Organizational Behavior
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Transcript of Organizational Behavior
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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© 2003 Prentice Hall Inc. All rights reserved. 1–2
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Define organizational behavior (OB).2. Describe what managers do.3. Explain the value of the systematic study of
OB.4. List the major challenges and opportunities
for managers to use OB concepts.5. Identify the contributions made by major
behavioral science disciplines to OB.L E
A R
N I
N G
O
B J
E C
T I V
E S
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© 2003 Prentice Hall Inc. All rights reserved. 1–3
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Describe why managers require a knowledge of OB.
7. Explain the need for a contingency approach to the study of OB.
8. Identify the three levels of analysis in this book’s model.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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© 2003 Prentice Hall Inc. All rights reserved. 1–4
What Managers Do
Managerial Activities• Make decisions• Allocate resources• Direct activities of others
to attain goals
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© 2003 Prentice Hall Inc. All rights reserved. 1–5
Where Managers Work
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© 2003 Prentice Hall Inc. All rights reserved. 1–6
Management Functions
ManagementManagementFunctionsFunctions
PlanningPlanning OrganizingOrganizing
LeadingLeadingControllingControlling
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© 2003 Prentice Hall Inc. All rights reserved. 1–7
Management Functions (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–8
Management Functions (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–9
Management Functions (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–10
Management Functions (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–11
E X H I B I T 1-1a
Mintzberg’s Managerial Roles
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© 2003 Prentice Hall Inc. All rights reserved. 1–12
E X H I B I T 1-1b
Mintzberg’s Managerial Roles (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–13
E X H I B I T 1-1c
Mintzberg’s Managerial Roles (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–14
Management Skills
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© 2003 Prentice Hall Inc. All rights reserved. 1–15
Effective Versus Successful Managerial Activities (Luthans)
1. Traditional management• Decision making, planning, and controlling
2. Communications• Exchanging routine information and processing
paperwork
3. Human resource management• Motivating, disciplining, managing conflict, staffing,
and training
4. Networking• Socializing, politicking, and interacting with others
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© 2003 Prentice Hall Inc. All rights reserved. 1–16
E X H I B I T 1-2
Allocation of Activities by Time
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© 2003 Prentice Hall Inc. All rights reserved. 1–17
Enter Organizational Behavior
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© 2003 Prentice Hall Inc. All rights reserved. 1–18
Contributing Disciplines to the OB Field
E X H I B I T 1-3a
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© 2003 Prentice Hall Inc. All rights reserved. 1–19
Contributing Disciplines to the OB Field (cont’d)
E X H I B I T 1-3b
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© 2003 Prentice Hall Inc. All rights reserved. 1–20
Contributing Disciplines to the OB Field (cont’d)
E X H I B I T 1-3c
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© 2003 Prentice Hall Inc. All rights reserved. 1–21
Contributing Disciplines to the OB Field (cont’d)
E X H I B I T 1-3d
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© 2003 Prentice Hall Inc. All rights reserved. 1–22
Contributing Disciplines to the OB Field (cont’d)
E X H I B I T 1-3f
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© 2003 Prentice Hall Inc. All rights reserved. 1–23
There Are Few Absolutes in OB
ContingencyContingencyVariablesVariablesx y
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© 2003 Prentice Hall Inc. All rights reserved. 1–24
Challenges and Opportunity for OB
Responding to Globalization Managing Workforce Diversity Improving Quality and Productivity Responding to the Labor Shortage Improving Customer Service
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© 2003 Prentice Hall Inc. All rights reserved. 1–25
Challenges and Opportunity for OB (cont’d)
Improving People Skills Empowering People Coping with “Temporariness” Stimulation Innovation and Change Helping Employees Balance Work/Life Conflicts Improving Ethical Behavior
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© 2003 Prentice Hall Inc. All rights reserved. 1–26
E X H I B I T 1-6
Basic OB Model, Stage I
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© 2003 Prentice Hall Inc. All rights reserved. 1–27
The Dependent Variables
x
y
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© 2003 Prentice Hall Inc. All rights reserved. 1–28
The Dependent Variables (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–29
The Dependent Variables (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–30
The Dependent Variables (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–31
The Dependent Variables (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 1–32
The Independent Variables
IndependentIndependentVariablesVariables
Individual-Level Individual-Level VariablesVariables
OrganizationOrganizationSystem-LevelSystem-Level
VariablesVariables
Group-LevelGroup-LevelVariablesVariables
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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© 2003 Prentice Hall Inc. All rights reserved. 2–34
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Define the key biographical characteristics.2. Identify two types of ability.3. Shape the behavior of others.4. Distinguish between the four schedules of
reinforcement.5. Clarify the role of punishment in learning.6. Practice self-management7. Exhibit effective discipline skills.
L E
A R
N I
N G
O
B J
E C
T I V
E S
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© 2003 Prentice Hall Inc. All rights reserved. 2–35
Biographical Characteristics
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Ability
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• Number aptitude• Verbal comprehension• Perceptual speed• Inductive reasoning• Deductive reasoning• Spatial visualization• Memory
Dimensions ofIntellectual Ability
E X H I B I T 2-1
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© 2003 Prentice Hall Inc. All rights reserved. 2–38
Physical Ability
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© 2003 Prentice Hall Inc. All rights reserved. 2–39
Other Factors• Body coordination• Balance• Stamina
Nine Physical Abilities
Strength Factors• Dynamic strength• Trunk strength• Static strength• Explosive strength Flexibility Factors
• Extent flexibility• Dynamic flexibility
E X H I B I T 2-2
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© 2003 Prentice Hall Inc. All rights reserved. 2–40
Ability-JobFit
The Ability-Job Fit
Employee’sEmployee’sAbilitiesAbilities
Job’s AbilityJob’s AbilityRequirementsRequirements
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© 2003 Prentice Hall Inc. All rights reserved. 2–41
Learning
Learning• Involves change• Is relatively permanent• Is acquired through experience
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© 2003 Prentice Hall Inc. All rights reserved. 2–42
Theories of Learning
Key Concepts• Unconditioned stimulus• Unconditioned response• Conditioned response
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© 2003 Prentice Hall Inc. All rights reserved. 2–43
Theories of Learning (cont’d)
Key Concepts• Reflexive (unlearned) behavior• Conditioned (learned) behavior• Reinforcement
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© 2003 Prentice Hall Inc. All rights reserved. 2–44
Theories of Learning (cont’d)
Key Concepts• Attention processes• Retention processes• Motor reproduction processes• Reinforcement processes
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© 2003 Prentice Hall Inc. All rights reserved. 2–45
Theories of Learning (cont’d)
Key Concepts• Reinforcement is required to change behavior.• Some rewards are more effective than others.• The timing of reinforcement affects learning
speed and permanence.
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© 2003 Prentice Hall Inc. All rights reserved. 2–46
Schedules of Reinforcement
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© 2003 Prentice Hall Inc. All rights reserved. 2–47
Schedules of Reinforcement (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 2–48
E X H I B I T 2-4
Schedules of Reinforcement
Fixed-ratio
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© 2003 Prentice Hall Inc. All rights reserved. 2–49
Intermittent Schedules of Reinforcement
E X H I B I T 2-5a
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© 2003 Prentice Hall Inc. All rights reserved. 2–50
Intermittent Schedules of Reinforcement (cont’d)
E X H I B I T 2-5b
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© 2003 Prentice Hall Inc. All rights reserved. 2–51
Behavior Modification
Problem-solving Model• Identify critical behaviors• Develop baseline data• Identify behavioral consequences• Apply intervention• Evaluate performance improvement
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© 2003 Prentice Hall Inc. All rights reserved. 2–52
OB MOD Organizational Applications
Well Pay versus Sick Pay– Reduce absenteeism by rewarding attendance,
not absence. Employee Discipline
– The use of punishment can be counter-productive.
Developing Training Programs– OB MOD methods improve training
effectiveness. Self-management
– Reduces the need for external management control.
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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© 2003 Prentice Hall Inc. All rights reserved. 3–54
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Contrast terminal and instrumental values.2. List the dominant values in today’s workforce.3. Identify the five value dimensions of national
culture.4. Contrast the three components of an attitude.5. Summarize the relationship between attitudes
and behavior.6. Identify the role consistency plays in attitudes.
L E
A R
N I
N G
O
B J
E C
T I V
E S
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© 2003 Prentice Hall Inc. All rights reserved. 3–55
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. State the relationship between job satisfaction and behavior.
8. Identify four employee responses to dissatisfaction.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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© 2003 Prentice Hall Inc. All rights reserved. 3–56
Values
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© 2003 Prentice Hall Inc. All rights reserved. 3–57
Types of Values –- Rokeach Value Survey
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© 2003 Prentice Hall Inc. All rights reserved. 3–58
Values in the
Rokeach Survey
E X H I B I T 3-1a
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© 2003 Prentice Hall Inc. All rights reserved. 3–59
Values in the
Rokeach Survey(cont’d)
E X H I B I T 3-1b
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© 2003 Prentice Hall Inc. All rights reserved. 3–60
Mean Value Rankings of Executives, Union
Members, and Activists
E X H I B I T 3-2
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© 2003 Prentice Hall Inc. All rights reserved. 3–61
Dominant Work Values in Today’s Workforce
E X H I B I T 3-3
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© 2003 Prentice Hall Inc. All rights reserved. 3–62
Values, Loyalty, and Ethical Behavior
Ethical Climate inEthical Climate inthe Organizationthe Organization
Ethical Values Ethical Values and Behaviors of and Behaviors of
LeadersLeaders
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© 2003 Prentice Hall Inc. All rights reserved. 3–63
Hofstede’s Framework for Assessing Cultures
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© 2003 Prentice Hall Inc. All rights reserved. 3–64
Hofstede’s Framework (cont’d)
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Hofstede’s Framework (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 3–66
Hofstede’s Framework (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 3–67
Hofstede’s Framework (cont’d)
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© 2003 Prentice Hall Inc. All rights reserved. 3–68
The GLOBE Framework
for Assessing
Cultures
• Assertiveness• Future Orientation• Gender differentiation• Uncertainty avoidance• Power distance• Individual/collectivism• In-group collectivism• Power orientation• Humane orientation
E X H I B I T 3-4
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© 2003 Prentice Hall Inc. All rights reserved. 3–69
Attitudes
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© 2003 Prentice Hall Inc. All rights reserved. 3–70
Types of Attitudes
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© 2003 Prentice Hall Inc. All rights reserved. 3–71
The Theory of Cognitive Dissonance
Desire to reduce dissonance• Importance of elements creating dissonance• Degree of individual influence over elements• Rewards involved in dissonance
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© 2003 Prentice Hall Inc. All rights reserved. 3–72
Measuring the A-B Relationship
Recent research indicates that the attitudes (A) significantly predict behaviors (B) when moderating variables are taken into account.
Moderating Variables• Importance of the attitude• Specificity of the attitude• Accessibility of the attitude• Social pressures on the individual• Direct experience with the attitude
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© 2003 Prentice Hall Inc. All rights reserved. 3–73
Self-Perception Theory
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An Application: Attitude Surveys
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Sample Attitude Survey
E X H I B I T 3-5
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Job Satisfaction
Measuring Job Satisfaction– Single global rating– Summation score
How Satisfied Are People in Their Jobs?– Job satisfaction declined to 50.7% in 2000– Decline attributed to:
• Pressures to increase productivity• Less control over work
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The Effect of Job Satisfaction on Employee Performance
Satisfaction and Productivity– Satisfied workers aren’t necessarily more
productive.– Worker productivity is higher in organizations with
more satisfied workers. Satisfaction and Absenteeism
– Satisfied employees have fewer avoidable absences. Satisfaction and Turnover
– Satisfied employees are less likely to quit.– Organizations take actions to cultivate high
performers and to weed out lower performers.
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Responses to Job Dissatisfaction
E X H I B I T 3-6
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How Employees Can Express Dissatisfaction
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Job Satisfaction and OCB
Satisfaction and Organizational Citizenship Behavior (OCB)– Satisfied employees who feel fairly treated by
and are trusting of the organization are more willing to engage in behaviors that go beyond the normal expectations of their job.
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Explain the factors that determine an individual’s personality.
2. Describe the MBTI personality framework.3. Identify the key traits in the Big Five
personality model.4. Explain the impact of job typology on the
personality/job performance relationship.5. Differentiate emotions from moods.6. Contrast felt versus displayed emotions.
L E
A R
N I
N G
O
B J
E C
T I V
E S
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. Read emotions.8. Explain gender-differences in emotions.9. Describe external constraints on emotions.10. Apply concepts on emotions to OB issues.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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What is Personality?
E X H I B I T 4-1
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Personality Traits
Personality Determinants• Heredity• Environment• Situation
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The Myers-Briggs Type Indicator
Personality Types• Extroverted or Introverted (E or I)• Sensing or Intuitive (S or N)• Thinking or Feeling (T or F)• Perceiving or Judging (P or J)
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Sixteen Primary Traits
E X H I B I T 4-2
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The Big Five Model
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Major Personality Attributes Influencing OB
Locus of control Machiavellianism Self-esteem Self-monitoring Propensity for risk taking Type A personality
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Locus of Control
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Machiavellianism
Conditions Favoring High Machs• Direct interaction• Minimal rules and regulations• Distracting emotions
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Self-Esteem and Self-Monitoring
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Risk-Taking
High Risk-taking Managers– Make quicker decisions.– Use less information to make decisions.– Operate in smaller and more entrepreneurial
organizations. Low Risk-taking Managers
– Are slower to make decisions.– Require more information before making decisions.– Exist in larger organizations with stable
environments. Risk Propensity
– Aligning managers’ risk-taking propensity to job requirements should be beneficial to organizations.
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Personality Types
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Personality Types
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Achieving Personality-Job Fit
Personality Types• Realistic• Investigative• Social• Conventional• Enterprising• Artistic
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Holland’s Typology of Personality
andCongruent
Occupations
E X H I B I T 4-3
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Relationships among
Occupational Personality
Types
E X H I B I T 4-4
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Emotions- Why Emotions Were Ignored in OB
The “myth of rationality”– Organizations are not emotion-free.
Emotions of any kind are disruptive to organizations.– Original OB focus was solely on the effects of
strong negative emotions that interfered with individual and organizational efficiency.
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What Are Emotions?
MoodsMoodsFeelings that tend to be Feelings that tend to be less intense than less intense than emotions and that lack a emotions and that lack a contextual stimulus.contextual stimulus.
EmotionsEmotionsIntense feelings that are Intense feelings that are directed at someone or directed at someone or something.something.
AffectAffectA broad range of emotions A broad range of emotions
that people experience.that people experience.
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What Are Emotions? (cont’d)
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Felt versus Displayed Emotions
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Emotion Dimensions
Variety of emotions– Positive– Negative
Intensity of emotions– Personality– Job Requirements
Frequency and duration of emotions– How often emotions are exhibited.– How long emotions are displayed.
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Facial Expressions Convey Emotions
E X H I B I T 4-5
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Emotion Continuum
The closer any two emotions are to each other on the continuum, the more likely people are to confuse them.
E X H I B I T 4-6
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Gender and Emotions
Women– Can show greater emotional expression.– Experience emotions more intensely.– Display emotions more frequently.– Are more comfortable in expressing emotions.– Are better at reading others’ emotions.
Men– Believe that displaying emotions is inconsistent
with the male image.– Are innately less able to read and to identify with
others’ emotions.– Have less need to seek social approval by
showing positive emotions.
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External Constraints on Emotions
OrganizationalOrganizationalInfluencesInfluences
CulturalCulturalInfluencesInfluences
IndividualIndividualEmotionsEmotions
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OB Applications of Understanding Emotions
Ability and Selection– Emotions affect employee effectiveness.
Decision Making– Emotions are an important part of the decision-
making process in organizations. Motivation
– Emotional commitment to work and high motivation are strongly linked.
Leadership– Emotions are important to acceptance of
messages from organizational leaders.
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OB Applications of Understanding Emotions
Interpersonal Conflict– Conflict in the workplace and individual
emotions are strongly intertwined. Deviant Workplace Behaviors
– Negative emotions can lead to employee deviance in the form of actions that violate established norms and threaten the organization and its members.
• Productivity failures• Property theft and destruction• Political actions• Personal aggression
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Ability and Selection
Emotional Intelligence (EI)– Self-awareness– Self-management– Self-motivation– Empathy– Social skills
Research Findings– High EI scores, not high
IQ scores, characterize high performers.
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Explain how two people can see the same thing and interpret it differently.
2. List three determinants of attribution.3. Describe how shortcuts can assist in or
distort our judgment of others.4. Explain how perception affects the decision-
making process.5. Outline the six steps in the rational decision-
making model.
L E
A R
N I
N G
O
B J
E C
T I V
E S
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Describe the action of a boundedly rational decision maker.
7. Identify the conditions in which individuals are most likely to use intuition in decision making.
8. Describe four styles of decision making.9. Define heuristics and explain how they bias
decisions.10. Contrast the three ethical decision criteria.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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What Is Perception, and Why Is It Important?
• People’s behavior is People’s behavior is based on their based on their perception of what perception of what reality is, not on reality is, not on reality itself.reality itself.
• The world as it is The world as it is perceived is the world perceived is the world that is behaviorally that is behaviorally important.important.
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Factors ThatInfluence
Perception
E X H I B I T 5-1
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Person Perception: Making Judgments About Others
Distinctiveness: shows different behaviors in different situations.
Consensus: response is the same as others to same situation.
Consistency: responds in the same way over time.
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Attribution TheoryE X H I B I T 5-2
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Errors and Biases in Attributions
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Errors and Biases in Attributions (cont’d)
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Frequently Used Shortcuts in Judging Others
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Frequently Used Shortcuts in Judging Others
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Frequently Used Shortcuts in Judging Others
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Specific Applications in Organizations
Employment Interview– Perceptual biases affect the accuracy of
interviewers’ judgments of applicants. Performance Expectations
– Self-fulfilling prophecy (pygmalion effect): The lower or higher performance of employees reflects preconceived leader expectations about employee capabilities.
Performance Evaluations– Appraisals are subjective perceptions of
performance. Employee Effort
– Assessment of individual effort is a subjective judgment subject to perceptual distortion and bias.
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The Link Between Perceptions and Individual Decision Making
Perceptions of the
decision maker
Outcomes
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© 2003 Prentice Hall Inc. All rights reserved. 5–125
Assumptions of the Rational Decision-Making Model
1. Problem clarity2. Known options3. Clear preferences4. Constant
preferences5. No time or cost
constraints6. Maximum payoff
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Steps in the Rational Decision-Making Model
E X H I B I T 5-3
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The Three Components of Creativity
E X H I B I T 5-4
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How Are Decisions Actually Made in Organizations
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How Are Decisions Actually Made in Organizations (cont’d)
How/Why problems are identified– Visibility over importance of problem
• Attention-catching, high profile problems• Desire to “solve problems”
– Self-interest (if problem concerns decision maker) Alternative Development
– Satisficing: seeking the first alternative that solves problem.
– Engaging in incremental rather than unique problem solving through successive limited comparison of alternatives to the current alternative in effect.
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Making Choices
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Making Choices
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Decision-Style Model
E X H I B I T 5-5
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Organizational Constraints on Decision Makers
Performance Evaluation– Evaluation criteria influence the choice of actions.
Reward Systems– Decision makers make action choices that are
favored by the organization. Formal Regulations
– Organizational rules and policies limit the alternative choices of decision makers.
System-imposed Time Constraints– Organizations require decisions by specific
deadlines. Historical Precedents
– Past decisions influence current decisions.
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Cultural Differences in Decision Making
Problems selected Time orientation Importance of logic and rationality Belief in the ability of people to solve problems Preference for collect decision making
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Ethics in Decision Making
Ethical Decision Criteria– Utilitarianism
• Seeking the greatest good for the greatest number.– Rights
• Respecting and protecting basic rights of individuals.
– Justice• Imposing and enforcing rules fairly and impartially.
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Ethics in Decision Making
Ethics and National Culture– There are no global ethical standards.– The ethical principles of global organizations
that reflect and respect local cultural norms are necessary for high standards and consistent practices.
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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© 2003 Prentice Hall Inc. All rights reserved. 6–138
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Outline the motivation process.2. Describe Maslow’s need hierarchy.3. Contrast Theory X and Theory Y.4. Differentiate motivators from hygiene factors.5. List the characteristics that high achievers
prefer in a job.6. Summarize the types of goals that increase
performance.
L E
A R
N I
N G
O
B J
E C
T I V
E S
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. State the impact of underrewarding employees.
8. Clarify key relationships in expectancy theory.9. Explain how the contemporary theories of
motivation complement each other.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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Defining Motivation
Key Elements1. Intensity: how hard a person tries2. Direction: toward beneficial goal3. Persistence: how long a person tries
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Hierarchy of Needs Theory
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Maslow’s Hierarchy of Needs
E X H I B I T 6-1
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Theory X and Theory Y (Douglas McGregor)
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Holland’s Typology of Personalityand Congruent Occupations
E X H I B I T 6-2
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Two-Factor Theory (Frederick Herzberg)
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© 2003 Prentice Hall Inc. All rights reserved. 6–146
Comparison of Satisfiers and Dissatisfiers
E X H I B I T 6-3
Factors characterizing events on the job that led to extreme job dissatisfaction
Factors characterizing events on the job that led to extreme job satisfaction
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Contrasting Views of Satisfactionand Dissatisfaction
E X H I B I T 6-4
Presence Absence
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© 2003 Prentice Hall Inc. All rights reserved. 6–148
ERG Theory (Clayton Alderfer)
Core NeedsExistence: provision of basic material requirements. Relatedness: desire for relationships.Growth: desire for personal development.
Concepts:More than one need can be operative at the same time.If a higher-level need cannot be fulfilled, the desire to satisfy a lower-level need increases.
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David McClelland’s Theory of Needs
nAch
nPow
nAff
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Matching Achievers and Jobs
E X H I B I T 6-5
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Cognitive Evaluation Theory
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Goal-Setting Theory (Edwin Locke)
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Reinforcement Theory
Concepts:Behavior is environmentally caused.Behavior can be modified (reinforced) by providing (controlling) consequences.Reinforced behavior tends to be repeated.
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Flow and Intrinsic Motivation Theory
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Ken Thomas’s Model of Intrinsic Motivation
Employees are intrinsically motivated when rewards an employee gets from work result from:– Choice– the ability to freely self-select and
perform task activities.– Competence– the sense of accomplishment
from skillfully performing chosen tasks or activities.
– Meaningfulness– pursuing a task that matters in the larger scheme of things.
– Progress– the feeling of significant advancement in achieving the task’s purpose.
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Equity Theory
Referent Comparisons:Self-insideSelf-outsideOther-insideOther-outside
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Equity Theory (cont’d)
E X H I B I T 6-7
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Equity Theory (cont’d)
Choices for dealing with inequity:1. Change inputs (slack off)2. Change outcomes (increase output)3. Distort/change perceptions of self4. Distort/change perceptions of others5. Choose a different referent person6. Leave the field (quit the job)
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Equity Theory (cont’d)
Propositions relating to inequitable pay:1. Overrewarded employees produce more
than equitably rewarded employees.2. Overrewarded employees produce less, but
do higher quality piece work.3. Underrewarded hourly employees produce
lower quality work.4. Underrewarded employees produce larger
quantities of lower-quality piece work than equitably rewarded employees
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Equity Theory (cont’d)
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Expectancy Theory
E X H I B I T 6-8
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Performance Dimensions
E X H I B I T 6-9
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Integrating Contemporary Theories of Motivation
E X H I B I T 6-10
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Identify the four ingredients common to MBO programs.
2. Explain why managers might want to use employee involvement programs.
3. Contrast participative management with employee involvement.
4. Define quality circles.5. Explain how ESOPs can increase employee
motivation.
L E
A R
N I
N G
O
B J
E C
T I V
E S
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© 2003 Prentice Hall Inc. All rights reserved. 7–166
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Contrast gain-sharing and profit-sharing.7. Describe the link between skill-based pay
plans and motivation theories.8. Explain how flexible benefits turn benefits into
motivators.9. Contrast the challenges of motivating
professional employees versus low-skilled employees.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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What is MBO?
Key Elements1. Goal specificity2. Participative decision making3. An explicit time period4. Performance feedback
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Why MBO’s Fail
Unrealistic expectations about MBO results Lack of commitment by top management Failure to allocate reward properly Cultural incompatibilities
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Cascading of Objectives
E X H I B I T 7-1
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Employee Recognition Programs
Types of programs– Personal attention– Expressing interest– Approval– Appreciation for a job well done
Benefits of programs– Fulfills employees’ desire for recognition.– Encourages repetition of desired behaviors.– Enhances group/team cohesiveness and
motivation.– Encourages employee suggestions for improving
processes and cutting costs.
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What is Employee Involvement?
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Examples of Employee Involvement Programs
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Examples of Employee Involvement Programs (cont’d)
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Examples of Employee Involvement Programs (cont’d)
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How a Typical Quality Circle Operates
E X H I B I T 7-4
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Examples of Employee Involvement Programs (cont’d)
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Variable Pay Programs
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Variable Pay Programs (cont’d)
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Skill-Based Pay Plans
Benefits of Skill-based Pay Plans:1. Provides staffing flexibility.
2. Facilitates communication across the organization.
3. Lessens “protection of territory” behaviors.
4. Meets the needs of employees for advancement (without promotion).
5. Leads to performance improvements.
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© 2003 Prentice Hall Inc. All rights reserved. 7–180
Skill-Based Pay Plans (cont’d)
Drawbacks of Skill-based Pay Plans:1. Lack of additional learning opportunities that will
increase employee pay.
2. Continuing to pay employees for skills that have become obsolete.
3. Paying for skills which are of no immediate use to the organization.
4. Paying for a skill, not for the level of employee performance for the particular skill.
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Flexible Benefits
Flexible Spending Plans: allow employees to use their tax-free benefit dollars to purchase benefits and pay service premiums.
Modular Plans: predesigned benefits packages for specific groups of employees.
Core-plus Plans:a core of essential benefits and a menu-like selection of other benefit options.
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Special Issues in Motivation
Motivating Professionals– Provide challenging projects.– Allow them the autonomy to be productive.– Reward with educational opportunities.– Reward with recognition.– Express interest in what they are doing.– Create alternative career paths.
Motivating Contingent Workers– Provide opportunity for permanent status.– Provide opportunities for training.– Provide equitable pay.
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© 2003 Prentice Hall Inc. All rights reserved. 7–183
Special Issues in Motivation (cont’d)
Motivating the Diversified Workforce– Provide flexible work, leave, and pay schedules.– Provide child and elder care benefits.– Structure working relationships to account for
cultural differences and similarities. Motivating Low-Skilled Service Workers
– Recruit widely.– Increase pay and benefits.– Make jobs more appealing.
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Special Issues in Motivation (cont’d)
Motivating People Doing Highly Repetitive Tasks– Recruit and select employees that fit the job.– Create a pleasant work environment.– Mechanize the most distasteful aspects of the
job.
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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© 2003 Prentice Hall Inc. All rights reserved. 8–186
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Differentiate between formal and informal groups.
2. Compare two models of group development.3. Explain how group interaction can be
analyzed.4. Identify the key factors in explaining group
behavior.5. Explain how role requirements change in
different situations.
L E
A R
N I
N G
O
B J
E C
T I V
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© 2003 Prentice Hall Inc. All rights reserved. 8–187
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Describe how norms exert influence on an individual’s behavior.
7. Define social loafing and its effect on group performance.
8. Identify the benefits and disadvantages of cohesive groups.
9. List the strengths and weaknesses of group decision making.
10. Contrast the effectiveness of interacting, brainstorming, nominal and electronic meeting groups.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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Defining and Classifying Groups
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Defining and Classifying Groups (cont’d)
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Why People Join Groups
• Security• Status• Self-esteem• Affiliation• Power• Goal Achievement
E X H I B I T 8-1
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Stages of Group Development
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Stages of Group Development (cont’d)
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Stages of Group Development
E X H I B I T 8-2
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An Alternative Model: For Temporary Groups with Deadlines
Sequence of actions:1. Setting group direction2. First phase of inertia3. Half-way point transition4. Major changes5. Second phase of inertia6. Accelerated activity
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The Punctuated-Equilibrium Model
E X H I B I T 8-3
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Group Behavior Model
E X H I B I T 8-4
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External Conditions Imposed on the Group
Imposed Conditions:• Organization’s overall strategy• Authority structures• Formal regulations• Resource constraints• Selection process• Performance and evaluation system• Organization’s culture• Physical work setting
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Group Member Resources
Knowledge, Skills, and Abilities– Interpersonal skills
• Conflict management and resolution• Collaborative problem solving• Communication
– Personality Characteristics• Sociability• Initiative• Openness• Flexibility
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Group Structure - Roles
Formal Leadership– Leadership that is imposed on the group by the
organization.– Leaders who derive their power from the
positions they occupy in the organizational structure.
– Formal leaders may or may not also be the informal leaders of the groups in which they function.
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Group Structure - Roles (cont’d)
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Group Structure - Roles (cont’d)
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Group Structure - Norms
Classes of Norms:• Performance norms• Appearance norms• Social arrangement norms• Allocation of resources
norms
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Group Structure - Norms (cont’d)
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Group Structure - Norms (cont’d)
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Examples of Cards Used in Asch’s Study
E X H I B I T 8-5
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Typology of Deviant Workplace Behavior
E X H I B I T 8-6
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Group Structure - Status
Group NormsGroup Norms
Status Equity Status Equity
CultureCulture
Group MemberGroup MemberStatusStatus
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Group Structure - Size
Group Size
PerformanceExp
ected
Actual (due to
loafing)
Other conclusions:• Odd number groups do
better than even.• Groups of 7 or 9 perform
better overall than larger or smaller groups.
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Group Structure - Composition
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Group Structure - Cohesiveness
Increasing group cohesiveness:1. Make the group smaller.2. Encourage agreement with group goals.3. Increase time members spend together.4. Increase group status and admission difficultly.5. Stimulate competition with other groups.6. Give rewards to the group, not individuals.7. Physically isolate the group.
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Relationship Between Group Cohesiveness, Performance Norms, and Productivity
E X H I B I T 8-7
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Group Processes
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Effects of Group Processes
E X H I B I T 8-8
+
–
=
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Group Tasks
Decision-making– Large groups facilitate the pooling of
information about complex tasks.– Smaller groups are better suited to coordinating
and facilitating the implementation of complex tasks.
– Simple, routine standardized tasks reduce the requirement that group processes be effective in order for the group to perform well.
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Group Decision Making
Strengths– More complete
information– Increased
diversity of views– Higher quality of
decisions– Increased
acceptance of solutions
Weaknesses– More time
consuming– Increased
pressure to conform
– Domination by one or a few members
– Ambiguous responsibility
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Group Decision Making (cont’d)
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Group Decision-Making Techniques
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Evaluating Group Effectiveness
E X H I B I T 8-10
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Explain the popularity of teams in organizations.
2. Contrast teams with groups.3. Identify four types of teams.4. Describe conditions when teams are preferred
over individuals.5. Specify the characteristics of effective teams.6. Explain how organizations can create team
players.
L E
A R
N I
N G
O
B J
E C
T I V
E S
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© 2003 Prentice Hall Inc. All rights reserved. 9–221
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. Describe the advantages and disadvantages of diversity for work teams.
8. Explain how management can keep teams from becoming stagnant and rigid.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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© 2003 Prentice Hall Inc. All rights reserved. 9–222
Why Have Teams Become So Popular
Teams typically outperform individuals. Teams use employee talents better. Teams are more flexible and responsive to
changes in the environment. Teams facilitate employee involvement. Teams are an effective way to democratize an
organization and increase motivation.
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Team Versus Groups: What’s the Difference
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Comparing Work Groups and Work Teams
E X H I B I T 9-1
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Types of Teams
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Types of Teams (cont’d)
•Task forces•Committees
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Types of Teams (cont’d)
Team Characteristics1. The absence of paraverbal and nonverbal cues2. A limited social context3. The ability to overcome time and space constraints
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Beware: Teams Aren’t Always the Answer
Three tests to see if a team fits the situation:– Is the work complex and is there a need for
different perspectives?– Does the work create a common purpose or set
of goals for the group that is larger than the aggregate of the goals for individuals?
– Are members of the group involved in interdependent tasks?
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Creating Effective Teams
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Creating Effective Teams (cont’d)
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Creating Effective Teams (cont’d)
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Creating Effective Teams (cont’d)
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A Team-Effectiveness
Model
E X H I B I T 9-3
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Key Rolesof Teams
E X H I B I T 9-4
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Turning Individuals Into Team Players
The Challenges– Overcoming individual resistance to team
membership.– Countering the influence of individualistic cultures.– Introducing teams in an organization that has
historically valued individual achievement. Shaping Team Players
– Selecting employees who can fulfill their team roles.
– Training employees to become team players.– Reworking the reward system to encourage
cooperative efforts while continuing to recognize individual contributions.
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Contemporary Issues in Managing Teams
Team Effectiveness and Quality Management Requires That Teams:1. Are small enough to be efficient and effective.2. Are properly trained in required skills.3. Allocated enough time to work on problems.4. Are given authority to resolve problems and
take corrective action.5. Have a designated “champion” to call on when
needed.
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Team and Workforce Diversity:Advantages and Disadvantages of Diversity
E X H I B I T 9-5
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Reinvigorating Mature Teams
Problems of Mature Teams– Becoming stagnant and complacent as
cohesiveness increases.– Developing groupthink.– Confronting more difficult issues.
Reinvigorating Teams1. Prepare members to deal with problems of
maturity.2. Offer refresher training.3. Offer advanced training.4. Encourage teams to treat their development as
a constant learning experience.
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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© 2003 Prentice Hall Inc. All rights reserved. 10–240
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Describe the communication process.2. Contrast the advantages and disadvantages of
oral versus written communication.3. Compare the effectiveness of the chain,
wheel, and all-channel networks.4. Identify the factors affecting the use of the
grapevine.5. Discuss how computer-aided technology is
changing organizational communication.
L E
A R
N I
N G
O
B J
E C
T I V
E S
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Explain the importance of channel richness to improving communication effectiveness.
7. Identify common barriers to effective communication.
8. List behaviors related to effective active listening.
9. Contrast the meaning of talk for men versus women.
10. Describe the potential problems in cross-cultural communication.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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Functions of Communication
Communication Functions1. Control member behavior.2. Foster motivation for what is to be done.3. Provide a release for emotional expression.4. Provide information needed to make
decisions.
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The Communication Process Model
E X H I B I T 10-1
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Direction of Communication
Upward
Downward
Lateral
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Interpersonal Communication
Oral Communication– Advantages: Speed and feedback.– Disadvantage: Distortion of the message.
Written Communication– Advantages: Tangible and verifiable.– Disadvantages: Time consuming and lacks
feedback. Nonverbal Communication
– Advantages: Supports other communications and provides observable expression of emotions and feelings.
– Disadvantage: Misperception of body language or gestures can influence receiver’s interpretation of message.
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Intonations: It’s the Way You Say It!
E X H I B I T 10-2
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Three Common Formal Small-Group Networks
E X H I B I T 10-3
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Small-Group Networks and Effectiveness Criteria
E X H I B I T 10-4
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Grapevine
Grapevine Characteristics– Not controlled by management.– Perceived by most employees as being more
believable and reliable than formal communications.
– Largely used to serve the self-interests of those who use it.
– Results from:• Desire for information about important situations• Ambiguous conditions• Conditions that cause anxiety
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Suggestions for Reducing the Negative Consequences of Rumors
E X H I B I T 10-5
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Computer-Aided Communication
E-mail– Advantages: quickly written, sent, and stored; low
cost for distribution.– Disadvantages: information overload, lack of
emotional content, cold and impersonal. Intranet
– A private organization-wide information network. Extranet
– An information network connecting employees with external suppliers, customers, and strategic partners.
Videoconferencing– An extension of an intranet or extranet that permits
face-to-face virtual meetings via video links.
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Emoticons: Showing Emotion in E-Mail
E X H I B I T 10-6
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Choice of Communication Channel
Characteristics of Rich Channels1. Handle multiple cues simultaneously.2. Facilitate rapid feedback.3. Are very personal in context.
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Information Richness of Communication Channels
E X H I B I T 10-7
Low channel richness High channel richness
Routine Nonroutine
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Barriers to Effective Communication
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Barriers to Effective Communication (cont’d)
emotionsemotionsHow a receiver feels at the How a receiver feels at the time a message is received time a message is received will influence how the will influence how the message is interpreted.message is interpreted.
languagelanguageWords have different Words have different meanings to different meanings to different people.people.
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Communication Barriers Between Men and Women
Men talk to:– Emphasize status,
power, and independence.
– Complain that women talk on and on.
– Offer solutions.– To boast about
their accomplishments.
Women talk to:– Establish
connection and intimacy.
– Criticize men for not listening.
– Speak of problems to promote closeness.
– Express regret and restore balance to a conversation.
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Cross-Cultural Communication
Cultural Barriers– Barriers caused by semantics– Barriers caused by word connotations– Barriers caused by tone differences– Barriers caused by differences among
perceptions
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Hand Gestures Mean Different Things in Different Countries
E X H I B I T 10-10a
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Hand Gestures Mean Different Things in Different Countries (cont’d)
E X H I B I T 10-10b
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Communication Barriers and Cultural Context
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High-vs.
Low-Context Cultures
E X H I B I T 10-11
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A Cultural Guide
Cultural Context Communication Rules:1. Assume differences until similarity is proven.2. Emphasize description rather than
interpretation or evaluation.3. Practice empathy.4. Treat your interpretations as a working
hypothesis.
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ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
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AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Contrast leadership and management.2. Summarize the conclusions of trait theories.3. Identify the limitations of behavioral theories.4. Describe Fiedler’s contingency model.5. Explain Hersey and Blanchard’s situational
theory.6. Summarize leader-member exchange theory.L
E A
R N
I N
G
O B
J E
C T
I V E
S
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© 2003 Prentice Hall Inc. All rights reserved. 11–266
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. Describe the path-goal theory.8. Identify the situational variables in the leader-
participation model.
L E
A R
N I
N G
O
B J
E C
T I V
E S
(co
nt’d
)
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What Is Leadership?
managementUse of authority inherent in designated formal rank to obtain compliance from organizational members
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Trait Theories
Leadership TraitsLeadership Traits::• Ambition and energyAmbition and energy• The desire to leadThe desire to lead• Honesty and Honesty and
integrityintegrity• Self-confidenceSelf-confidence• IntelligenceIntelligence• Job-relevant Job-relevant
knowledgeknowledge
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Trait Theories
LimitationsLimitations::
• No universal traits that predict leadership No universal traits that predict leadership in all situations.in all situations.
• Traits predict behavior better in “weak” Traits predict behavior better in “weak” than “strong” situations.than “strong” situations.
• Unclear evidence of the cause and effect Unclear evidence of the cause and effect of relationship of leadership and traits.of relationship of leadership and traits.
• Better predictor of the appearance of Better predictor of the appearance of leadership than distinguishing effective leadership than distinguishing effective and ineffective leaders.and ineffective leaders.
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Behavioral Theories
• Trait theory:Trait theory:Leaders are born, not made.Leaders are born, not made.
• Behavioral theory:Behavioral theory:Leadership traits can be taught.Leadership traits can be taught.
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Ohio State Studies
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University of Michigan Studies
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The Managerial
Grid
E X H I B I T 11-1
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Scandinavian Studies
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Contingency Theories: Fiedler’s Model
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Fiedler’s Model: Defining the Situation
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E X H I B I T 11-2
Findings from Fiedler Model
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Cognitive Resource Theory
Research Support:• Less intelligent individuals
perform better in leadership roles under high stress than do more intelligent individuals.
• Less experienced people perform better in leadership roles under low stress than do more experienced people.
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Hersey and Blanchard’s Situational Leadership Theory
Follower readiness: ability
and willingness
Follower readiness: ability
and willingness
Leader: decreasing need for support and supervisionLeader: decreasing need for support and supervision
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Leader–Member Exchange Theory
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Leader-Member Exchange Theory
E X H I B I T 11-3
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Path-Goal Theory
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The Path-Goal Theory
E X H I B I T 11-4
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Leader-Participation Model
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Contingency Variables in the Revised Leader-Participation Model
E X H I B I T 11-5