Functions of Managment and Organizatinal Behavior.ppt

A presentation regarding the functions of managment and the behavior of any organization should possess.

1. Organizational Behavior

2. What are the elements of an
organization?
1.People / staff
2.Infrastructure / buildings / vehicles..
3.Technology / machines, medicines..
4.Resources/money and
5.Common objective/Goal

3. Organization
Goals
Objectives
Tasks
Infrastructure People/Staff
& Technology
Resources
People who plan & control
E
E
E
E
E = Environment Social
Economic
Religious
Political/Administrative
People who plan & control an organization are called MANAGERS
Owners of the organization may or may not be managers

4. An Alternative Definition
•An organization
–involves the interactions and efforts of People
–in order to achieve Objectives
–channelled and coordinated through Structure
–directed and controlled via Management
[Mullins 1996]

5. The Hawthorne Studies
A group of studies conducted at the
Hawthorne plant of the Western
Electric Company during the late 1920’s
and early 1930’s

6. The Hawthorne Studies
•Elton Mayo hired to explain the results of a
study of illumination on productivity and
Western Electric
•Conducted two additional studies
–Relay Room
–Bank Wiring Room

7. Bank Wiring Room
•Introduced incentive pay system.
•Expected individual worker output to
increase.
•Found no change in worker output.
•Workers established informal norms because
they feared the company would increase their
quota.

8. Impact of the Hawthorne Studies
•Elton Mayo is considered the father of the
Human Relations movement
•Human Relations recognizes that there are
other factors beyond rational economics that
drive individual behavior.
•Productivity and satisfaction are inextricably
linked—You cannot forget the human side of
the equation

9. Enter Organizational Behavior

10. Toward an OB Discipline
Social psychology
Psychology
Behavioural
science
Contribution Unit of
analysis
Output
Anthropology
Sociology
Political science
Study of
Organizational
Behaviour
Organization
system
Learning
Motivation
Perception
Training
Leadership effectiveness
Job satisfaction
Individual decision making
Performance appraisal
Attitude measurement
Employee selection
Work design
Work stress
Group dynamics
Work teams
Communication
Power
Conflict
Intergroup behaviour
Formal organization theory
Organizational technology
Organizational change
Organizational culture
Conflict
Intraorganizational politics
Power
Organizational culture
Organizational environment
Behavioural change
Attitude change
Communication
Group processes
Group decision making
Group
Comparative values
Comparative attitudes
Cross-cultural analysis
Individual

11. Contributing Disciplines to the OB
Field
E X H I B I T1-3a

12. Contributing Disciplines to the OB
Field
E X H I B I T1-3b

13. Contributing Disciplines to the OB
Field
E X H I B I T1-3c

14. Contributing Disciplines to the OB
Field
E X H I B I T1-3d

15. Contributing Disciplines to the OB
Field
E X H I B I T1-3f

16. FUNDAMENTALS OF
INDIVIDUAL BEHAVIOUR

17. PSYCHOLOGIST KURT LEVIN
B = F (P, E)
SO THAT BEHAVIOUR (B) IS A FUNCTION (F) OF A
PERSON (P) AND ENVIRONMENT (E) AROUND HIM.

18. INHERITED CHARACTERISTICSINHERITED CHARACTERISTICS
• PHYSICAL CHARACTERISTICS
• INTELLIGENCE
• SEX
• AGE
• RELIGION

19. LEARNED CHARACTERISTICS LEARNED CHARACTERISTICS
• PERCEPTION
• ATTITUDE
• PERSONALITY
• VALUES

20. PERCEPTION LEARNING
PERSONALITY
PERSONALITY CIRCLEPERSONALITY CIRCLE

21. Personality
•Personality consists of the stable psychological traits and
behavioral attributes that gives a person his or her
identity.
•The Big Five Personality Dimensions
–Extroversion
–Agreeableness
–Conscientiousness
–Emotional stability
–Openness to experience

22. Personality Defined
•Personality represents the unique and
relatively stable pattern of behaviors,
thoughts, and emotions characterizing an
individual
–Identity (internal and subjective)
–Reputation (external and objective)

23. Personality
•A person’s characteristic pattern of
thinking, feeling, and acting that is
consistent across time and situations
•Relatively enduring underlying
dispositions that influence behavior
across situations

24. The Origins of Personality

25. DETERMINANTS OF PERSONALITYDETERMINANTS OF PERSONALITY
HEREDITY
• BIOLOGICAL FEATURES
• BRAIN STIMULATION
• BIO FEEDBACK
ENVIRONMENT
• CULTURE
• RELIGION
• FAMILY
• PARENTAL INFLUENCES
• SIBLINGS INFLUENCE
• SCHOOL
• PLACE OF WORK
SITUATION

26. The Big Five Model of Personality
•Extroversion
•Neuroticism
•Agreeableness
•Conscientiousness
•Openness to Experience

27. The Hierarchical Organization of
Personality
Source: Adapted from R. R. McCrae and P. T. Costa, "Discriminant Validity of NEO-PIR Facet
Scales,” Educational and Psychological Measurement, 52, pp. 229–237. Copyright 1992. Reprinted
by permission of Sage Publications, Inc.

28. Extroversion
•The tendency to
experience positive
emotional states and
feel good about oneself
and the world around
one; also called positive
affectivity.
•Specific traits include
positive emotions,
gregariousness, and
warmth

29. Neuroticism
•The tendency to
experience negative
emotional states and
view oneself and the
world around one
negatively; also called
negative affectivity.
•Specific traits include
anxiety, self-
consciousness, and
vulnerability.

30. Agreeableness
•The tendency to
get along well with
others.
•Specific traits
include trust,
straightforwardnes
s and tender-
mindedness.

31. Conscientiousness
•The extent to
which a person is
careful,
scrupulous, and
persevering.
•Specific traits
include
competence,
order and self-
discipline.

32. Openness to Experience
•The extent to
which a person is
original, has broad
interests, and is
willing to take
risks.
•Specific traits
include fantasy,
actions, and ideas.

33. Traits versus Types
•Traits represent single dimensions of
personality
•Types represent constellations of traits

34. MainMain OppositeOpposite
1.Reserved Outgoing
2.Less intelligent More intelligent
3.Affected by FeelingsEmotionally Stable
4.Submissive Dominant
5.Serious Happy-go-lucky
6.Expedient Conscientious
7.Timid Venturesome
SIXTEENSIXTEEN
PRIMARYPRIMARY
TRAITSTRAITS

35. 8.
Tough-minded Sensitive
9.
Trusting Suspicious
10
Practical Imaginative
11
Forthright Shrewd
12
Self-assured Apprehensive
13
Conservative Experimenting
14
Group-dependent Controlled
15
Uncontrolled Controlled
16
Relaxed Tense

36. Other Personality Models
•Myers Briggs Type Indicator
–Extroversion-Introversion
–Thinking-Feeling
–Sensing-Intution
–Judging-Perceiving
•Scores on each one of these “traits” is less
important than your overall type.

37. Type A/B Personality
•Type A: a behavior pattern involving high
levels of competitiveness, time urgency, and
irritability
•Type B: a behavior pattern characterized by a
casual, laid back style.
•What is the effect of Type on health, personal
relations, and task performance?

38. Positive-Negative Affectivity
•Positive Affectivity: the tendency to
experience positive moods regardless of the
situation.
•Negative Affectivity: the tendency to
experience negative moods regardless of the
situation.
•What is the impact of affectivity on
performance?

39. Other Personality Traits at
Work
•Self-Efficacy
–A person’s beliefs about his or her
capabilities to perform a task.
•Authoritarianism
–The extent to which a person believes that
power and status differences are
appropriate within hierarchical social
systems such as organizations.

40. JUNGIAN PERSONALITY TYPEJUNGIAN PERSONALITY TYPE
Sensing Personality Sensing Personality
(S)(S)
Intuitive Personality Intuitive Personality
(N)(N)
Thinking (T)Rational, logical,
empirical, objective,
Money-oriented
efforts, Risk avoider,
short-sighted.
Broad viewer,
imaginative, wider
options, risk takers,
long-sighted.
Feeling (F)Empirical, personal
values, subjectivity,
considering other
views, risk takers,
status-conscious.
Broad view of personal
situation, people-
oriented, subjective,
venturesome.

41. •Locus of Control
–The extent to which people believe that
their behavior has a real effect on what
happens to them.
•People who believe that individuals are
in control of their lives are said to have
an internal locus of control.
•People who think that forces beyond
their control dictate what happens to
them are said to have an external locus
of control.

42. Authoritarianism
Persons having authoritarian personality believe in status and
power differences.
Risk Propensity
People like or dislike risk-taking; that is, people have different
risk propensities for assuming or avoiding risks.
Dogmatism
Dogmatism is a traditional view. People are traditional and take
routine decisions.

43. Other Personality Traits at Work
•Machiavellianism
–People who possess this personality trait
behave to gain power and control over the
behavior of others.
–High mach’s are very similar to psychopaths
•Charming with no remorse, guilt, or empathy
•Performance implications?

44. VALUESVALUES
BASIC CONVICTIONS THAT A SPECIFIC MODE
OF CONDUCT OR END-STATE OF EXISTENCE
IS PERSONALLY OR SOCIALLY PREFERABLE TO
AN OPPOSITE OR CONVERSE MODE OF
CONDUCT OR END-STATE OF EXISTENCE.

45. VALUE SYSTEMVALUE SYSTEM
A HIERARCHY BASED ON A RANKING OF AN
INDIVIDUAL’S VALUES IN TERMS OF THEIR
INTENSITY.

46. ALL OF US HAVE A HIERARCHY OF VALUES
THAT FORMS OUR VALUE SYSTEMVALUE SYSTEM. THIS
SYSTEM IS IDENTIFIED BY THE RELATIVE
IMPORTANCE WE ASSIGN TO SUCH VALUES
AS FREEDOM, PLEASURE, SELF-RESPECT,
HONESTY, OBEDIENCE AND EQUALITY.

47. SOURCES OF OUR VALUE SYSTEMSOURCES OF OUR VALUE SYSTEM
A SIGNIFICANT PORTION IS GENETICALLY
DETERMINED. THE REST IS ATTRIBUTABLE
TO FACTORS LIKE NATIONAL CULTURE,
PARENTAL DICTATES, TEACHERS, FRIENDS,
AND SIMILAR ENVIRONMENTAL INFLUENCES.

48. TYPES OF VALUESTYPES OF VALUES
ALLPORT AND ASSOCIATES
THEORETICAL
1.ECONOMIC
2.AESTHETIC
3.SOCIAL
4.POLITICAL
5.RELIGIOUS

49. ROKEACH VALUE SURVEYROKEACH VALUE SURVEY
TERMINAL VALUES: DESIRABLE END-STATES OF
EXISTENCE; THE GOALS THAT A PERSON WOULD LIKE TO
ACHIEVE DURING HIS OR HER LIFETIME.
INSTRUMENTAL VALUES: PREFERABLE MODES OF
BEHAVIOUR OR MEANS OF ACHIEVING ONE’S TERMINAL
VALUES.

50. TERMINAL AND INSTRUMENTAL VALUES TERMINAL AND INSTRUMENTAL VALUES
IN IN ROKEACH VALUE SURVEYROKEACH VALUE SURVEY
Terminal Values
•Comfortable life
•Exciting life
•Sense of accomplishment
•World at peace
•World of beauty
•Equality
•Family Security
•Freedom
•Happiness
•Inner harmony
•Mature love
•National security
•Pleasure
•Salvation
•Self-respect
•Social recognition
•True friendship
•Wisdom
Instrumental Values
•Ambitious
•Broad-minded
•Capable
•Cheerful
•Clean
•Courageous
•Forgiving
•Helpful
•Honest
•Imaginative
•Independent
•Intellectual
•Logical
•Loving
•Obedient
•Polite
•Responsible
•Self-controlled

51. AIMA-PGCM-GM11 51
LEADERSHIP

52. AIMA-PGCM-GM11 52
LEADERSHIP IS DEFINED AS INFLUENCE, THAT IS,
THE ART OR PROCES OF INFLUENCING PEOPLE SO
THAT THEY WILL STRIVE WILLINGLY AND
ENTHUSIASTICALLY TOWARDS THE ACHIEVEMENT
OF GROUP GOALS.

53. AIMA-PGCM-GM11 53
LEADERSHIP
THE PROCESS OF DIRECTING AND INFLUENCING THE
TASK-RELATED ACTIVITIES OF GROUP MEMBERS.
FIRST, LEADERSHIP INVOLVES OTHER PEOPLE –
EMPLOYEES OR FOLLOWERS. BY THEIR
WILLINGNESS TO ACCEPT DIRECTIONS FROM THE
LEADER, GROUP MEMBERS HELP DEFINE THE
LEADER’S STATUS AND MAKE THE LEADERSHIP
PROCESS POSSIBLE; WITHOUT PEOPLE TO LEAD, ALL
THE LEADERSHIP QUALITIES OF A MANAGER WOULD
BE IRRELEVANT.

54. AIMA-PGCM-GM11 54
SECOND, LEADERSHIP INVOLVES AND UNEQUAL
DISTRIBUTION OF POWER BETWEEN LEADERS AND GROUP
MEMBERS. GROUP MEMBERS ARE NOT POWERLESS; THEY
CAN AND DOSHAPE GROUP ACTIVITIES IN A NUMBER OF
WAYS.
A THIRD ASPECT OF LEADERSHIP IS THE ABILITY TO USE THE
DIFFERENT FORMS OF POWER TO INFLUENCE
FOLLOWERS’ BEHAVIORS IN A NUMBER OF WAYS. INDEED,
LEADERS HAVE INFLUENCED SOLDIERS TO KILL AND
LEADERS HAVE INFLUENCED EMPLOYEES TO MAKE
PERSONAL SACRIFICES FOR THE GOOD OF THE COMPANY.

55. AIMA-PGCM-GM11 55
FOURTH ASPECT COMBINES THE FIRST
THREE AND ACKNOWLEDGES THAT
LEADERSHIP IS ABOUT VALUES. MORAL
LEADERSHIP CONCERNS VALUES AND
REQUIRES THAT FOLLOWERS BE GIVEN
ENOUGH KNOWLEDGE OF ALTERNATIVES
TO MAKE INTELLIGENT CHOICES WHEN IT
COMES TIME TO RESPOND TO A LEADER’S
PROPOSAL TO LEAD.

56. AIMA-PGCM-GM11 56
INGREDIENTS OF LEADERSHIP
1.THE ABILITY TO USE POWER EFFECTIVELY AND IN
A RESPONSIBLE MANNER,
2.THE ABILITY TO COMPREHEND THAT HUMAN
BEINGS HAVE DIFFERENT MOTIVATION
FORCES AT DIFFERENT TIMES AND IN DIFFERENT
SITUATIONS
3.THE ABILITY TO INSPIRE, AND
4.THE ABILITY TO ACT IN A MANNER THAT WILL
DEVELOP A CLIMATE CONDUCIVE TO
RESPONDING
TO AND AROUSING MOTIVATIONS.

57. AIMA-PGCM-GM11 57
LEADERSHIP FUNCTIONS
THE GROUP-MAINTENANCE AND TASK-RELATED
ACTIVITIES THAT MUST BE PERFORMED BY THE
LEADER, OR SOMEONE ELSE, FOR A GROUP TO
PERFORM EFFECTIVELY.
LEADERSHIP STYLES
THE VARIOUS PATTERNS OF BEHAVIOR FAVORED
BY
LEADERS DURING THE PROCESS OF DIRECTING AND
INFLUENCING WORKERS.

58. AIMA-PGCM-GM11 58
THE TRAIT APPROACH TO LEADERSHIP
IN SEARCHING FOR MEASURABLE LEADERSHIP
TRAITS,RESEARCHERS HAVE TAKEN TWO
APPROACHES COMPARING THE TRAITS OF THOSE
WHO HAVE EMERGED AS LEADERS WITH THE
TRAITS OF THOSE WHOHAVE NOT; AND (2)
COMPARING THE TRAITS OF EFFECTIVE
LEADERS WITH THOSE OF INEFFECTIVE LEADERS.
•LEADERS AND NONLEADERS
•EFFECTIVE AND INEFFECTIVE LEADERS

59. AIMA-PGCM-GM11 59
LEADERSHIP BEHAVIOR AND STYLES
1.LEADERSHIP BASED ON THE USE OF AUTHORITY,
2.LIKERT’S FOUR SYSTEMS OF MANAGING,
3.THE MANAGERIAL GRID, AND
4.LEADERSHIP INVOLVING A VARIETY OF STYLES,
RANGING FROM A MAXIMUM TO A MINIMUM USE
OF POWER AND INFLUENCE.

60. AIMA-PGCM-GM11 60
AUTOCRATIC
LEADER
FOLLOWER FOLLOWER FOLLOWER
DEMOCRATIC
OR
PARTICIPATIVE
LEADER
FOLLOWER FOLLOWER FOLLOWER
FREE-REIN
LEADER
FOLLOWER FOLLOWER FOLLOWER
THE FLOW OF INFLUENCE WITH THREE LEADERSHIP STYLES

61. AIMA-PGCM-GM11 61
MANAGERIAL GRID
DEVELOPED SOME YEARS AGO BY ROBERT BLAKE AND JANE
MOUTON.
GRID DIMENSIONS
THE GRID HAS TWO DIMENSIONS: CONCERN FOR PEPOLE AND
CONCERN FOR PRODUCTION.

62. AIMA-PGCM-GM11 62
FOUR EXTREME STYLES
1.1 STYLE (REFERRED TO AS “IMPOVERISHED
MANAGEMENT”)
9.9 MANAGERS – TEAM MANAGERS
1.9 MANAGEMENT (CALLED “COUNTRY CLUB
MANAGEMENT” BY SOME)
9.1 MANAGERS (SOMETIMES REFERRED TO
“AUTOCRATIC TASK MANAGERS”)
5.5 MANAGERS AUTOCRATIC ATTITUDE TOWARD
PEOPLE

63. AIMA-PGCM-GM11 63
The Management Grid
9-
8-
7-
6-
5-
4-
3-
2-
1-
1 2 3 4 5 6 7 8 9
1,1
Impoverished management
Exertion of minimum effort to
get required work done is
appropriate to sustain
organization membership.
9,1
Authority-obedience
Efficiency in operations results
From arranging conditions of
Work in such a way that human
Elements interfere to a
minimum degree.
5.5
Organization man management
Adequate organization performance is
possible through balancing the necessity
to get out work with maintaining morale
of people at a satisfactory level.
1,9
Country club management
Thoughtful attention to needs
of people for satisfying relation-
ships leads to a comfortable,
friendly organization atmos-
phere and work tempo.
9,9
Team management
Work accomplishment is from
committed people, interdepen-
dence through a “common
stake” in organization purpose
leads to relationships of trust
and respect.

64. AIMA-PGCM-GM11 64
FIEDLER’S CONTINGENCY APPROACH TO LEADERSHIP
FRED E. FIEDLER AND HIS ASSOCIATES AT THE UNIVERSITY OF
ILLINOIS HAVE SUGGESTED A CONTINGENCY THEORY OF
LEADERSHIP. THE THEORY HOLDS THAT PEOPLE BECOME LEADERS
NOT ONLY BECAUSE OF THE ATTRIBUTES OF THEIR PERSONALITIES
BUT ALSO BECAUSE OF VARIOUS SITUATIONAL FACTORS AND THE
INTERACTIONS BETWEEN LEADERS AND GROUP MEMBERS.
CRITICAL DIMENSIONS OF THE LEADERSHIP SITUATION
1.POSITION POWER
2.TASK STRUCTURE
3.LEADER-MEMBER RELATIONS
LEADERSHIP STYLES
FAVORABLENESS OF SITUATION

65. AIMA-PGCM-GM11 65
PATH-GOAL MODEL
A LEADERSHIP THEORY EMPHASIZING THE LEADER’S
ROLE IN CLARIFYING FOR SUBORDINATES HOW THEY
CAN ACHIEVE HIGH PERFORMANCE AND ITS ASSOCIATED
REWARDS.
A PATH-GOAL APPROACH TO LEADERSHIP

66. AIMA-PGCM-GM11 66
PATH-GOAL APPROACH TO LEADERSHIP EFFECTIVENESS
THE PATH-GOAL THEORY SUGGESTS THAT THE MAIN FUNCTION OF
THE LEADER IS TO CLARIFY AND SET GOALS WITH SUBORDINATES,
HELP THEM FIND THE BEST PATH FOR ACHIEVING THE GOALS,AND
REMOVE OBSTACLES.
FACTORS CONTRIBUTING TO EFFECTIVE LEADERSHIP SHOULD
INCLUDE:
1.CHARACTERISTICS OF SUBORDINATES, SUCH AS THEIR NEEDS,
SELF-CONFIDENCE, AND ABILITIES; AND
2.THE WORK ENVIORNMENT, INCLUDING SUCH COMPONENTS AS
THE TASK, THE REWARD SYSTEM, AND THE RELATIONSHIP WITH
COWORKERS.

67. AIMA-PGCM-GM11 67
CONTINGENCY APPROACHES TO LEADERSHIP
CONTINGENCY APPROACH
THE VIEW THAT THE MANAGEMENT TECHNIQUE THAT
BEST CONTRIBUTES TO THE ATTAINMENT OF
ORGANIZATIONAL GOALS MIGHT VARY IN DIFFERENT
TYPES OF SITUATIONS OR CIRCUMSTANCES.
SITUATIONAL LEADERSHIP MODEL
AN APPROACH TO LEADERSHIP DEVELOPED BY HERSEY
AND BLANCHARD THAT DESCRIBES HOW LEADERS
SHOULD ADJUST THEIR LEADERSHIP STYLE IN RESPONSE
TO THEIR SUBORDINATES’ EVOLVING DESIRE FOR
ACHIEVEMENT, EXPERIENCE, ABILITY, AND WILLINGNESS
TO ACCEPT RESPONSIBILITY.

68. AIMA-PGCM-GM11 68
LEADERSHIP STYLE AND THE WORK SITUATION:
THE FIEDLER MODEL
LEAST PREFERRED CO-WORKER (LPC)
FIEDLER’S MEASURING INSTRUMENT FOR LOCATING A
MANAGER ON THE LEADERSHIP-STYLE CONTINUUM.
LEADER-MEMBER RELATIONS
THE QUALITY OF THE INTERACTION BETWEEN A LEADER
AND HIS OR HER EMPLOYEES; ACCORDING TO FIEDLER,
THE MOST IMPORTANT INFLUENCE ON THE MANAGER’S
POWER.

69. AIMA-PGCM-GM11 69
TASK STRUCTURE
A WORK SITUATION VARIABLE THAT, ACCORDING TO
FIEDLER, HELPS DETERMINE A MANAGER’S POWER. IN
STRUCTURED TASKS, MANAGERS AUTOMATICALLY
HAVE HIGH POWER; IN UNSTRUCTURED TASKS, THEIR
POWERIS DIMINISHED.
POSITION POWER
THE POWER, ACCORDING TO FIEDLER, THAT IS
INHERENT IN THE FORMAL POSITION THE LEADER
HOLDS. THIS POWER MAY BE GREAT OR SMALL,
DEPENDING ON THESPECIFIC POSITION.

70. AIMA-PGCM-GM11 70
THE FUTURE OF LEADERSHIP THEORY
TRANSACTIONAL LEADERS
LEADERS WHO DETERMINE WHAT SUBORDINATES NEED
TO DO TO ACHIEVE OBJECTIVES, CLASSIFY THOSE
REQUIREMENTS, AND HELP SUBORDINATES BECOME
CONFIDENT THEY CAN REACH THEIR OBJECTIVES.
TRANSFORMED LEADERS
LEADERS WHO, THROUGH THEIR PERSONAL VISION AND
ENERGY, INSPIRE FOLLOWERS AND HAVE A MAJOR
IMPACT ON THEIR ORGANIZATINOS; ALSO CALLED
CHARISMATIC LEADERS.

71. AIMA-PGCM-GM11 71
A CHARISMATIC LEADER
OCCASIONALLY A LEADER EMERGES WHOSE HIGH
VISIBILITY AND PERSONAL CHARISMA CATCHES THE
PUBLIC CONSCIOUSNESS. NOW-RETIRED AUTO-
INDUSTRY EXECUTIVE LEE LACOCCA, WHO LED
CHRYSLER CORPORATION BACK FROM THE EDGE OF
BANKRUPTCY, ENGENDERED CONSIDERABLE PUBLIC
RECOGNITION AND SUPPORT.

72. ATTITUDESATTITUDES

73. ATTITUDESATTITUDES
EVALUATIVE STATEMENTS OR JUDGMENTS
CONCERNING OBJECTS, PEOPLE, OR
EVENTS.

74. COGNITIVE COMPONENT OF AN ATTITUDECOGNITIVE COMPONENT OF AN ATTITUDE
THE OPINION OR BELIEF SEGMENT OF AN
ATTITUDE.

75. AFFECTIVE COMPONENT OF AN ATTITUDEAFFECTIVE COMPONENT OF AN ATTITUDE
THE EMOTIONAL OR FEELING SEGMENT OF AN
ATTITUDE.

76. BEHAVIORAL COMPONENT OF AN ATTITUDEBEHAVIORAL COMPONENT OF AN ATTITUDE
AN INTENTION TO BEHAVE IN A CERTAIN WAY
TOWARD SOMEONE OR SOMETHING.

77. TYPES OF ATTITUDETYPES OF ATTITUDE
A PERSON CAN HAVE THOUSANDS OF ATTITUDES, BUT
OB FOCUSES OUR ATTENTION ON A VERY LIMITED
NUMBER OF JOB-RELATED ATTITUDES. THESE JOB-
RELATED ATTITUDES TAP POSITIVE OR NEGATIVE
EVALUATIONS THAT EMPLOYEES HOLD ABOUT ASPECTS
OF THEIR WORK ENVIRONMENT. MOST OF THE
RESEARCH IN OB HAS BEEN CONCERNED WITH THREE
ATTITUDES: JOB SATISFACTION, JOB INVOLVEMENT,
AND ORGANIZATIONAL COMMITMENT.

78. JOB SATISFACTIONJOB SATISFACTION
THE TERM JOB SATISFACTION REFERS TO AN
INDIVIDUAL’S GENERAL ATTITUDE TOWARD HIS
OR HER JOB. A PERSON WITH A HIGH LEVEL OF JOB
SATISFACTION HOLDS POSITIVE ATTITUDES TOWARD THE JOB; A
PERSON WHO IS DISSATISFIED WITH HIS OR HER JOB HOLDS
NEGATIVE ATTITUDES ABOUT THE JOB.

79. JOB INVOLVEMENTJOB INVOLVEMENT
THE DEGREE TO WHICH A PERSON IDENTIFIES WITH
HIS OR HER JOB, ACTIVELY PARTICIPATES IN IT, AND
CONSIDERS HIS OR HER PERFORMANCE IMPORTANT
TO SELF-WORTH.
EMPLOYEES WITH A HIGH LEVEL OF JOB INVOLVEMENT
STRONGLY IDENTIFY WITH AND REALLY CARE ABOUT
THE KIND OF WORK THEY DO. HIGH LEVELS OF JOB
INVOLVEMENT HAVE BEEN FOUND TO BE RELATED TO
FEWER ABSENCES AND LOWER RESIGNATION RATES.

80. ORGANIZATIONAL COMMITMENTORGANIZATIONAL COMMITMENT
THE DEGREE TO WHICH AN EMPLOYEE
IDENTIFIES WITH A PARTICULAR ORGANIZATION
AND ITS GOALS,
AND WISHES TO MAINTAIN MEMBERSHIP IN THE
ORGANIZATION.

81. SO HIGH JOB INVOLVEMENT MEANS
IDENTIFYING WITH
ONE’S SPECIFIC JOB; HIGH ORGANIZATIONAL
COMMITMENT MEANS IDENTIFYING WITH
ONE’S
EMPLOYING ORGANIZATION.

82. MODELS OF ATTITUDEMODELS OF ATTITUDE
• COGNITIVE MODEL
• OBJECT MODEL
• BEHAVIOUR MODEL
• PERFORMANCE MODEL

83. ATTITUDE FORMATIONATTITUDE FORMATION
• CLASSICAL ATTITUDE FORMATION
• INSTRUMENT OR OPERANT ATTITUDE FORMATION
• COGNITIVE ATTITUDE FORMATION

84. ATTITUDE CHANGEATTITUDE CHANGE
• CHANGING MOTIVES OF EMPLOYEES
• ADMIRING EMPLOYEES
• COMPARING CONFLICTING ATTITUDES
• CHANGING THE BELIEFS

85. ““HAPPY EMPLOYEE IS A PRODUCTIVE EMPLOYEE”HAPPY EMPLOYEE IS A PRODUCTIVE EMPLOYEE”

86. Job satisfaction can be defined as the extent of positive feelings or
attitudes that individuals have towards their jobs. When a person
says that he has high job satisfaction, it means that he really likes
his job, feels good about it and values his job highly.

87. WHAT DETERMINES JOB SATISFACTION? WHAT DETERMINES JOB SATISFACTION?
• Mentally challenging work.
• Equitable rewards.
• Supportive working conditions.
• Supportive colleagues
• Don’t forget the personality – Job fit.

88. SOURCES OF JOB SATISFACTIONSOURCES OF JOB SATISFACTION
1.Organizational factors.
2.Work environmental factors.
3.Factors related to work itself.
4.Personal factors.

89. 1.1. ORGANIZATIONAL FACTORS ORGANIZATIONAL FACTORS
• Salaries and wages
• Promotions
• Company policies
2.2. WORK ENVIRONMENTWORK ENVIRONMENT
• Supervisory style
• Work group
• Working conditions

90. 3.3. WORK ITSELFWORK ITSELF
The job content has two aspects. One is the “job scope” that
involves the amount of responsibility. The second aspect is
variety. It has been found that a moderate amount of variety
is most effective.
4.4. PERSONAL FACTORSPERSONAL FACTORS

91. THE EFFECT OF JOB SATISFACTION THE EFFECT OF JOB SATISFACTION
ON EMPLOYEE PERFORMANCEON EMPLOYEE PERFORMANCE
• Satisfaction and Productivity
• Satisfaction and Absenteeism
• Satisfaction and Turnover

92. HOW EMPLOYEES CAN EXPRESS DISSATISFACTIONHOW EMPLOYEES CAN EXPRESS DISSATISFACTION
Active
Passive
Destructive Constructive
EXIT VOICE
NEGLECT LOYALTY
Responses to Job DissatisfactionResponses to Job Dissatisfaction

93. ExitExit
Dissatisfaction expressed through behavior directed toward leaving
the organization.
VoiceVoice
Dissatisfaction expressed through active and constructive attempts
to improve conditions.
LoyaltyLoyalty
Dissatisfaction expressed by passively waiting for conditions to
improve.
NeglectNeglect
Dissatisfaction expressed through allowing conditions to worsen.

94. CONSEQUENCES OF JOB DISSATISFACTIONCONSEQUENCES OF JOB DISSATISFACTION
• Employee unrest
• Absenteeism
• Tardiness
• Employee turnover
• Union activity
• Early retirement
• A job satisfaction

95. PERCEPTION

96. Chronological Development of Law
Notion
Perception
Conception
Assumption
Theory
Law

97. PERCEPTIONPERCEPTION
•A PROCESS BY WHICH INDIVIDUALS ORGANIZE
AND INTERPRET THEIR SENSORY IMPRESSION IN
ORDER TO GIVE MEANING TO THEIR
ENVIRONMENT

98. Perception
•Perception
–The process of selecting, organizing, and
interpreting environmental information.
–Based on internal factors (e.g., personality)
and external factors (e.g., accuracy of
information).
–Self-esteem describes how individuals
perceive themselves.

99. Factors in the perceiver
• Attitudes
• Motives
• Interests
• Experience
• Expectations
Perception
Factors in the target
• Novelty
• Motion
• Sounds
• Size
• Background
• Proximity
Factors in the situation
• Time
• Work setting
• Social setting
Factors that Influence PerceptionFactors that Influence Perception

100. THE PERCEIVERTHE PERCEIVER
•WHEN AN INDIVIDUAL LOOKS AT A TARGET
AND ATTEMPTS TO INTERPRET WHAT HE
OR SHE SEES, THAT INTERPRETATION IS
HEAVILY INFLUENCED BY PERSONAL
CHARACTERISTICS OF THE INDIVIDUAL
PERCEIVER.

101. •A MAJOR REASON IS THAT THEY HOLD
DIVERGENT ATTITUDES CONCERNING LARGE
CLASSES.
•UNSATISFIED NEEDS OR MOTIVES STIMULATE
INDIVIDUALS AND MAY EXERT A STRONG
INFLUENCE
ON THEIR PERCEPTIONS.

102. •THE FOCUS OF OUR ATTENTION APPEARS TO
BE INFLUENCED BY OUR INTERESTS.
•EXPECTATIONS CAN DISTORT YOUR
PERCEPTIONS IN THAT YOU WILL SEE WHAT
YOU EXPECT TO SEE.

103. THE TARGETTHE TARGET
•CHARACTERISTICS IN THE TARGET THAT IS BEING
OBSERVED CAN AFFECT WHAT IS PERCEIVED.
• BECAUSE TARGETS ARE NOT LOOKED AT IN
ISOLATION.
• THE RELATIONSHIP OF A TARGET TO ITS BACKGROUND
INFLUENCES PERCEPTION, AS DOES OUR TENDENCY TO
GROUP CLOSE THINGS AND SIMILAR THINGS TOGETHER

104. THE SITUATIONTHE SITUATION
•THE CONTEXT IN WHICH WE SEE OBJECTS OR
EVENTS IS IMPORTANT. ELEMENTS IN THE
SURROUNDING ENVIRONMENT INFLUENCE
OUR PERCEPTIONS.
•THE TIME AT WHICH AN OBJECT OR EVENT IS
SEEN CAN INFLUENCE
ATTENTION, AS CAN LOCATION, LIGHT, HEAT,
OR ANY NUMBER OF SITUATIONAL FACTORS.

105. Person Perception: Making
Judgments About Others
Attribution theory
This theory has been proposed to develop
explanations of the ways in which we judge
people differently, depending on what meaning
we attribute to a given behavior.
Basically, the theory suggests that when we
observe an individual’s behavior, we attempt to
determine whether it was internally or externally
caused.

106. Person Perception: Making
Judgments About Others,
Determinants:
1. Distinctiveness: shows different behaviors in different
situations.
2. Consensus: response is the same as others to same
situation.
3. Consistency: responds in the same way over time.

107. Attribution
Theory

108. Errors and Biases in Attributions

109. Errors and Biases in Attributions

110. BARRIERS TO PERCEPTUAL BARRIERS TO PERCEPTUAL
ACCURACYACCURACY

111. Selective Perception
•People selectively interpret what
they see based on their interests,
background, experience, and
attitudes.

112. Halo Effect
•Drawing a general impression
about an individual based on a
single characteristic.

113. Selective Perception
•People selectively interpret what
they see based on their interests,
background, experience, and
attitudes.

114. Contrast Effects
•Evaluation of a person’s
characteristics that are affected by
comparisons with other people
recently encountered who rank higher
or lower on the same characteristics.

115. Projection
•Attributing one’s own
characteristics to other people.

116. Stereotyping
•Judging someone on the basis of one’s
perception of the group
to which that person belongs.

117. Self-fulfilling Prophecy
•When one person inaccurately
perceives a second person and the
resulting expectations cause the
second person to behave in ways
consistent with the original
perception.

118. Overcoming Biases
•Don’t overlook external causes of
others’ behavior
•Identify and confront your
stereotypes
•Evaluate people based on objective
factors
•Avoid making rash judgments

119. SPECIFIC APPLICATIONS IN ORGANIZATIONS SPECIFIC APPLICATIONS IN ORGANIZATIONS

•EMPLOYMENT INTERVIEW
•PERFORMANCE EXPECTATIONS
•PERFORMANCE EVALUATION
•EMPLOYEE EFFORT
•EMPLOYEE LOYALTY

120. Specific Applications of Shortcuts
in Organization
•Employment Interview
–Perceptual biases affect the accuracy of
interviewers’ judgments of applicants.
•Performance Expectations
–Self-fulfilling prophecy (pygmalion effect): The
lower or higher performance of employees
reflects preconceived leader expectations
about employee capabilities.
•Performance Evaluations
–Appraisals are subjective perceptions of
performance.

121. •Employee Effort
–Assessment of individual effort is a subjective
judgment subject to perceptual distortion and
bias.
•Employee Loyalty
–Employee support towards the organization.
•Whistle-Blowers
–Individuals who report unethical practices by
their employer to outsiders.

122. Motivation
•The willingness to exert high
levels of effort toward
organizational goals,
conditioned by the effort’s
ability to satisfy some
individual need.

123. Need
•Some internal state that
makes certain outcomes
appear attractive

124. Work Motivation:

The psychological forces that
determine the direction of a person’s
behavior in an organization, a
person’s level of effort, and a
person’s level of persistence.

125. Work Motivation
•Direction of Behavior - Which behaviors does
a person choose to perform in an
organization?
•Level of Effort - How hard does a person work
to perform a chosen behavior? (Arousal)

126. Work Motivation
•Level of Persistence - When faced with
obstacles, roadblocks, and stone walls,
how hard does a person keep trying to
perform a chosen behavior successfully?
(Maintaining)

127. Early Theories of
Motivation

128. Need-Based Theories of
Motivation
The basic premise of need
theories is that humans are
motivated primarily by
deficiencies in one or more
important needs or need
categories.

129. The Hierarchy of Needs
•Developed by psychologist Abraham
Maslow in the 1940s.
•Maslow believed that people have an
innate desire to satisfy a given set of needs.
•Maslow believed that these needs are
arranged in a hierarchy of importance, with
the most basic needs at the foundation of
the hierarchy.

130. The Hierarchy of Needs
•Maslow believed that each need level must be
satisfied before the level above it becomes
important.
•The escalation up the hierarchy continues
until the self-actualization needs become the
primary motivators.

131. The Hierarchy of Needs
Self-
actualization
Esteem
Affiliation
Physiological
Security

132. •Lower Order Needs:
Needs that are satisfied externally;
physiological and safety needs.
Higher Order Needs:
Needs that are satisfied internally;
social, esteem, and self-actualization
needs.

133. The Hierarchy of Needs
•Physiological Needs:
Adequate wages, ventilation, and comfortable
temperatures and working conditions are measures
taken to satisfy this most basic level of need.
•Security Needs:
Security needs can be satisfied by such things as job
continuity, a grievance system, and an adequate
insurance and retirement system.

134. The Hierarchy of Needs
•Affiliation Needs
–Managers can help satisfy these needs by
fostering a sense of group identity and
interaction among employees.
•Esteem Needs
–These needs are met at least partially by job
titles, choice offices, merit pay increases,
awards, and other forms of recognition.

135. The Hierarchy of Needs
•Self-Actualization Needs
–The drive to become what one is capable of
becoming.
–Achieved when people meet their full
potential.
–These needs are the hardest to understand
and the most difficult to satisfy.

136. ERG Theory
–Represents an extension and
refinement of the need hierarchy
theory by Clayton Alderfer.
–The ERG theory describes existence,
relatedness, and growth needs.

137. Existence
Concerned with providing our basic
material existence requirements. It
includes the items that Maslow considered
physiological and safety needs.

138. Relatedness
The desire we have for maintaining important
interpersonal relationships. The social and
status desires require interaction with others
if they are re-satisfied and they align with
Maslow’s social need and external component
of Maslow’s esteem classification.

139. Growth
An intrinsic desire for personal development.
These include the intrinsic component from
Maslow’s esteemed category and the
characteristics included self-actualization.

140. ERG theory
–The ERG theory suggests that if
people become frustrated trying to
satisfy one set of needs, they will
regress back to the previously
satisfied set of needs.

141. How does ERG Theory differ
from Maslow’s
In contrast to hierarchy of need theory, the
ERG Theory demonstrates:
1.More than one need may be operative at
the same time.
2.If the gratification of higher level need is
stifled, the desire to satisfy lower-level need
increases.

142. The Dual-Structure Theory
(Motivation –Hygiene Theory)
•Developed by Frederick Herzberg
•Herzberg conceptualized motivation as a
dual structure phenomenon consisting
of motivation factors and hygiene
factors.

143. –Motivation factors are intrinsic to
the work itself and include factors
such as achievement and
recognition. These factors cause
motivation and satisfaction.

144. The Dual-Structure Theory
•Motivation and hygiene factors (continued)
–Hygiene factors are extrinsic to the work itself and
include factors such as pay and job security.
–These factors do not necessarily lead to
satisfaction. If inadequate, however, these factors
can lead to dissatisfaction.

145. The Dual-Structure Theory
Motivation Factors Hygiene Factors
- Achievement
- Recognition
- The work itself
- Responsibility
- Advancement
- Supervision
- Working Conditions
- Pay and Job Security
- Company Policies
- Relationships

146. McClelland’s Theory of Needs
Achievement power, and affiliation are three
important needs that help to understand motivation.

147. Learned Needs Theory (nAch)
•Most frequently associated with the work of
David McClelland.
–Need for Achievement (nAch)
–Need for Affiliation (nAff)
–Need for Power (nPow)

148. The Need for Achievement
•The need for achievement is the
desire to accomplish a task or goal
more effectively than in the past.

149. The Need for Affiliation
•The need for human companionship.
•Individuals with a high need for affiliation
tend to want reassurance and approval
from others and usually are genuinely
concerned about others’ feelings.
•People with a high need for affiliation often
work in jobs with a lot of interpersonal
contact.

150. The Need for Power
•The desire to control the resources in one’s
environment.
•People with a high need for power can be
successful managers if three conditions are
met:
–They must seek power for the betterment of the
organization rather than for their own interests.

151. The Need for Power
•Three Conditions (continued)
–They must have a fairly low need for affiliation
(fulfilling a personal need for power may well
alienate others in the workplace).
–They need plenty of self-control to curb their
desire for power when it threatens to interfere
with effective organizational or interpersonal
relationships.

152. Equity Theory
A process theory about work motivation that
focuses on workers’ perceptions of the
fairness of their work outcomes and inputs.

153. Equity Theory
According to equity theory, what is
important to motivation is the way a
worker perceives his or her outcome /
input ratio compared to that of another
person.

154. Outcome / input ratio
Outcome / input ratio is the relationship between
what a worker gets from a job and what the worker
contributes to the job.

155. Two Basic Types of Inequity
Overpayment inequity exists when a person
perceives that their outcome / input ratio
is greater than the ratio of the referent.
Underpayment inequity exists when a
person perceives that their outcome /
input ratio is less than the ratio of the
referent.

156. Four referent comparisons an employee
can use:
•Self-inside
•Self-outside
•Other-inside
•Other-outside

157. Employee perceive an inequity Employee perceive an inequity
they can be predictedthey can be predicted
•Change their inputs
•Change their outcomes
•Distort perceptions of self
•Distort perceptions of others
•Choose a different referent
•Leave the field

158. Ways to Restore Equity
•Workers change their
inputs or outcomes.
•Workers change the
referents’ inputs or
outcomes.
•Workers change their
perceptions of inputs
and outcomes.
•Workers change the
referent.
•Workers leave the job
or organization or force
the referent to leave.

159. Expectancy Theory
•A process theory about work motivation that
focuses on how workers make choices among
alternative behaviors and levels of effort.
•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
that outcome to the individual.

160. Theory focuses on three relationships
1.Effort-performance relationship
2.Performance-reward relationship
3.Rewards-personal goals relationship

161. Expectancy Theory
Individual Individual Organizational Personal
effort performance rewards goals
1.Effort-performance relationship
2.Performance-reward relationship
3.Rewards-personal goals relationship

162. Expectancy Theory - Key Terms
•Valence: the desirability of an outcome to an
individual.
•Instrumentality: a perception about the extent to
which performance of one or more behaviors will
lead to the attainment of a particular outcome.
•Expectancy: a perception about the extent to which
effort will result in a certain level of performance.

163. Goal-Setting Theory
•Goal-Setting Theory suggests that an
individual’s conscious goals and
intentions are the primary
determinants of behavior.
•Developed by Locke and Latham.

164. Components of Goal-Setting Theory
•Goal Difficulty
–The extent to which a goal is challenging and requires
effort.
–Difficult, yet realistic, goals are typically the most
effective.
•Goal Specificity
–The clarity and precision of a goal.
–Specific, rather than vague, goals are typically the most
effective.

165. Components of Goal-Setting Theory
•Goal Acceptance
–The extent to which a person accepts a goal as his
or her own.
•Goal Commitment
–The extent to which a person is personally
interested in reaching a goal.

166. Reinforcement Theory
•In Reinforcement Theory we have a behavioristic
approach which argues that reinforcement
conditions behavior.
•Behavior is being environmentally caused.
•Theory ignores the inner state of individual and
constraint solely on what happens to a person when
he or she takes some action.

167. Theory Theory XX Theory Theory YY
•Douglas McGregor proposed two distinct views of human
beings: one basically negative, labeled Theory X, and the
other basically positive, labeled Theory Y.
•After viewing the way in which managers dealt with
employees, McGregor concluded that a manager’s view of the
nature of human beings is based on a certain grouping of
assumptions and that he or she tends to mold his or her
behavior toward subordinates according to these
assumptions.

168. Theory X, the four assumptions held by managers:Theory X, the four assumptions held by managers:
1.Employees inherently dislike work and, whenever possible, will
attempt to avoid it.
2.Since employees dislike work, they must be coerced, controlled, or
threatened with punishment to achieve goals.
3.Employees will avoid responsibilities and seek formal direction
whenever possible.
4.Most workers place security above all other factors associated with
work and will display little ambition.

169. McGregor listed four positive assumptions, which McGregor listed four positive assumptions, which
he called Theory Y:he called Theory Y:
1.Employees can view work as being as natural as rest or play.
2.People will exercise self-direction and self-control if they are
committed to the objectives.
3.The average person can learn to accept, even seek, responsibility.
4.The ability to make innovative decisions is widely dispersed
throughout the population and is not necessarily the sole province
of those in management positions.