Individual behaviour-Organisational Behaviour

Introduction, Meaning, factors or Variables influencing Individual
behaviour, Models of Individual Behaviour, Perception, Personality and Attitude.

1. Working with
Individuals
Presented by
Rahul Mahida

2. Introduction
•Anorganizationisbasicallytheassociationofhumanbeings
andamajorproblemoftoday’sorganizationishowtoget
maximumpossibleeffortsandcontributionsofthehuman
beingsdeterminingtheseeffortsandcontributions,those
responsibleformanagingtheorganizationmustunderstandthe
wayhumanbeingsbehave.Itistobenotedthattheworldof
humanworkconsistsofindividualperformingjobsinsome
setting,usuallyinsomeorganization
•Thefactthattherearetremendousdifferencesamong
individualsandamongjobsisthebasisofthefrequently
expressednotionof“matching”peopleandjobsandofthe
expression“roundpegsinsquareholes”whenthe“match”is
notagoodone.Mismatchescanoccurinanysetting.
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3. Variables influencing Individual Behavior
The Person
Skills & abilities
Personality
Perceptions
Attitudes
Values
Ethics
The Environment
Organization
Work group
Job
Personal life
Behavior
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4. Personal Factors
1) Age
2) Education
3) Abilities
4) Marital Status
5) Number of Dependents
6) Creativity
7) Emotional Intelligence
Psychological Factors
1) Personality
2) Perception
3) Attitudes
4) Values
5) Learning
Organizational Systems & Resources
1) Physical Factors
2) Organizational structure & design
3) Leadership
4) Reward System
5) Work related behavior
Environmental Factors
1) Economic
2) Social norms & cultural values
3) Ethics & social Responsibility
4) Political
Individual Behavior
Founda
tions
of
Individ
ual
Behavi
or
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5. Personal Factors
•Age:Agehasimpactonperformance,turnover,absenteeism,productivity
andSatisfactionlevel
•Education:Increasedlevelsofeducationservetoincreaseanindividual’s
expectationaboutpositiveoutcomes(generalandspecialized)
•Ability:Abilityreferstoanindividualscapacitytoperformvarioustasksin
agivenjob(intellectualandphysical).Employeeperformanceisenhanced
whenthereisability-fitjob
•MaritalStatus:ithasimpactonabsenteeism,turnover&satisfaction
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6. •NumberofDependents:Thereisacorrelationbetweennumberof
dependentsandabsenteeismandsatisfaction
•Creativity:Creativityreferstothecognitiveactivitythatresultsinanewor
novelwayofviewingorsolvingaproblem.Theyhavethreeattributesofbackground
experience,personaltraitsandcognitiveabilities(analyticalskills)
•EmotionalIntelligence:Emotionsareaneffectivestateof
consciousnessinwhichjoy,sorrow,fear,hate,love,surprise,andangerisexpressed.
EmotionshaveimpactonMood,performance,Featuresare:Emotionsarehighly
focused,expressionsofemotionsisuniversalandCulturedeterminesexpressionof
feelings.EmotionalIntelligencehelpsustomonitorouremotions
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7. Environmental Factors
•EconomicFactors:Allworkisperformedwithineconomicframework,
thatbothdirectlyandindirectly,impingesonanorganizationalenvironment.
Variousfactorslikeemploymentopportunities,wagerates,economicoutlookand
Technologicalchange
•CulturalEnvironment:Culturalenvironmentismadeupof
institutionsandotherforcesthataffectsociety’sbasicvalues,perceptions,work
ethics,achievementneedsandeffort-rewardexpectations,valuespreferences
andbehavior
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8. •EthicsandSocialResponsibility:Ethicsreferstoasystemofmoral
principles;asenseofrightandwrongandgoodnessandbadnessofactionsandthe
motivesandtheconsequencesoftheseactions.SocialResponsibilityorCorporate
socialResponsibilityisunderstoodastheobligationofdecisionmakerstotakeactions
thatprotectandimprovethewelfareofthesocietyasawhole,alongwiththeirown
interest
•PoliticalFactors:ThestabilityofGovernmenttendstohaveimpacton
employmentopportunitiesandthese,inturn,impactemployeebehavior.Thepolitical
ideologyofacountryaffectsindividualbehaviorprimarilythroughtherelative
freedomavailabletothecitizens
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9. Organizational Systems & Resources
•Facilities:Likelighting,ventilation,air-conditioning,décor,spaceforemployees,
secretarialsupport
•Organizationalstructure&Design:Thebehavior&performance
ofanindividualisinfluencedbywherethatpersonfitsintotheoverallstructure&
designoftheorganization
•Leadership:Aleaderprovidesdirection,assistance,adviceandcoachingto
individuals,duetowhichasystemofleadershipandsupervisionisnecessaryasitisa
potentialsourceofinfluence
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10. •Reward System: The behavior and performance of an individual is
influenced by the reward system of his or her organization
•Work related behavior: The five stages of the individual’s stay in the
organization may be distinguished by joining in the organization, remaining with the
organization, maintaining work attendance, performing required tasks & exhibiting
organizational citizenship
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11. Psychological Factors
•Personality
•Perception
•Attitude
•Values
•learning

12. Models of Individual Behavior
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13. Theory X and Theory Y Model
•Theory X: Assumes an individual to be lazy, non-creative
and in need of constant prodding
•Theory Y: Assumes an individual of having tremendous
potential, which effective management can lead to
availing of organizational goals
•Based on the manager’s perception of human behavior,
there may be divergence of managerial practices in the
organization
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14. Economic and Self-actualizing Model
•Economicmodel:Theindividualisconsideredtotallyeconomicin
orientation.Thisbeingascientificmanagementconcept,theideaof
standardizingjobs,specializingworkfunctionsandprovidingeconomic
benefitstothoseindividualswhoperformedbetterattheirjobwas
thoughtof.
•Self-ActualizingModel:Thismodelassumesthattheindividual
ismotivatedbytheopportunitytogrow,matureandbecomewhatthey
arecapableof.Hereindividualsarethoughttocraveforpersonal
growth,jobcompetenceandselffulfillmentandselfactualization.The
challengefortheorganizationistoprovideproperconditionsforthe
growth
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15. Behavioristic and Humanistic Model
•BehavioristicModel:Thetheoristsareinterestedonlyin
observablebehaviorascontrastedwiththoughtsor
feelings.Themodelholdsthatallbehavioris
environmentallydetermined(individualscanbe
describedsolelyintermsofbehavior)
•HumanisticModel:Scholarsbelievethatanindividualis
morephilosophicalthanscientific.Individualscontrol
theirowndestinytoagreatdegreeandtheirpotential
cannotbeunderestimated.
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16. Rational and Emotional Model
•RationalModel:Inthismodel,theindividualisassumed
tocollectalltherelevantinformation,analyzethedata
andthenarriveatasolutionfortheproblemwhichhas
come.Thatisanindividualisperceivedtobehighly
rationalentity.Humansarethereforeconsideredtobe
deliberative,seriousandcomputational.
•EmotionalModel:Inthismodel,individualsare
understoodtobeguidedbyemotions,whichmostofthe
timesareunconsciousdecisions.AccordingtoFreudians
thehumansareirrationalandemotionalduetoconstant
conflictsofIDandegoandsuperego
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17. What is Personality?
•Theoverallprofileorcombinationofcharacteristics
thatcapturetheuniquenatureofapersonasthat
personreactsandinteractswithothers.
•Combinesasetofphysicalandmentalcharacteristics
thatreflecthowapersonlooks,thinks,acts,andfeels.
•Predictablerelationshipsareexpectedbetween
people’spersonalitiesandtheirbehaviors.

18. Meaning of Personality
•Personalityreferstoasetofuniquecharacteristicsthat
makeanindividualdifferentfromothers
•Personalityreferstotheoverallprofileorcombinationof
characteristicsthatcaptureuniquenatureofapersonas
thatpersonreactsandinteractswithothers
•Personalitycombinesasetofphysicalandmental
characteristicsthatreflecthowapersonlooks,thinks,
actsandfeels
•Predictablerelationshipsareexpectedbetweenpeople’s
personalityandtheirbehavior
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19. 19
Types of
Personality
Type
Theory
Trait
Theory
Psycho-
analytic
Theory
Social
Learning
Theory
Humanistic
Theory

20. Type Theory
•In type theory,
a.individualsarecategorizeddependingupontheirphysical
characteristics.Arelationshipwasbasedbetweenfeaturesof
thefaceorbodyandpersonality(byKretschmerandSheldon)
b.Anotherbasis(byCarlJung)wasonthepsychologicalfactorsof
anindividuali.e.whethertheindividualisintrovertor
extrovert
Typetheoriesaresimpleastheyarebasedonphysicalattributesor
psychologicalfactorsforcategorizationofpersonalities,
howevertheyfailtorevealallcomplexitiesofapersonality.
Typetheoryunrealisticallyattempttoplacepersonalityinto
discreteanddiscontinuouscategories
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21. Trait Personality
•Apersonalitytraitisunderstoodasbeinganenduringattributeofa
personthatappearsconsistentlyinavarietyofsituations.
•Traittermsincludefriendly,cautious,excitable,intelligentoranxiousetc,
andscalessuchasintelligence,emotionalstability,aggressiveness,
creativenessetc.
•Traitsarereactionsofanindividualnotaqualitywhichcanbepossessed
•Toassessapersonalitytrait,
a.apersoncandescribehimselfbyansweringquestionsaboutattitudes,
feelings,behavior
b.Someoneelseevaluatestheperson’straitsfromwhatheknowsabout
theindividual(personalityinventory)orfromdirectobservation(rating
scale)
Atraittheoryisamultiplemodeloftypetheoryandthus,improvementof
typetheory
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22. Criticisms of Trait theory
•Termsaredifficulttodefine
•Theresultsareopentoconsiderablechallengesdueto
scientificreliability
•Thetraitsareverydescriptiveratherthananalytical
•Sometheoriestendtofocusonisolatedtraitswithout
specifyinghowtheyareorganizedwithinthepersonality
•Whichtraitsaremostimportantandhowtheyrelateto
othertraitsarenotexplained
•Traitsareabstractedfrombehaviorhoweverwecannot
explainbehaviorfromthetraits
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23. Psychoanalytic Theory
•ThetheorywasoriginatedbyFreudandhedevelopedthefirst
comprehensivepersonalitytheory,amethodfortreating
neuroticillsandanextensivebodyofclinicalobservations
basedonhisexperienceandselfanalysis
•Heconsideredmindtoanicebergwherethesmallsegment
whichisabovethesurfaceofwaterrepresentsconscious
experience,whilethemuchlargermasswhichisbelowwater
representstheunconscious.Freudexploredthisportionof
mindwiththehelpoffreeassociation(citingwhatevercomesin
themindofanindividual)
•Thus,accordingtoFreud,personalityconsistsofthree
elementsnamely:
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24. 24
Super
Ego
ID
Ego
Conscious
Unconscious

25. Elements of Personality
IDistheLatinwordfor“It”anditrefersexclusivelytothe
innatecomponentofpersonality.
•IDisthementalagencycontainingeverythinginherited,
presentatbirth,andfixedintheindividual’sconstitution,
especiallyinstincts
•Itisraw,animalistic,unorganized,knowsnorules,obeysno
rulesandrainsbasictotheindividualthroughoutlife.
•IDemploystoridthepersonalityoftensioni.e.reflex
actionsandprimaryprocess.
•ReflexactiontheIDautomaticallyrespondstothesources
ofirritationtherebyremovingthetension
•Primaryprocessreferstoanattempttoformamental
imageoftheobjectwhichwillremovethetension
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26. EgodevelopsoutoftheIDbecauseofthenecessityfor
dealingwiththerealworld
•EgostrivestobalancethedesiresoftheIDandtherealities
oftheobjective,outsideworld.
•Incontracttothepleasureseekingnatureoftheid,theego
operatesaccordingtotherealityprincipleinwhich
instinctualenergyisrestrainedinordertomaintainthe
safetyofindividualandintegratethepersoninsociety
•Theegoisthe“executive”ofpersonalitywhichmakes
decisions,controlsactionsandallowsthinkingand
problemsolvingofahigherorderthanID’scapabilities
permit
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27. Superegojudgeswhetheranactionisrightor
wrongaccordingtothestandardsofthesociety
•Superegorepresentstheinternalized
representationofthevaluesandmoralsofsociety
astaughttothechildbyparentsandothers
•IDseekspleasure,theegotestsrealityandthe
superegostrivesforperfection
•AccordingtoFreud,thethreeshouldwork
togetherasateamforanindividualtoproduce
integratedbehavior
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28. Criticisms of Psychoanalytic theory
•Theapproachisnotbasedonempiricallyverifiablefacts
•TheID,egoandsuperegoarelargelyhypotheticalfacts
hencetheyfailtoreflectclearlyhumanpersonalityand
behavior
•Thetheoryisbasedontheobservationofemotionally
disturbedindividualsandhencedoesnotnecessarilycover
normalindividuals
•Humanbeingsareseenasessentiallymechanisticand
governedbysamenaturallawsthatapplytothebehaviorof
otherorganisms
•Thereisnoroomforconceptssuchasfreewill,choice,
personalresponsibility,violation,spontaneityandself
determination
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29. Social Learning Theory
•Albert Bandura’s social-cognitive approach focuses on self-efficacy
and reciprocal determinism.
•Social Learning theory stresses on the change of behavior through
learning from several sources
•Throughlearningoneacquiresknowledge,language,attitudes,
values,manualskills,fears,personalitytraitsandself-insight
•Thetwowaysoflearningarelearningthroughreinforcement(direct
experience)andearningbyobservingothers(vicariouslearning)
•Situationisanimportantdeterminantofbehaviorforthistheory
•Thistheoryfocusesonbehaviorpatternsandcognitiveactivitiesin
relationtothespecificconditionswhichevoke,maintainormodify
thesituations
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30. •Theemphasisiswhatanindividualwilldoinagiven
situation.Thevariableswhichdeterminethechoice
are
a.Competencies:intelligenceabilities,socialskills&otherabilities
b.Cognitivestrategies:Habitualwaysofselectivelyattendingto
informationandorganizingitinmeaningfulunits
c.Outcomeexpectations:expectationsabouttheconsequencesof
differentbehaviorandmeaningofcertainstimuli
d.Subjectivevalueoutcome:similarexpectations,howeverchoosing
differentbehaviorsduetosubjectivevaluesoftheoutcome
e.SelfRegulatorysystemsandplans:Individualbehaviorinself-
imposedgoals,rulesguidingbehaviorandself-imposedrewardsforsuccessor
punishments,andabilitytoplanandexecute
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31. Criticisms of Social Learning theory
•Over emphasizing the importance of situational
factors in behavior to the neglect of individual
difference
•Little interest in innate differences that may
predispose characteristics of an individual
•Environmental conditions are held to be superior to
human nature
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32. Humanistic Approach
•Humanistic personality theories reject psychoanalytic
notions
–Humanistic theories view each person as basically
good and that people are striving for self-fulfillment
–Humanistic theory argues that people carry a
perception of themselves and of the world
–The goal for a humanist is to develop/promote a
positive self-concept

33. Humanistic Approach
Carl Rogers
–We have needs for:
•Self-consistency (absence of conflict between self perceptions)
•Congruence (consistency between self-perceptions and experience)
–Inconsistency evokes anxiety and threat
–People with low self-esteem generally have poor congruence between
their self-concepts and life experiences.
•The theory focuses on individual’s potential for self-direction and
freedom of choice. The emphasis is on “here and now” rather than on
events in early childhood that may have shaped the individual’s
personality
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34. •RogersSelfTheory:Behaviorisutterlydependentuponhow
oneperceivestheworldi.e.behavioristheresultofimmediate
eventsastheyareperceivedandinterpretedbytheindividual.
Suchapproachemphasistheselfandcharacteristics.This
theoryisevenreferredasselftheorypersonalitybecausethe
bestvintagepointforunderstandingbehaviorisfrominternal
frameofreferenceoftheindividualhimself.
•Thepeoplearefunctioningasfullyhumanbeings,whenthey
arefreeatexperienceandsatisfyingtheirinnernature,they
showthemselvestobepositiveandrationalcreatureswhocan
betrustedtoliveinharmonywiththemselvesandothers.The
humanshaveanaturaltendencytomoveindirectionof
differentiation,self-responsibility,co-operationandmaturity.
Thisexpressionofbasicnatureallowsthecontinuationand
enhancementofindividual

35. •Maslow’sselfactualizationTheory:Thistheorypostulates
manasaself-actualizer.Byselfactualization,Maslowmeantthedevelopmentof
fullindividualityinharmonywithallpartsofpersonality.
•Maslow’shumanisticpsychologyisbasedonEuropeanexistentialphilosophy.
•ExistentialPhilosophyisconcernedwithmanasanindividualandeachperson
aloneisresponsibleforhisownexistence.Thistheoryalsostressesonhuman
consciousness,subjectivefeelingsandpersonalexperienceastheyrelatetoone’s
existenceintheworldofotherpeople.
•Thefollowingconceptsarecentraltothehumanisticapproach
a.Anindividualisanintegratedwhole
b.Animalresearchisirrelevanttohumanbehavior
c.Humannatureisessentiallygood
d.Manhascreativepotential
e.Psychologicalhealthofmanismostimportant
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36. Perception
Peopleoftenseethesamephenomenondifferentlybothwiththe
organizationalcontextandoutsidetheorganization.Forexample,in
relationtoastrike,amanagermayperceivetheimmediatecauseofthe
strikeastrivial,whiletheworkersmayseeitasveryserious.
•Similarly,whenthereisanyaccidentinthefactory,thesupervisortreatit
asthecarelessnessofworkerswhiletheworkersmaytreatithashigh
handednessofthemanagementandlackofadequateprovisionsof
securitymeasures.
•Thus,thesituationsremainingthesame,causeshavebeenassigned
differentlybydifferentgroupofpersons.Inordertounderstandthe
significanceofthisphenomenon,onehastounderstandperceptionand
itsdifferentaspects.

37. Perception
•Perceptionistheprocessofreceivinginformationaboutandmaking
senseoftheworldaroundus.Itinvolvesdecidingwhichinformationto
notice,howtocategorizethisinformationandhowtointerpretitwithin
theframeworkofourexistingknowledge
•Perceptionistheactofseeingwhatistheretobeseen
•Perceptionincludesallthoseprocessesbywhichanindividualreceives
informationabouttheenvironment-seeing,hearing,feeling,tastingand
smelling.Thestudyoftheseperceptualprocessesshowsthattheir
functioningisaffectedbythreeclassesofvariables:theobjectsorevents
beingperceived,theenvironmentinwhichperceptionoccursandthe
individualdoingtheperceiving
•StephenP.Robinshasdefinedperceptionas“Perceptionmaybedefined
asaprocessbywhichindividualsorganizeandinterprettheirsensory
impressionsinordertogivemeaningtotheirenvironment.”
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38. Perception and Sensation :
•Therehasbeenagreatdealofmisunderstandingabouttherelationship
betweensensationandperception.Thephysicalsensesvision,hearing,
touch,smellandtastearedifferentfromtheperception.
•Thesensationessentiallydealswithveryelementarybehaviorthatis
largelydeterminedbyphysiologicalfunctioning.
•Perceptionontheotherhand,ismuchmorecomplexandbroaderthan
sensation.
•Itisvirtuallyacognitive,psychologicalprocessofsensingfilteringand
modifyingtherawdata.Assensationplaysanimportantroleofpeople
intheirprivatelives,perceptionplaysacrucialpartinorganizational
life.

39. Factors influencing Perception
Individuals
Perception
Perceivers
Characteristics:
1) Needs
2) Experiences
3) Values
4) Attitudes
5) Personality
Situational Factors:
1) Physical Setting
2) Social Setting
3) Organizational
Setting
Characteristics of the
Perceived:
1) Nature
2) Size
3) Appearance
4) Location etc
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40. Attitude
•Attitudesrepresentbeliefs,feelingsandactiontendencies
towardsobjects,ideasorpeople
•“Byattitudeswemeanthebeliefs,feelingsandaction
tendenciesofanindividualorgroupofindividualstowards
objects,ideasandpeople.Quiteoftenpersonsandobjectsor
ideasbecomeassociatedinthemindsofindividualsandasa
resultofattitudesbecomemulti-dimensionalandcomplex”
•Anattitudeismentalstateofreadiness,learnedandorganized
throughexperience,exertingaspecificinfluenceonperson’s
responsetopeople,objectandsituationswithwhichitis
related”
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41. Nature of Attitude
•Attitudesarelearned
•Attitudesrefertofeelingsandbeliefsofanindividualorgroup
ofpeople
•Thesefeelingsandbeliefsdefineone’spredispositionstowards
givenaspectsoftheworld
•Attitudesendure,unlesssomethinghappens
•Attitudescanfallanywherealongacontinuumforvery
favorabletoveryunfavorable
•Attitudesareorganizedandarecoretoanindividual
•Allpeople,irrespectiveoftheirstatusorintelligence,holds
attitude
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42. Components of Attitudes
Behavior
CognitiveAffective
42
Attitude

43. a.affectivecomponentincludesfeelings,sentiments,
moodsandemotionsaboutsomeidea,person,eventor
object
b.cognitiveelementincludesthebeliefs,opinion,
knowledgeorinformationheldbytheindividual
c.behavioralcomponentincludesthepredispositionsto
getonafavorableorunfavorableevaluationof
something
•anattituderepresentstheinterplayofaperson’s
affective,cognitiveandbehavioraltendencieswith
regardtoaperson,group,aneventoranissue.
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44. Values
•Value is generally used in two different ways: as a
characteristics of an object or as an attribute possessed by an
individual & through desirable..
•A value system is viewed ass a relatively permanent
perceptual frame work which influences the nature off an
individual’s behavior.
•The values are the attributes possessed by an individual &
thought desirable..
•Values are similar to attitude but are more permanent & well
built in nature..

45. Values
•Importance of values:
–Values lay the foundation for the understanding of
attitude and motivation
–Personal value system influence the perception of
individuals
–Value system influences perception
–Value system influences decision making & solution to
various problems
–Values influence the attitude & behavior

46. SOURCES OF OUR VALUE SYSTEM
• Social factors
• Personal factors
• Cultural factors
• Religious factors
• Life experience
• Role demands

47. Learning in Organizations
•Definition:A relatively permanent change in
knowledge or behavior that results from practice or
experience.
•TheLearningOrganization:
Organizationallearningistheprocessthroughwhich
managersinstillinallmembersofanorganizationa
desiretofindnewwaystoimproveorganizational
effectiveness.

48. • Five activities are central to a learning organization:
–Encouragement of personal mastery or high self-efficacy.
–Development of complex schemas to understand work activities.
–Encouragement of learning in groups and teams.
–Communicating a shared vision for the organization as a whole.
–Encouraging systematic thinking.
Knowledgemanagementistheabilitytocapitalizeonthe
knowledgepossessedbyorganizationalmemberswhichisnot
necessarilywrittendownanywhereorcodifiedinformal
documents.

49. Few Prominent Theories
• Classical conditioning
• Operant conditioning
• Cognitive learning
• Social learning theories

50. Reference
•Organizational Behavior-Text, cases and games by K
Aswathappa Pages:91
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51. Presented by
Rahul Mahida
Thanks
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