programs
Process of attribution
How and why to link pay with performance
Uses of profit-sharing, gain-sharing, and skill-based pay
programs
3
Incentives
Build a complete reward system that encourages motivation

Combined with other parts of wage and salary administration
Indirect incentive - Produced through economic rewards
operated through the attitudes of workers in the social system
4
Figure 6.1 - The Reward Pyramid: The Makeup of a Complete
Pay Program
5
Money as a Means of Rewarding Employees
Economic value - Medium of exchange for allocation of
economic resources
Social value - Status value when received and spent
Represents employers' evaluation of employees
Indicates one employee’s status relative to that of other
employees
6

Money and the Motivational Models
Drives
Measure of accomplishment - Employees monitor their pay and
compare it with that of others
Supports affiliation needs
Gives the power to influence others
Needs
Herzberg model - Hygiene factor
Maslow’s model - Physiological and security needs
Alderfer’s model - Existence needs
7
Expectancy
Money has high valence
Not easily influenced by management
Employees respond to money as a reward
Instrumentality - Area where management can build trust and
take positive action
Behavior modification - High instrumentality is desired
Valence x Expectancy x Instrumentality = Motivation
8

Figure 6.2 - Desirable and Undesirable Instrumentality
Conditions
9
Equity
Cost-reward comparison: Employee identifies and compares
personal costs and rewards to determine the point at which they
are equal
Break-even point - Point at which costs and rewards are equal
for a certain level of expected performance
10
Figure 6.3 - Cost of Performance in Relation to Reward for an
Employee
11

Additional Money Considerations
Money is an extrinsic reward rather than an intrinsic one
Problems while integrating extrinsic and intrinsic rewards
Amount of intrinsic and extrinsic rewards desired by each
employee differs
Payment of an extrinsic reward decreases the intrinsic
satisfaction received
Administering intrinsic rewards on a systematic basis is
difficult
12
Additional Money Considerations
Compliance with the law
Equal Pay Act of 1963: Demands that people doing the same
work receive equal pay regardless of their sex
Comparable worth: Seeks to guarantee equal pay for equal work
Other factors that confuse the compensation process are
equality, secrecy, control, and flexibility
13
Organizational Behavior
Firms use results-oriented planning and control systems to

achieve high performance
Management by objectives: Cyclical process aimed at attaining
desired performance
Objective setting
Action planning
Periodic reviews
Annual evaluation
14
Performance Appraisal
Evaluating employee performance, sharing that information
with them, and searching for ways to improve their performance
Necessary to:
Allocate resources in a dynamic environment
Motivate and reward employees, give employees feedback about
their work, and maintain fair relationships within groups
Coach and develop employees and comply with regulations
15
Figure 6.4 - Necessary Criteria to Ensure Equal Employment
Opportunity in Performance Appraisal
16

Hallmarks of Modern Appraisal Philosophy
Performance orientation
Focus on goals or objectives
Mutual goal setting between supervisor and employee
Clarification of behavioral expectations
Extensive feedback systems
17
Appraisal Interview
Session in which the supervisor:
Provides feedback to the employee on past performance
Discusses problems that have arisen
Invites a response
Platform for setting future objectives and increasing motivation
Successful when the appraiser:
Understands the employee’s job
18

Appraisal Interview
Has previously set measurable performance standards and has
specific evidence about performance
Seeks and uses inputs from other observers and limits criticism
to a few major issues
Supports, accepts, and praises tasks done well
Listens to the employee’s input and reactions
Shares responsibility for outcomes and offers future assistance
and allows participation in the discussion
19
Self-Appraisal
Opportunity for employees to be introspective
Potential drawbacks
Attributing one’s poor performance to situational factors
Rating oneself too leniently
Benefits
Candid self-assessment
Less threatening to one’s self-esteem
6-20
20

Performance Feedback
Leads to improved performance and attitudes
Contemporary approach to appraisals - Electronic monitoring of
performance with electronic feedback
Reasons for failure to provide regular feedback
Lack of time and assumption that employees already know their
performance level
Reluctance to share bad news and lack of valid information to
create a substantive conclusion
21
Figure 6.5 - Guidelines for Effective Performance Feedback
22
360-Degree Feedback
Systematically gathering data on a person’s skills, abilities, and
behaviors from a variety of sources
To determine where problem exists
6-23
23

360-Degree Feedback
Advantages
Can be compared across time
Rich feedback
Aids in performance improvement
Disadvantages
Time-consuming
Intimidating to the recipients
Expensive
24
Praise
Approval or admiration for an employee’s positive qualities or
worthwhile achievements
Timely, meaningful, and personalized praise:
Communicates a strong message to both the recipient and the
entire organization
Adds to feelings of self-esteem and self-efficacy
Builds stronger employee commitment
25

Appraisal Problems
Each party tries to convince the other that her or his view is
more accurate
Confrontational
Manager’s role calls for a critical perspective, while employee’s
desire to save face leads to defensiveness
Emotional
Manager evaluates the employee, thereby placing him/her in a
subordinate position
Judgmental
Requires job understanding, careful observation of performance,
and sensitivity to the needs of employees
Complex
26
Appraisal Problems
Management’s limitations
Lack of vital skills
Failure to gather data systematically
Reluctance to address difficult/sensitive topics
Failure to involve employees in assessment process and
discussion
Cynical that any changes will occur
Not taking appraisals seriously
Intentional distortion of feedback and ratings
27

Attribution
Process by which people interpret and assign causes for their
own and others’ behavior
Nature
Self-serving bias: Claiming undue credit for one’s success and
minimizing one’s responsibility for problems
Fundamental attribution bias: Attributing others’ achievements
to good luck or easy tasks, and assuming that people lack ability
if they failed
28
Attribution
Perceptual set: People perceive what they expect to perceive
Self-fulfilling prophecy: Manager’s expectations for an
employee leads him/her to respond in a way that confirms those
expectations
Positive contagion: Behavioral phenomenon closely related to
self-fulfilling prophecy
29

Figure 6.6 - The Process of Making and Using Attributions
6-30
30
Applications of Attribution
Galatea effect: High expectations by employees themselves lead
to high performance
Stems from employee perceptions of self-efficacy on the task
and general self-confidence
Perceptual distortions: Inaccurate mental records or
interpretations of events that detrimentally affects the validity
of an appraisal process
31
Halo effect - Overall assessment affects the rating of specific
performance factors
Central tendency - Avoiding the use of very high or very low
ratings
Leniency effect - Distortion or skewing of most ratings toward
the high end of the scale

Harshness effect - Distortion of ratings toward the low end of
the scale
32
Recency effect - Recent events have greater impact than earlier
factors
First impression - Initial likes or dislikes have greater value
than the actuals
Managerial effects
Analytical and constructive thinking about their employees
Identifying each employee’s abilities, interests, and motivation
33
Managers sometimes avoid giving appraisals as:
They do not want to disrupt the relationship with the employee
Low-performing employees are difficult to deal with
There are no organizational rewards to be gained from it
34

Economic Incentive Systems
Inducing a high level of individual, group, or organizational
performance
By making an employee’s pay contingent on one or more of
those dimensions
Performance management: Believes that employee performance
can be managed and improved
Uses various rewards and incentives to encourage better
productivity
35
Figure 6.8 - Major Incentive Measures to Link Pay with
Performance
36
Piece Rate
Provides a simple, direct connection between performance and
reward
Workers who produce more are rewarded more

Pay is determined by a combination quantity–quality measure
Ensures that a high quality of product or service is maintained
37
Figure 6.9 - Advantages and Disadvantages of Incentives
Linking Pay with Performance
38
Wage Incentives
Form of merit pay - More pay for more output
Referred to as pay for performance
Increases production and decreases labor costs per unit of
production
Criteria for successful incentive systems
Must be simple
Must be understood by participants
39

Difficulties in Wage Incentives
Disruptions in the social system
Rate setting: Determining the standard output for each job,
which is the fair day’s work for the individual
Increased complexity of supervisor’s job
40
Difficulties in Wage Incentives
Loose rates: Employees are able to reach standard output with
less than reasonable levels of effort
Disharmony between incentive and hourly workers
Output restrictions: Workers limit their production, defeating
the purpose of the incentive
41
Profit Sharing
System that distributes some share of profits to employees
Merits
Tax benefits
Recognizes mutual interests
Works better for fast-growing, profitable organizations

Works better under good economic conditions
42
Profit Sharing
Is well received and understood by managers and high-level
professionals
Less initial appeal for operating workers
Demerits
Profits are not directly related to an employee’s effort on the
job
Delay in receiving rewards
Lack of predictability
Union skepticism
43
Gain Sharing
Establishes a historical base period of organizational
performance
Measures improvements
Shares the gains with employees on some formula basis
Pinpoint areas controllable by employees
Give employees incentives for identifying and implementing
cost-saving ideas
44

Gain Sharing
Behavioral basis
Encourages employee suggestions
Provides incentive for coordination and teamwork
Promotes improved communication
Improves union-management relations
Improves attitudes toward technological change
Gives employees broader view of the system
45
Gain Sharing
Contingency factors
Size of the unit and sufficient history to allow creation of
standards
Existence of controllable cost areas, stability of business, and
management’s degree of receptivity to employee participation
Organization’s willingness to share profits and union
cooperation
Managers’ receptivity to employee ideas and criticism
46

Skill-Based Pay
Rewards individuals for what they know how to do
Referred to as knowledge-based pay or
multiskill pay
Employees are paid for the range, depth, and types of skills they
demonstrate
Work starts at flat hourly rate and increases after developing
skills
47
Skill-Based Pay
Substantial amounts of training is required for system to work
Methods for pricing jobs and certifying employee skills must be
established
48
Skill-Based Pay
Advantages
Provides strong motivation for employees to develop work-
related skills

Reinforces employee’s sense of self-esteem
Provides organization with flexible workforce
Reduces boredom
Relatively high pay satisfaction
Disadvantages
Most employees will voluntarily learn higher-level jobs to get
greater hourly rate
Substantial investment in employee training
Places pressure on employees to move up the skill ladder
causing dissatisfaction
Employees qualify themselves for skill areas that they will not
use
49
Successful Implementation of Skill-Based Pay
Ensure the organizational culture is supportive and trusting
System needs to be understood by all employees
Employees should have realistic expectations
Employee pay should be linked with the potential for increased
performance
50

Chapter Eight
Empowerment
and Participation
Organizational
Behavior
John W. Newstrom
Human Behavior at
Work
14e
Learning Objectives
The nature of empowerment and its prerequisites
The participative process
Benefits of participation
Types of participative programs
Limitations of participation
Servant leadership
2
2
Empowerment

Provides greater autonomy to employees through:
Sharing of relevant information
Provision of control over factors affecting job performance
Removes conditions that lead to powerlessness
Powerlessness causes low self-efficacy
Low self-efficay - Conviction among people that they cannot
successfully perform their jobs or make meaningful
contributions
3
3
Empowerment
Impostor phenomenon: Individuals fail to properly acknowledge
their own expertise and accomplishments
Erroneously attribute their success to luck, charm, personal
contacts, or timing
Behavioral tools to overcome powerlessness
Mutual goal setting and job feedback
Modeling and contingent reward systems
Participative management
4

Figure 8.1 - The Process of Empowerment Requires a Two-
pronged Attack
5
5
Participation
Mental and emotional involvement of people in group situations
Encourages contribution to and shared responsibility of group
goals
Elements
Involvement
Pseudoparticipation: Empty managerial actions
Motivation to contribute
Acceptance of responsibility
6
6
Figure 8.2 - Forces Affecting the Greater Use of Participation

7
7
Figure 8.3 - The Participative Process Outcomes
8
8
Impact on Managerial Power
Leader-member exchange model: Reciprocal relationship
between leaders and their followers
For each employee, leader selectively:
Delegates, informs and consults, and mentors
Praises and rewards
To the manager, each subordinate contributes various degrees
of:
Task performance
Loyalty and respect
9

Figure 8.4 - Two Views of Power and Influence
10
Figure 8.5 - Prerequisites for Participation
11
Figure 8.6 - Participation Exists Along a Continuum
Source: Adapted from Robert Tannenbaum and Warren H.
Schmidt, “How to Choose a Leadership Pattern,” Harvard
Business Review, March–April 1958, p. 96.
12

Contingency Factors
Emotional intelligence: Combination of:
Personal abilities - Self-awareness and self-management
Social competencies - Social awareness and relationship
management
13
Contingency Factors
Differing employee needs for participation
Underparticipation: Occurs when employees want more
participation than they have and feel deprived
Overparticipation: Occurs when employees have more
participation than they want and feel saturated
14
Figure 8.7 - Products of the Relationship between an
Employee’s Desired Participation and a Manager’s Use of It
15

Contingency FactorsResponsibilities of
employeesResponsibilities of managersBe responsible for their
actions and their consequencesIdentify the issues to be
addressedOperate within the relevant organizational
policiesSpecify the level of involvement desiredBe contributing
team membersProvide relevant information and trainingRespect
and use the perspectives of othersAllocate fair rewardsBe
dependable and ethical in their empowered actionsDemonstrate
responsible self-leadership
16
Figure 8.8 - Selected Types of Participative Programs
17
Programs for Participation
Participative management: Developing a substantial sense of

empowerment among employees by using:
Significant approach with widespread application
Sufficient number of programs
Suggestion programs: Formal plans to invite individual
employees to recommend work improvements
18
Quality Circles
Voluntary groups that receive training in process improvements
and problem-solving skills
Meet to produce ideas for improving productivity and working
conditions
Help employees feel they have some influence on their
organization
19
Guidelines for Successful Quality Circles
Use for measurable, short-term problems
Obtain continuous support from management
Apply group’s skills to problems within the circle’s work area
Train supervisors in facilitation skills
View them as a starting point for other more participative
approaches
20

Total Quality Management (TQM)
Formal program with direct participation of all employees
Employees are trained in:
Problem solving
Group decision making
Statistical methods
21
Rapid-cycle Decision Making
Participative process that is time-efficient, inclusive, genuine,
transparent, and yields definitive outcomes
Involves
Creation of a project steering committee
Identification of possibly affected employees
22

Rapid-cycle Decision Making
Framing of key issues and presentation
Distribution by email
Willingness to support the collective decision
Final judgments made by the steering committee where
consensus could not be achieved
23
Self-Managing Teams
Natural work groups with large degree of decision-making
autonomy
Expected to control their own behavior and results
Formal version of the group-decision approach
Known as semi-autonomous work groups or sociotechnical
teams
Key feature - Diminished role for managers
24
Employee Ownership
Employees provide the capital to purchase control of an existing
operation
Stimulus - Threatened closings of marginally profitable plants,
with little hope of other employment in a suffering local

economy
Has been tried in diverse industries
25
Flexible Work Arrangements
Grant employees more flexibility in determining how, when,
and where work gets done
Primary forms
Telecommuting
Compressed workweeks
Job sharing
Flexible schedules
Part-time work
Time away from work
26
Flexible Work Arrangements
Benefits for:
Employees - Higher levels of job satisfaction and reduced job
stress
Employers - Aids in recruiting and retaining valuable workers
and reduces costly space needs
Face time: Frequent opportunities to interact personally with
one’s manager

Possible through the use of apps, email and instant messaging
27
Benefits of Participation
Brings higher and better quality of output
Improves motivation, self-esteem, job satisfaction, and
cooperation with management
Reduces conflict and stress
Creates more commitment to goals
Establishes better acceptance of change
Reduces turnover and absenteeism
Implements organizational changes rapidly
Establishes better communication
28
Figure 8.9 - Forces Affecting the Lesser Use of Participation
29

New Role for Managers
Stewards: Caretakers, guardians, and developers of a broad
range of human and technical resources
Servant leadership: Helping others attain relevant goals while
developing their skills and abilities
Listening actively and empathetically
Engaging in introspection
Treating others with respect
30
New Role for Managers
Admitting mistakes and confessing one’s own vulnerability
Asking for help from others and engaging in dialogue and
paraphrasing to ensure understanding
Affirming the worth and contributions of each participant and
building trust by articulating their values and acting
consistently with them
Placing great emphasis on helping other people succeed
31
Newstrom14e_PPT_Ch10 (1).pptx

Chapter Ten
Issues Between
Organizations and Individuals
Organizational
Behavior
John W. Newstrom
Human Behavior at
Work
14e
Learning Objectives
A model of legitimacy of organizational influence
How rights to privacy are interpreted
Bases for discrimination at work
Using discipline to change behaviors
Quality of work life (QWL)
Job enrichment: pros and cons
Mutual individual-organization responsibilities
Whistle-blowing as a prosocial behavior
2
Legitimate Organizational Influence
Every organization develops policies and requirements for
performance
Conflict occurs if the organization’s and an individual’s

boundaries of legitimate influence differ
Areas of organizational influence
High legitimacy - Job conduct
Low legitimacy - Personal activities off the job
3
Figure 10.1 - Model of Legitimacy of Organizational Influence
on Employees
4
Off-the-Job Conduct
The more job-related one’s conduct is when off the job, the
more support there is for organizational influence on the
employee
Current issues
Surveillance
Substance abuse
Genetic screening
Office romances
Assessments of ethical values
5

Rights of Privacy
Keeping certain information about an individual confidential
Areas that employees, customers, and others believe should be
off limits
Religious, political, and social beliefs
Personal acts and conversations
Non-business locations and personal-use locations
6
Figure 10.2 - Business Activities that May Involve Employee
Rights of Privacy
7
Policy Guidelines Relating to Privacy
Relevance
Recency
Notice
Fiduciary duty

Confidentiality
Due process
Protection of the psyche
8
Surveillance Devices
Equipment and procedures for monitoring employee actions
Electronic sensor badges - Microcomputers in clip-on ID cards
Electronic monitoring: Observing/recording individuals using
electronic methods or devices
Impact on employees - Higher levels of physiological and
emotional distress
9
Keys to employee acceptance
Advance notification and explanation
Using information to improve performance
Using employee input to set up a fair system
10

Cyberloafers or cyberslackers - Employees who use work time
and work computers for personal interest.
Social screening: Information gleaned from e-mails, Facebook,
Twitter, Blogs, and LinkedIn
Aids management in screening prospective employees
11
Honesty Tests
Attempt to get the respondents to disclose information about
their previous or prospective honesty
Referred to as integrity tests
Two forms
Overt tests - Inquire about attitudes toward theft
Personality-based tests - Indirectly identify dishonest people by
relating scores on selected personality-test items to a theft
criterion
12
Health Issues and Privacy
Alcoholism

Costs employers in absenteeism, poor work, lost productivity,
and increased health care costs
Successful programs:
Treat alcoholism as an illness
Focus on job behavior
Provide medical and psychological help
Provide a non-threatening atmosphere
13
Drug abuse
Consequences for organizations
Employee theft and lost productivity
Rise in employee absentee rates and additional health costs
Drug-Free Workplace Act (1988) - Requires some employers to
create and distribute policies prohibiting drug abuse at work
14

Drug testing
Objections
False positives/negatives and its impact
Revelation of medical conditions that an employee may prefer
to keep private
Being watched while providing test samples
Presumed right to consume whatever one desires
15
Solution
to the problems with drug testing is impairment testing
Impairment testing: Brief motor-skills test performed on a
computer
Genetic testing: Using medical tests to predict whether an
individual may be genetically susceptible to one or more types
of illnesses or harmful substances
16

Genetic monitoring: Identifies harmful substances in the
workplace, examines their effects on the genetic makeup of
employees, and provides the basis for corrective action
Positive uses
Moving susceptible employees to safer areas, providing health
warnings, and enabling development of protective measures
Negative aspects
Discrimination based on results and impacts individual privacy
and opportunity
17
Figure 10.3 - EEOC Definition of Sexual Harassment

Source: Employment Opportunity Commission’s Guidelines on
Discrimination Because of Sex, 1604.11 (Sexual Harassment).,
Nov. 10, 1980.
18
Sexual harassment
Preventive practices
Developing policies to address the issue and educate employees
about it
Identifying actions that constitute harassment and
communicating possible liabilities and negative effects
Employers are liable for:
Reinstatement of the victims if they were unfairly discharged
and paying back wages, punitive damages, and awards for
psychological suffering and pain
19

Acquired immune deficiency syndrome (AIDS)
Deadly virus affecting the human immune system
Contagious, incurable and often fatal
Legal status of infected employees is unclear
Related work issues
Protection of medical privacy and educating co-workers
Effect on teamwork and group participation
Preventing harassment or social isolation
Employee AIDs testing
20

Discipline
Action taken to enforce standards
Preventive discipline: Encourage individuals to follow rules to
avoid infractions
Corrective discipline: Follows infraction of a rule
Objectives of disciplinary action
To reform the offender
To deter others from similar actions
To maintain consistent, effective group standards
21
Discipline
Progressive discipline: Stronger penalties for repeated offenses
Purpose is to provide an opportunity for self-correction
22

Figure 10.4 - A Progressive Discipline System
23
Quality of Work Life (QWL)
Favorableness or unfavorableness of a total job environment for
people
Help organizations recognize their responsibility to develop
jobs and working conditions for people and the organization's
economic health
Elements
Open communications and equitable reward systems
Concern for employee job security and careers
Caring supervisor and participation in decision making

24
Quality of Work Life (QWL)
Helps:
Develop employee skills
Reduce occupational stress
Build more cooperative labor-management relations
Rationale for redesigning jobs and organizations for a better
QWL
Classical job design gave inadequate attention to human needs
Needs and aspirations of workers have changed
25

Job Enlargement and Job Enrichment
Consists of job breadth and depth
Job breadth: Number of different tasks an individual is directly
responsible for
Job depth: Level of control, responsibility, and discretion
workers have over their job
Job scope
Giving employees with narrow job breadth a wider variety of
duties to reduce their monotony
Job enlargement
Periodic assignment of an employee to completely different sets
of job activities
Job rotation
Adding additional motivators to a job to make it more rewarding
Job enrichment
26
Figure 10.5 - Difference between Job Enrichment and Job
Enlargement

27
Figure 10.6 - Benefits of Job Enrichment Emerge in Three
Areas
28
Applying Job Enrichment
Employees decide on what enriches their jobs
If maintenance factors decline during an enrichment program,
employees will be less responsive to the program
Not all employees will choose enriched jobs, given the option

Contingency relationship exists in terms of different job needs
29
Figure 10.7 - How Core Job Characteristics Affect Work
Outcomes through Three Psychological States
30
30
Enrichment Increases Motivation
Enriched jobs increase motivation provided that employees:

Have adequate job knowledge and skills
Desire to learn, grow, and develop
Are satisfied with their work environment
Most enrichment attempts have been conducted in
manufacturing operations
31
Social Cues Affect Perceptions
Social cues: Subtle bits of positive or negative information
workers receive from their social surroundings
Social information processing: Using social cues to arrive at
one’s own perceptions peers:
Suggest which job characteristics really count
Offer relative weighting of each core dimension
Provide clues about their own judgments of the dimensions
32

Figure 10.8 - Social Cues Affect Employee Reactions to Tasks
33
Contingency Factors Affecting Enrichment
Very high costs in relation to rewards
Some workers will not want an enriched job
Affects pay relationships
Expensive equipment that are inadaptable
Production system becomes unbalanced
Reduced supervisory or staff roles
Union opposition
34

Organizational Citizenship
Organizational citizens: Employees who go beyond their job
descriptions and engage in positive social acts that benefit
others
Categories
Helping others and cooperating with them
Civic virtue
Sportsmanship and courtesy
Conscientiousness
Organizational loyalty
35
Dues-Paying
Costs that an individual pays for group acceptance and

continuing membership
Minimum qualifications and willingness to work without
complaint
Showing respect to others and not acting superior to others
36
Dues-Paying
Performing at an above-average level
Spending the appropriate amount of time
on the job
Idiosyncrasy credits: Over time, a person earns credits that can
be cashed in when necessary
37

Whistle-blowing
Disclosing alleged misconduct to an internal or external source
Misconduct - Violation of a rule or law, fraud, safety violation,
or corruption
Forces that diminish dishonesty
Honesty and respect for truth-telling
38
Whistle-blowing
Availability of ethical role models
Positive interpersonal behaviors
Ethical expectations for themselves
Fairness toward others
Articulation of ethical standards to others
Traits of whistle-blowers
Have observed wrongdoing and believe it is a serious problem
39

Whistle-blowing
Feel that it directly affects them and are conscientious
Professionals with long service and previously recognized as
good performers
Perceived to be responsive to complaints
By going public, whistle blowers become the subject of
employer retaliation
Discharge: Act of firing an employee
40
Figure 10.9 - Alternative Employee Responses to Wrongful Acts

41
Mutual Trust
Joint faith in the responsibility and actions of the parties
involved
Requires mutual understanding, emotional bonds, and
trustworthy behaviors
Occurs over times and is fragile in nature
Whistle-blowing occurs when mutual trust has deteriorated or
been broken
Results in a breakdown of the psychological contract
42

Chapter Fifteen
Stress and Counseling
Organizational
Behavior
John W. Newstrom
Human Behavior at
Work
14e
Learning Objectives
The role of stress in employee health
Extreme forms of stress reactions
Causes and symptoms of stress
Organizational effects of stress
Actions that may prevent or reduce stress
Different counseling functions
Three types of counseling and their usefulness
2

Employee Stress
Stress: Pressures people feel in life due to:
Poor working conditions
Sustained conflicts with supervisors
Traumatic events
Intentional harassment
If liability is established:
Benefits can be claimed under workers’ compensation laws
Organization can be sued for financial damages
3
Figure 15.1 - Typical Negative Symptoms of Unmanaged Stress

4
Products of Stress
Resilience: Capacity to handle short-term tensions and bounce
back from difficulties
Phases of stress - Alarm, resistance, and exhaustion
Burnout: Employees are emotionally exhausted, develop
cynicism about their work, and feel unable to accomplish their
professional goals
Loss of interest in work
Detachment from clients
5

Products of Stress
Deterioration in work output
Physical and mental problems
Workaholics: Addicted to work and internally driven to work
for long hours
Suggestions for coping with stress at work
Realistic about career expectations
Periodic short breaks and exercise program
Hobby and volunteer work
6
Trauma
Occurs following a major threat to one’s security
Workplace trauma: Disintegration of employees’ self-concepts
and beliefs in their capabilities
Harassment at work and discrimination
Employee’s perceived incapacity

Sudden job loss
Layoff survivor’s sickness: Simultaneous relief and guilt
experienced by the survivors of mass downsizings
7
Trauma
Workplace violence: Dramatic and harmful physical action
against co-workers, managers, or company property
Post-traumatic stress disorder (PTSD): Suffered by any person
who:
Witnesses violence
Receives injury from violence
Lives under fear of future violence
8

Figure 15.2 - A Model of Causes, Types, and Consequences of
Stress
Source: Parts of the model are adapted from Randall S. Schuler,
“An Integrative Transactional Process Model of Stress in
Organizations,” Journal of Occupational Behavior, January
1982, pp. 5–19.
9
Figure 15.3 - Typical Causes of Stress on the Job
10

Nonwork Stressors
Arises away from work, and have spillover effects on work
performance
Relationship breakdowns, personal illnesses
Parenting issues and transportation challenges
Caregiving roles and responsibilities
Financial difficulties and psychological problems
Stress audit: Survey, administered anonymously to employees,
that solicits their responses to a variety of questions related to
working conditions
11
Frustration
Result of a motivation being blocked to prevent one from
reaching a desired goal
Defense mechanisms: Reactions that defend one from the
psychological effects of a blocked goal

Types of reactions
Aggression, apathy, and physical disorder
Withdrawal, regression, and fixation
Sources - Co-workers, hassles, and abusive supervisors
12
Figure 15.4 - A Stress-Performance Model Depicting Two
Stress Thresholds
13
Stress Vulnerability
Level of stressors that a person can tolerate before negative

feelings of stress occur and adversely affect performance
Stress threshold
Employees’ perception of the amount of control they have over
their work and working conditions
Perceived control
Aggressive, competitive, and set high standards
Impatient with themselves and others
Thrive under constant time pressures
Prone to stress-related ailments
Type A people
Relaxed and easygoing
Accept situations and work within them
Less prone to stress-related problems
Type B people
14
Approaches to Stress Management
Improve managerial communication and empower employees
Redesign jobs or implement organization development programs

Employees can:
Request for job transfers
15
Approaches to Stress Management
Find alternative employment or opt for early retirement
Develop assertive skills and confront the stressor
Cope - Cooperative efforts among employees and management
16
Figure 15.5 - Common Personal Strategies for Managing Stress
17

Types of Support for Stress Management
Network of activities, interactions, and relationships that
provides an employee with the satisfaction of important needs
Types of support in a total network - Instrumental,
informational, evaluative, and emotional
Social support
Involves quiet concentrated inner thought to rest the body
physically and emotionally
Relaxation response
Paid or unpaid time off to temporarily remove oneself from a
stressful work environment
Sabbatical leaves
Preventive approach for reducing the causes of stress
Personal wellness
18

Counseling
Discussion with an employee of a stressful problem that has
emotional content, to help the employee cope better
Goals
Improve employee mental health and well-being
Help employee meet organizational expectations
19
Counseling
Key features
Confidential
Concerned with work and personal problems
Helps control untamed emotions that could result in harmful
consequences
20

Figure 15.6 - Functions of Counseling
21
Figure 15.7 - Types of Counseling According to Amount of
Direction that Counselors Provide
22

Types of Counseling
Directive counseling: Listening to an employee’s problem and
deciding with the employee what should be done
Telling and motivating the employee to do it
Reorientation is seldom achieved
23
Types of Counseling
Nondirective (client-centered) counseling: Skillfully listening
to and encouraging an employee to explain his/her problems
Understanding them and determining appropriate solutions
Employee-centered
24

Types of Counseling
Advantages
Results in employee’s reorientation
Follows an iceberg model of counseling
Iceberg model of counseling: Recognizes that more feelings
may be hidden under the surface of a counselee’s
communication than are revealed
Disadvantages
Time-consuming and expensive
Depends on employee’s willingness
Some employees may use it to avoid work responsibilities
25

Figure 15.8 - Major Differences between Nondirective and
Directive Counseling
26
Figure 15.9 - Iceberg Model of Counseling
27
Participative Counseling
Mutual relationship that establishes a cooperative exchange of
ideas to help solve an employee’s problems
Integrates the ideas of both participants in a counseling

relationship
Starts by using the listening techniques of nondirective
counseling
As the interview progresses, participative counselors may play a
more active role than nondirective counselors
28
Contingency View of Counseling
Directive approach - To be used for problems involving facts
and requiring a timely logical solution
Nondirective approach - To be used for problems involving
personal feelings and emotions
Other considerations
Manager’s willingness
Recipients’ expectations
29

Newstrom14e_PPT_Ch14 (1).pptx
Chapter Fourteen
Managing Change
Organizational
Behavior
John W. Newstrom
Human Behavior at
Work
14e
Learning Objectives
The nature of change
Cost and benefits of change
Resistance to change

Basic frameworks for interpreting change
Role of transformational leadership in change
Practices to build support for change
Meaning and characteristics of OD
2
Nature of Change at Work
Change: Any alteration occurring at work or in the work
environment that affects the ways in which employees must act
Widespread effect on the whole organization
Human and technical problem
Disrupts equilibrium
Established when people develop a stable set of relations with
their environment
3

Role of Managers with Regard to Change
Anticipating events, initiating change, and taking control of the
organization’s destiny
Proactive
Responding to events, adapting to change, and tempering the
consequences of change
Reactive
4
Responses to Change
How people feel about a change determines how they will
respond to it
Caused by:
Personal history
Work environment
Hawthorne effect: Group’s perception of being observed and

one’s interpretation of its significance tends to change the group
5
Responses to Change
Group response - People show their attachment to the group by
responding uniformly to a change
Homeostasis: People act to establish a steady state of need
fulfillment and to protect themselves from disturbance of that
balance
Groups return to their perceived best way of life when any
change occurs
6

Figure 14.1 - Unified Social Response to Change
7
Costs and Benefits
Intentional change: Occurs when individuals weigh the positive
and negative aspects of a change
Psychic costs: Psychological costs that affect a person’s inner
self
Repetitive change syndrome: Sustained series of small or
moderate changes over a period of time
8

Costs and Benefits
Produces cumulative effects that overload a person’s system
Management should consider each change
Help individuals understand it and experience a net gain from it
9
Resistance to Change
Any employee behaviors designed to discredit, delay, or prevent
a work change
Causes of resistance
Organizational cultures that overvalue criticism of new ideas
Undercutting of changes behind the scenes
Indecisive managers, suffering analysis paralysis
Emphasis on flashy proposals, no follow-through, and bunker
mentality
10

Nature and Effects
Perceived threats
Real or imagined
Intended or unintended
Direct or indirect
Large or small
11
Nature and Effects
Success of a change depends on how skillfully it is managed
Chain-reaction effect: Occurs when a change that directly
affects one or more persons leads to a direct or indirect reaction
from people sharing a mutual interest

12
Reasons for Resistance
Nature of the change itself
Method by which change is introduced
Personal factors
Reluctance to exchange certainty for uncertainty
Threats to job security
13
Reasons for Resistance
Lack of trust in management
Low tolerance for change

High degree of parochial self-interest
Perceived lack of a demonstrated problem
Someone else appears to gain the benefits
14
Figure 14.2 - Parallel Stages of Reactions to Terminal Illness
and Organizational Change
15
Figure 14.3 - Types of Resistance to Change among Employees
16

Suggestions to Tackle Resistance
Acknowledge employee feelings
Encourage employees to let go of the past and to embrace what
is new
Insist on an outstanding effort to make the change
Break tasks down into manageable steps
17
Possible Benefits of Resistance
Encourages reexamination of change proposals
Modifications are made to the process to ensure they are
appropriate

Identifies problem areas where difficulties may occur
Helps take corrective action before they develop
Encourages better communication, leading to acceptance
18
Transformational Leaders
Initiate bold strategic changes to position an organization for its
future
Create vision
Communicate charisma
Important tool that charismatic leaders use involves the art of
storytelling
19

Transformational Leaders
Stimulate learning
Double-loop learning: Capacity to learn from the experience of
change
Prepare participants to manage future changes effectively
20
Stages of Change
Unfreezing: Old ideas and practices need to be cast aside so
new ones can be learned
Changing: New ideas, new methods, and new technologies are
learned
Refreezing: What has been learned is integrated into actual
practice
21

Figure 14.4 - A Model of the Equilibrium State and Change
Process
22
Methods to Introduce Change
Adding supporting forces and making recipients aware of them
Removing restraining forces
Increasing the actual strength of a supporting force
Communicating that rewards or coercive power will be used to
induce change
23

Methods to Introduce Change
Persistently using supporting forces until the change is
completed
Decreasing the strength of a restraining force
Converting a restraining force into a supporting force
24
Building Support for Change
Use group forces
Provide a rationale for change
Give importance to expectations
Encourage participation
Offer economic and psychic rewards

25
Building Support for Change
Ensure employee security
Communicate and educate
Stimulate employee readiness
Work with the total system
26
Organization Development (OD)
Systematic application of behavior science knowledge at
various organizational levels
to bring about planned change

Recognizes organizations as systems with dynamic interpersonal
relationships, holding individuals together
27
Organization Development (OD)
Objective is to make organizations more:
Humanly responsive
Effective
Capable of continuous organizational learning and self-renewal
28
Foundations of Organization Development
Systems orientation

Interplay of structure, technology, and people
Behavior of employees in different groups, departments, and
locations
Emphasis is on the manner in which the parts relate
Understanding causality - Causal variables, intervening
variables, and end-result variables
29
Figure 14.6 - Variables in the Organization Development
Approach
30
Figure 14.7 - Common Organization Development Assumptions

31
Characteristics of Organizational Development
Humanistic values: Positive beliefs about the potential and
desire for growth among employees
Change agent: Spark change within the system while remaining
partially independent of it
Problem solving
Action research: Cyclical process of using research to guide
action
Generates new data as the basis for new actions
32

Interventions
Structured activities designed to help individuals or groups
improve their work effectiveness
Classified by their emphasis on individuals or groups
Appreciative inquiry: Turns employee attention away from a
negative focus on problems, missteps, deficiencies,
shortcomings, and blaming
33
Figure 14.8 - Typical Stages in Organization
Development
34

Chapter Thirteen
Teams and Team Building
Organizational
Behavior
John W. Newstrom
Human Behavior at
Work
14e
Teamwork
Exhibited when members of a task team:
Know their objectives
Contribute responsibly and enthusiastically
Support one another
Task team: Cooperative small group in regular contact, engaged
in coordinated action

2
Figure 13.1 - Some Key Differences between Groups and Teams
3
Stages of Team DevelopmentForming
Sharing of personal information
Aura of courtesy prevails and interactions are cautiousStorming
Members compete for status and control
Arguments take place about the direction for the group
External pressures interfereNormingGroup begins moving in a
cooperative fashion

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