MNGT 5590 Organizational Behavior Week 2: Chapters 2, 3, 4 Dr. George Reid 1.
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Transcript of MNGT 5590 Organizational Behavior Week 2: Chapters 2, 3, 4 Dr. George Reid 1.
MNGT 5590Organizational Behavior
Week 2: Chapters 2, 3, 4
Dr. George Reid
1
2-2
• Chapter 2: Individual Behavior, Personality, and Values
• Chapter 3: Perceiving Ourselves and Others in Organizations
• Chapter 4: Workplace Emotions, Attitudes, and Stress
2Chapter 2: Individual Behavior, Personality, and Values
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
2-4
MARS Model of Individual Behavior
Individual behavior and
results
Situationalfactors
Personality
Values
Self-concept
Perceptions
Emotions & attitudes
StressRole
perceptions
Motivation
Ability
2-5
Employee MotivationInternal forces that affect a person’s
voluntary choice of behaviordirectionintensitypersistence
R
BAR
SM
A
2-6
Employee AbilityAptitudes and learned capabilities required
to successfully complete a task
Person - job matchingselectingdevelopingjob redesign
R
BAR
SM
A
2-7
Role PerceptionsUnderstand duties expected of us
Role perceptions are clear when we understandtasks and consequencesPrioritiespreferred behaviors
Benefits of clear role perceptions:efficient job performancebetter coordination with othershigher motivation R
BAR
SM
A
2-8
Situational Factors
Environmental conditions that constrain or facilitate behavior
schedules, budget, equipment, tools, physical facilities,
R
BAR
SM
A
2-9
Types of Individual BehaviorTask performance
Goal-directed behaviors under the individual’s control that support organizational objectives
Organizational citizenshipCooperation and helpfulness to others that
support the organization’s social and psychological context
2-10
Defining PersonalityRelatively enduring pattern of thoughts,
emotions, and behaviors that characterize a person, along with the psychological processes behind those characteristics
External traits and internal states
We will look at Myers-Briggs and LSI, as examples – there are numerous classification systems
2-11
Nature vs. Nurture of PersonalityInfluenced by nature
Heredity explains about 50 percent of behavioral tendencies and 30 percent of temperament
Research studies – twins had similar personalities
Influenced by nurture
Personality stabilizes in young adulthood
2-12
Jungian Personality TheorySwiss psychiatrist Carl Jung
Identifies preferences for perceiving the environment and obtaining/processing information
Myers-Briggs Type Indicator (MBTI)Measures Jungian typesMost widely used personality test in businessGood for self and other awarenessPoor predictor of performance, leadership, team
development
Your Myers-Briggs Profile
http://www.humanmetrics.com/cgi-win/JTypes2.asp
13
2-14
Myers-Briggs Type Indicator (MBTI)
Extroversion versus introversion (E/I)
Perceiving information (S/N)
Decision making (T/F)
Orientation to the external world (P/J)
Drag picture to placeholder or click icon to add
6-15
Qualitative analysis of your type formula
You are: • moderately expressed introvert• distinctively expressed intuitive personality• very expressed thinking personality• slightly expressed perceiving personality
Dr. Reid’s Type is
INTP
Introverted Intuitive Thinking Perceiving
Strength of the preferences %
56 75 88 22
2-16
Sensing (S)• Concrete• Realistic• Practical
Gettingenergy
Intuitive (N)• Imaginative• Future-focused• Abstract
Extraversion (E)• Talkative• Externally-focused• Assertive
Introversion (I)• Quiet• Internally-focused• Abstract
Thinking (T)• Logical• Objective• Impersonal
Feeling (F)• Empathetic• Caring• Emotion-focused
Judging (J)• Organized• Schedule-oriented• Closure-focus
Perceiving (P)• Spontaneous• Adaptable• Opportunity-focus
Perceivinginformation
Makingdecisions
Orienting to theexternal world
Jungian & Myers-Briggs Types
6-17
Problem Solving
What are the facts at hand?
What are the possibilitiesor alternatives?
What are the pros and cons of each option?
What are our valuesand commitments?
S N
T F
6-18
Life Styles Inventory – what motivates your behavior
(mindset)
www.humansynergistics.com
6-19
H
M
L
2-20
Values in the Workplace
Stable, evaluative beliefs that guide our preferences
Exercise: Vision and integrity
2-21
Personal Values and Behavior
Values motivate – guide decisions, behavior, and performance
2-22
Values Congruence
Are your values aligned with the stated or actual values expressed by your organization?
Does your workplace behavior align with your own deeply held values?
2-23
Utilitarianism
Absolute values or rights
Greatest good for the greatest number of people
Fundamental rights in society; duty or code of conduct
Distributive Justice
All people should receive similar benefits and opportunities
Three Ethical Principles
2-24
Influences on Ethical Conduct
Moral intensityDegree that issue demands the application of ethical
principles
Moral sensitivityPerson’s ability to recognize presence/importance of an
ethical issueIncreases with person’s empathy, expertise,
experience with dilemmas, mindfulness
Situational influencesCompetitive pressures and other external factors
2-25
Supporting Ethical Behavior
Corporate code of ethics
Systems for communicating/investigating wrongdoingEthics hotlinesEthics council or official
Ethical leadership and shared values
2-26
Global Mindset AbilitiesAbility to understand and respect other
views/practices around the world
Ability to empathize and act effectively across cultures
Ability to process complex information about novel environments
Ability to comprehend and reconcile intercultural matters with multiple levels of thinking
2-27
Individualism
The degree to which people value personal freedom, self-sufficiency, control over themselves, being appreciated for unique qualities
Denmark
Taiwan
USA
High Individualism*S. Africa
Low Individualism*
Japan
Venezuela
*Derived from Oyserman et al (2002) meta-analysis
2-28
Collectivism
The degree to which people value their group membership and harmonious relationships within the group
India
Japan
Taiwan
High Collectivism*
Low Collectivism*
USA
Israel
*Derived from Oyserman et al (2002) meta-analysis
2-29
Power DistanceHigh power distance
Value obedience to authorityComfortable receiving
commands from superiors Prefer formal rules and
authority to resolve conflicts
Low power distanceexpect relatively equal power
sharingview relationship with boss
as interdependence, not dependence
Japan
IsraelDenmark
India
High Power DistanceMalaysia
Low Power Distance
USA
2-30
Uncertainty Avoidance
High uncertainty avoidancefeel threatened by
ambiguity and uncertaintyvalue structured situations
and direct communication
Low uncertainty avoidancetolerate ambiguity and
uncertainty
High U. A.
Low U. A.
Belgium
Greece
USANorway
Denmark
Singapore
2-3131
PDI Power Distance Index
IDV Individualism
MAS Masculinity
UAI Uncertainty Avoidance Index
LTO Long-Term Orientation
http://www.geert-hofstede.com
2-3232http://www.geert-hofstede.com/hofstede_china.shtml
2-33
Cultural diversity within the same country
Regional differences due to factors such asReligionOccupationsRural vs urban Ethnicity/national originClimateGovernance
3Chapter 3: Perceiving Ourselves and Others in Organizations
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
3-35
Self-Concept Defined
An individual’s self-beliefs and self-evaluations “Who am I?” and “How do I feel about myself?”
3-36
Self-Concept: Self-Enhancement
Drive to promote/protect a positive self-view competent, attractive, lucky, ethical, valued
Self-enhancement outcomes:better personal adjustment and mental/physical
health Higher “can-do” attitudeInflates perceived personal causation and chances
of success
3-37
Self-Concept: Self-VerificationMotivation to verify/maintain our self-concept
Stabilizes our self-concept
Prefer feedback consistent with self-concept
Self-verification outcomes:More likely to remember information consistent
with our self-conceptLess likely to accept feedback that differs from our
self-conceptMotivated to be with those who affirm/reflect our
self-concept
3-38
Self-Concept: Self-EvaluationSelf-esteem
High self-esteem: less influenced by others, more persistent, more logical thinking
Self-efficacyBelief that we can successfully perform a task
Perceived support from MARS model elements
General self-efficacy – “can-do” belief across situations
Locus of controlGeneral belief about personal control over life eventsHigher self-evaluation with internal locus of control
3-39
Perception Defined
The process of receiving information about and making sense of the world around usDetermining which information gets noticed
3-40
Selective Attention
Selecting vs ignoring sensory information
Affected by the perceiver’s characteristics – assumptions, expectations, needsEmotional markers are assigned to selected
information
Confirmation biasScreening out information contrary to our
beliefs/values
3-41
Stereotyping Through Categorization, Homogenization, Differentiation
Social identity and self-enhancement reinforce stereotyping through:
Categorization process -- Categorize people into groups
Homogenization process -- Assign similar traits within a group; different traits to other groups
Differentiation process -- Assign less favorable attributes to other groups
3-42
Problems with Stereotyping
Problems with stereotypingOvergeneralizes – doesn’t represent everyone in
the categoryBasis of systemic and intentional discrimination
3-43
Attribution Process
Perception that behavior is caused by person’s own motivation or ability
Internal Attribution
External Attribution
Perception that behavior is caused by
factors beyond person’s control
(situation, fate, etc.)
3-44
Attribution ErrorsSelf-Serving Bias
Tendency to attribute our successes to internal factors and our failures to external factors
Fundamental Attribution ErrorTendency to overemphasize internal causes of
another person’s behavior, whereas we recognize external influences on our own behavior
This error is less common that previously thought
3-45
Self-Fulfilling Prophecy Cycle
Supervisorforms
expectations
Expectationsaffect supervisor’s
behavior
Supervisor’sbehavior affects
employee
Employee’sbehavior matches
expectations
3-46
Other Perceptual EffectsHalo effect
One trait affects perception of person’s other traits
False-consensus effectOverestimate how many others have similar beliefs
or traits like oursThree causes
Primacy effectFirst impressions are difficult to change
Recency effectMost recent information dominates perceptions
3-47
Improving Perceptions1. Awareness of perceptual biases
2. Improving self-awarenessApplying Johari Window
3-48
Known to Self Unknown to Self
Knownto Others
Unknownto Others
OpenArea Blind
Area
UnknownArea
HiddenArea
Know Yourself (Johari Window)
OpenArea
BlindArea
HiddenArea
UnknownArea
Disclosure
Feedback
4Chapter 4: Workplace Emotions, Attitudes, and Stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
4-50
Emotions and Stress at Work
Employees are expected to manage their emotions on the job even when faced with significant stressors.
4-51
Emotions DefinedPsychological, behavioral, and physiological
episodes that create a state of readiness.
Most emotions occur without our immediate awareness
Two features of all emotions:Evaluation -- something is good/badActivation – response requires energy and effort
4-52
Types of Emotions
4-53
Attitudes versus Emotions
Attitudes Emotions
Judgments about anattitude object
Experiences related to anattitude object
4-54
Traditional Model: How Attitudes Influence BehaviorBeliefs
Formed from experience, other learning
Feelings Composite valences of our multiple beliefs about the attitude
object People with same beliefs might form different feelings
Behavioral intentions Feelings provide motivation source/direction of intentions People with same feelings might form different behavioral
intentions
Behavior Influenced by behavioral intentions Effect of intentions on behavior depends on ability, situation, etc.
4-55
Cognitive DissonanceEmotional experience caused by a
perception that our beliefs, feelings, and behavior are incongruent
Emotions motivate us to increase reestablish consistency
Difficult to undo/change behavior
Instead, we reduce dissonance by changing our beliefs/feelings about the attitude object
4-56
ExampleYou work over the weekend to finish a report for the
boss. You deliver the report to the boss on Monday morning, but he makes no comment and puts it aside. You feel deflated and unappreciated. (dissonance)
Throughout the day you rationalize how much you learned doing the report, that the boss, once he opens it, will actually be very impressed, and that you feel a sense of accomplishment in preparing this complex report even without the recognition.
Alternatively, you feel the boss is a stupid jerk who doesn’t understand the complex task and how much smarter you are than him– you will get promoted some day and forget this guy!
4-57
Improving Emotional Intelligence
Emotional intelligenceis a set of abilities/skills
Can be learned, especially through coaching
EI increases with age(maturity process), but not always!
4-58
Model of Emotional Intelligence
Ability to knowour own emotions
Ability to knowothers’ emotions
Ability to manageour own emotions
Ability to manageothers’ emotions
Self(personal competence)
Other(social competence)
Recognition of emotions
Regulationof emotions
4-59
Job SatisfactionA person's evaluation of his or her job and
work context
An appraisal of the perceived job characteristics, work environment, and emotional experience at work
4-60
Loyalty
Voice
Exit
Neglect
• Leaving the situation• Quitting, transferring
• Changing the situation• Problem solving, complaining
• Patiently waiting for the situation to improve
• Reducing work effort/quality• Increasing absenteeism
EVLN: Responses to Dissatisfaction
4-61
Job Satisfaction and PerformanceHappy workers are somewhat more
productive workers, but relationship is weaker because:General attitude vs specific behaviors
4-62
Company profitability and growth
Service quality
Customer satisfaction/perceived
value
Customer loyalty and
referrals
Employee motivation
and behavior
Organizational practices
Employee satisfaction
and commitment
Employee retention
Service Profit Chain Model
Job satisfaction increases customer satisfaction and profitability because:
1. Job satisfaction affects mood, leading to positive behaviors toward customers
2. Job satisfaction reduces employee turnover, resulting in more consistent and familiar service
Dates and responsibilities:
Prelim Analysis_______Week 2 ________
Plan interviews: _______Week 3 _______
Conduct interviews: ____Week 4_______
Summarize data: _______Week 5_______
Plan for feedback ______Week 6_______
Feedback presentations: ____Week 7____
S-Tech case: Individual assignments due:
Individual analysis paper: _____Week 3_____
Final report paper: _________Week 8______
Case: S-Tech Global Security Systems1. Teams of 7 or 8 persons (8 = max)2. Elect a recorder (+ facilitator, if you want)3. Share IPO matrices and record best ideas
on a combined matrix (20 min) 4. How effective is current level of (1)
communication and (2) leadership? Record consensus for each (20 min)
5. Elect a reporter6. Report answers to questions to large
group, w/discussion (6 min each X 5 groups = 30 min). Save matrix – recorder sends to each team member
4Workplace Emotions, Attitudes, and Stress
4-65