Copy of organization behavior2

Organization BehaviorOrganization Behavior

Organization Behavior- Introductory Organization Behavior- Introductory PerspectivePerspective

• Organization Behavior- A field of study that investigates Organization Behavior- A field of study that investigates the impact that individuals, groups, and structures have on the impact that individuals, groups, and structures have on behavior within organizations for the purpose of applying behavior within organizations for the purpose of applying such knowledge toward improving an organizations such knowledge toward improving an organizations effectiveness.effectiveness.

• Processes of StudyProcesses of Study• Differences and fundamental consistenciesDifferences and fundamental consistencies• Systematic Study vs. Intuition Systematic Study vs. Intuition • Preconceived Notion vs. Substantive EvidencePreconceived Notion vs. Substantive Evidence• Contributing DisciplinesContributing Disciplines• Psychology- Science attempting to measure, explain and change Psychology- Science attempting to measure, explain and change

behavior- learning, perception, personality, emotions, training, behavior- learning, perception, personality, emotions, training, leadership effectiveness, needs and motivational forces, job leadership effectiveness, needs and motivational forces, job satisfaction, decision making processes, appraisals, attitude satisfaction, decision making processes, appraisals, attitude measurements, selection techniques, work design, stressmeasurements, selection techniques, work design, stress

• Sociology- Study of people in relation to their fellow beings- group Sociology- Study of people in relation to their fellow beings- group behavior, group dynamics, work structure ,organization structure, behavior, group dynamics, work structure ,organization structure, team designs , power and conflictteam designs , power and conflict

• Anthropology- Study of societies to learn about human beings and Anthropology- Study of societies to learn about human beings and their activities- Organization culture, environmenttheir activities- Organization culture, environment

Organization Behavior- Introductory Organization Behavior- Introductory PerspectivePerspective

• Frame Work for StudyFrame Work for Study• Few simple or universal principlesFew simple or universal principles• Reflects situational or contingency conditions- Relationship of dependency Reflects situational or contingency conditions- Relationship of dependency

subject to contingency variables- Situational factors variables that moderate subject to contingency variables- Situational factors variables that moderate the relationship between two or more other variables.the relationship between two or more other variables.

• Challenges and Opportunities for OBChallenges and Opportunities for OB• Responding to globalizationResponding to globalization• Managing Work force diversityManaging Work force diversity• Improving Quality and ProductivityImproving Quality and Productivity• Improving people skillsImproving people skills• Empowering peopleEmpowering people• Coping with temporarinessCoping with temporariness• Stimulating innovation and changeStimulating innovation and change• Improving Ethical BehaviorImproving Ethical Behavior

Organization Behavior-Introductory Organization Behavior-Introductory PerspectivePerspective

• Dependant VariableDependant Variable• Key factors that need to be Key factors that need to be

explained or predicted that are explained or predicted that are affected by some other factors- affected by some other factors- Productivity, absenteeism, turnover, Productivity, absenteeism, turnover, job satisfaction and organization job satisfaction and organization citizenshipcitizenship

• Independent VariableIndependent Variable• Presumed cause of some change in Presumed cause of some change in

the dependant variablethe dependant variable• Individual level variables – Individual level variables –

characterizes individual level characterizes individual level uniqueness – perception, individual uniqueness – perception, individual decision making, learning, learning decision making, learning, learning and motivation besides ability, and motivation besides ability, values, attitudes, personality and values, attitudes, personality and emotionsemotions

• Group Level Variables- characterizes Group Level Variables- characterizes group level uniquenessgroup level uniqueness

• Organization Systems level Organization Systems level variables- characterizes the impact variables- characterizes the impact of superimposition of structure on of superimposition of structure on individual and group behavior.individual and group behavior.

Basic OB Model, Stage - 1

Individual Level

Group Level

Organization system level

Organization Behavior- Individual Organization Behavior- Individual BehaviorBehavior

Biographic CharacteristicsBiographic Characteristics

• AgeAge• GenderGender• Marital StatusMarital Status• TenureTenure


Biographical Characteristics AgeBiographical Characteristics Age• Eriksson's Eight Ages of ManEriksson's Eight Ages of Man• Stage1- Basic Trust vs. Basic MistrustStage1- Basic Trust vs. Basic Mistrust• Stage2- Autonomy vs. Shame and DoubtStage2- Autonomy vs. Shame and Doubt• Stage3- Initiative vs. GuiltStage3- Initiative vs. Guilt• Industry vs. InferiorityIndustry vs. Inferiority• Identity vs. Role ConfusionIdentity vs. Role Confusion• Intimacy vs. IsolationIntimacy vs. Isolation• Generativity vs. StagnationGenerativity vs. Stagnation• Ego Integrity vs. DespairEgo Integrity vs. Despair

• Stages of Adult Life- Daniel LevinsonStages of Adult Life- Daniel Levinson• Pre Adult hood- Childhood, Adolescence and early adult transitionPre Adult hood- Childhood, Adolescence and early adult transition• Early Adulthood- Age 17-45Early Adulthood- Age 17-45• Middle Adulthood- Period of most apparent change- Age 40-60Middle Adulthood- Period of most apparent change- Age 40-60• Late Adulthood- Coping physical and intellectual decline – Age 65-Late Adulthood- Coping physical and intellectual decline – Age 65-

• Adult Stages- Gail SheehyAdult Stages- Gail Sheehy• Late Teens- Pulling up rootsLate Teens- Pulling up roots• The Twenties- Trying twentiesThe Twenties- Trying twenties• The Early Thirties- Catch 30The Early Thirties- Catch 30• The late thirties and mid forties- Deadline DecadeThe late thirties and mid forties- Deadline Decade• The mid forties to fifties- Renewal or ResignationThe mid forties to fifties- Renewal or Resignation


Biographical Characteristics GenderBiographical Characteristics Gender• Carol Gilligan- Gender differences were not given serious Carol Gilligan- Gender differences were not given serious

considerationconsideration• Men and Women view their moral orientation and development process Men and Women view their moral orientation and development process

differentlydifferently• Stages of DevelopmentStages of Development• Separation from mother- IndividuationSeparation from mother- Individuation• AutonomyAutonomy• The male- female differenceThe male- female difference• Male opposites-ego boundaries/ Female children separation and individuation is slowMale opposites-ego boundaries/ Female children separation and individuation is slow• Female experience less differentiation- hence connected to external world and men to Female experience less differentiation- hence connected to external world and men to

internal worldinternal world• Hence females can demonstrate more empathy- experience needs of othersHence females can demonstrate more empathy- experience needs of others• Males and females experience relationships and dependency differently- masculinity is Males and females experience relationships and dependency differently- masculinity is

defined through separation and feminity through attachmentdefined through separation and feminity through attachment• Evidenced in children gamesEvidenced in children games• Males- play outdoors, large groups wide age range, games emphasize competition , Males- play outdoors, large groups wide age range, games emphasize competition ,

quarrel more often, play with enemiesquarrel more often, play with enemies• Females- indoor games, smaller groups narrow age range, games emphasize Females- indoor games, smaller groups narrow age range, games emphasize

relationships, disputes often end games, play mostly with friends in intimate groups.relationships, disputes often end games, play mostly with friends in intimate groups.

Organization Behavior- Individual Organization Behavior- Individual BehaviorBehaviorAbilityAbility

• Intellectual AbilityIntellectual Ability• Physical AbilityPhysical Ability• Ability- Job fitAbility- Job fit


Ability- Intellectual AbilityAbility- Intellectual Ability• Intellectual Ability- IQ/ Intellectual Ability- IQ/

Other Scholastic testsOther Scholastic tests• DimensionsDimensions

Number Number AptitudeAptitude

Verbal Verbal comprehensicomprehensionon

DescriptionDescriptionss

ExamplesExamples

Perceptual Perceptual SpeedSpeed

Inductive Inductive ReasoningReasoning

Deductive Deductive ReasoningReasoning

Spatial Spatial VisualizationVisualization

MemoryMemory


Ability- Physical AbilityAbility- Physical Ability• Physical AbilityPhysical Ability• Nine Physical AbilitiesNine Physical Abilities• Dynamic Strength- Ability to exert muscular force repeatedly or Dynamic Strength- Ability to exert muscular force repeatedly or

continually over timecontinually over time• Trunk Strength- Ability to exert muscular strength using trunk Trunk Strength- Ability to exert muscular strength using trunk

musclesmuscles• Static Strengh- Ability to exert force against external objectsStatic Strengh- Ability to exert force against external objects• Explosive Strength- Ability to expend a maximum of energy in a Explosive Strength- Ability to expend a maximum of energy in a

single/ series burstssingle/ series bursts• Extent Flexibility- Ability to move trunk and back muscles as far as Extent Flexibility- Ability to move trunk and back muscles as far as

possiblepossible• Dynamic FlexibilityDynamic Flexibility• Body CoordinationBody Coordination• BalanceBalance• StaminaStamina

Organization Behavior- Individual Organization Behavior- Individual BehaviorBehaviorLearningLearning

• Learning- Def- Any relative permanent Learning- Def- Any relative permanent change in behavior that occurs as a result of change in behavior that occurs as a result of experience. Learning therefore takes place if experience. Learning therefore takes place if an individual behaves, reacts, responds as a an individual behaves, reacts, responds as a result of an experience in a manner different result of an experience in a manner different from the way he formerly behaved.from the way he formerly behaved.

• Learning has several componentsLearning has several components• Learning involves changeLearning involves change• Change must be relatively permanentChange must be relatively permanent• Learning involves change in actionsLearning involves change in actions• Some form of experience is necessary- leading to Some form of experience is necessary- leading to

permanent change in behavior.permanent change in behavior.


• Theories of LearningTheories of Learning

• Classical ConditioningClassical Conditioning• Operant ConditioningOperant Conditioning• Social LearningSocial Learning


• Classical Conditioning-Classical Conditioning-A type of conditioning A type of conditioning in which an individual responds to some stimulus in which an individual responds to some stimulus that would not produce such a responsethat would not produce such a response

• Pavlov’s experimentPavlov’s experiment• Unconditioned Stimulus- Unconditioned ResponseUnconditioned Stimulus- Unconditioned Response• Conditioned Stimulus- Conditioned ResponseConditioned Stimulus- Conditioned Response• Steps- 1. Building an association between an Steps- 1. Building an association between an

unconditioned/conditioned stimulus.2. Make the conditioned or unconditioned/conditioned stimulus.2. Make the conditioned or neutral stimulus unconditionalneutral stimulus unconditional

• LimitationsLimitations• Passive- Explain simple reflexive behaviorPassive- Explain simple reflexive behavior• Behavior in organizations is complex it is displayed or emitted rather Behavior in organizations is complex it is displayed or emitted rather

than elicited or extracted.than elicited or extracted.


• Operant Conditioning- Operant Conditioning- A type of conditioning in A type of conditioning in which desired voluntary behavior leads to reward or which desired voluntary behavior leads to reward or prevents punishment.prevents punishment.

• Skinner- Behaviorist School Skinner- Behaviorist School • Behavior is a function of its consequences- Operant BehaviorBehavior is a function of its consequences- Operant Behavior• Voluntary or Learnt BehaviorVoluntary or Learnt Behavior• Repetition of the behavior is influenced by reinforcement- Repetition of the behavior is influenced by reinforcement-

rewardreward• Lack of reinforcement- Punishment linked to the consequence Lack of reinforcement- Punishment linked to the consequence

of behaviorof behavior• Assumption- All behavior is externally determinedAssumption- All behavior is externally determined• Hence the immediacy of reward/recognition and punishment/ Hence the immediacy of reward/recognition and punishment/

reprimandreprimand


• Social Learning- Social Learning- Learning through Learning through observation and direct experienceobservation and direct experience

• Assumption- Behavior is a function of consequences as Assumption- Behavior is a function of consequences as well as observation, models, perceptions and definition of well as observation, models, perceptions and definition of consequences.consequences.

• Models and ProcessesModels and Processes• Attentional Processes- Recognition and Attention to its key Attentional Processes- Recognition and Attention to its key

features- Attractive, Replicability, Importancefeatures- Attractive, Replicability, Importance• Retention Process- Recollection of the model when not readily Retention Process- Recollection of the model when not readily

availableavailable• Reproduction Process- Individuals ability to perform the modeled Reproduction Process- Individuals ability to perform the modeled

activitiesactivities• Reinforcement Processes- The kind and surety level of the Reinforcement Processes- The kind and surety level of the

reinforcement mechanism.reinforcement mechanism.


• Locus of Control- Julian Rotter- Social Locus of Control- Julian Rotter- Social LearningLearning

• Behavior is linked to outcome and value of outcome and Behavior is linked to outcome and value of outcome and is contingent to ones belief that ones actions directly is contingent to ones belief that ones actions directly affects outcome- Locus of Control.affects outcome- Locus of Control.

• Locus of Control- Ways in which individuals attribute responsibility Locus of Control- Ways in which individuals attribute responsibility for events to factors within themselves and outside themselves.for events to factors within themselves and outside themselves.

• The outlook will determine our perception of reward and The outlook will determine our perception of reward and reinforcementsreinforcements

• Attribution of Responsibility- defines contingency relationships Attribution of Responsibility- defines contingency relationships between actions and outcome- To themselves abilities, between actions and outcome- To themselves abilities, efforts( Internal Locus of Control oriented) , Outside them and efforts( Internal Locus of Control oriented) , Outside them and Others, fate , luck, other influential people( External Locus of Others, fate , luck, other influential people( External Locus of Control Oriented)Control Oriented)


• Development of Locus of Development of Locus of ControlControl

• Social DiscriminationSocial Discrimination• Prolonged Incapacitating DisabilityProlonged Incapacitating Disability• Parental Child Rearing PracticesParental Child Rearing Practices

• Job Behavior of Internal/ Job Behavior of Internal/ External Control LocusExternal Control Locus

• Changing Locus of Changing Locus of ControlControl

• Desire to changeDesire to change• Clarity about direction of desired Clarity about direction of desired

changechange• Clear idea of present conditionClear idea of present condition• Knowledge of process and mechanism Knowledge of process and mechanism

of change.of change.

Internal Internal LOCLOC

External External LOCLOC

Better care of Better care of equipment, equipment, higher tolerance, higher tolerance, cooperative, self cooperative, self reliant, reliant, knowledgeknowledge

Unrealistic Unrealistic aspirations. Less aspirations. Less able to cope with able to cope with realityreality

More focused More focused and clear of and clear of career. Values career. Values development development trainingtraining

Unsure of needs Unsure of needs and devalues and devalues development development trainingtraining

Rely more on Rely more on persuasive power persuasive power Adopts change Adopts change and innovationsand innovations

Use coercive Use coercive power and threat power and threat Resistant to Resistant to change and change and innovationinnovation

Pick superior or Pick superior or equal ability equal ability people to partner people to partner taskstasks

Pick partners of Pick partners of inferior ability inferior ability and hold and hold personal controlpersonal control


• Shaping Behavior- Shaping Behavior- A process of systematically reinforcing each A process of systematically reinforcing each successive step that moves an individual closer to the desired successive step that moves an individual closer to the desired response.response.

• Methods of Shaping BehaviorMethods of Shaping Behavior• ReinforcementReinforcement• Produce desired change in behaviorProduce desired change in behavior• Organization Reinforcement processesOrganization Reinforcement processes• Timing of reinforcement and speed of learningTiming of reinforcement and speed of learning• Types of ReinforcementTypes of Reinforcement• ContinuousContinuous• IntermittentIntermittent• Fixed interval/ Variable Interval ScheduleFixed interval/ Variable Interval Schedule• Fixed- Ratio/ Variable Ratio ScheduleFixed- Ratio/ Variable Ratio Schedule

• Reinforcement Schedule and BehaviorReinforcement Schedule and Behavior• Behavior Modification- Identify critical behavior/ Develop Base line Behavior Modification- Identify critical behavior/ Develop Base line

data/ Identify Behavioral consequences/ Develop& Implement an data/ Identify Behavioral consequences/ Develop& Implement an Intervention Strategy/Evaluate Performance Improvement.Intervention Strategy/Evaluate Performance Improvement.

Organization Behavior- Individual Organization Behavior- Individual BehaviorBehaviorValuesValues


Types of Values –RokeachValue Types of Values –RokeachValue SurveySurvey

Types of Values –RokeachValue Types of Values –RokeachValue SurveySurvey


Values in Values in the the

Rokeach Rokeach SurveySurvey


Rokeach Rokeach SurveySurvey



Rokeach Rokeach SurveySurvey(cont’d)(cont’d)


Rokeach Rokeach SurveySurvey(cont’d)(cont’d)

Mean Value Mean Value Rankings of Rankings of

Executives &Union Executives &Union MembersMembers

Mean Value Mean Value Rankings of Rankings of

Executives &Union Executives &Union MembersMembers



Values, Loyalty, and Ethical BehaviorValues, Loyalty, and Ethical BehaviorValues, Loyalty, and Ethical BehaviorValues, Loyalty, and Ethical Behavior

Ethical Climate inEthical Climate inthe Organizationthe Organization

Ethical Climate inEthical Climate inthe Organizationthe Organization

Ethical Values and Ethical Values and Behaviors of Behaviors of

LeadersLeaders

Organization Organization Behavior- Behavior-

Individual BehaviorIndividual BehaviorValuesValues


HoHofstede’s Framework for fstede’s Framework for Assessing CulturesAssessing Cultures

HoHofstede’s Framework for fstede’s Framework for Assessing CulturesAssessing Cultures


Hofstede’s Framework Hofstede’s Framework (cont’d)(cont’d)










•Assertiveness•Future Orientation•Gender differentiation•Uncertainty avoidance•Power distance•Individual/collectivism•In-group collectivism•Power orientation•Humane orientation

•Assertiveness•Future Orientation•Gender differentiation•Uncertainty avoidance•Power distance•Individual/collectivism•In-group collectivism•Power orientation•Humane orientation

The GLOBE The GLOBE Framework Framework

for for Assessing Assessing CulturesCultures

The GLOBE The GLOBE Framework Framework

for for Assessing Assessing CulturesCultures

AttitudesAttitudesAttitudesAttitudes

Organization Behavior- Individual BehaviorOrganization Behavior- Individual Behavior Attitudes Attitudes


Attitudes Attitudes

Types of AttitudesTypes of AttitudesTypes of AttitudesTypes of Attitudes


Attitudes Attitudes

Desire to reduce dissonance

• Importance of elements creating dissonance

• Degree of individual influence over elements

• Rewards involved in dissonance

Desire to reduce dissonance

• Importance of elements creating dissonance

• Degree of individual influence over elements

• Rewards involved in dissonance

The

Cognitive Dissonance- Leon Festinger

Organization Behavior- Individual Organization Behavior- Individual BehaviorBehaviorAttitudesAttitudes

Measuring Measuring Attitude & Attitude & Behavior Behavior RelationshipRelationship

• Recent research Recent research indicates that indicates that attitudes significantly attitudes significantly predict behavior whenpredict behavior when moderating moderating variables variables are taken are taken into accountinto account

Moderating Moderating VariablesVariables

Importance of Importance of AttitudeAttitude

Specificity of the Specificity of the AttitudeAttitude

Accessibility of Accessibility of AttitudeAttitude

Social pressures on Social pressures on personperson

Direct experience Direct experience with the attitudewith the attitude

Organization Behavior- Individual Organization Behavior- Individual BehaviorBehaviorAttitudesAttitudes

• Self Perception TheorySelf Perception Theory

Attitudes are used after theAttitudes are used after the

fact to make sense of anfact to make sense of an

action already occurredaction already occurred

Job SatisfactionJob Satisfaction

• Measuring Job SatisfactionMeasuring Job Satisfaction– Single global ratingSingle global rating– Summation scoreSummation score

• How Satisfied Are People in Their How Satisfied Are People in Their Jobs?Jobs?– Job satisfaction declined Job satisfaction declined – Decline attributed to:Decline attributed to:

• Pressures to increase productivityPressures to increase productivity• Less control over workLess control over work

Organization Behavior- Individual Behavior Job Satisfaction

The Effect of Job Satisfaction on The Effect of Job Satisfaction on Employee PerformanceEmployee Performance

• Satisfaction and ProductivitySatisfaction and Productivity– Satisfied workers aren’t necessarily more Satisfied workers aren’t necessarily more

productive.productive.– Worker productivity is higher in organizations with Worker productivity is higher in organizations with

more satisfied workers.more satisfied workers.

• Satisfaction and AbsenteeismSatisfaction and Absenteeism– Satisfied employees have fewer avoidable absences.Satisfied employees have fewer avoidable absences.

• Satisfaction and TurnoverSatisfaction and Turnover– Satisfied employees are less likely to quit.Satisfied employees are less likely to quit.– Organizations take actions to cultivate high Organizations take actions to cultivate high

performers and to weed out lower performersperformers and to weed out lower performers


Organization Behavior- Individual Behavior

Job Satisfaction

Responses to Job DissatisfactionResponses to Job Satisfaction

How Employees Can Express How Employees Can Express DissatisfactionDissatisfaction

How Employees Can Express DissatisfactionHow Employees Can Express Dissatisfaction



Job SatisfactionJob Satisfaction

• Satisfaction and Organizational Satisfaction and Organizational Citizenship Behavior (OCB)Citizenship Behavior (OCB)– Satisfied employees who feel fairly Satisfied employees who feel fairly

treated by and are trusting of the treated by and are trusting of the organization are more willing to engage organization are more willing to engage in behaviors that go beyond the normal in behaviors that go beyond the normal expectations of their job.expectations of their job.

Job Satisfaction and OCB


Personality& EmotionsPersonality& Emotions• Personality- Definition-Personality- Definition- The sum total of ways in which an The sum total of ways in which an

individual reacts and interacts with others.individual reacts and interacts with others.• Determinants of PersonalityDeterminants of Personality• HeredityHeredity• EnvironmentEnvironment• SituationSituation

• Trait Theory- Trait Theory- Enduring Characteristics that describe an Enduring Characteristics that describe an individuals behaviorindividuals behavior

• Jung- Typologies and Myers – Briggs Type Indicator Jung- Typologies and Myers – Briggs Type Indicator (MBTI)(MBTI)

• Extroverted- Introverted (E or I)Extroverted- Introverted (E or I)• Sensing- Intuitive ( S or N)Sensing- Intuitive ( S or N)• Thinking – Feeling ( T or F)Thinking – Feeling ( T or F)• Perceiving- Judging ( P or J)Perceiving- Judging ( P or J)• 16 Personality Types16 Personality Types


Personality & EmotionsPersonality & Emotions• The 5 Factor ModelThe 5 Factor Model• Extraversion- A personality dimension measuring sociability, Extraversion- A personality dimension measuring sociability,

gregariousness, assertiongregariousness, assertion• Agreeableness- Dimension measuring nature, cooperation and trust.Agreeableness- Dimension measuring nature, cooperation and trust.• Conscientiousness- Dimension measuring responsibility, dependability, Conscientiousness- Dimension measuring responsibility, dependability,

persistence and organized nesspersistence and organized ness• Emotional Stability- Dimension measuring calmness, self-confidence Emotional Stability- Dimension measuring calmness, self-confidence

and securenessand secureness• Openness to experience- Dimension Measuring imaginativeness, Openness to experience- Dimension Measuring imaginativeness,

artistic bent, sensitivity and intellectualism.artistic bent, sensitivity and intellectualism.• Research Data demonstrated connectivity between factors and job Research Data demonstrated connectivity between factors and job

performance.performance.• Personality Attributes and Organization BehaviorPersonality Attributes and Organization Behavior• Locus of ControlLocus of Control• MachiavellianismMachiavellianism• Self Esteem/ Self Monitoring and Risk TakingSelf Esteem/ Self Monitoring and Risk Taking• Type A and Type B Personality.Type A and Type B Personality.


Personality and EmotionsPersonality and Emotions• Locus of Control- The degree to which people believe they Locus of Control- The degree to which people believe they

are masters of their own fate.are masters of their own fate.• Internals- Individuals who believe that they control what happens to Internals- Individuals who believe that they control what happens to

them.them.• Externals- Individuals who believe that what happens to them is Externals- Individuals who believe that what happens to them is

controlled by outside forces such as luck or chancecontrolled by outside forces such as luck or chance• Who do you think will perform better.Who do you think will perform better.• Machiavellianism ( Mach)- Degree to which an individual is Machiavellianism ( Mach)- Degree to which an individual is

pragmatic maintains emotional distance and believes that pragmatic maintains emotional distance and believes that ends can justify means.ends can justify means.

• Are Are High Mach's necessarily better.High Mach's necessarily better.• Self Esteem- Individuals degree of liking or disliking selfSelf Esteem- Individuals degree of liking or disliking self• Are High Self Esteems necessarily betterAre High Self Esteems necessarily better• Self Monitoring- Measures an individuals ability to adjust Self Monitoring- Measures an individuals ability to adjust

behavior to external situational factors- What does it imply behavior to external situational factors- What does it imply for performancefor performance

• Risk Taking- Are there any implications for decision makingRisk Taking- Are there any implications for decision making


Personality& EmotionsPersonality& Emotions• Type A Personality- Aggressive, always in a incessant Type A Personality- Aggressive, always in a incessant

struggle to achieve more and more in less and less time struggle to achieve more and more in less and less time and if necessary, against the opposing efforts of other and if necessary, against the opposing efforts of other things or people.things or people.

• Always moving, walking, eating rapidlyAlways moving, walking, eating rapidly• Feel impatient with the rate at which things take placeFeel impatient with the rate at which things take place• Strive to do two or more things at a timeStrive to do two or more things at a time• Cannot cope with leisure timeCannot cope with leisure time• Are obsessed with numbers- looking at how much or how many all the timeAre obsessed with numbers- looking at how much or how many all the time

• Type B PersonalityType B Personality• Never suffer from a sense of urgency with its accompanying impatienceNever suffer from a sense of urgency with its accompanying impatience• Feels no need to display or discuss their achievements or accomplishments unless Feels no need to display or discuss their achievements or accomplishments unless

demanded demanded • Play for fun and relaxation rather than to exhibit their superiority at any costPlay for fun and relaxation rather than to exhibit their superiority at any cost• Can relax without guiltCan relax without guilt

• Who do you think finally makes it big.Who do you think finally makes it big.


Job SatisfactionJob Satisfaction• Achieving Personality and Job FitAchieving Personality and Job Fit• Personality and Job FitPersonality and Job Fit• Holland's Theory( JL Holland) Do a net search and Holland's Theory( JL Holland) Do a net search and

write a paper on it.(5 to 7 pages)write a paper on it.(5 to 7 pages)• Person Organization Fit- Using the 5 Personality Person Organization Fit- Using the 5 Personality

Types write a paper 500 words on types of Types write a paper 500 words on types of organizations( Values & Cultures) where they would organizations( Values & Cultures) where they would fit.fit.


Personality& EmotionsPersonality& Emotions• Emotions till recently did not receive much attention Emotions till recently did not receive much attention

within OBwithin OB• Myth of RationalityMyth of Rationality• Emotions are disruptive Emotions are disruptive

• Emotions- Intense feelings that are experienced by Emotions- Intense feelings that are experienced by an individual triggered by an experience and could an individual triggered by an experience and could be directed at something or someone including self.be directed at something or someone including self.

• Emotions could be Emotions could be felt emotionsfelt emotions and and displayed emotionsdisplayed emotions • Varieties of EmotionVarieties of Emotion

Happiness Surprise Fear Sadness Anger Disgust

•External DeterminantsOrganizational Influences and Cultural Influences


Personality& EmotionsPersonality& Emotions• Applications in Organization BehaviorApplications in Organization Behavior• Ability and Selection- Demonstrate Emotional IntelligenceAbility and Selection- Demonstrate Emotional Intelligence• Self Awareness- Ability to be aware of ones feelingsSelf Awareness- Ability to be aware of ones feelings• Self Management- Ability to manage ones emotions and impulsesSelf Management- Ability to manage ones emotions and impulses• Self Motivation- Ability to persist in the face of setbacks and Self Motivation- Ability to persist in the face of setbacks and

failuresfailures• Empathy- Ability to sense others feelingsEmpathy- Ability to sense others feelings• Social Skills- Ability to handle emotions of others.Social Skills- Ability to handle emotions of others.• Decision MakingDecision Making• MotivationMotivation• LeadershipLeadership• Interpersonal ConflictInterpersonal Conflict• Handle Deviant Work Place Behavior.Handle Deviant Work Place Behavior.


PerceptionPerception• Perception – Process by which individuals organize Perception – Process by which individuals organize

and interpret their sensory impressions to give and interpret their sensory impressions to give meaning to their environment.meaning to their environment.

• Behavior is based on perceived reality rather than reality itself.Behavior is based on perceived reality rather than reality itself.• What causes differences in perception – Perceiver/ Target/ What causes differences in perception – Perceiver/ Target/

Situation- CharacteristicsSituation- Characteristics• Perception about peoplePerception about people• We make inferences- Significantly interlaced by assumptions on We make inferences- Significantly interlaced by assumptions on

the individualthe individual• Attribution Theory attempts an explanation- Internally/ Attribution Theory attempts an explanation- Internally/

Externally CausedExternally Caused• Distinctiveness/ Consensus/ ConsistencyDistinctiveness/ Consensus/ ConsistencyIndividualBehavior

Distinctiveness

Consensus

Consistency

HighLow

HighLow

HighLow


PerceptionPerception• Attribution ErrorsAttribution Errors• Fundamental Error- Underestimate influence of external factorsFundamental Error- Underestimate influence of external factors• Self Serving Bias- Attribute success to internal / failure to externalSelf Serving Bias- Attribute success to internal / failure to external• Short- Cuts and PitfallsShort- Cuts and Pitfalls• Selective Perception/ Halo EffectSelective Perception/ Halo Effect• Contrast Effects- Comparative PerceptionsContrast Effects- Comparative Perceptions• ProjectionProjection• Stereo TypingStereo Typing

• ApplicationsApplications• InterviewsInterviews• Performance Expectations and Performance EvaluationPerformance Expectations and Performance Evaluation• Self Fulfilling Prophecy/ Pygmalion EffectSelf Fulfilling Prophecy/ Pygmalion Effect• Employee Effort/ LoyaltyEmployee Effort/ Loyalty


Decision MakingDecision Making• Decision - The choices made from among two or Decision - The choices made from among two or

more alternatives.more alternatives.• Problem- A discrepancy between some current state Problem- A discrepancy between some current state

of affairs and a desired stateof affairs and a desired state• Rational- Refers to choices that are consistent and Rational- Refers to choices that are consistent and

value maximising.value maximising.

Does Perception Play a Role


Decision MakingDecision Making• Decision Making- Rational Decision Making Process- A Decision Making- Rational Decision Making Process- A

decision making model that describes how individuals decision making model that describes how individuals should behave in order to maximize some outcome.should behave in order to maximize some outcome.

• StepsSteps• Define the ProblemDefine the Problem• Identify the decision criteriaIdentify the decision criteria• Allocate weights to the criteriaAllocate weights to the criteria• Develop the alternativesDevelop the alternatives• Evaluate the alternativesEvaluate the alternatives• Select the best alternative.Select the best alternative.• AssumptionsAssumptions• Problem Clarity/ Known Options/ Clear PreferencesProblem Clarity/ Known Options/ Clear Preferences• Constant Preferences/ No time or cost constraints/ Maximum PayoffConstant Preferences/ No time or cost constraints/ Maximum Payoff


Decision MakingDecision Making• Enriching a decision- Creativity- The ability to Enriching a decision- Creativity- The ability to

produce novel and useful ideas.produce novel and useful ideas.

Expertise CreativitySkills

Task Motivation

Creativity


Decision MakingDecision Making• Organization - Decision Making ProcessesOrganization - Decision Making Processes• Bounded Rationality- Making a decision by Bounded Rationality- Making a decision by

constructing simplified models that extract the constructing simplified models that extract the essential features from problems without capturing essential features from problems without capturing their entire complexity. Satisficing Vs Optimumtheir entire complexity. Satisficing Vs Optimum

• Intuition- An unconscious process created out of Intuition- An unconscious process created out of distilled experiencedistilled experience

• High level of uncertaintyHigh level of uncertainty• Little precedence to draw fromLittle precedence to draw from• Variables are less predictableVariables are less predictable• Facts are limitedFacts are limited• Facts don’t point the wayFacts don’t point the way• Analytical Data of little useAnalytical Data of little use• Limited Time Limited Time


Decision MakingDecision Making

Decision Style Model

High Analytic

DirectiveLow

Conceptual

Behavioral

Way of Thinking

Rational Intuitive

Tole

ran

ce f

or

Am

big

uit

y

Directive- fastShort term

Analytic- Carefulability toCope

Conceptual- longRange creative

Behavioral- ParticipatoryNon conflict.


Decision MakingDecision Making• Decision Making TechniquesDecision Making Techniques

•SWOT AnalysisSWOT Analysis•Analytic Hierarchy ProcessAnalytic Hierarchy Process•Buyer Decision ProcessBuyer Decision Process•Complex SystemsComplex Systems•Finance LeadFinance Lead• InvestmentInvestment• DividendDividend• Working CapitalWorking Capital•Paired ComparisonPaired Comparison•Pareto AnalysisPareto Analysis

•Cost Benefit AnalysisCost Benefit Analysis•Decision TreesDecision Trees PERTPERT CPMCPM Critical ChainCritical Chain•Force Field AnalysisForce Field Analysis•Grid AnalysisGrid Analysis•Kepner TregoeKepner Tregoe•Optimization TechniquesOptimization Techniques


MotivationMotivation• DEFINING MOTIVATION DEFINING MOTIVATION

• Motivation is to inspire people to work, individually or in groups in the ways Motivation is to inspire people to work, individually or in groups in the ways such as to produce best results. It is the will to act. It is the willingness to such as to produce best results. It is the will to act. It is the willingness to exert high levels of effort towards organizational goals, conditioned by the exert high levels of effort towards organizational goals, conditioned by the efforts and ability to satisfy some individual need.efforts and ability to satisfy some individual need.

• Motivation is getting somebody to do something because they want to do it. Motivation is getting somebody to do something because they want to do it. It was once assumed that motivation had to be injected from outside, but it is It was once assumed that motivation had to be injected from outside, but it is now understood that everyone is motivated by several differing forces.now understood that everyone is motivated by several differing forces.

• Motivation is a general term applied to the entire class of drives, desires, Motivation is a general term applied to the entire class of drives, desires, needs, wishes and similar forces. To say that managers motivate their needs, wishes and similar forces. To say that managers motivate their subordinates is to say that they do those things which they hope will satisfy subordinates is to say that they do those things which they hope will satisfy these drives and desires and induce the subordinates to act in a desired these drives and desires and induce the subordinates to act in a desired manner.manner.

• To motivate others is the most important of management tasks. It comprises To motivate others is the most important of management tasks. It comprises the abilities to communicate, to set an example, to challenge, to encourage, the abilities to communicate, to set an example, to challenge, to encourage, to obtain feedback, to involve, to delegate, to develop and train, to inform, to to obtain feedback, to involve, to delegate, to develop and train, to inform, to brief and to provide a just reward.brief and to provide a just reward.


MotivationMotivation• Motivation- DefinitionMotivation- Definition

The processes that account for an The processes that account for an individuals intensity, direction and individuals intensity, direction and persistence of efforts towards persistence of efforts towards attaining a goal.attaining a goal.


MotivationMotivation• Types of MotivationTypes of Motivation

• 1) Achievement Motivation1) Achievement Motivation• It is the drive to pursue and attain goals. An individual with achievement It is the drive to pursue and attain goals. An individual with achievement

motivation wishes to achieve objectives and advance up on the ladder of motivation wishes to achieve objectives and advance up on the ladder of success. Here, accomplishment is important for its own shake and not for success. Here, accomplishment is important for its own shake and not for the rewards that accompany it. It is similar to ‘Kaizen’ approach of the rewards that accompany it. It is similar to ‘Kaizen’ approach of Japanese Management.Japanese Management.

• (2) Affiliation Motivation (2) Affiliation Motivation • It is a drive to relate to people on a social basis. Persons with affiliation It is a drive to relate to people on a social basis. Persons with affiliation

motivation perform work better when they are complimented for their motivation perform work better when they are complimented for their favorable attitudes and co-operation.favorable attitudes and co-operation.

• (3) Competence Motivation(3) Competence Motivation• It is the drive to be good at something, allowing the individual to perform It is the drive to be good at something, allowing the individual to perform

high quality work. Competence motivated people seek job mastery, take high quality work. Competence motivated people seek job mastery, take pride in developing and using their problem-solving skills and strive to be pride in developing and using their problem-solving skills and strive to be creative when confronted with obstacles. They learn from their creative when confronted with obstacles. They learn from their experience.experience.


MotivationMotivation• Types of Motivation - ContdTypes of Motivation - Contd

• (4) Power Motivation (4) Power Motivation It is the drive to influence people and change situations. Power motivated people It is the drive to influence people and change situations. Power motivated people

wish to create an impact on their organization and are willing to take risks to do so.wish to create an impact on their organization and are willing to take risks to do so.

• (5) Attitude Motivation(5) Attitude Motivation Attitude motivation is how people think and feel. It is their self confidence, their Attitude motivation is how people think and feel. It is their self confidence, their

belief in themselves, their attitude to life. It is how they feel about the future and belief in themselves, their attitude to life. It is how they feel about the future and how they react to the past. how they react to the past.

6) Incentive Motivation6) Incentive Motivation• It is where a person or a team reaps a reward from an activity. It is “You do this and It is where a person or a team reaps a reward from an activity. It is “You do this and

you get that”, attitude. It is the types of awards and prizes that drive people to work you get that”, attitude. It is the types of awards and prizes that drive people to work a little harder.a little harder.

• (7) Fear Motivation(7) Fear Motivation• Fear motivation coercions a person to act against will. It is instantaneous and gets Fear motivation coercions a person to act against will. It is instantaneous and gets

the job done quickly. It is helpful in the short run. the job done quickly. It is helpful in the short run.


MotivationMotivation• Theories Of MotivationTheories Of Motivation• Contribution of Robert Owen :Contribution of Robert Owen :• Though Owen is considered to be paternalistic in his view, his Though Owen is considered to be paternalistic in his view, his

contribution is of a considerable significance in the theories of contribution is of a considerable significance in the theories of Motivation. Motivation.

• During the early years of the nineteenth century, Owens's textile mill During the early years of the nineteenth century, Owens's textile mill at New Lanark in Scotland was the scene of some novel ways of at New Lanark in Scotland was the scene of some novel ways of treating people.treating people.

• His view was that people were similar to machines. A machine that His view was that people were similar to machines. A machine that is looked after properly, cared for and maintained well, performs is looked after properly, cared for and maintained well, performs efficiently, reliably and lastingly, similarly people are likely to be efficiently, reliably and lastingly, similarly people are likely to be more efficient if they are taken care of. more efficient if they are taken care of.

• Robert Owen practiced what he preached and introduced such Robert Owen practiced what he preached and introduced such things as employee housing and company shop. His ideas on this and things as employee housing and company shop. His ideas on this and other matters were considered to be too revolutionary for that time.other matters were considered to be too revolutionary for that time.


MotivationMotivation• Theories Of MotivationTheories Of Motivation

• Jeremy Bent ham's “The Carrot and the Stick ApproachJeremy Bent ham's “The Carrot and the Stick Approach

• Developed in the early years of the Industrial Revolution, around 1800. Bent ham's view was Developed in the early years of the Industrial Revolution, around 1800. Bent ham's view was that all people are self-interested and are motivated by the desire to avoid pain and find that all people are self-interested and are motivated by the desire to avoid pain and find pleasure. Any worker will work only if the reward is big enough, or the punishment pleasure. Any worker will work only if the reward is big enough, or the punishment sufficiently unpleasant. sufficiently unpleasant.

• The carrot and the stick metaphor relates, to the use of rewards and penalties in order to The carrot and the stick metaphor relates, to the use of rewards and penalties in order to induce desired behavior. It comes from the old story that to make a donkey move, one must induce desired behavior. It comes from the old story that to make a donkey move, one must put a carrot in front of him or dab him with a stick from behind. Despite all the research on put a carrot in front of him or dab him with a stick from behind. Despite all the research on the theories of motivation, reward and punishment are still considered strong motivators. the theories of motivation, reward and punishment are still considered strong motivators.

In all theories of motivation, the inducements of some kind of ‘carrot’ are recognized. Often In all theories of motivation, the inducements of some kind of ‘carrot’ are recognized. Often this is money in the form of pay or bonuses. Even though money is not the only motivating this is money in the form of pay or bonuses. Even though money is not the only motivating force, it has been and will continue to be an important one. force, it has been and will continue to be an important one.

• The ‘stick’, in the form of fear–fear of loss of job, loss of income, reduction of bonus, The ‘stick’, in the form of fear–fear of loss of job, loss of income, reduction of bonus, demotion, or some other penalty–has been and continues to be a strong motivator. Yet it is demotion, or some other penalty–has been and continues to be a strong motivator. Yet it is admittedly not the best kind. But fear of penalty cannot be overlooked, the power of admittedly not the best kind. But fear of penalty cannot be overlooked, the power of position to give or with hold rewards or impose penalties of various kinds gives an ability to position to give or with hold rewards or impose penalties of various kinds gives an ability to control, to a very great extent, the economic and social well-being of subordinatescontrol, to a very great extent, the economic and social well-being of subordinates


MotivationMotivationTheories Of MotivationTheories Of Motivation

• Abraham Maslow’s “Need Hierarchy Theory” : Abraham Maslow’s “Need Hierarchy Theory” :

• Maslow saw human needs in the form of a hierarchy, ascending from the Maslow saw human needs in the form of a hierarchy, ascending from the lowest to the highest, and he concluded that when one set of needs is satisfied, lowest to the highest, and he concluded that when one set of needs is satisfied, this kind of need ceases to be a motivator.this kind of need ceases to be a motivator.

• As per his theory this needs are :As per his theory this needs are :

• (i) Physiological needs :(i) Physiological needs :• These are important needs for sustaining the human life. Food, water, warmth, These are important needs for sustaining the human life. Food, water, warmth,

shelter, sleep, medicine and education are the basic physiological needs which shelter, sleep, medicine and education are the basic physiological needs which fall in the primary list of need satisfaction. Maslow was of an opinion that until fall in the primary list of need satisfaction. Maslow was of an opinion that until these needs were satisfied to a degree to maintain life, no other motivating these needs were satisfied to a degree to maintain life, no other motivating factors can work.factors can work.

• (ii) Security or Safety needs :(ii) Security or Safety needs :• These are the needs to be free of physical danger and of the fear of losing a job, These are the needs to be free of physical danger and of the fear of losing a job,

property, food or shelter. It also includes protection against any emotional property, food or shelter. It also includes protection against any emotional harm.harm.

• Maslow’s Theory of Need Hierarchy- Contd.Maslow’s Theory of Need Hierarchy- Contd.

• (iii) Social needs :(iii) Social needs :• Since people are social beings, they need to belong and be accepted by others. Since people are social beings, they need to belong and be accepted by others.

People try to satisfy their need for affection, acceptance and friendship.People try to satisfy their need for affection, acceptance and friendship.

• (iv) Esteem needs :(iv) Esteem needs :• Once people begin to satisfy their need to belong, they tend to want to be Once people begin to satisfy their need to belong, they tend to want to be

held in esteem both by themselves and by others. This kind of need produces held in esteem both by themselves and by others. This kind of need produces such satisfaction as power, prestige status and self-confidence. It includes such satisfaction as power, prestige status and self-confidence. It includes both internal esteem factors like self-respect, autonomy and achievements and both internal esteem factors like self-respect, autonomy and achievements and external esteem factors such as status, recognition and attention.external esteem factors such as status, recognition and attention.

• (v) Need for self-actualization : (v) Need for self-actualization : • The highest need in his hierarchy is the drive to become what one is capable The highest need in his hierarchy is the drive to become what one is capable

of becoming, it includes growth, achieving one’s potential and self-of becoming, it includes growth, achieving one’s potential and self-fulfillment. It is to maximize one’s potential and to accomplish something.fulfillment. It is to maximize one’s potential and to accomplish something.


MotivationMotivation

Lower Order NeedsLower Order Needs PhysiologicalPhysiological

SafetySafety

Higher Order NeedsHigher Order Needs

SocialSocial

EsteemEsteem

Self ActualizationSelf Actualization

Maslow’s Theory has Maslow’s Theory has popularpopular

acceptance but no acceptance but no research validityresearch validity

Physiological

Safety

Social

Esteem

SelfActualization


MotivationMotivation• ““Theory X and Theory Y” of Douglas McGregor :Theory X and Theory Y” of Douglas McGregor :

• McGregor, in his book “The Human side of Enterprise” states that McGregor, in his book “The Human side of Enterprise” states that people inside the organization can be managed in two ways. The first is people inside the organization can be managed in two ways. The first is basically negative, which falls under the category X and the other is basically negative, which falls under the category X and the other is basically positive, which falls under the category Y. After viewing the basically positive, which falls under the category Y. After viewing the way in which the manager dealt with employees, McGregor concluded way in which the manager dealt with employees, McGregor concluded that a manager’s view of the nature of human beings is based on a that a manager’s view of the nature of human beings is based on a certain grouping of assumptions and that he or she tends to mould his certain grouping of assumptions and that he or she tends to mould his or her behavior towards subordinates according to these assumptions.or her behavior towards subordinates according to these assumptions.

• Under the assumptions of theory X :Under the assumptions of theory X :• Employees inherently do not like work and whenever possible, will Employees inherently do not like work and whenever possible, will

attempt to avoid it. attempt to avoid it. • Because employees dislike work, they have to be forced, coerced or Because employees dislike work, they have to be forced, coerced or

threatened with punishment to achieve goals. threatened with punishment to achieve goals. • Employees avoid responsibilities and do not work fill formal directions Employees avoid responsibilities and do not work fill formal directions

are issued. are issued. • Most workers place a greater importance on security over all other Most workers place a greater importance on security over all other

factors and display little ambition. :factors and display little ambition. :


MotivationMotivation• Theory X and Theory Y Contd.Theory X and Theory Y Contd.

• Under the assumptions of theory Y :Under the assumptions of theory Y :

• Physical and mental effort at work is as natural as rest or play. Physical and mental effort at work is as natural as rest or play. • People do exercise self-control and self-direction and if they are committed to those goals. People do exercise self-control and self-direction and if they are committed to those goals. • Average human beings are willing to take responsibility and exercise imagination, ingenuity and Average human beings are willing to take responsibility and exercise imagination, ingenuity and

creativity in solving the problems of the organization. creativity in solving the problems of the organization. • That the way the things are organized, the average human being’s brain power is only partly That the way the things are organized, the average human being’s brain power is only partly

used. used.

• Theory X assumes that lower-order needs dominate individuals and theory Y assumes that Theory X assumes that lower-order needs dominate individuals and theory Y assumes that higher-order needs dominate individuals. higher-order needs dominate individuals.

• An organization that is run on Theory X lines tends to be authoritarian in nature, the word An organization that is run on Theory X lines tends to be authoritarian in nature, the word “authoritarian” suggests such ideas as the “power to enforce obedience” and the “right to “authoritarian” suggests such ideas as the “power to enforce obedience” and the “right to command.” ITheory Y organizations can be described as “participative”, where the aims of the command.” ITheory Y organizations can be described as “participative”, where the aims of the organization and of the individuals in it are integrated; individuals can achieve their own goals organization and of the individuals in it are integrated; individuals can achieve their own goals best by directing their efforts towards the success of the organization.best by directing their efforts towards the success of the organization.

• However, this theory has been criticized widely for generalization of work and human behaviorHowever, this theory has been criticized widely for generalization of work and human behavior


MotivationMotivation Rensis Likert : Four SystemsRensis Likert : Four Systems• Likert developed a refined classification, Likert developed a refined classification,

breaking down organizations into four breaking down organizations into four management systems.management systems.

• 1st System – Primitive authoritarian1st System – Primitive authoritarian2nd System – Benevolent authoritarian2nd System – Benevolent authoritarian3rd System – Consultative 3rd System – Consultative 4th System – Participative4th System – Participative

• As per the opinion of Likert, the 4th As per the opinion of Likert, the 4th system is the best, not only for profit system is the best, not only for profit organizations, but also for non-profit firms.organizations, but also for non-profit firms.


MotivationMotivation• Frederick Herzberg’s Motivation-Hygiene- Two factor- TheoryFrederick Herzberg’s Motivation-Hygiene- Two factor- Theory

• Frederick tried to modify Maslow’s need Hierarchy theory. Frederick tried to modify Maslow’s need Hierarchy theory. • There are certain satisfiers and dissatisfiers for employees at work.There are certain satisfiers and dissatisfiers for employees at work.• Intrinsic factors are related to job satisfaction, while extrinsic factors Intrinsic factors are related to job satisfaction, while extrinsic factors

are associated with dissatisfaction.are associated with dissatisfaction.• He devised his theory on the question : “What do people want from He devised his theory on the question : “What do people want from

their jobs ?” He asked people to describe in detail, such situations their jobs ?” He asked people to describe in detail, such situations when they felt exceptionally good or exceptionally bad. From the when they felt exceptionally good or exceptionally bad. From the responses that he received, he concluded that opposite of satisfaction responses that he received, he concluded that opposite of satisfaction is not dissatisfaction. Removing dissatisfying characteristics from a is not dissatisfaction. Removing dissatisfying characteristics from a job does not necessarily make the job satisfying. He states that job does not necessarily make the job satisfying. He states that presence of certain factors in the organization is natural and the presence of certain factors in the organization is natural and the presence of the same does not lead to motivation. However, their presence of the same does not lead to motivation. However, their nonpresence leads to demotivation. nonpresence leads to demotivation.

• In similar manner there are certain factors, the absence of which In similar manner there are certain factors, the absence of which causes no dissatisfaction, but their presence has motivational impactcauses no dissatisfaction, but their presence has motivational impact



• Examples of Hygiene factors are :Examples of Hygiene factors are :• Security, status, relationship with subordinates, personal life, salary, work Security, status, relationship with subordinates, personal life, salary, work

conditions, relationship with supervisor and company policy and administration.conditions, relationship with supervisor and company policy and administration.• Examples of Motivational factors are :Examples of Motivational factors are :• Growth prospectus job advancement, responsibility, challenges, recognition and Growth prospectus job advancement, responsibility, challenges, recognition and

achievementsachievements

Motivators

Hygiene Factors

Satisfaction No Satisfaction

No dissatisfaction Dissatisfaction

Herzberg’s View

Satisfaction Dissatisfaction

Traditional View


MotivationMotivation• Theories of MotivationTheories of Motivation

• Contributions of Elton Mayo :Contributions of Elton Mayo :• The work of Elton Mayo is famously known as “Hawthorne The work of Elton Mayo is famously known as “Hawthorne

Experiments.” Experiments.” • Conducted behavioral experiments at the Hawthorne Works of the Conducted behavioral experiments at the Hawthorne Works of the

American Western Electric Company in Chicago. Illumination American Western Electric Company in Chicago. Illumination experiments, introduced breaks in between the work performance and experiments, introduced breaks in between the work performance and also introduced refreshments during the pausesalso introduced refreshments during the pauses

• Motivation was a very complex subject. It was not only about pay, Motivation was a very complex subject. It was not only about pay, work condition and morale but also included psychological and social work condition and morale but also included psychological and social factors. factors.

• This research has been criticized from many angles, the central This research has been criticized from many angles, the central conclusions drawn were :conclusions drawn were :

• People are motivated by more than pay and conditions. People are motivated by more than pay and conditions. • The need for recognition and a sense of belonging are very important. The need for recognition and a sense of belonging are very important. • Attitudes towards work are strongly influenced by the group. Attitudes towards work are strongly influenced by the group.


MotivationMotivation• Vroom’s Valence Vroom’s Valence xx Expectancy theory : Expectancy theory :

• The most widely accepted explanations of motivation has been The most widely accepted explanations of motivation has been propounded by Victor Vroom commonly known as expectancy theory. propounded by Victor Vroom commonly known as expectancy theory.

• Strength of a tendency to act in a specific way depends on the Strength of a tendency to act in a specific way depends on the strength of an expectation that the act will be followed by a given strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual .outcome and on the attractiveness of that outcome to the individual .

• Expectancy theory says that an employee can be motivated to Expectancy theory says that an employee can be motivated to perform better when their is a belief that the better performance will perform better when their is a belief that the better performance will lead to good performance appraisal and that this shall result into lead to good performance appraisal and that this shall result into realization of personal goal in form of some reward. realization of personal goal in form of some reward.

• Motivation = Valence x Expectancy.Motivation = Valence x Expectancy.• • The theory focuses on three things :The theory focuses on three things :• Efforts and performance relationship Efforts and performance relationship • Performance and reward relationship Performance and reward relationship • Rewards and personal goal relationshipRewards and personal goal relationship


MotivationMotivation• Expectancy Theory- Contd.Expectancy Theory- Contd.• In ConclusionIn Conclusion

Valence* Expectancy

Motivation

Action

Results

Satisfaction in form of Rewards


MotivationMotivation• The Porter and Lawler Model :The Porter and Lawler Model :• A more complete version of motivation depending upon A more complete version of motivation depending upon

expectancy theoryexpectancy theory..Performance isDetermined by- Effort Spent- Ability- Task perceptionPerformance leadsto rewards- Intrinsic- ExtrinsicEquity and fairnessof rewards is thedeterminant ofsatisfaction


MotivationMotivation• Theories of Motivation – contd.Theories of Motivation – contd.

• Clayton Alderfer’s ERG Theory :Clayton Alderfer’s ERG Theory :

• Alderfer has tried to rebuild the hierarchy of needs of Maslow into Alderfer has tried to rebuild the hierarchy of needs of Maslow into another model named ERG i.e. Existence – Relatedness – Growth. another model named ERG i.e. Existence – Relatedness – Growth.

• The existence group is concerned mainly with providing basic The existence group is concerned mainly with providing basic material existence. The second group is the individuals need to material existence. The second group is the individuals need to maintain interpersonal relationship with other members in the group. maintain interpersonal relationship with other members in the group. The final group is the intrinsic desire to grow and develop personally. The final group is the intrinsic desire to grow and develop personally.

• The major conclusions of this theory are :The major conclusions of this theory are :• In an individual, more than one need may be operative at the same In an individual, more than one need may be operative at the same

time. time. • If a higher need goes unsatisfied than the desire to satisfy a lower If a higher need goes unsatisfied than the desire to satisfy a lower

need intensifies. need intensifies. • It also contains the frustration-regression dimension.It also contains the frustration-regression dimension.



• Theories of Motivation- Contd.Theories of Motivation- Contd.

• McClelland’s Theory of Needs :McClelland’s Theory of Needs :

• David McClelland has developed a theory on three types of motivating needs :David McClelland has developed a theory on three types of motivating needs :• Need for Power Need for Power • Need for Affiliation Need for Affiliation • Need for Achievement Need for Achievement

• Basically people for high need for power are inclined towards influence and control Basically people for high need for power are inclined towards influence and control motivated to perform if they are given key positions or power positions.motivated to perform if they are given key positions or power positions.

• Second category are the people who are social in nature. They try to affiliate Second category are the people who are social in nature. They try to affiliate themselves with individuals and social recognition and affiliation with others themselves with individuals and social recognition and affiliation with others provides them motivation.provides them motivation.

• Third category are driven by the challenge of success and the fear of failure. Their Third category are driven by the challenge of success and the fear of failure. Their need for achievement is primary and they set for themselves realistic targets and need for achievement is primary and they set for themselves realistic targets and are motivated to perform when they see realistic chances of success.are motivated to perform when they see realistic chances of success.

• McClelland observed that with the advancement in hierarchy the need for power McClelland observed that with the advancement in hierarchy the need for power and achievement increased rather than Affiliation. and achievement increased rather than Affiliation.


MotivationMotivation• Equity Theory -Equity Theory - J. Stacey Adams J. Stacey Adams• People are motivated by their beliefs about the reward structure as being People are motivated by their beliefs about the reward structure as being

fair or unfair, relative to the inputs. fair or unfair, relative to the inputs.

• People usePeople use judgment to balance the outcomes and inputs in the judgment to balance the outcomes and inputs in the

relationship for comparisonrelationship for comparison Outcome of A Outcome of B------------------------ = -----------------------Input of A Input of B

Situation of Balance or Imbalance

Reward not equitable

Reward equitable

Reward more than equitable andfair


MotivationMotivation• Reinforcement Theory :Reinforcement Theory :• B.F. Skinner, holds that by designing the B.F. Skinner, holds that by designing the

environment properly, individuals can be motivated. environment properly, individuals can be motivated. • Instead of considering internal factors like Instead of considering internal factors like

impressions, feelings, attitudes and other cognitive impressions, feelings, attitudes and other cognitive behavior, individuals are directed by what happens in behavior, individuals are directed by what happens in the environment external to them. the environment external to them.

• Skinner states that work environment should be Skinner states that work environment should be made suitable to the individuals made suitable to the individuals

• Punishments actually leads to frustration and de-Punishments actually leads to frustration and de-motivation. motivation.

• The only way to motivate is to keep on making The only way to motivate is to keep on making positive changes in the environment of the positive changes in the environment of the organizationorganization


MotivationMotivation• Theories of Motivation- contd.Theories of Motivation- contd.

• Goal Setting Theory of Edwin LockeGoal Setting Theory of Edwin Locke : :• Instead of giving vague tasks to people, specific and pronounced Instead of giving vague tasks to people, specific and pronounced

objectives, help in achieving them faster.objectives, help in achieving them faster.• As the clarity is high, a goal orientation also avoids any As the clarity is high, a goal orientation also avoids any

misunderstandings in the work of the employees. misunderstandings in the work of the employees. • The goal setting theory states that when the goals to be achieved The goal setting theory states that when the goals to be achieved

are set at a higher standard than in that case employees are are set at a higher standard than in that case employees are motivated to perform better and put in maximum effort. motivated to perform better and put in maximum effort.

• It revolves around the concept of “Self-efficacy” i.e. individual’s It revolves around the concept of “Self-efficacy” i.e. individual’s belief that he or she is capable of performing a hard task.belief that he or she is capable of performing a hard task.


MotivationMotivation• Cognitive Evaluation TheoryCognitive Evaluation Theory : : • Shift from external rewards to internal rewards Shift from external rewards to internal rewards

results into motivation. results into motivation. • Even after the stoppage of external stimulus, Even after the stoppage of external stimulus,

internal stimulus survives. It relates to the pay internal stimulus survives. It relates to the pay structure in the organization. Instead of treating structure in the organization. Instead of treating external factors like pay, incentives, promotion etc external factors like pay, incentives, promotion etc and internal factors like interests, drives, and internal factors like interests, drives, responsibility etc, separately, they should be treated responsibility etc, separately, they should be treated as contemporary to each other. as contemporary to each other.

• The cognition is to be such that even when external The cognition is to be such that even when external motivators are not there the internal motivation motivators are not there the internal motivation continues.continues.


MotivationMotivation Two roads diverged in a yellow wood, Two roads diverged in a yellow wood,

And sorry I could not travel both And sorry I could not travel both And be one traveler, long I stood And be one traveler, long I stood And looked down one as far as I could And looked down one as far as I could To where it bent in the undergrowth; To where it bent in the undergrowth;

Then took the other, as just as fair, Then took the other, as just as fair, And having perhaps the better claim, And having perhaps the better claim, Because it was grassy and wanted wear; Because it was grassy and wanted wear; Though as for that the passing there Though as for that the passing there Had worn them really about the same, Had worn them really about the same, And both that morning equally And both that morning equally lay lay In leaves no step had trodden In leaves no step had trodden black. black. Oh, I kept the first for another Oh, I kept the first for another day! day! Yet knowing how way leads on Yet knowing how way leads on to way, to way, I doubted if I should I doubted if I should ever come back. ever come back.

I shall be telling I shall be telling this with a sigh this with a sigh Somewhere ages Somewhere ages and ages hence: and ages hence: Two roads Two roads diverged in a wood, and I-- diverged in a wood, and I-- I took the I took the one less traveled by, one less traveled by, And that has And that has made all the difference. made all the difference.

-- -- Robert Frost Robert Frost


MotivationMotivation• Can you think of some motivation Can you think of some motivation

issues with youissues with you• Spend some time reflect and write a Spend some time reflect and write a

500 word letter to yourself .500 word letter to yourself .

Organization BehaviorOrganization Behavior-- Group Group BehaviorBehavior

• Group Group : Two or more individuals interacting and interdependent : Two or more individuals interacting and interdependent who have come together to achieve particular objectives.who have come together to achieve particular objectives.

• Types of GroupsTypes of Groups • Formal GroupFormal Group : : A designated work group defined by the A designated work group defined by the

organization’s structureorganization’s structure

• Informal GroupInformal Group: : A group that is neither formally structured nor A group that is neither formally structured nor organizationally determined but appears in response to the need for organizationally determined but appears in response to the need for social contact.social contact.

• Command GroupCommand Group: : A group structured by a relationship of command A group structured by a relationship of command and reporting relationship.and reporting relationship.

• Task GroupTask Group: : A group working together to complete a task.A group working together to complete a task.

• Interest Group: Interest Group: Group working together to attain a specific objective Group working together to attain a specific objective of concern to all membersof concern to all members

• Friendship Group : Friendship Group : Group brought together by need to share and Group brought together by need to share and commonality of characteristics.commonality of characteristics.


• Why do people join groupsWhy do people join groups• SecuritySecurity• StatusStatus• Self EsteemSelf Esteem• AffiliationAffiliation• PowerPower• Goal AchievmentGoal Achievment


• Stages of Group Development Stages of Group Development • Five Stages of Group DevelopmentFive Stages of Group Development• Forming: Forming: Characterized by uncertaintyCharacterized by uncertainty • Storming: Storming: Characterized by intragroup conflictCharacterized by intragroup conflict• Norming: Norming: Characterized by development of cohesiveness and Characterized by development of cohesiveness and

relationshipsrelationships• Performing: Performing: Characterized by fully functional stage of group.Characterized by fully functional stage of group.• AdjourningAdjourning : Characterizes temporary groups concern for : Characterizes temporary groups concern for

activities completion and need to reorient identity.activities completion and need to reorient identity.• LimitationsLimitations• Assumes a linear processAssumes a linear process• Assumes disfunctionality of conflictsAssumes disfunctionality of conflicts• Ignores context and situationIgnores context and situation


• Punctuated Equilibrium Model- Punctuated Equilibrium Model- Temporary Groups go Temporary Groups go through transitions between inertia and activity.through transitions between inertia and activity.

• Set Group DirectionSet Group Direction• InertiaInertia• Transition happens when approximately half the time is Transition happens when approximately half the time is

used up.used up.• Transition brigs major changesTransition brigs major changes• Second Phase of InertiaSecond Phase of Inertia• Accelerated ActivityAccelerated Activity

Punctuated Equilibrium Model

Time

Perf

orm

an

ce


• Analyzing Interactions in Groups Analyzing Interactions in Groups • Sociometry- Technique for studying group interactionSociometry- Technique for studying group interaction• SociogramSociogram• Social NetworksSocial Networks• ClustersClusters• Prescribed ClustersPrescribed Clusters• Emergent ClustersEmergent Clusters• CoalitionsCoalitions• CliquesCliques• StarsStars• BridgesBridges• IsolatesIsolates

Building DiversityManaging ConflictTurnoverCommitmentMotivationCooperation


GROUP BEHAVIOR MODEL

ExternalConditions

MemberResources

GroupStructure

GroupProcesses

GrpupTask

PerformanceSatisfaction


• External ConditionsExternal Conditions• Work Groups are sub systems of a larger Work Groups are sub systems of a larger

system- Organization- and hence are system- Organization- and hence are influenced by external conditionsinfluenced by external conditions

• Conditions Imposed by the larger system- Conditions Imposed by the larger system- external-external-

• Organizations overall strategy- goals and means as well as Organizations overall strategy- goals and means as well as resourcesresources

• Authority Structures- Leadership/ Decisions/ Reporting Authority Structures- Leadership/ Decisions/ Reporting Structure/ Positioning in HierarchyStructure/ Positioning in Hierarchy

• Formal Regulations- Rules, Processes, policies, job rolesFormal Regulations- Rules, Processes, policies, job roles• ResourcesResources• Reward and Recognition ProcessesReward and Recognition Processes• Physical Work SettingPhysical Work Setting

Technology

Copy of organization behavior2