organizational behavior ediploma

8/9/2019 Organizational Behavior Ediploma

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What is organizational behaviour and why is it important?

What are organizations like as work settings?

What is the nature of managerial work?

How do we learn about organizational behaviour?

What is organizational behaviour and why is it important?

• Workplace success depends on:

Respect for people.

Understanding of human behaviour in comple organizational systems.

!ndividual commitment to fleibility" creativity" and learning.

!ndividual willingness to change.

• #rganizations and their members are challenged to:

$imultaneously achieve high performance and high %uality of life.

&mbrace ethics and social responsibility.

Respect the vast potential of demographic and cultural diversity among people.

Recognize the impact of globalization.

#rganizational behaviour.

$tudy of human behaviour in organizations.

' multidisciplinary field devoted to understanding individual and group behaviour" interpersonal processes"

and organizational dynamics.

.

• Reasons for importance of scientific thinking.

(he process of data collection is controlled and systematic.

)roposed eplanations are carefully tested.

#nly eplanations that can be scientifically verified are accepted.

*ontingency approach.

• (ries to identify how different situations can be best understood and handled.• !mportant contingency variables include:

&nvironment.

(echnology.

(asks.

$tructure.

)eople.

• +odern workplace trends.

*ommitment to ethical behaviour.

!mportance of human capital.

,emise of -command and control.

&mphasis on teamwork.

)ervasive influence of information technology. Respect for new workforce epectations.

*hanging definition of -/obs and -career.

What are organizations like as work settings?

• 'n organization is a collection of people working together in a division of labor to achieve a common purpose.

• (he core purpose of an organization is the creation of goods and services.

• +issions and mission statements focus attention on the core purpose.

• +ission statements communicate:

•

' clear sense of the domain in which the organization0s products and services fit.

' vision and sense of future aspirations.

• ' strategy is a comprehensive plan that guides organizations to operate in ways that allow them to outperform their

competitors.• 1ey managerial responsibilities include strategy formulation and implementation.

• 1nowledge of #2 is essential to effectively strategy implementation.


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• $takeholders.

)eople" groups" and institutions having an interest in an organization0s performance.

*ustomers" owners" employees" suppliers" regulators" and local communities are key stakeholders.

!nterests of multiple stakeholders sometimes conflict.

&ecutive leadership often focuses on balancing multiple stakeholder epectations.

• #rganizational culture and diversity.

#rganizational culture refers to the shared beliefs and values that influence the behaviour of organizational

members. )ositive organizational cultures:

3 Have a high4performance orientation.3 &mphasize teamwork.3 &ncourage risk taking.3 &mphasize innovation.

Respect people and workforce diversity. $uccess in business world is tied to valuing diversity.

• #rganizational effectiveness approaches.

$ystems resource approach focuses on inputs.

!nternal process approach focuses on the transformation process.

5oal approach focuses on outputs.

$trategic contingencies approach focuses on impact on key stakeholders.

• 6ongitudinal views of organizational effectiveness.

$hort4run emphasis on goal accomplishment" resource utilization" and stakeholder satisfaction.

!ntermediate4run emphasis on organization0s adaptability and development potential.

6ong4run emphasis on survival.

Study Question 3: What is the nature of managerial work? 7 +anagers perform /obs that involve directly supporting the work efforts of others. 7 +anagers assume roles such as coordinator" coach" or team leader.

• (he management process.

• 'n effective manager is one whose organizational unit" group" or team consistently achieves its goals while its

members remain capable" committed" and enthusiastic.

• 1ey results of effective management:

(ask performance.

8ob satisfaction.

• (he nature of managerial work.

• +anagers work long hours.

• +anagers are busy people.

• +anagers are often interrupted.

• +anagerial work is fragmented and variable.

• +anagers work mostly with other people.

• +anagers spend a lot of time communicating.

• +anagerial mind4sets.

• Reflective mind4set 9 managing one0s self.

• 'nalytic mind4set 9 managing organizational operations and decisions.

• Worldly mind4set 9 managing in a global contet.

• *ollaborative mind4set 9 managing relationships.

• 'ction mind4set 9 managing change.

• +anagerial skills and competencies.

• ' skill is an ability to translate knowledge into action that results in a desired performance.

• *ategories of skills.


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(echnical.

Human.

*onceptual.

How do we learn about organizational behaviour?

• 6earning is an enduring change in behaviour that results from eperience.

• #rganizational learning is the process of ac%uiring knowledge and utilizing information to adapt successfully to changing

circumstances.

• What is a high4performance organization?

• What is multiculturalism" and how can workforce diversity be managed?

• How do ethics and social responsibility influence human behaviour in organizations?

• What are key #2 transitions in the new workplace?

High4performance organizations.

• alue and empower people" and respect diversity.• +obilize the talents of self4directed work teams.

• Use cutting4edge technologies to achieve success.

• (hrive on learning and enable members to grow and develop.

• 're achievement4" %uality4" and customer4oriented" as well as being sensitive to the eternal environment.

•

Study Question 1: What is a highperformaneorganization?

7 $takeholders. ; (he individuals" groups" and other organizations affected by an#rganizational 2ehaviour: *hapter < =>organization0s performance.

7 alue creation. ; (he etent to which an organization

satisfies the needs of strategicconstituencies.Study Question 1: What is a highperformaneorganization?#rganizational 2ehaviour: *hapter < =Study Question 1: What is a highperformaneorganization?

7 (otal %uality management @(A+B. ; ' total commitment to:3 High4%uality results.3 *ontinuous improvement.#rganizational 2ehaviour: *hapter < =<3 *ustomer satisfaction.

; +eeting customers0 needs. ; ,oing all tasks right the first time. ; *ontinuous improvement focuses on two %uestions:

3 !s it necessary?3 !f so" can it be done better?Study Question 1: What is a highperformaneorganization?

7 Human capital. ; (he economic value of people with /ob4relevantabilities" knowledge" ideas" energies" andcommitments.#rganizational 2ehaviour: *hapter < ==

7 1nowledge workers. ; )eople whose minds rather than physical capabilitiescreate value for the organization.

7 !ntellectual capital. ; (he performance potential of the epertise"competencies" creativity" and commitment within anorganization0s workforce.Study Question 1: What is a highperformaneorganization?

7 &mpowerment.


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; 'llows people" individually and in groups" touse their talents and knowledge to make#rganizational 2ehaviour: *hapter < =Cdecisions that affect their work.

7 $ocial capital. ; (he performance potential represented in therelationships maintained among people atwork.

Study Question 1: What is a highperformaneorganization?

7 6earning and high4performance cultures. ; Uncertainty highlights the importance of organizational learning.#rganizational 2ehaviour: *hapter < =D

; High4performance organizations are designedfor organizational learning.

; ' learning organization has a culture thatvalues human capital and invigorates learningfor performance enhancement.Study Question 1: What is a highperformaneorganization?#rganizational 2ehaviour: *hapter < =EStudy Question !: What is multi"ulturalism#and how an workfore diversity be managed?

7 Workforce diversity. ; ,escribes differences among people with respect toage" race" ethnicity" gender" physical ability" andseual orientation.#rganizational 2ehaviour: *hapter < =F

7 +ulticulturalism. ; Refers to pluralism and respect for diversity andindividual differences in the workplace.

7 !nclusivity. ; (he degree to which the organization0s culturerespects and values diversity.Study Question !: What is multi"ulturalism#and how an workfore diversity be managed?

7 ,iversity biases in the workplace. ; )re/udice. ; ,iscrimination.

#rganizational 2ehaviour: *hapter < =G ; (he glass ceiling effect. ; $eual harassment. ; erbal abuse. ; )ay discrimination.Study Question !: What is multi"ulturalism#and how an workfore diversity be managed?#rganizational 2ehaviour: *hapter < =Study Question !: What is multi"ulturalism#and how an workfore diversity be managed?

7 +anaging diversity. ; ,eveloping a work environment and organizationalculture that allows all organization members to reachtheir full potential.

7 ' diversity mature organization is created when:#rganizational 2ehaviour: *hapter < C>

; +anagers ensure the effective and efficient utilizationof employees in pursuit of the corporate mission.

; +anagers consider how their behaviours affectdiversity.

7 Well4managed workforce diversity increaseshuman capital.Study $uestion 3: How do ethis andsoial responsibility influene humanbehaviour in organizations?

7 &thical behaviour. ; -5ood or -right as opposed to -bad#rganizational 2ehaviour: *hapter < Cor -wrong in a particular setting.

7 (he public demands that people inorganizations act according to highmoral standards.

Study $uestion 3: How do ethis andsoial responsibility influene humanbehaviour in organizations?


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7 !mmoral managers. ; ,o not subscribe to any ethical principlesIpursuit of self4interest.

'moral managers.#rganizational 2ehaviour: *hapter < C<

7 ; &thics is simply not on this manager0s -radar screen.

7 +oral managers.

; !ncorporate ethical principles and goals intotheir personal behaviour .Study $uestion 3: How do ethis and soialresponsibility influene human behaviour inorganizations?#rganizational 2ehaviour: *hapter < C=Study $uestion 3: How do ethis andsoial responsibility influene humanbehaviour in organizations?

7 Ways of thinking about ethical behaviour. ; Utilitarian view ;; the greatest good for thegreatest number of people.#rganizational 2ehaviour: *hapter < CC

; !ndividualism view ;; best serving long4termself4interests.

; +oral4rights view ;; respects and protects the

fundamental rights of all human beings. ; 8ustice view ;; fair and impartial in thetreatment of all people.Study $uestion 3: How do ethis andsoial responsibility influene humanbehaviour in organizations?

7 ,ifferent types of /ustice. ; )rocedural /ustice ;; properly following rulesand procedures in all cases.#rganizational 2ehaviour: *hapter < CD

; ,istributive /ustice ;; treating people thesame under a policy" regardless of demographic differences.

; !nteractional /ustice ;; treating people affectedby a decision with dignity and respect.Study $uestion 3: How do ethis and soial

responsibility influene human behaviour inorganizations?

7 &thical dilemmas. ;#ccur when someone must choosewhether or not to pursue a course of #rganizational 2ehaviour: *hapter < CEaction that" although offering thepotential of personal or organizational benefit or both" maybe considered unethical.Study $uestion 3: How do ethis andsoial responsibility influene humanbehaviour in organizations?

7 Rationalizations for unethical behaviour. ; )retending the behaviour is not really unethicalor illegal.

#rganizational 2ehaviour: *hapter < CF ; $aying the behaviour is really in theorganization0s or person0s best interest.

; 'ssuming the behaviour is acceptable if othersdon0t find out about it.

; )resuming that superiors will support andprotect you.Study $uestion 3: How do ethis andsoial responsibility influene humanbehaviour in organizations?

7 #rganizational social responsibility. ; (he obligation of organizations to behave inethical and moral ways as institutions of thebroader society.#rganizational 2ehaviour: *hapter < CG

; +anagers should commit organizations to:

3 )ursuit of high productivity.3 *orporate social responsibility. ; ' whistleblower eposes others0 wrongdoings


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in order to preserve high ethical standards.Study $uestion %: What are key &'transitions in the new workplae?

7 *orporate governance and ethicsleadership.

; $ociety epects and demands ethical decisions#rganizational 2ehaviour: *hapter < Cand actions from businesses and other social

institutions. ; *orporate governance.3 (he active oversight of management decisions"corporate strategy" and financial reporting by2oards of ,irectors.Study $uestion %: What are key &'transitions in the new workplae?

7 *orporate governance and ethicsleadership @cont.B.

; &thics leadership.3 +aking business and organizational decisions with#rganizational 2ehaviour: *hapter < D>high moral standards that meet the ethical test of being -good and not -bad" and of being -rightand not -wrong. .

; !ntegrity.

3 'cting in ways that are always honest" credible"and consistent in putting one0s values into practice.Study $uestion %: What are key &'transitions in the new workplae?

7 )ositive organizational behaviour. ; Auality of work life.3 (he overall %uality of human eperience in the#rganizational 2ehaviour: *hapter < Dworkplace.3 *ommitment to %uality of work life is an importantvalue within organizational behaviour.3 (heory J provides the theoretical underpinningsfor contemporary %uality of work life concepts.Study $uestion %: What are key &'transitions in the new workplae?

7 )ositive organizational behaviour @cont.B.

; )ositive organizational behaviour focuses onpractices that value human capacities andencourage their full utilization.#rganizational 2ehaviour: *hapter < D<

; )ositive organizational behaviour is based onthe core capacities of:3 *onfidence.3 Hope.3 #ptimism.3 Resilience.Study $uestion %: What are key &'transitions in the new workplae?

7 5lobalization" /ob migration" andorganizational transformation.

; 5lobalization.#rganizational 2ehaviour: *hapter < D=

3 (he worldwide interdependence of resource flows"product markets" and business competition.

; 8ob migration.3 (he shifting of /obs from one nation to another.Study $uestion %: What are key &'transitions in the new workplae?

7 5lobalization" /ob migration" andorganizational transformation @cont.B.

; 5lobal outsourcing.#rganizational 2ehaviour: *hapter < DC3 !nvolves employers cutting back on domestic /obsand replacing them with contract workers in other nations.

; 8ob migration and global outsourcing havecontributed to organizations redesigningthemselves for high performance in a changed

world.Study $uestion %: What are key &'transitions in the new workplae?


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7 )ersonal management and career planning. ; $hamrock organizations.3 Relatively small core group of permanent" full4time#rganizational 2ehaviour: *hapter < DDemployees with critical skills.3 #utside operators contracting to core group toperform essential daily activities.3 )art4timers hired by core group on an as4needed

basis.Study $uestion %: What are key &'transitions in the new workplae?

7 )ersonal management and career [email protected].

; )ersonal management.#rganizational 2ehaviour: *hapter < DE3 Understand one0s self" eercising initiative"accepting responsibility" working well with others"and continually learning from eperience.

; $elf4monitoring.3 #bserving and reflecting on one0s own behaviour and acting in ways that adapt to the situation.(hapter 3 Study Questions

7 Why is globalization significant for organizational behaviour?

7 What is culture and how can weunderstand cultural differences?#rganizational 2ehaviour: *hapter = DF

7 How does cultural diversity affect peopleat work?

7 What is a global view on organizationallearning?Study Question 1: Why is globalizationsignifiant for organizational behaviour?

7 +ost organizations must achieve highperformance within a comple and competitiveglobal environment.#rganizational 2ehaviour: *hapter = DG

7 5lobalization refers to the comple economicnetworks of international competition" resourcesuppliers" and product markets.

Study Question 1: Why is globalizationsignifiant for organizational behaviour?

7 Korces of globalization. ; Rapid growth in information technology andelectronic communication.

; +ovement of valuable skills and investments.#rganizational 2ehaviour: *hapter = D

; !ncreasing cultural diversity. ; !mplications of immigration. ; !ncreasing /ob migration among nations. ; !mpact of multicultural workforces.Study Question 1: Why is globalizationsignifiant for organizational behaviour?

7 5lobalization is contributing to theemergence of regional economic alliances.

7 !mportant regional alliances.

#rganizational 2ehaviour: *hapter = E> ; &uropean Union @&UB. ; Lorth 'merican Kree (rade 'greement@L'K('B.

; 'sia4)acific &conomic *o4operation Korum@')&*B.Study Question 1: Why is globalizationsignifiant for organizational behaviour?

7 #utsourcing. ; *ontracting out of work rather than accomplishing itwith a full4time permanent workforce.#rganizational 2ehaviour: *hapter = E

7 #ff shoring. ; *ontracting out work to persons in other countries. 7 8ob migration. ; +ovement of /obs from one location or country to

another.Study Question 1: Why is globalizationsignifiant for organizational behaviour?


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7 5lobal managers. ; 1now how to conduct business in multiplecountries.

; 're culturally adaptable and often#rganizational 2ehaviour: *hapter = E<multilingual.

; (hink with a worldview and are able to mapstrategy in the global contet.

; Have a global attitude. ; Have a global mindset.Study Question 1: Why is globalizationsignifiant for organizational behaviour?

7 *ulture. ; (he learned" shared way of doing things in aparticular society.

; (he -software of the mind.#rganizational 2ehaviour: *hapter = E=

; Helps define boundaries between differentgroups and affects how their members relate toone another.

; *ultural intelligence is the ability to identify"understand" and act with sensitivity andeffectiveness in cross4cultural situations.Study Question !: What is ulture and how an

we understand ultural differenes? 7 6anguage. ; )erhaps the most visible aspect of culture. ; Whorfian hypothesis 9 considers language as#rganizational 2ehaviour: *hapter = ECa ma/or determinant of thinking.

; 6ow4contet cultures 9 the message isconveyed by the words used.

; High4contet cultures 9 words convey only alimited part of the message.Study Question !: What is ulture and how anwe understand ultural differenes?

7 (ime orientation. ; )olychronic cultures.3 *ircular view of time.#rganizational 2ehaviour: *hapter = ED

3 Lo pressure for immediate action or performance.3 &mphasis on the present.

; +onochronic cultures.3 6inear view of time.3 *reate pressure for action and performance.3 6ong4range goals and planning are important.Study Question !: What is ulture and how anwe understand ultural differenes?

7 Use of space. ; )roemics.3 (he study of how people use space to#rganizational 2ehaviour: *hapter = EEcommunicate.3 Reveals important cultural differences.

; *oncept of personal space varies acrosscultures.

; $pace is arranged differently in differentcultures.Study Question !: What is ulture and how anwe understand ultural differenes?

7 Religion. ; ' ma/or element of culture. ; *an be a very visible aspect of culture.#rganizational 2ehaviour: *hapter = EF

; !nfluences codes of ethics and moral behaviour. ; !nfluences conduct of economic matters.Study Question !: What is ulture and how anwe understand ultural differenes?

7 alues and national culture. ; *ultures vary in underlying patterns of valuesand attitudes.

; Hofstede0s five dimensions of national culture:

#rganizational 2ehaviour: *hapter = EG3 )ower distance.3 Uncertainty avoidance.


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3 !ndividualism4collectivism.3 +asculinity4femininity.3 6ong4termMshort4term orientation.Study Question !: What is ulture and how anwe understand ultural differenes?

7 )ower distance. ; (he willingness of a culture to accept statusand power differences among members.

; Respect for hierarchy and rank in#rganizational 2ehaviour: *hapter = Eorganizations.

; &ample of a high power distance culture 9!ndonesia.

; &ample of a low power distance culture 9$weden.Study Question !: What is ulture and how anwe understand ultural differenes?

7 Uncertainty avoidance. ; (he cultural tendency toward discomfort withrisk and ambiguity.

; )reference for structured versus unstructured#rganizational 2ehaviour: *hapter = F>organizational situations.

; &ample of a high uncertainty avoidance

culture 9 Krance. ; &ample of a low uncertainty avoidanceculture 9 Hong 1ong.Study Question !: What is ulture and how anwe understand ultural differenes?

7 !ndividualism4collectivism. ; (he cultural tendency to emphasize individualor group interests.#rganizational 2ehaviour: *hapter = F

; )references for working individually or ingroups.

; &ample of an individualistic culture 9United $tates.

; &ample of a collectivist culture 9 +eico.Study Question !: What is ulture and how anwe understand ultural differenes?

7 +asculinity4femininity. ; (he tendency of a culture to valuestereotypical masculine or feminine traits.#rganizational 2ehaviour: *hapter = F<

; &mphasizes competitionMassertiveness versusinterpersonal sensitivityMrelationships.

; &ample of a masculine culture 9 8apan. ; &ample of a feminine culture 9(hailand.Study Question !: What is ulture and how anwe understand ultural differenes?

7 6ong4termMshort4term orientation. ; (he tendency of a culture to emphasize futureorientedvalues versus present4oriented values.

; 'doption of long4term or short4term#rganizational 2ehaviour: *hapter = F=performance horizons.

; &ample of a long4term orientation culture 9$outh 1orea.

; &ample of a short4term orientation culture 9United $tates.Study Question !: What is ulture and how anwe understand ultural differenes?#rganizational 2ehaviour: *hapter = FCStudy Question !: What is ulture and how anwe understand ultural differenes?

7 Understanding cultural differences helps indealing with parochialism andethnocentrism.)arochialism 9 assuming that the ways of #rganizational 2ehaviour: *hapter = FD

; one0s own culture are the only ways of doingthings.

; &thnocentrism 9assuming that the ways of one0s culture are the best ways of doingthings.


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Study Question !: What is ulture and how anwe understand ultural differenes?#rganizational 2ehaviour: *hapter = FEStudy Question !: What is ulture and how anwe understand ultural differenes?

7 *ultural differences in handlingrelationships with other people.

; Universalism versus particularism.

#rganizational 2ehaviour: *hapter = FF3 Relative emphasis on rules and consistency" or onrelationships and fleibility.

; !ndividualism versus collectivism.3 Relative emphasis on individual freedom andresponsibility" or on group interests and consensus.Study Question !: What is ulture and how anwe understand ultural differenes?

7 *ultural differences in handlingrelationships with other people @cont.B.

; Leutral versus affective.#rganizational 2ehaviour: *hapter = FG3 Relative emphasis on ob/ectivity and detachment"or on emotion and epressed feelings.

; $pecific versus diffuse.3 Relative emphasis on focused and narrow

involvement" or on involvement with the wholeperson.Study Question !: What is ulture and how anwe understand ultural differenes?

7 *ultural differences in handlingrelationships with other people @cont.B.

; 'chievement versus prescription.#rganizational 2ehaviour: *hapter = F3 Relative emphasis on performance4based andearned status" or on ascribed status.Study Question !: What is ulture and how anwe understand ultural differenes?

7 *ultural differences in attitudes towardtime.

; $e%uential view of time.#rganizational 2ehaviour: *hapter = G>

3 (ime is a passing series of events. ; $ynchronic view of time.3 (ime consists of an interrelated past" present" andfuture.Study Question !: What is ulture and how anwe understand ultural differenes?

7 *ultural differences in attitudes toward theenvironment.

; !nner4directed cultures.#rganizational 2ehaviour: *hapter = G3 +embers view themselves as separate from natureand believe they can control it.

; #uter4directed cultures.3 +embers view themselves as part of nature andbelieve they must go along with it.Study Question 3: How does ultural

diversity affet people at work? 7 +ultinational corporation @+L*B. ; ' business firm that has etensiveinternational operations in more than oneforeign country.#rganizational 2ehaviour: *hapter = G<

; Have a total world view without allegiance toany one national home.

; Have enormous economic power and impact. ; 2ring benefits and controversies to hostcountries.Study Question 3: How does ulturaldiversity affet people at work?

7 +ulticultural workforces and epatriates. ; $tyles of leadership" motivation" decisionmaking" planning" organizing" and controlling

vary from country to country.#rganizational 2ehaviour: *hapter = G= ; &patriates.


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3 )eople who live and work abroad for etendedperiods of time.3 *an be very costly for employers.3 )rogressive employers take supportive measures tomaimize potential for epatriate success.Study Question 3: How does ulturaldiversity affet people at work?#rganizational 2ehaviour: *hapter = GC

Study Question 3: How does ulturaldiversity affet people at work?

7 &thical behaviour across cultures. ; &thical challenges result from:3 *ultural diversity.3 ariations in governments and legal systems.#rganizational 2ehaviour: *hapter = GD

; )rominent current issues.3 *orruption and bribery.3 )oor working conditions.3 *hild and prison labor.3 2usiness support of repressive governments.3 $weatshops.Study Question 3: How does ulturaldiversity affet people at work?#rganizational 2ehaviour: *hapter = GE

Study Question 3: How does ulturaldiversity affet people at work?

7 'dvice regarding cultural relativism andethical absolutism.

; +ultinational businesses should adopt core or #rganizational 2ehaviour: *hapter = GFthreshold values that respect and protectfundamental human rights.

; 2eyond the threshold" businesses should adaptand tailor actions to respect the traditions"foundations" and needs of different cultures.Study Question %: What is a globalview on organizational learning?

7 #rganizational learning. ; (he process of ac%uiring the knowledgenecessary to adapt to a changing

environment.#rganizational 2ehaviour: *hapter = GG

7 5lobal organizational learning. ; (he ability to gather from the world at largethe knowledge re%uired for long4termorganizational adaptation.Study Question %: What is a globalview on organizational learning?

7 're management theories universal? ; 'nswer is -no.#rganizational 2ehaviour: *hapter = G

; *ultural influences should be carefullyconsidered in transferring theories and their applications across cultures.Study Question %: What is a globalview on organizational learning?

7 2est practices around the world. ; 5lobal organizational learning should identifybest practices around the world.#rganizational 2ehaviour: *hapter = >

; )otential high4performance benchmarks eistthroughout the world.

; *ultural diversity enriches global organizationlearning.(hapter % Study Questions

7 What is personality? 7 How do personalities differ? 7 What are value and attitude differences#rganizational 2ehaviour: *hapter C among individuals" and why are theyimportant?

7 What are individual differences and how

are they related to workforce diversity?Study Question 1: What is personality? 7 )ersonality.


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; (he overall profile or combination of characteristics that capture the uni%ue natureof a person as that person reacts and interactswith others.#rganizational 2ehaviour: *hapter C <

; *ombines a set of physical and mentalcharacteristics that reflect how a person looks"thinks" acts" and feels.

; )redictable relationships are epected betweenpeople0s personalities and their behaviours.Study Question 1: What is personality?#rganizational 2ehaviour: *hapter C =Study Question 1: What is personality?

7 Heredity and environment. ; Heredity sets the limits on the development of personality characteristics.

; &nvironment determines development within theselimits.

; 'bout a D>4D> heredity4environment split.#rganizational 2ehaviour: *hapter C C

; *ultural values and norms play a substantial role inthe development of personality.

; $ocial factors include family life" religion" and manykinds of formal and informal groups.

; $ituational factors reflect the opportunities or constraints imposed by the operational contet.Study Question 1: What is personality?#rganizational 2ehaviour: *hapter C DStudy Question 1: What is personality?

7 )ersonality and the self4concept. ; )ersonality dynamics.3 (he ways in which an individual integrates andorganizes social traits" values and motives"personal conceptions" and emotional ad/ustments.#rganizational 2ehaviour: *hapter C E

; $elf4concept.3 (he view individuals have of themselves asphysical" social" and spiritual or moral beings.3 $elf4esteem.3 $elf4efficacy.

Study Question !: How dopersonalities differ?

7 -2ig Kive personality dimensions. ; &traversion3 2eing outgoing" sociable" assertive.

; 'greeableness.3 2eing good4natured" trusting" cooperative.#rganizational 2ehaviour: *hapter C F

; *onscientiousness.3 2eing responsible" dependable" persistent.

; &motional stability.3 2eing unworried" secure" relaed.

; #penness to eperience.3 2eing imaginative" curious" broad4minded.Study Question !: How dopersonalities differ?

7 $ocial traits. ; $urface4level traits that reflect the way aperson appears to others when interacting invarious social settings.#rganizational 2ehaviour: *hapter C G

; 'n important social trait is problem4solvingstyle.3 (he way a person goes about gathering andevaluating information in solving problems andmaking decisions.Study Question !: How dopersonalities differ?

7 !nformation gathering in problem solving. ; 5etting and organizing data for use. ; $ensation4type individuals prefer routine and#rganizational 2ehaviour: *hapter C

order and emphasize well4defined details ingathering information. ; !ntuitive4type individuals like new problems


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and dislike routine.Study Question !: How dopersonalities differ?

7 !nformation evaluation in problem solving. ; +aking /udgments about how to deal withinformation once it has been collected.

; Keeling4type individuals are oriented toward#rganizational 2ehaviour: *hapter C >>

conformity and try to accommodatethemselves to other people.

; (hinking4type individuals use reason andintellect to deal with problems and downplayemotions.Study Question !: How dopersonalities differ?#rganizational 2ehaviour: *hapter C >Study Question !: How dopersonalities differ?

7 )ersonal conception traits. ; (he way individuals tend to think about their social and physical settings as well as their ma/or beliefs and personal orientation.#rganizational 2ehaviour: *hapter C ><

; 1ey traits.

3 6ocus of control.3 'uthoritarianismMdogmatism.3 +achiavellianism.3 $elf4monitoring.Study Question !: How dopersonalities differ?

7 6ocus of control. ; (he etent to which a person feels able tocontrol hisMher own life.

; &ternals.#rganizational 2ehaviour: *hapter C >=3 +ore etraverted in their interpersonalrelationships and more oriented toward the worldaround them.

; !nternals.3 +ore introverted and more oriented towards their

own feelings and ideas.Study Question !: How do personalities differ?#rganizational 2ehaviour: *hapter C >CStudy Question !: How dopersonalities differ?

7 'uthoritarianismMdogmatism. ; 'uthoritarianism.#rganizational 2ehaviour: *hapter C >D3 (endency to adhere rigidly to conventional valuesand to obey recognized authority.

; ,ogmatism.3 (endency to view the world as a threatening place.Study Question !: How dopersonalities differ?

7 )eople with a high"*ahiavellian personality: ; 'pproach situations logically and

thoughtfully. ; 're capable of lying to achieve personal goals.#rganizational 2ehaviour: *hapter C >E

; 're rarely swayed by loyalty" friendships" pastpromises" or others0 opinions.

; 're skilled at influencing others. ; (ry to eploit loosely structured situations. ; )erform in a perfunctory or detached manner in highly structured situations.Study Question !: How dopersonalities differ?

7 )eople with a low"*ahiavellian personality: ; 'ccept direction imposed by others in looselystructured situations.#rganizational 2ehaviour: *hapter C >F

; Work hard to do well in highly structured

situations. ; 're strongly guided by ethical considerations. ; 're unlikely to lie or cheat.


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Study Question !: How dopersonalities differ?

7 $elf4monitoring. ; ' person0s ability to ad/ust hisMher behaviour toeternal situational factors.

; High self4monitors.#rganizational 2ehaviour: *hapter C >G3 $ensitive to eternal cues.

3 2ehave differently in different situations. ; 6ow self4monitors.3 Lot sensitive to eternal cues.3 Lot able to disguise their behaviours.Study Question !: How dopersonalities differ?

7 &motional ad/ustment traits. ; How much an individual eperiences distressor displays unacceptable acts.(ype ' orientation.#rganizational 2ehaviour: *hapter C >

; 3 *haracterized by impatience" desire for achievement" and perfectionism.

; (ype 2 orientation.3 *haracterized as more easygoing and lesscompetitive in relation to daily events.

$tudy Auestion =: What are value and attitudedifferences among individuals" and why are theyimportant?

7 alues. ; 2road preferences concerning appropriatecourses of action or outcomes.alues influence behaviour and attitudes.#rganizational 2ehaviour: *hapter C >

; ; )arents" friends" teachers" and eternalreference groups can influence individualvalues.

; alues develop as a product of learning andeperiences.$tudy Auestion =: What are value and attitudedifferences among individuals" and why are theyimportant?

)ick up Figure 4.5 from the tetbook.#rganizational 2ehaviour: *hapter C $tudy Auestion =: What are value and attitudedifferences among individuals" and why are theyimportant?

7 5ordon 'llport0s values categories. ; (heoretical values. ; &conomic values.#rganizational 2ehaviour: *hapter C <

; 'esthetic values. ; $ocial values. ; )olitical values. ; Religious values.$tudy Auestion =: What are value and attitudedifferences among individuals" and why are theyimportant?

7 +aglino0s categories of workplace values. ; 'chievement. ; Helping and concern for others.#rganizational 2ehaviour: *hapter C =

; Honesty. ; Kairness.$tudy Auestion =: What are value and attitudedifferences among individuals" and why are theyimportant?

7 'ttitudes. ; 're influenced by values and are ac%uiredfrom the same sources as values.#rganizational 2ehaviour: *hapter C C

; 're more specific and less stable than values. ; 'n attitude is a predisposition to respond in apositive or negative way to someone or

something in one0s environment.$tudy Auestion =: What are value and attitudedifferences among individuals" and why are they


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important?#rganizational 2ehaviour: *hapter C D$tudy Auestion =: What are value and attitudedifferences among individuals" and why are theyimportant?

7 (he attitude4behaviour relationship isstronger when:#rganizational 2ehaviour: *hapter C E

; 'ttitudes and behaviours are more specific. ; (here is freedom to carry out the behaviouralintent.

; (he person has eperience with the attitude.$tudy Auestion =: What are value and attitudedifferences among individuals" and why are theyimportant?

7 'ttitudes and cognitive consistency. ; *ognitive dissonance.3 ,escribes a state of inconsistency between an#rganizational 2ehaviour: *hapter C Findividual0s attitudes and his or her behaviour.

; *ognitive dissonance can be reduced by:3 *hanging the underlying attitude.3 *hanging future behaviour.3 ,eveloping new ways of eplaining or

rationalizing the inconsistency.$tudy Auestion =: What are value and attitudedifferences among individuals" and why are theyimportant?

7 'ttitudes and cognitive consistency @cont.B. ; ,issonance reduction choices are influenced#rganizational 2ehaviour: *hapter C Gby:3 (he degree of control a person has over thesituation.3 (he magnitude of the rewards involved.$tudy Auestion C: What are individual differencesand how are they related to workforce diversity?

7 Workforce diversity. ; (he presence of individual humancharacteristics that make people different

#rganizational 2ehaviour: *hapter C from one another.

7 *hallenge of workforce diversity. ; Respecting individuals0 perspectives andcontributions and promoting a shared senseof organizational vision and identity.

7 's workforce diversity increases" thepossibility of stereotyping and#rganizational 2ehaviour: *hapter C discrimination increases.

; ,emographic characteristics may serve as thebasis for stereotypes.

7 &%ual employment opportunity. ; Londiscriminatory employment decisions.3 Lo intent to eclude or disadvantage legally#rganizational 2ehaviour: *hapter C


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3 *ompetitive drive.3 +otivation.3 6earning ability.3 $ociability.

7 5ender @cont.B. ; 's compared to men" women:3 're more conforming.3 Have lower epectations of success.

3 Have higher absenteeism.3 're more democratic as leaders.

7 'ge. ; 'ging workforce. ; #lder workers are more susceptible to stereotyping. ; 'ge discrimination lawsuits are increasingly commonin the United $tates.

; $mall businesses tend to value older workers. ; &perienced workers" who are usually older" tend toperform well" be absent less" and have low turnover.

7 'ble4bodiedness. ; ,espite evidence of effective /ob performance"most disabled persons are unemployed.

; +ost disabled persons want to work. ; +ore firms are likely to hire disabled workersin the future.

7 Racial and ethnic groups. ; 'frican 'mericans" 'sian 'mericans" andHispanic 'mericans make up an everincreasingpercentage of the 'mericanincreasing workforce.

; )otential for stereotypes and discriminationcan adversely affect career opportunities.

; Race cannot be a 2K#A. 7 !mportant lessons regarding demographiccharacteristics.

; Respect and deal with the needs and concernsof people with different demographics.

; 'void linking demographics to stereotypes. ; ,emography is not a good indicator of individual4/ob fits.

7 'ptitude.

; ' person0s capability of learning something. 7 'bility. ; ' person0s eisting capacity to perform thevarious tasks needed for a given /ob.

; !ncludes relevant knowledge and skills.(hapter + Study Questions

7 What is the perception process? 7 What are common perceptualdistortions?

7 How can perceptions be managed? 7 What is attribution theory?Study Question 1: What is thepereption proess?

7 )erception. ; (he process by which people select" organize"interpret" retrieve" and respond to information.

#rganizational 2ehaviour: *hapter D = ; )eople process information inputs intoresponses involving feeling and action.

; (he %uality or accuracy of a person0sperceptions has a ma/or impact on responses.

7 !nformation attention and selection. ; $elective screening.3 6ets in only a tiny portion all the information that#rganizational 2ehaviour: *hapter D =Dis available.

; (wo types of selective screening.3 *ontrolled processing.3 $creening without perceiver0s consciousawareness.

7 #rganization of information. ; $chemas.

3 *ognitive frameworks that represent organizedknowledge about a given concept or stimulus#rganizational 2ehaviour: *hapter D =E


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developed through eperience. ; (ypes of schemas:3 $elf schemas.3 )erson schemas.3 $cript schemas.3 )erson4in4situation schemas.

7 !nformation interpretation. ; Uncovering the reasons behind the ways

stimuli are grouped. ; )eople may interpret the same informationdifferently or make different attributions aboutinformation.

7 !nformation retrieval. ; 'ttention and selection" organization" and#rganizational 2ehaviour: *hapter D =Ginterpretation are part of memory.

; !nformation stored in memory must beretrieved in order to be used.Study Question !: What are ommonpereptual distortions?#rganizational 2ehaviour: *hapter D =

7 $tereotypes or prototypes. ; *ombines information based on the categoryor class to which a person" si tuation" or ob/ect

#rganizational 2ehaviour: *hapter D C>belongs.

; !ndividual differences are obscured. ; $trong impact at the organization stage. 7 Halo effects. ; #ccur when one attribute of a person or situation is used to develop an overall#rganizational 2ehaviour: *hapter D Cimpression of the individual or situation.

; 6ikely to occur in the organization stage. ; !mportant in the performance appraisalprocess.

7 $elective perception. ; (he tendency to single out those aspects of asituation" person" or ob/ect that are consistent#rganizational 2ehaviour: *hapter D C<

with one0s needs" values" or attitudes. ; $trongest impact is at the attention stage. ; )erception checking with other persons canhelp counter the adverse impact of selectiveperception.

7 )ro/ection. ; (he assignment of one0s personal attributes toother individuals.#rganizational 2ehaviour: *hapter D C=

; &specially likely to occur in interpretationstage.

; )ro/ection can be controlled through a highdegree of self4awareness and empathy.

7 *ontrast effects. ; #ccur when an individual is compared to other #rganizational 2ehaviour: *hapter D CC

people on the same characteristics on whichthe others rank higher or lower.

; )eople must be aware of the impact of contrasteffects in many work settings

7 $elf4fulfilling prophecy. ; (he tendency to create or find in another situation or individual that which one epected#rganizational 2ehaviour: *hapter D CDto find.

; 'lso called the -)ygmalion effect. ; *an have either positive or negative outcomes. ; +anagers should adopt positive and optimisticapproaches to people at work.Study Question 3: How anpereptions be managed?

7 !mpression management.

; ' person0s systematic attempt to behave inways that create and maintain desired#rganizational 2ehaviour: *hapter D CE


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impressions in others0 eyes. ; $uccessful managers:3 Use impression management to enhance their ownimages.3 're sensitive to other people0s use of impressionmanagement.

7 ,istortion management. ; +anagers should:

#rganizational 2ehaviour: *hapter D CF3 2alance automatic and controlled informationprocessing at the attention and selection stage.3 2roaden their schemas at the organizing stage.3 2e attuned to attributions at the interpretationstage.Study Question %:What isattribution theory?

7 'ttribution theory aids in perceptualinterpretation by focusing on how peopleattempt to:#rganizational 2ehaviour: *hapter D CG

; Understand the causes of a certain event. ; 'ssess responsibility for the outcomes of theevent.

; &valuate the personal %ualities of the people

involved in the event. 7 Kactors influencing internal and eternalattributions.

; ,istinctiveness 9 consistency of a person0s#rganizational 2ehaviour: *hapter D Cbehaviour across situations.

; *onsensus 9 likelihood of others respondingin a similar way.

; *onsistency 9 whether an individualresponds the same way across time.

7 Kundamental attribution error. ; 'pplies to the evaluation of someone0s elsebehaviour.#rganizational 2ehaviour: *hapter D D>

; 'ttributing success to the influence of situational factors.

; 'ttributing failure to the influence of personalfactors.

7 $elf4serving bias. ; 'pplies to the evaluation of our own behaviour.#rganizational 2ehaviour: *hapter D D

; 'ttributing success to the influence of personal factors.

; 'ttributing failure to the influence of situational factors.

7 (echni%ues for effectively managing perceptionsand attributions.

; 2e self4aware. ; $eek a wide range of differing information.#rganizational 2ehaviour: *hapter D D<

; (ry to see a situation as others would. ; 2e aware of different kinds of schemas.

; 2e aware of perceptual distortions. ; 2e aware of self and impression management. ; 2e aware of attribution theory implications.

(hapter , Study Questions 7 What is motivation? 7 What do the content theories suggest aboutindividual needs and motivation?#rganizational 2ehaviour: *hapter E D=

7 What do the process theories suggest aboutindividual motivation?

7 What are reinforcement theories and howare they linked to motivation?

7 +otivation refers to forces within an individualthat account for the level" direction" andpersistence of effort epended at work.

; ,irection 9 an individual0s choice when presented#rganizational 2ehaviour: *hapter E DCwith a number of possible alternatives.


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; 6evel 9 the amount of effort a person puts forth. ; )ersistence 9 the length of time a person stays with agiven action.

7 *ontent theories. ; +otivation results from the individual0s attempts tosatisfy needs.

7 +a/or content theories.#rganizational 2ehaviour: *hapter E DE

; Hierarchy of needs theory. ; &R5 theory. ; 'c%uired needs theory. ; (wo4factor theory. 7 &ach theory offers a slightly different view. 7&R5 theory. ; &istence needs.3 ,esire for physiological and material well4being.#rganizational 2ehaviour: *hapter E DG

; Relatedness needs.3 ,esire for satisfying interpersonal relationships.

; 5rowth needs.3 ,esire for continued personal growth anddevelopment.Study Question !: What do the ontent theoriessuggest about individual needs and motivation?

7 'c%uired needs theory. ; Leed for achievement @n'chB.3 (he desire to do something better or more efficiently" to solveproblems" or to master comple tasks.Leed for affiliation @n'ffB.#rganizational 2ehaviour: *hapter E D

; 3 (he desire to establish and maintain friendly and warmrelations with others.

; Leed for power @n)owerB.3 (he desire to control others" to influence their behaviour" or tobe responsible for others.Study Question !: What do the ontent theoriessuggest about individual needs and motivation?#rganizational 2ehaviour: *hapter E E>Study Question 3: What do the proess theoriessuggest about individual motivation?

7)rocess theories. ; Kocus on the thought processes through whichpeople choose among alternative courses of action.#rganizational 2ehaviour: *hapter E E

7(he chapter focuses on two processtheories:

; &%uity theory. ; &pectancy theory.Study Question 3: What do the proess theoriessuggest about individual motivation?

7 &%uity theory. ; )eople gauge the fairness of their work outcomes inrelation to others.

; Kelt negative ine%uity.#rganizational 2ehaviour: *hapter E E<

3 !ndividual feels heMshe has received relatively lessthan others in proportion to work inputs.

; Kelt positive ine%uity.3 !ndividual feels heMshe has received relatively morethan others in proportion to work inputs.Study Question 3: What do the proess theoriessuggest about individual motivation?

7 &%uity restoration behaviours. ; *hange work inputs. ; *hange the outcomes received.6eave the situation.#rganizational 2ehaviour: *hapter E E=

; ; *hange the comparison person. ; )sychologically distort the comparisons. ; (ake actions to change the inputs or outputs of the comparison person.

Study Question 3: What do the proess theoriessuggest about individual motivation? 7 *oping methods for dealing with e%uity


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comparisons. ; Recognize that e%uity comparisons are inevitable in theworkplace.#rganizational 2ehaviour: *hapter E EC

; 'nticipate felt negative ine%uities when rewards are given. ; *ommunicate clear evaluations for any rewards given. ; *ommunicate an appraisal of performance on which the rewardis based.

; *ommunicate comparison points that are appropriate in thesituationStudy Question 3: What do the proess theoriessuggest about individual motivation?#rganizational 2ehaviour: *hapter E EDStudy Question 3: What do the proess theoriessuggest about individual motivation?

7 ' person0s motivation is a multiplicative functionof epectancy" instrumentality" and valence @+ N& ! B.+otivational implications of epectancy theory.#rganizational 2ehaviour: *hapter E EE

7 ; +otivation is sharply reduced when" epectancy"instrumentality" or valence approach zero.

; +otivation is high when epectancy andinstrumentality are high and valence is strongly

positive.Study Question 3: What do the proess theoriessuggest about individual motivation?

7 &trinsic rewards. ; )ositively valued work outcomes given to theindividual by some other person.#rganizational 2ehaviour: *hapter E EF

7 !ntrinsic rewards. ; )ositively valued work outcomes that theindividual receives directly as a result of taskperformance.Study Question 3: What do the proess theoriessuggest about individual motivation?

7 5uidelines for the distribution of etrinsicrewards.

; *learly identify the desired behaviours.

#rganizational 2ehaviour: *hapter E EG ; +aintain an inventory of rewards that have thepotential to serve as positive reinforcers.

; Recognize individual differences in therewards that will have a positive value for each person.Study Question 3: What do the proess theoriessuggest about individual motivation?

7 5uidelines for the distribution of etrinsicrewards @cont.B.

; 6et each person know eactly what must be done toreceive a desirable rewardI set clear target antecedentsand give performance feedback.#rganizational 2ehaviour: *hapter E E

; 'llocate rewards contingently and immediately uponthe appearance of the desired behaviours.

; 'llocate rewards wisely in terms of scheduling thedelivery of positive reinforcement.Study Question %: What are reinforementtheories and how are they linked to motivation?

7 Reinforcement. ; (he administration of a conse%uence as aresult of a behaviour.#rganizational 2ehaviour: *hapter E F>

; )roper management of reinforcement canchange the direction" level" and persistence of an individual0s behaviour.Study Question %: What are reinforementtheories and how are they linked to motivation?#rganizational 2ehaviour: *hapter E FStudy Question %: What are reinforementtheories and how are they linked to motivation?

7 6aw of effect. ; (heoretical basis for manipulatingconse%uences of behaviour.


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#rganizational 2ehaviour: *hapter E F< ; 2ehaviour that results in a pleasant outcome islikely to be repeated while behaviour thatresults in an unpleasant outcome is not likelyto be repeated.Study Question %: What are reinforementtheories and how are they linked to motivation?#rganizational 2ehaviour: *hapter E F=

Study Question %: What are reinforementtheories and how are they linked to motivation?

7 #rganizational behaviour modification @#2+odB.

; (he systematic reinforcement of desirablework behaviour and the nonreinforcement or #rganizational 2ehaviour: *hapter E FCpunishment of unwanted work behaviour.

; Uses four basic strategies:3 )ositive reinforcement.3 Legative reinforcement.3 )unishment.3 &tinction.Study Question %: What are reinforementtheories and how are they linked to motivation?

7 )ositive reinforcement.

; (he administration of positive conse%uencesto increase the likelihood of repeating the#rganizational 2ehaviour: *hapter E FDdesired behaviour in similar settings.

; Rewards are not necessarily positivereinforcers.

; ' reward is a positive reinforcer only if thebehaviour improves.Study Question %: What are reinforementtheories and how are they linked to motivation?

7 )rinciples governing reinforcement. ; 6aw of contingent reinforcement.3 (he reward must be delivered only if the desired#rganizational 2ehaviour: *hapter E FEbehaviour is ehibited.

; 6aw of immediate reinforcement.

3 (he reward must be given as soon as possible after the desired behaviour is ehibited.Study Question %: What are reinforementtheories and how are they linked to motivation?

7 $cheduling reinforcement. ; *ontinuous reinforcement.3 'dministers a reward each time the desired#rganizational 2ehaviour: *hapter E FFbehaviour occurs.

; !ntermittent reinforcement.3 Rewards behaviour periodically 9either onthe basis of time elapsed or the number of desired behaviours ehibited.Study Question %: What are reinforementtheories and how are they linked to motivation?#rganizational 2ehaviour: *hapter E FG

Study Question %: What are reinforementtheories and how are they linked to motivation?

7 Legative reinforcement. ; 'lso known as avoidance.#rganizational 2ehaviour: *hapter E F

; (he withdrawal of negative conse%uences toincrease the likelihood of repeating the desiredbehaviour in a similar setting.Study Question %: What are reinforementtheories and how are they linked to motivation?

7 )unishment. ; (he administration of negative conse%uences#rganizational 2ehaviour: *hapter E G>or the withdrawal of positive conse%uences toreduce the likelihood of repeating the behaviour in similar settings.

Study Question %: What are reinforementtheories and how are they linked to motivation? 7 !mplications of using punishment.


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; )unishing poor performance enhancesperformance without affecting satisfaction.#rganizational 2ehaviour: *hapter E G

; 'rbitrary and capricious punishment leads topoor performance and low satisfaction.

; )unishment may be offset by positivereinforcement from another source.Study Question %: What are reinforement

theories and how are they linked to motivation? 7 &tinction. ; (he withdrawal of the reinforcingconse%uences for a given behaviour.#rganizational 2ehaviour: *hapter E G<

; (he behaviour is not unlearnedI it simply is notehibited.

; (he behaviour will reappear if it is reinforcedagain.Study Question %: What are reinforementtheories and how are they linked to motivation?#rganizational 2ehaviour: *hapter E G=Study Question %: What are reinforementtheories and how are they linked to motivation?

7 &thical issues with reinforcement usage. ; !s improved performance really due to reinforcement?

; !s the use of reinforcement demeaning anddehumanizing?#rganizational 2ehaviour: *hapter E GC

; Will managers abuse their power by eerting eternalcontrol over behaviour?

; How can we ensure that the manipulation of conse%uences is done in a positive and constructivefashion?(hapter - Study Questions

7 How are motivation" /ob satisfaction" andperformance related?

7 What are /ob4design approaches?#rganizational 2ehaviour: *hapter F GD

7 How are technology and /ob designrelated?

7 What alternative work arrangements are

used today?Study Question 1: How are motivation#

.ob satisfation# and performane related? 7 8ob satisfaction. ; (he degree to which individuals feel positivelyor negatively about their /obs.#rganizational 2ehaviour: *hapter F GE

; 8ob satisfaction can be assessed:3 2y managerial observation and interpretation.3 (hrough use of /ob satisfaction %uestionnaires.Study Question 1: How are motivation#

.ob satisfation# and performane related? 7 !mplications of key work decisions for /obsatisfaction.

; 8oining and remaining a member of an organization.#rganizational 2ehaviour: *hapter F GF

3 $atisfied workers have better attendance and less turnover. ; Working hard in pursuit of high levels of taskperformance.3 (hree alternative relationships between performance andsatisfaction.Study Question 1: How are motivation#

.ob satisfation# and performane related? 7 'rgument: satisfaction causesperformance.

; +anagerial implication 9to increase#rganizational 2ehaviour: *hapter F GGemployees0 work performance" make themhappy.

; 8ob satisfaction alone is not a consistentpredictor of work performance.Study Question 1: How are motivation#

.ob satisfation# and performane related? 7 'rgument: performance causessatisfaction.


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; +anagerial implication 9help people achievehigh performance" then satisfaction will#rganizational 2ehaviour: *hapter F Gfollow.

; )erformance in a given time period is relatedto satisfaction in a later time period.

; Rewards link performance with later satisfaction.

Study Question 1: How are motivation# .ob satisfation# and performane related? 7 'rgument: rewards cause both satisfactionand performance.

; +anagerial implications.#rganizational 2ehaviour: *hapter F >3 )roper allocation of rewards can positivelyinfluence both satisfaction and performance.3 High /ob satisfaction and performance4contingentrewards influence a person0s work performance.3 $ize and value of the reward should vary inproportion to the level of one0s performance.Study Question 1: How are motivation#

.ob satisfation# and performane related?#rganizational 2ehaviour: *hapter F Study $uestion !: What are .obdesign

approahes?#rganizational 2ehaviour: *hapter F <Study $uestion !: What are .obdesignapproahes?

7 $cientific management. ; $ought to improve work efficiency by creatingsmall" repetitive tasks and training workers todo these tasks well.#rganizational 2ehaviour: *hapter F =

; 8ob simplification.3 $tandardizes work procedures and employs peoplein clearly defined and highly specialized tasks.3 !ntent is to increase efficiency" but it may bedecreased due to the motivational impact of unappealing /obs.Study $uestion !: What are .obdesign

approahes? 7 8ob enlargement and /ob rotation. ; 8ob enlargement.3 !ncreases task variety by combining into one /obtwo or more tasks that were previously assigned to#rganizational 2ehaviour: *hapter F Cseparate workers.

; 8ob rotation.3 !ncreases task variety by periodically shiftingworkers among /obs involving different tasks.

; &nlargement and rotation use horizontalloading to increase /ob breadth.Study $uestion !: What are .obdesignapproahes?

7 8ob enrichment. ; (he practice of enhancing /ob content by

building motivating factors such as#rganizational 2ehaviour: *hapter F Dresponsibility" achievement" recognition" andpersonal growth into the /ob.

; 'dds planning and evaluating duties to the /obcontent.

; Uses vertical loading to increase /ob depth.Study $uestion !: What are .obdesignapproahes?

7 Ways to increase /ob depth. ; 'llow workers to plan. ; 'llow workers to control. ; +aimize /ob freedom.#rganizational 2ehaviour: *hapter F E

; !ncrease task difficulty. ; Help workers become task eperts.

; )rovide performance feedback. ; !ncrease performance accountability. ; )rovide complete units of work.


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Study $uestion !: What are .obdesignapproahes?

7 *oncerns about /ob enrichment. ; 8ob enrichment can be very costly. ; *ontroversy concerning whether pay#rganizational 2ehaviour: *hapter F Fmust be increased when /obs areenriched.

3 Herzberg0s argument regarding the impactof competitive pay and enriched /obs.Study $uestion 3: What are the keysto designing motivating .obs?#rganizational 2ehaviour: *hapter F GStudy $uestion 3: What are the keysto designing motivating .obs?

7 *ore /ob characteristics. ; $kill variety.3 ,egree to which a /ob re%uires a variety of different activitiesand involves the use of a number of different skills and#rganizational 2ehaviour: *hapter F talents of the individual.

; (ask identity.3 ,egree to which the /ob re%uires the completion of a -wholeand identifiable piece of workI one that involves doing a /ob

from beginning to end with a visible outcome.Study $uestion 3: What are the keysto designing motivating .obs?

7 *ore /ob characteristics @cont.B. ; Task significance.3 ,egree to which the /ob is important and involves ameaningful contribution to the organization or society in#rganizational 2ehaviour: *hapter F >general.

; Autonomy.3 ,egree to which the /ob gives the employee substantialfreedom" independence" and discretion in scheduling thework and in determining the procedures used in carrying itout.Study $uestion 3: What are the keysto designing motivating .obs?

7 *ore /ob characteristics @cont.B. ; Job feedback.3 ,egree to which carrying out the work activities provides#rganizational 2ehaviour: *hapter F direct and clear information to the employee regarding howwell the /ob has been done. .Study $uestion 3: What are the keysto designing motivating .obs?

7 +otivating potential score. ; *ombined together" the core /obcharacteristics create a motivating potential#rganizational 2ehaviour: *hapter F <score @+)$B.

; +)$ indicates the degree to which the /ob iscapable of motivating people.

; ' /ob0s +)$ can be raised by enriching the

core characteristics.Study $uestion 3: What are the keysto designing motivating .obs?

7 *ritical psychological states. ; When the core characteristics are highlyenriched" three critical psychological statesare positively influenced.#rganizational 2ehaviour: *hapter F =3 &perienced meaningfulness of work.3 &perienced responsibility for work outcomes.3 1nowledge of actual results of work activi ties.

; )ositive psychological states create positivework outcomes.Study $uestion 3: What are the keysto designing motivating .obs?

7 &nriched core /ob characteristics will

create positive psychological states" whichin turn will create positive work outcomes#rganizational 2ehaviour: *hapter F C


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only when: ; &mployee growth4need strength is high. ; (he employee has the re%uisite knowledge andskill.

; &mployee contet satisfaction eists.Study $uestion 3: What are the keysto designing motivating .obs?

7 $ocial information processing theory.

; $ocial information in organizations influencesthe way people perceive their /obs and respond#rganizational 2ehaviour: *hapter F Dto them.

; Research evidence shows that both socialinformation and the core characteristics areimportant determinants of how peopleperceive their /obs.Study $uestion 3: What are the keysto designing motivating .obs?

7 +anagerial and global implications of enriching /obs.#rganizational 2ehaviour: *hapter F E

; Lot everyone0s /ob should be enriched. ; 8ob enrichment can apply to groups. ; *ulture has a substantial impact on /ob

enrichment.Study Question %: How are tehnologyand .ob design related?

7 $ociotechnical systems. ; Reflects the importance of integrating peopleand technology to create high4performance#rganizational 2ehaviour: *hapter F Fwork systems.

; &ssential for new developments in /ob design"given the impact of computers and informationtechnology in the modern workplace.Study Question %: How are tehnologyand .ob design related?

7 Kleible manufacturing systems. ; 'daptive computer4based technologies andintegrated /ob designs that are used to shift

work easily and %uickly among alternative#rganizational 2ehaviour: *hapter F Gproducts.

; Workers develop epertise across a wide rangeof functions.

; 8obs offer a wealth of potential for enrichedcore /ob characteristics.Study Question %: How are tehnologyand .ob design related?

7 Workflow and process reengineering. ; )rocess reengineering is the analysis"streamlining" and reconfiguration of actions#rganizational 2ehaviour: *hapter F and tasks re%uired to reach a work goal.

; (his approach for improving workflows and /ob designs is driven by one %uestion:

3 What is necessary and what else can be eliminated?Study Question +: What alternativework arrangements are used today?

7 *ompressed work weeks. ; 'ny scheduling of work that allows a full4time /ob to be completed in fewer than the standard#rganizational 2ehaviour: *hapter F five days.

; -CMC> is most common form.Study Question +: What alternativework arrangements are used today?

7 *ompressed work weeks @cont.B. ; /dvantages03 Kor workers: added time off.3 Kor organizations: lower absenteeism and#rganizational 2ehaviour: *hapter F


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ad/ustment problems.3 Kor organizations: work scheduling problems"customer complaints" and possible unionopposition.Study Question +: What alternativework arrangements are used today?

7 Kleible working hours. ; 2ives individuals a daily hoie in the timing of

their work ommitments0 ; /dvantages:#rganizational 2ehaviour: *hapter F


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performance if holding two /obs" failure to %ualify for benefits" and lower pay rates than full4timecounterparts.(hapter Study Questions

7 What is goal setting? 7 What is performance appraisal? 7 What are compensation and rewards?#rganizational 2ehaviour: *hapter G


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#rganizational 2ehaviour: *hapter G


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Study Question !: What is performaneappraisal?

7 (o be meaningful" an appraisal system must be: ; Reliable 9 provide consistent results across time. ; alid 9 actually measure people on relevant /ob#rganizational 2ehaviour: *hapter G


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appraisal? 7 5uidelines for ensuring the legality of performance appraisal systems @cont.B.

; 'void abstract trait names.#rganizational 2ehaviour: *hapter G


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; (he process and procedures used to collectand classify information about tasks the#rganizational 2ehaviour: *hapter G


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(hapter ; Study Questions 7 What is the nature of groups inorganizations?

7 What are the stages of group development?#rganizational 2ehaviour: *hapter


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workload.Study Question 1: What is the natureof groups in organizations?

7 Ways of preventing social loafing. ; ,efine member roles and tasks to maimizeindividual interests.#rganizational 2ehaviour: *hapter


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#rganizational 2ehaviour: *hapter


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Study Question 3: What are thefoundations of group performane?

7 5roup size. ; *an make a difference in a group0seffectiveness.

; 's group size increases" performance and#rganizational 2ehaviour: *hapter


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3 (wo or three people are able to dominate or -railroad thegroup into making a decision to which they agree.Study Question %: How do groupsmake deisions?

7 How groups make decisions @cont.B. ; eision by ma.ority rule03 Kormal voting may take place" or members may be polled tofind the ma/ority viewpoint.



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Study Question %: How do groupsmake deisions?

7 How to improve group decisions @cont.B. ; ,elphi techni%ue.3 !nvolves generating decision4making alternatives#rganizational 2ehaviour: *hapter


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#rganizational 2ehaviour: *hapter > =>styles" and cultures" among other variables.

; ,iversity can help improve team problem solving andincrease creativity.

; ,iversity among team members may createperformance difficulties early in the team0s life or stage of development.Study Question 1: What is the nature

of team and teamwork? 7 *haracteristics of teams with heterogeneousmembership @cont.B.

; &nhanced performance potential is possible once#rganizational 2ehaviour: *hapter > =><short4run struggles are resolved.

; ,iversity can provide great advantages for highperformanceorganizations.Study Question !: What is teambuilding?

7 Work groups and teams must master challengesas they pass through the various stages of groupdevelopment.#rganizational 2ehaviour: *hapter > =>=

7 (eam building is a se%uence of planned activi tiesdesigned to gather and analyze data on the

functioning of a group and to initiate changesdesigned to improve teamwork and increasegroup effectiveness.Study Question !: What is teambuilding?#rganizational 2ehaviour: *hapter > =>CStudy Question !: What is teambuilding?

7 'pproaches to team building. ; Kormal retreat approach.3 (eam building occurs during an offsite retreat.*ontinuous improvement approach.#rganizational 2ehaviour: *hapter > =>D

; 3 (he manager" team leader" or members takeresponsibility for ongoing team building.

; #utdoor eperience approach.

3 +embers engage in physically challengingsituations that re%uire teamwork.Study Question 3: How does teambuilding improve performane?

7 Lew members are concerned aboutissues of:

; )articipation.#rganizational 2ehaviour: *hapter > =>E

; 5oals. ; *ontrol. ; Relationships.Study Question 3: How does teambuilding improve performane?

7 2ehaviour profiles of coping withindividual entry problems.

; (ough battler.

#rganizational 2ehaviour: *hapter > =>F ; Kriendly helper. ; #b/ective thinker.Study Question 3: How does teambuilding improve performane?

7 (ask and maintenance leadership. ; $ustained high performance re%uires meeting bothtask needs and maintenance needs.#rganizational 2ehaviour: *hapter > =>G

; High4performance teams re%uire distributedleadership.

; ,istributive leadership is the sharing among teammembers of the responsibilities for task andmaintenance contributions.Study Question 3: How does teambuilding improve performane?

#rganizational 2ehaviour: *hapter > =>Study Question 3: How does teambuilding improve performane?


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7 5roups members should avoid the followingdisruptive behaviours:

; 2eing overly aggressive toward other members.#rganizational 2ehaviour: *hapter > =>

; Withdrawing and refusing to cooperate with others. ; Horsing around when there is work to be done. ; Using the group as a forum for self4confession. ; (alking too much about irrelevant matters.

; (rying to compete for attention and recognition.Study Question 3: How does teambuilding improve performane?

7 Roles and role dynamics. ; ' role is a set of epectations associated witha /ob or position on a team.

; Role ambiguity 9 occurs when a person is#rganizational 2ehaviour: *hapter > =uncertain about hisMher role.

; Role overload 9 occurs when too much isepected and the person feels overwhelmedwith work.

; Role underload 9occurs when too little isepected and the person feels underutilized.Study Question 3: How does teambuilding improve performane?

7 Roles and role dynamics @cont.B. ; Role conflict 9occurs when a person isunable to meet conflicting epectations.#rganizational 2ehaviour: *hapter > =<

; Korms of role conflict.3 !ntrasender role conflict.3 !ntersender role conflict.3 )erson4role conflict.3 !nterrole conflict.Study Question 3: How does teambuilding improve performane?#rganizational 2ehaviour: *hapter > ==Study Question 3: How does teambuilding improve performane?

7 Lorms represent beliefs about how groupor team members are epected to behave.

7 Lorms are rules or standards of conduct.#rganizational 2ehaviour: *hapter > =C

7 +anagers and leaders should help their groups adopt positive norms that supportorganizational goals.Study Question 3: How does teambuilding improve performane?

7 1ey norms that can have positive or negative implications.

; )erformance norms.#rganizational 2ehaviour: *hapter > =D

; &thics norms. ; #rganizational and personal pride norms. ; High4achievement norms. ; $upport and helpfulness norms. ; !mprovement and change norms.

Study Question 3: How does teambuilding improve performane?

7 *ohesiveness is the degree to which members areattached to and motivated to remain a part of theteam

7 High team cohesiveness occurs when:#rganizational 2ehaviour: *hapter > =E

; +embers are similar in age" attitudes" needs" and backgrounds. ; 5roup size is small. ; +embers respect each others0 competencies. ; +embers agree on common goals. ; +embers work on interdependent tasks. ; 5roups are physically isolated from others. ; 5roups eperience performance success or crisis.Study Question 3: How does teambuilding improve performane?

#rganizational 2ehaviour: *hapter > =FStudy Question 3: How does teambuilding improve performane?


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#rganizational 2ehaviour: *hapter > =GStudy Question %: How do teams ontribute tothe high"performane workplae?

7 )roblem4solving teams. ; &mployee involvements teams include a widevariety of teams whose members meetregularly to collectively eamine important#rganizational 2ehaviour: *hapter > =

workplace issues. ; Auality circle.3 ' special type of employee involvement team.3 (eam meets periodically to address problemsrelating to %uality" productivity" or cost.Study Question %: How do teams ontribute tothe high"performane workplae?

7 *ross4functional teams. ; *onsist of members representing differentfunctional departments or work units.#rganizational 2ehaviour: *hapter > =

; Used to overcome functional silos problem. ; Used to solve problems with a positivecombination of functional epertise andintegrative systems thinking.Study Question %: How do teams ontribute to

the high"performane workplae? 7 'dvantages of virtual teams. ; *ost4effectiveness and speed where membersare unable to meet easily face4to4face.

; *omputer power fulfills typical team needs for #rganizational 2ehaviour: *hapter > = = =


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7 What are attributional approaches toleadership?

7 What are some emerging leadershipperspectives and why are they especiallyimportant in today0s organizations?Study Question 1: What is leadership andhow does it differ from management?

7 +anagement promotes stability or enables the

organization to run smoothly. 7 6eadership promotes adaptive or useful changes.#rganizational 2ehaviour: *hapter =


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; *onsideration.3 *oncerned with people0s feelings and makingthings pleasant for the followers.#rganizational 2ehaviour: *hapter ==C

; !nitiating structure.3 *oncerned with defining task re%uirements andother aspects of the work agenda.

; &ffective leaders should be high on both

consideration and initiating structure.Study Question 1: What is leadership andhow does it differ from management?

7 6eadership 5rid. ; ,eveloped by Robert 2lake and 8ane +outon. ; 2uilt on dual emphasis of consideration and#rganizational 2ehaviour: *hapter ==Dinitiating structure.

; ' 5rid @matriB reflecting levels of concern for people and concern for task.3 reflects minimum concern.3 reflects maimum concern.Study Question 1: What is leadership andhow does it differ from management?

7 6eadership 5rid @cont.B. ; Kive key 5rid combinations.

3 M 9 low concern for production" low concern for people.#rganizational 2ehaviour: *hapter ==E3 M 9 low concern for production" high concernfor people.3 M 9 high concern for production" low concernfor people.3 DMD 9 moderate concern for production" moderateconcern for people.3 M 9 high concern for production" high concernfor people.Study Question 1: What is leadership andhow does it differ from management?

7 6eader4+ember &change @6+OB theory. ; Kocuses on the %uality of the workingrelationship between leaders and followers.

#rganizational 2ehaviour: *hapter ==F ; 6+O dimensions determine followers0membership in leader0s -in group or -outgroup.

; ,ifferent relationships with -in group and-out group.Study Question !: What are situationalontingeny approahes to leadership?

7 6eader traits and behaviours can act in con/unctionwith situational contingencies.

7 (he effects of leader traits are enhanced by their relevance to situational contingencies.#rganizational 2ehaviour: *hapter ==G

7 +a/or situational contingency theories. ; Kiedler0s leadership contingency theory. ; Kiedler0s cognitive resource theory.

; House0s path4goal theory of leadership. ; Hersey and 2lanchard0s situational leadership model.Study Question !: What are the situationalontingeny approahes to leadership?

7 1ey variables in Kiedler0s contingencymodel.

; $ituational control.#rganizational 2ehaviour: *hapter ==3 (he etent to which a leader can determine whathis or her group is going to do as well as theoutcomes of the group0s actions and decisions.3 !s a function of:

; 6eader4member relations. ; (ask structure. ; )osition power.Study Question !: What are situational

ontingeny approahes to leadership? 7 1ey variables in Kiedler0s contingencymodel @cont.B.


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; 6east preferred co4worker @6)*B score reflects#rganizational 2ehaviour: *hapter =C>a person0s leadership style.3 High46)* leaders have a relationship4motivatedstyle.3 6ow46)* leaders have a task4motivated style.Study Question !: What are situationalontingeny approahes to leadership?

#rganizational 2ehaviour: *hapter =CStudy Question !: What are situationalontingeny approahes to leadership?

7 Kiedler0s cognitive resource theory. ; ' leader0s use of directive or nondirectivebehaviour depends on:3 (he leader0s or subordinate group members0 abilityor competency.#rganizational 2ehaviour: *hapter =C<3 $tress.3 &perience.3 5roup support of the leader.

; 6eader directiveness is most helpful for performance when the leader is competent"relaed" and supported.Study Question !: What are situational

ontingeny approahes to leadership? 7 House0s path4goal theory of leadership. ; Rooted in the epectancy model of motivation.#rganizational 2ehaviour: *hapter =C=

; &mphasizes how a leader influencessubordinates0 perceptions of both work goalsand personal goals and the links" or paths"found between these two sets of goals.Study Question !: What are situationalontingeny approahes to leadership?#rganizational 2ehaviour: *hapter =CCStudy Question !: What are situationalontingeny approahes to leadership?

7 )ath4goal theory predictions. ; ,irective leadership will have a positiveimpact on subordinates when tasks are

ambiguous and the opposite effect when tasks#rganizational 2ehaviour: *hapter =CDare clear.

; $upportive leadership will increase thesatisfaction of subordinates who work on tasksthat are highly repetitive" unpleasant" stressful"or frustrating.Study Question !: What are situationalontingeny approahes to leadership?

7 )ath4goal theory predictions @cont.B. ; 'chievement4oriented leadership willencourage subordinates to strive for higher performance standards and to have more#rganizational 2ehaviour: *hapter =CEconfidence in their ability to meet challenginggoals when subordinates are working at

ambiguous" nonrepetitive tasks. ; )articipative leadership will promotesatisfaction on nonrepetitive tasks that allowfor the ego involvement of subordinates.Study Question !: What are situationalontingeny approahes to leadership?#rganizational 2ehaviour: *hapter =CFStudy Question !: What are situationalontingeny approahes to leadership?#rganizational 2ehaviour: *hapter =CGStudy Question 3: What are attributionalapproahes to leadership?

7 'ttribution theory provides a competingperspective to the traditional leadership theoryassumption that leadership and its substantive#rganizational 2ehaviour: *hapter =C

effects can be identified and measuredob/ectively. 7 'ttribution theory suggests that leadership is


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influenced by attempts to understand causes of and assess responsibilities for behaviour.Study Question 3: What are attributionalapproahes to leadership?

7 6eadership prototypes. ; )eople0s mental image of what a model leader should look like.

; +i of specific and general characteristics.

#rganizational 2ehaviour: *hapter =D> ; )rototypes may differ by country and nationalculture.

; (he closer that a leader0s behaviour matches theprototype held by the followers" the morefavorable the leader0s relations and keyoutcomes.Study Question 3: What are attributionalapproahes to leadership?

7 &aggeration of the leadership difference. ; (op leaders of organizations have little impacton profits and effectiveness compared to#rganizational 2ehaviour: *hapter =Denvironmental and industry forces.

; +uch of the impact of top leaders is symbolic. ; (he romance of leadership refers to people

attributing romantic" almost magical" %ualitiesto leadership.Study Question %: What are some emergingleadership perspetives and why are theyespeially important in today>s organizations?

7 *harismatic approaches to leadership. ; *harismatic leaders" by force of their personalabilities" can have a profound and#rganizational 2ehaviour: *hapter =D<etraordinary effect on followers.

; *haracteristics of charismatic leaders include:3 High need for power.3 High feelings of self4efficacy.3 *onviction in the moral rightness of their beliefs.Study Question %: What are some emergingleadership perspetives and why are they

espeially important in today>s organizations? 7 ,ark side versus bright side of charismaticleadership.

; ,ark side.#rganizational 2ehaviour: *hapter =D=3 &mphasizes personalized power.3 6eaders focus on themselves.

; 2right side.3 &mphasizes socialized power.3 6eaders empower followers.Study Question %: What are some emergingleadership perspetives and why are theyespeially important in today>s organizations?

7 *onger and 1anungo0s three4stage charismaticleadership model.$tage : the leader critically evaluates the status %uo.

#rganizational 2ehaviour: *hapter =DC ; ; $tage s organizations?#rganizational 2ehaviour: *hapter =DDStudy Question %: What are some emergingleadership perspetives and why are theyespeially important in today>s organizations?

7 (ransactional leadership. ; !nvolves leader4follower echanges necessaryfor achieving routine performance that isagreed upon by leaders and followers.

#rganizational 2ehaviour: *hapter =DE ; 6eader4follower echanges involve:3 Use of contingent rewards.


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3 'ctive management by eception.3 )assive management by eception.3 'bdicating responsibilities and avoiding decisions.Study Question %: What are some emergingleadership perspetives and why are theyespeially important in today>s organizations?

7 (ransformational leadership. ; 6eaders broaden and elevate followers0

interests" generate awareness and acceptanceof the group0s mission" and stir followers to#rganizational 2ehaviour: *hapter =DFlo

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