UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF ACCOUNTANCY, BUSINESS and HOSPITALITY

First Semester
A.Y. 2020-2021

CORRESPONDENCELEARNING MODULE
HBOR 1013 (Human Behavior in Organization)

Prepared by:

MARY ANN C. BARTOLOME, MBE

Reviewed by:

MARY ANN C. BARTOLOME, MBE

Business Administration Program Chair

Recommended by:

ALICIA S. TULIAO, MBE

Academic Dean

Approved by:

EMMANUEL JAMES PATTAGUAN, Ph.D.

Vice President for Academics

HBOR 1013: Human Behavior in Organization| 1

 School of Accountancy, Business and Hospitality
Business Administration Department
Curriculum 2019-2020

CORRESPONDENCE LEARNING MODULE

HBOR 1013 (Human Behavior in Organization)

GENERAL INTRODUCTION:

HELLO!I am so excited to have you in my class this semester! We

are going to do and learn so many neat things. I hope you are
ready to face this battle in the new normal. You are enrolled in the
Correspondence Learning Modality. I am your instructor in HBOR
1013-Human Behavior in Organizationfor 1st Semester.Stay safe
always.

Stay Connected

For queries, please feel free to contact me through the following:

 Facebook account/ name: Mary Ann ContilloBartolome
 E-mail : [email protected]/[email protected]
 Phone: 09264895596
 Online hours:

Get Involved. USL expects you to do the following:

(For Modular)

 Let your parents pick up your module on the first day of the week.
 Send back your accomplished lessons/learning tasks as your parent will pick up the next.
 Contact me through messenger for any query that you want to make about your lessons or procedures
in school.
 Comply with all requirements (written outputs, projects/performance tasks examinations and the like.)

(For LMS)
 Learning materials like handouts, powerpoint, scanned books, photos or videos and worksheets will be
uploaded in the Neo-LMS. You are expected to read the lessons before working on the activities or
quizzes.
 You are expected to interact by asking questions or sharing insights through the Discussion Forum.
That is also my way of following up on your progress and of helping you with your difficulties.
 In each lesson, you will be given a worksheet or activity to complete. It is important therefore, that you
read well the materials given before working on any activity.
HBOR 1013: Human Behavior in Organization| 2
  Synchronous quiz will be given every week. Low MB usage will be utilized to ensure easy access.
Failure to submit on time requires you to provide written explanation. Allowing you to take another exam
is within the discretion of your instructor. You will be notified of the schedule for quizzes

Be Alert

 Lessons will be uploaded every Monday, and submission will be every Thursday of the week.
 For submission purposes, please upload ALL outputs in the LMS or send them to my e-mail.
 Turn in learning tasks on time to avoid backlogs.
 Remember to log in your LMS regularly as that will be the basis of your attendance.
 Be guided by the grading system

Remember:

Expect to do a lot of reading and writing. Varied assessments or activities will be given.At the outset, I am
strictly warning you against plagiarism specially for essay type activities. Plagscan is used to verify authenticity
of your work. Any plagiarized material will be automatically given zero. (this includes copy paste from internet
and from your classmates)

Academic Intellectual Property Rights: Materials posted over NEO-LMS are the properties of USL and the
Facilitators. Students are not allowed to share it to any third-party individuals not part of the class without any
permission from the owners.

I hope you find this flexible approach helpful. Continue to learn amidst this pandemic Stay safe while learning.

Included in this1st week module are the following:

1. Course Outline ( Read from your books, internet sources in advance)

Introduction of OB
Importance of Organizational Behavior
Goals of OB
Describe the Nature of People and Organization
Key Factors Affecting OB
Basic Approaches of OB

Foundations of Individual Behavior

Biological characteristics
Values, Attitudes, and Job Satisfaction
Values
Attitudes
Job Satisfaction

Personality and Emotions

Personality
Emotions

2. Grading System

Criteria in Grading Prelim Midterm Finals

Class Standing = 60%
HBOR 1013: Human Behavior in Organization| 3
 Quizzes 20 20 20
Assignment 10 10 10
Seatwork/Group Work/Activity 25 25 25
Recitation 5 5 5
Major/Periodic Examination 40% 40% 40%
TOTAL 100% 100% 100%

Your grades will comprise of 60% class standing coming from your quizzes, recitation, assignment and
tasks and 40% major examination. For midterm and final grades, 2/3 will come from your midterm and
final moving raw score and 1/3 will come from your previous term’s raw score.
3. The USL Vision-Mission and Values, Program Outcomes, Course Learning Outcomes

USL Vision-Mission and Values:

VISION
USL is a global learning community recognized for science and technology across all disciplines, strong
research, and responsive community engagement grounded on the CICM mission and identity for a
distinctive student experience.

MISSION
USL sustains a Catholic academic community that nurtures persons for community, church and society
anchored on CICM’s MissioetExcellentia.

EDUCATIONAL PHILOSOPHY AND CORE VALUES

The University of Saint Louis upholds the philosophy that education is for building of self and persons for the
Church and the Society. Wisdom builds. To these ends, the following are University of Saint Louis’s core
values integral in the formation of every member of the Louisian community.

a. Christian Living. We are witnesses to the Gospel values as taught and lived by Christ thus making God’s
love known and experienced by all.
b. Excellence. We seek and maintain uncompromising standard of quality in teaching, learning, service, and
stewardship of school resources.
c. Professional Responsibility. We are committed to efficiently and responsibly apply the learned principles,
values and skills in the chosen field of discipline, taking initiative and command responsibility in one’s
professional advancement.
d. Social Awareness and Involvement. We engage ourselves with society by listening to the prevailing
issues and concerns in the society, thereby initiating and participating in constructive and relevant social
activities for the promotion of justice, peace and integrity of creation and for people’s wellness and
development consistent with the CICM charism.
e. Innovation, Creativity and Agility. We keep ourselves relevant and responsive to the changing needs of
our stakeholders by being flexible, solution oriented, and having cutting-edge decisions and practices.

PROGRAM LEARNING OUTCOMES:

Code Program Learning Outcomes
BAO 1 Live out Christian values and foster citizenship and patriotic feeling.
BAO 2 Doing business with utmost good faith, honesty and humility to all individuals/ groups directly or
indirectly affected by the business.
BAO 3 Carry out sound decision making abilities and prepare operational plans.
BAO 4 Explore new and innovative ways/ techniques of doing business and drives innovation.
BAO 5 Apply foundation knowledge and skills necessary to identify problems and generate feasible
alternatives.
BAO 6 Respond quickly and effectively to requests from business environment for managing their
expectations and keeping them updated on progress.
BAO 7 Employ information and communications technology skills as required by the business
HBOR 1013: Human Behavior in Organization| 4
 environment.
BAO 8 Exemplify effective oral and written communication skills by composing a professional quality
business document and preparing and delivering a professional presentation on a business
topic.
BAO 9 Create feasibility studies and business plans in establishing business operation.
BAO
Demonstrate an understanding of teamwork as it occurs in business situations.
10
BAO
Pursue further studies in business and/or other related field.
11
BAO Identify ways in which the business can collaborate with stakeholders to address current and
12 future challenges.
BAO Acknowledge a broad range of social and cultural customs, beliefs and values within the law in
13 their respective workplace.
BAO
14 Apply critical thinking skills by solving problems requiring quantitative and/or qualitative analysis.

Course Learning Outcomes:

CLO1: Evaluate the increasing challenges of human behavior in modern world of work;
CLO2: Analyze different principles, policies, and practices of human behavior for decision making;
CLO3: Develop in their minds the knowledge and skills on the foundation of handling human resources
with great emphasis on behavioral science both theory and practice;
CLO4: Manifest skills for decision making on their own families, community and country and/or other
countries in the world;
CLO5: Realize the relevance of one’s accountability at the workplace through their extensive awareness
of the processes essential in dealing with people, the students will be able to develop the values of
decisiveness, perseverance and flexibility.;

4. Weekly Study and Assessment Guide

5. Worksheets to be submitted to your teacher

This Week’s Time Table: (August 17-21, 2020)

For this week, the following shall be your guide for the different lessons and tasks that you need to accomplish.
Be patient, read them carefully before proceeding to the tasks expected of you.
HAVE A FRUITFUL LEARNING EXPERIENCE 😊

Date Topics Activities or Tasks

August 24 Orientation/Setting of Expectations Read the General Introduction part
The USL-Vision-Mission-Values
August 25-26 Introduction of OB Read Lessons
Describe the Nature of People and Answer a question in the Participation Part
Organization
Key Factors Affecting OB
Basic Approaches of OB
Foundations of Individual Behavior
August 27 Submission of learning tasks Accomplish the worksheet in the Activities
Portion of this module
August 28 Synchronous Quiz (for LMS) Prepare for a Quiz ( Synchronous-for the
Online Mode) Actual Quiz for the modular
CORRESPONDENCE LEARNING MODULE
HBOR 1013: Human Behavior in Organization| 5
 HBOR 1013 Human Behavior in Organization
AY 2020-2021

Lesson 1: Introduction

Topic: Introduction of OB
Importance of Organizational Behavior
Goals of OB
Describe the Nature of People and Organization
Key Factors Affecting OB
Basic Approaches of OB
Foundations of Individual Behavior
Biological characteristics

Learning Outcomes: At the end of this module, you are expected to:

1. Explain the different concepts of OB its application to the actual world of work.
2. Appreciate the key forces affecting OB.
3. Differentiate the nature of organization and people.
4. Understand the foundations of individual behaviour.

LEARNING CONTENT

Introduction:

Recognition of the importance of developing managers’ interpersonal skills is closely tied to the need
for organizations to get and keep high-performing employees. This becomes particularly crucial in a tight labor
market. Companies with reputations as a good place to work-such as Hewlett-Packard, Lincoln Electric,
Southwest Airlines, and Starbucks-have a big advantage. A recent national study of the U.S. workforce found
that wages and fringe benefits aren’t the reason people like their jobs or stay with an employer. Far more
important is the quality of the employees’ jobs and the supportiveness of their work environments.3 So having
managers with good interpersonal skills is likely to make the workplace more pleasant, which, in turn, makes it
easier to hire and keep qualified people.

According to the Center for Creative Leadership in Greensboro, North Carolina, about 40 percent of
new management hires fail within their first 18 months.4 When the center looked into why these new hires
failed, it found that “failure to build good relationships with peers and subordinates” was the culprit an
overwhelming 82 percent of the time.5 Consistent with these findings are surveys that have sought to
determine what skills college recruiters consider most important for job effectiveness of MBA graduates.
These surveys consistently identify interpersonal skills as most important.

We have come to understand that technical skills are necessary but insufficient for succeeding in
management. In today’s increasingly competitive and demanding workplace, managers can’t succeed on their
technical skills alone. They also have to have good people skills.

Lesson Proper:

What Managers Do?

Let’s begin by briefly defining the terms manager and the place where managers work-the organization. Then
let’s look at the manager’s job; specifically, what do managers do?

HBOR 1013: Human Behavior in Organization| 6

Managers get things done through other people.
They make decisions, allocate resources, and
direct the activities of others to attain goals.
Managers do their work in an organization. This is
a consciously coordinated social unit, composed of
two or more people that functions on a relatively
continuous basis to achieve a common goal or set
of goals. On the basis of this definition,
manufacturing and service firms are organizations
and so are schools, hospitals, churches, military
units, retail stores, police departments, and local,
state, and federal government agencies. The
people who oversee the activities of others and
who are responsible for attaining goals in these
organizations are managers (although they’re
sometimes called administrators, especially in not-
for-profit organizations).

HBOR 1013: Human Behavior in Organization| 7

 Management Functions

In the early part of the twentieth century, a

French industrialist by the name of Henri
Fayol. Wrote that all managers perform five
management functions: They plan, organize,
command, coordinate, and control. Today, we'
have condensed those down to four: planning,
organizing, leading, and controlling.

Since organizations exist to achieve goals,

someone has to define those goals and the
means by which they can be achieved.
Management is that someone. The planning
function encompasses defining an
organization’s goals, establishing an overall
strategy for achieving those goals, and
developing a comprehensive hierarchy of
plans to integrate and coordinate activities.
Managers are also responsible for designing
an organization’s structure. We call this
function organizing. It includes the
determination of what tasks are to be done.
Who is to do them, how the tasks are to be
grouped, who reports to whom, and where
decisions are to be made.

Every organization contains people, and it is

management’s job to direct and coordinate
those people. This is the leading function. When managers motivate employees, direct the activities of others,
select the most effective communication channels, or resolve conflicts among members, they are engaging in
leading.

The final function managers perform is controlling. To ensure that things are going as they should,
management must monitor the organization’s performance. Actual performance must be compared with the
previously set goals. it there are any significant deviations, it’s management’s job to get the organization back
on track. This monitoring, comparing, and potential correcting is what is meant by the controlling function.

So, using the functional approach, the answer to the question, What do managers do? is that they plan,
organize, lead, and control.

Management Roles

In the late 1960s, a graduate student at MIT, Henry Mintzberg, undertook a careful study of five executives to
determine what these managers did on their jobs. On the basis of his observations of these managers,
Mintzberg concluded that managers perform 10 different, highly interrelated roles, or 'sets of behaviors
attributable to their jobs.8 As shown in Exhibit 1-1, these 10 roles can be grouped as being primarily concerned
with interpersonal relationships, the transfer of information, and decision making.

HBOR 1013: Human Behavior in Organization| 8

 Interpersonal RolesAll managers are required to
perform duties that are ceremonial and symbolic in
nature. When the president of a college hands out
diplomas at commencement or a factory supervisor
gives a group of high school students a tour of the
plant, he or she is acting in a figurehead role. All
managers also have a leadership role. This role
includes hiring, training, motivating, and disciplining
employees. The third role within the interpersonal
grouping is the liaison role. Mintzberg described
this activity as contacting others who provide the
manager with information. These may be
individuals or groups inside or outside the
organization. The sales manager who obtains
information from the personnel manager in his or
her own company has an internal liaison
relationship. When that sales manager has
contacts with other sales executives through a
marketing trade association, he or she has an
outside liaison relationship.

Information Roles All managers, to some degree,

collect information from organizations and institutions
outside their own. Typically, they get information by
reading magazines and talking with other people to
learn of changes in the public’s tastes, what
competitors may be planning, and the like. Mintzberg
called this the monitor role. Managers also act as a
conduit to transmit information to organizational
members. This is the disseminator role. Managers
additionally perform a spokesperson role when they
represent the organization to outsiders.

Decisional Roles Finally, Mintzberg identified four roles that revolve around the making of choices. In the
entrepreneur role, managers initiate and oversee new
projects that will improve their organization’s
performance. As disturbance handlers, managers take
corrective action in response to unforeseen problems.
As resource allocators, managers are responsible for
allocating human, physical, and monetary resources.
Last, managers perform a negotiator role, in which
they discuss issues and bargain with other units to
gain advantages for their own unit.

Management Skill
HBOR 1013: Human Behavior in Organization| 9
Still another way of considering what managers do is to look at the skills or competencies they need to
successfully achieve their goals. Robert Katz has identified three essential management skills: technical,
human, and conceptual.

Technical Skills Technical skills encompass the ability to

apply specialized knowledge or expertise. When you think of
the skills held by professionals such as civil engineers or oral
surgeon; you typically focus on their technical skills.

Through extensive formal education, they have learned the

special knowledge and practices of their field. Of course,
professionals don’t have a monopoly on technical skills, and
not all technical skills have to be learned in schools or formal
training programs. All jobs require some specialized expertise,
and many people develop their technical skills on the job.

Human Skills The ability to work with, understand, and motivate other people, both individually and in groups,
describes human skills. Many people are technically proficient but interpersonally incompetent. They might be
poor listeners, unable to understand the needs of others, or
have difficulty managing conflicts. Since managers get things
done through other people, they must have good human skills to
communicate, motivate, and delegate.

Conceptual Skills Managers must have the mental ability to

analyze and diagnose complex situations. These tasks require
conceptual skills. Decision making, for instance, requires managers to spot problems, identify alternatives that
can correct them, evaluate those alternatives, and select the best one. Managers can be technically and
interpersonally competent yet still fail because of an inability to rationally process and interpret information.

# 1 : To Do!

In not more than 5 sentences, share your opinion on this question.

Which of these management skills is the most useful in running an organization? If given the chance to
be the manager someday what do you think is the skill to be applied when dealing with 21st century
employees?
 For the LMS, proceed to the discussion forum and post your response.
 For the modular, proceed to the ParticipationSection of this module

HBOR 1013: Human Behavior in Organization| 10

Effective vs. Successful Managerial Activities

Fred Luthans and his associates looked at the issue of what managers do from a somewhat different
perspective. They asked the question: Do managers who move up most quickly in an organization do the same
activities and with the same emphasis as managers who do the best job? You would tend to think that the
managers who were the most effective in their jobs would also be the ones who were promoted fastest. But
that’s not what appears to happen.

Luthans and his associates studied more than 450 managers. What they found was that these managers all
engaged in four managerial activities:

I. Traditional management. Decision making, planning, and controlling

2. Communication. Exchanging routine information and processing paperwork

3. Human resource management. Motivating, disciplining, managing conflict, staffing, and training’

4. Networking. Socializing, politicking, and interacting with outsiders

The "average" manager in the study spent 32 percent of his or her time in traditional management activities, 29
percent communicating, 20 percent in human resource management activities, and 19 percent networking.
However, the amount of time and effort that different managers spent on those four activities varied a great
deal. Specifically, managers who were successful (defined in terms of the speed of promotion within their
organization) had a very different emphasis than managers who were effective (defined in terms of the quantity
and quality of their performance and the satisfaction and commitment of their employees). Among successful
managers, networking made the largest relative contribution to success, and human resource management
activities made the least relative contribution. Among effective managers, communication made the largest
relative contribution and networking the least.

Enter Organizational Behavior

We've made the case for the importance of people skills. But
neither this book nor the discipline upon which it’s based is
called People Skills. The term that is widely used to describe
the discipline is Organizational Behavior. That’s a lot of
words, so let’s break it down.

Organizational behavior is a field of study. That statement

means that it is a distinct area of expertise with a common
body of knowledge. What does it study? It studies three
determinants of behavior in organizations: individuals,
groups, and structure. In addition, OB applies the knowledge
gained about individuals, groups, and the effect of structure
on behavior in order to make organizations work more
effectively.

To sum up our definition, OB is concerned with the study of

what people do in an organization and how that behavior
affects the performance of the organization. And because OB is specifically concerned with employment-
related situations, you should not be surprised to find that it emphasizes behavior as related to jobs, work,
absenteeism, employment turnover, productivity, human performance, and management.
HBOR 1013: Human Behavior in Organization| 11
There is increasing agreement as to the components or topics that constitute the subject area of OB. Although
there is still considerable debate as to the relative importance of each, there appears to be general agreement
that QB includes the core t0pics of motivation, leader behavior and power, interpersonal communication, group
structure and processes, learning, attitude development and perception, change processes, conflict, work
design, and work stress.

Like any other courses, let’s acquaint ourselves first with these important terms that you will be encountering
throughout this module.

Definition of Terms:

Organization – a consciously coordinated social unit composed of two or more people that function on a
relatively continuous basis to achieve a common goal or set of goals.

Behavior – the activities or processes that can be observed objectively such as the organized patterns of
responses as a whole.

Organizational Behavior
- studies about the behavior of the individual, groups and structure.
- the study and application of knowledge about how people act and behave within the organization.
- concerned with describing, understanding, predicting, and controlling human behavior in an
organization.
- a level of analysis helps managers to look at the behavior of an individual within the environment.

 OB is concerned with the study of what people do in an organization and how that behavior
affects the performance of the organization.
 OB is specifically concerned with employment-related situation.
- behavior as related to jobs, work, absenteeism, employment turnover, productivity, human
performance and management.

Please note that organizations exist to serve people. People, as we all know are the most
important resources of any organization/entity/business/company that helps in the attainment of
goals and objectives. Organizational Behavior therefore, simply encompasses the relationship
between the employer and his employees within the organization. Relationship is usually “work-
related” situations.

Examples of work-related behaviors:

1. Happy workers are productive workers.
2. All individuals are most productive when their boss is friendly, approachable and trusting.
3. Everyone wants a challenging job.
4. You have to scare people a little to get them to their job.
5. Everyone is motivated by money.
6. The best leaders are those that exhibit consistent behavior, regardless of the situation they face.

Goals of Organizational Behavior:

1. To describe, systematically how people behave under a variety of conditions – achieving this
goal allows managers to communicate about human behavior at work using a common
language.

2. To understand, why people behave as they do – managers must be able to find reason behind
the action of workers.
HBOR 1013: Human Behavior in Organization| 12
 3. To predict, future employee behavior – managers must have the capacity to predict which among
employees are dedicated and productive or which ones might be tardy so that they take
preventive actions.

4. To control, at least partially, and develop some human activity at work – managers are held
responsible for performance out comer – being able to make an impact on employee behavior,
skill development, team effort and productivity.
Remember!!!
 organizational excellence begins with the performance of people
 it is what people do or do not do that ultimately determines what the organization can or cannot
become.
 it is our job as an I.E. to develop and promote behavioral patterns that are consistent with the
achievement of goals
Key Forces Affecting Organizational Behavior (OB)

There are four (4) key forces affecting Organizational Behavior. These include the following:

1. PEOPLE(Individual, group or larger group) - make up the internal social system of the organization.
They are the living, thinking, feeling beings who work in the organization to achieve their
objectives. Organizations exist to serve people, rather than the people exist to
serve organization. Their diversity presents challenges for management to
resolve and managers need to be turned into these diverse patterns and trends and be
prepared to adapt to them.

Question: How do people affect OB?

Answer: diversity of workforce – which means people bringing a wide array of educational backgrounds,
talents, and perspective to their jobs.

HBOR 1013: Human Behavior in Organization| 13

 2. STRUCTURE (Jobs , relationships) - define the formal relationships and use of people in
organizations. Flat and tall structures, mergers, acquisition, new ventures.

3.TECHNOLOGY(machinery; computer hardware and software)- provides the resources with which
people work and affects the task that they perform. Examples: Increasing use of robots
and automated control systems. Widespread of the information (interact).
Technological advancements place increased pressure on OB to maintain the
delicate balance between technical and social systems.
4. ENVIRONMENT(government; competition; societal pressure) - a single organization does not exist
alone. Individual organization cannot escape being influenced by both internal and
external environmental forces.

Internal External

Competition Government

Investors Family

Labor union Other organization

Consumer

HBOR 1013: Human Behavior in Organization| 14

 Question: How does the environment affect OB?

Answer: The environment influences the attitudes of people, affects working condition and provides
competitions for resources and power and so OB is affected.
Basic Approaches of OB
1. Human Resource (supportive) Approach– Developmental, employee growth and development are
supported. “Give a person a fish, and you feed that person for a day. Teach a person to fish, and you feed
that person for life”.

2. Contingency Approach - Different behaviors are supported by different environments for

effectiveness. “no one best way”.

HBOR 1013: Human Behavior in Organization| 15

3. Results Oriented Approach – OB program ate assessed in terms of their efficiency

TQM – attempts to improve the quality of a firm’s products through a variety of techniques and
training.
It focuses on creating high customer satisfaction, building relationships, searching for
continuous improvement training employees.
System Approach
All parts of an organization interact in a complex relationship.

Nature of People

Managers have to be effective in handling their people. They must be aware of the attitudes and
behavior of their employees to be able to understand how they act when performing their roles and jobs. The
following are some of the nature of people managers have to be aware of.

HBOR 1013: Human Behavior in Organization| 16

1. Individual differences -Every person is different from the others.Science-each person is different from all
others. Psycho-from the day of birth, each person is unique. Means that management can motivate people but
by treating them differently.

People come from different places, have their own family orientations, possess their own culture, belief,
religion, ethnicity, educational background and many more. The challenge for management is on how to
handle different kinds of people within the organization. How do managers treat each and every unique
individual to bring out the best of him/her?
Law of Individual Differences- the belief that each person is different from all others.
2.Perception -Unique way in which person sees, organizes and interprets things.It is the unique way in
which person sees, organize, and interpret things.
- having unique views in another way in which people insist on acting like human beings rather
than rational machines. People tend to act on the basis of their protection.

Selective Perception - people tend to pay attention to those features of their work environment which are
consistent or which reinforce their own expectation.

How people perceive things is different. Male and female employees have different line of interests.
Young and old employees have different attitudes in the workplace. Example, men may seem to be more
HBOR 1013: Human Behavior in Organization| 17
authoritative than women. The young employees especially the millennial are fond to explore things, fond of
trying new things. So, they are more likely to look for new work or new business, causing them to leave
anytime from the organization as compared to the old employees who are more of establishing their security in
the work. How will managers address these issues?

3. A Whole Person - when management

practice OB, it’s trying to develop a better
employee, but also wants to develop better
person in terms of growth and fulfillment.
Management wants to employ only a
person’s skill or brain but the whole person
should be considered.
While it is true that employees render
service to the organization in exchange of
the salaries they receive, management must
always consider their employees’ human
development. Managers should help
employees in attaining their personal goals
in life by providing a safe, healthy and
conducive workplace, work benefits,
professional growth and development, work-
life balance, and many more.

HBOR 1013: Human Behavior in Organization| 18

4. Motivated behavior -turn on the power to start and to keep the organization running effectively.
People are motivated not by what they ought to have but what themselves want. Motivation
turns on the power to start and keep the organization running effectively.
Employees feel more comfortable in the workplace if they feel that they are given importance. Thus, involving
them in any decision making activities may help them bring out what is expected of them in the workplace.
5. Desire for involvement - Can be achieved through employee empowerment.People tend to feel
good about themselves. This is reflected in their desire for self-efficacy.
Self Efficacy- that belief that one has the necessary capabilities to perform a task, role expectation,
make meaningful contribution or meet a challenging situation successfully.
This simply calls for good interpersonal relationship among the people within the organization. Managers must
treat its employees as human beings and not as machines.
6. Value of the person- respect, people deserve to be treated differently from other factors of production
because they are of a higher order in the universe. Employee wants to be valued for their skills and abilities
and be provided with opportunities to develop themselves.

Managers’ role is to encourage

employees to work for the attainment of the
company’s goals and objectives. There must be
ways and means to motivate employees to work
hard and give their best every time they are in
the workplace. Providing them with higher
incentives, commissions, and other monetary
benefits would just be one way of motivating
them.

HBOR 1013: Human Behavior in Organization| 19

 Nature of Organization

Organizations are made up of people. It consists of

structures, relationships, jobs, units, divisions, and
departments. The social system, mutual interests, and
ethics may be considered in understanding the nature of
organization.

1. Social System - Organization are social system therefore activities therein are governed by social
laws as well as psychological laws. All parts are interdependent. Activities of
organization are governed by social laws. Behavior of people is influenced by their group
as well as their individual driver. All parts of the system are interdependent.

2. Mutual Interests - Organization needs people and people needs organization.Organizations need
people, and people need organizations.

3. Treat Employees Ethically - It has to treat people in an ethical manner. Ethical treatment is
necessary to attract and retain valuable employees.

Limitations of Organizational Behavior

1. Behavioral bias- overlooking the broader perspective. People who lack system understanding give
them a narrow viewpoint of emphasizing the satisfaction of employee experiences while
overlooking the broader system of the organization in relation to all its publics.

Tunnel Vision – they see only the tiny view at the end of the
tunnel while missing the broader landscape.

HBOR 1013: Human Behavior in Organization| 20

2. Law of diminishing return- Overemphasis on OB practice.
This implies that for any situation there is an optimum amount of
a desirable practice.More of good thing is not necessarily good

3. Unethical manipulation of people- Knowledge of technique in

OB is used.
Used of the principle of:
a. social responsibility
b. open communication
c. cost benefit analysis

HBOR 1013: Human Behavior in Organization| 21

 Continuing Challenges

1. Seeking quick fixes-immediate expectations are not

realistic
2. Varying environments
3. Lack of single definition

Lack of consensus on:

 Unit of analysis
 Greatest need
 Focus

OB Mod Program
1. Identifying Critical Behaviors
2. Developing Baseline Data
3. Identifying Behavioral Consequences
4. Developing and Implementing An Intervention Strategy
5. Evaluating Performance Improvement

FOUNDATIONS OF INDIVIDUAL BEHAVIOR

As discussed previously, this text is essentially

concerned with finding and analyzing the variables
that have an impact on employee productivity,
absence, turnover, citizenship and satisfaction.
Many of the concepts-motivation, say, or power and
politics or organizational culture-are hard to as~
sess. It might be valuable, then, to begin by looking
at factors that are easily definable and readily
available; data that can be obtained, for the most
part, simply from information available in an
employee’s personnel file. What factors would these
be? Obvious characteristics would be an
employee’s age, gender, marital status, and length
of service with an organization. Fortunately, there is a
sizable amount of research that has specifically
analyzed many of these biographical
characteristics.

HBOR 1013: Human Behavior in Organization| 22

Biographical Characteristics:

1. Age
The relationship between age and job
performance is likely to be an issue of increasing
importance during the next decade. Why? There are
at least three reasons. First, there is a widespread
belief that job performance declines with increasing
age. Regardless of whether it’s true or not, a lot of
people believe it and act on it. Second is the reality
that the workforce is aging. For instance, workers 55
and older are the fastest-growing sector of the labor
force. The third reason is recent U.S. legislation that,
for all intents and purposes, outlaws mandatory
retirement. Most U.S workers today no longer have
to retire at the age of 70.

Evidence indicates that employers hold mixed feelings. They see a number of positive qualities that
older workers bring to their jobs: specifically, experience, judgment, a strong work ethic, and commitment to
quality. But older workers are also perceived as lacking flexibility and as being resistant to new technology.
And in a time when organizations strongly seek individuals who are adaptable and open to change, the
negative perceptions associated with age clearly hinder the initial hiring of older workers and increase the
likelihood that they will be let go during downsizing. Now let's take a look at the evidence. What effect does
age actually have on turnover, absenteeism, productivity, and satisfaction?

The older you get, the less likely you are to quit your job. That conclusion is based on studies of the
age-turnover relationship. Of course, it should not be too surprising. As workers get older, they have fewer
alternative job opportunities. In addition, older workers are less likely to resign than are younger workers
because their long tenure tends to provide them with higher wage rates, longer paid vacations, and more
attractive pension benefits.

It’s tempting to assume that age is also inversely related to absenteeism. After all, if older workers are
less likely to quit, won’t they also demonstrate higher stability by coming to work more regularly? Not
necessarily! Most studies do show an inverse relationship, but close examination finds that the age-absence
relationship is partially a function of whether the absence is avoidable or unavoidable. In general, older
employees have lower rates of avoidable absence than do younger employees. However, they have higher
rates of unavoidable absence, probably due to the poorer health associated with aging and the longer recovery
period that older workers need when injured.

How does age affect productivity? There is a widespread belief that productivity declines with age. It is
often assumed that an individual’s skills-particularly speed, agility, strength, and coordination-decay over time

HBOR 1013: Human Behavior in Organization| 23

and that prolonged job boredom and lack of intellectual stimulation all contribute to reduced productivity. The
evidence, however, contradicts that belief and those assumptions. For instance, during a three-year period, a
large hardware chain staffed one of its stores solely with employees over 50 and compared its results with
those of five stores with younger employees. The store staffed by the over-50 employees was significantly
more productive (measured in terms of sales generated against labor costs) than two of the other stores and
held its own with the other three. Other reviews of the research find that age and job performance are
unrelated. Moreover, this finding seems to be true for almost all types of jobs, professional and
nonprofessional. The natural conclusion is that the demands of most jobs, even those with heavy manual labor
requirements, are not extreme enough for any declines in physical skills due to age to have an impact on
productivity; or, if there is some decay due to age, it is offset by gains due to experience.

Our final concern is the relationship between age and job satisfaction. On this issue, the evidence is
mixed. Most studies indicate a positive association be’ tween age and satisfaction, at least up to age 60. Other
studies, however, have found a U-shaped relationship.l0 Several explanations could clear up these results, the
most plausible being that these studies are intermixing professional and nonprofessional employees. When the
two types are separated, satisfaction tends to continually increase among professionals as they age, whereas
it falls among nonprofessionals during middle age and then rises again in the later years.

2. GENDER
Few issues initiate more
debates, misconceptions, and
unsupported opinions than whether
women perform as well on jobs as men
do. In this section, we review the
research on that issue.

The evidence suggests that the best

place to begin is with the recognition
that there are few, if any, important
differences between men and women
that will affect their job performance.
There are, for instance, no consistent
male-female differences in problem-
solving ability, analytical skills,
competitive drive, motivation, sociability,
or learning ability. Psychological studies
have found that women are more willing
to conform to authority and those men
are more aggressive and more likely
than women to have expectations of success, but those differences are minor.

HBOR 1013: Human Behavior in Organization| 24

 Given the significant changes that have taken place in the last 25 years in terms of increasing female
participation rates in the workforce and rethinking what constitutes male and female roles, you should
operate on the assumption that there is no significant difference in job productivity between men and
women. Similarly, there is no evidence indicating that an employee’s gender affects job satisfaction.

One issue that does seem to differ between genders, especially where the employee has
preschool children, is preference for work schedules. Working mothers are more likely to prefer part-
time work, flexible work schedules, and telecommuting in order to accommodate their family
responsibilities.

But what about absence and turnover rates? Are women less stable employees than men?
First, on the question of turnover, the evidence is mixed. Some studies have found that women have
higher turnover rates; others have found no difference. There doesn’t appear to be enough information
from which to draw meaningful conclusions. The research on absence, however, is a different story.
The evidence consistently indicates that women have higher rates of absenteeism than men do. The
most logical explanation for this finding is that the research was conducted in North America, and North
American culture has historically placed home and family responsibilities on the woman. When a child
is ill or someone needs to stay home to wait for the plumber, it has been the woman who has
traditionally taken time off from work. However, this research is undoubtedly time-bound.16 The
historical role of the woman in caring for children and as secondary breadwinner has definitely changed
in the last generation, and a large proportion of men nowadays are as interested in day care and the
problems associated with child care in general as are women.

2. MARITAL STATUS

There are not enough studies to draw any conclusions about the effect of marital status on
productivity. But research consistently indicates that married employees have fewer absences, undergo
less turnover, and are more satisfied with their jobs than are their unmarried co-workers.

Marriage imposes increased responsibilities that may make a steady job more valuable and
important. But the question of causation is not clear. It may very well be that conscientious and satisfied
employees are more likely to be married. Another offshoot of this issue is that research has not pursued
other statuses besides single or married. Does being divorced or widowed have an impact on an
employee's performance and satisfaction? What about couples who live together without being married?
These are questions in need of investigation.

3. TENURE

The last biographical characteristic we’ll look at is tenure. With the exception of the issue of male-
female differences, probably no issue is more subject to misconceptions and speculations than the impact
of seniority on job performance. Extensive reviews of the seniority-productivity relationshiphave been
conducted. If we define seniority as time on a particular job, we can say that the most recent evidence
demonstrates a positive relationship between seniority and job productivity. So tenure, expressed as work
experience, appears to be a good predictor of employee productivity. The research relating tenure to
absence is quite straightforward. Studies consistently demonstrate seniority to be negatively related to
absenteeism. In fact, in terms of both frequency of absence and total days lost at work, tenure is the single
most important explanatory variable.

HBOR 1013: Human Behavior in Organization| 25

 ABILITY

Contrary to what we are taught in grade school, we aren’t all created equal. Most of us are to the
left of the median on some normally distributed ability curve. Regardless of how motivated you are, it is
unlikely that you can act as well as Meryl Streep, run as fast as Michael Johnson, write horror stories as
well as Stephen King, or sing as well as Whitney Houston. Of course, just because we aren't all equal in
abilities does not imply that some individuals are inherently inferior to others. What we are acknowledging
is that everyone has strengths and weaknesses in terms of ability that make him or her relatively superior
or inferior to others in performing certain tasks or activities. From management’s standpoint, the issue is
not whether people differ in terms of their abilities. They do! The issue is knowing how people differ in
abilities and using that knowledge to increase the likelihood that an employee will perform his or her job
well.

What does ability mean? As we will use the term, ability refers to an individual’s capacity to perform
the various tasks in a job. It is a current assessment of what one can do. An individual’s overall abilities are
essentially made up of two sets of factors: intellectual and physical abilities.

1. Intellectual ability – requires doing mental activity.

Dimensions:
Number aptitude – ability to do speedy and accurate arithmetic.
Verbal comprehension - Ability to understand what is read or heard and the relationship of words to each other.
Perceptual speed - Ability to identify visual similarities and differences quickly and accurately.
Inductive reasoning - Ability to identify a logical sequence in a problem and then solve the problem.
Deductive reasoning - Ability to use logic and assess the implications of an argument.
Spatial visualization - Ability to imagine how an object would look if its position in space were changed.
Memory - Ability to retain and recall past experiences.

2. Physical Ability - requires doing tasks demanding stamina, dexterity, strength and similar
characteristics.

Nine Basic Physical Abilities

These physical abilities are necessary in the field of work that requires physical presence.

Strength Factors:

HBOR 1013: Human Behavior in Organization| 26

Flexibility Factors:
5. Extent flexibility – ability to move the trunk and back muscles as far as possible.
6. Dynamic flexibility – ability to make rapid, repeated flexing movements.

Other factors:
7. Body coordination – ability to coordinate the simultaneous actions of different parts of the body.
8. Balance – ability to maintain equilibrium despite forces pulling off balance.
9. Stamina – ability to continue maximum effort requiring prolonged effort over time.

LEARNING

All complex behavior is learned. If we want to explain and predict behavior, we need to understand
how people learn. In this section, we define learning, present three popular learning theories, and describe
how managers can facilitate employee learning.

A Definition of Learning

What is learning? A psychologist’s definition is considerably broader than the layperson’s View that
“it’s what we did when we went to school.” In actuality, each of us is continuously going “to school.”
Learning occurs all of the time. A generally accepted definition of learning is, therefore, any relatively
permanent change in behavior that occurs as a result of experience. Ironically, we can say that changes in
behavior indicate that learning has taken place and that learning is a change in behavior.

Theories of Learning

HBOR 1013: Human Behavior in Organization| 27

HBOR 1013: Human Behavior in Organization| 28
 SUMMARY AND IMPLICATIONS FOR MANAGERS

This module looked at three individual variables-biographical characteristics ability, and learning.
Let’s now try to summarize what we found and consider their importance for the manager who is trying to
understand organizational behavior.

Biographical Characteristics

Biographical characteristics are readily available to managers. For the most part, they include data that are contained in
almost every employee’s personnel file. The most important conclusions we can draw after our review of the evidence are
that age seems to have no relationship to productivity; older workers and those with longer tenure are less likely to resign;
and married employees have fewer absences, less turnover, and report higher job satisfaction than do unmarried
employees. But what value can this information have for managers? The obvious answer is that it can help in making
choices among job applicants.

Ability

Ability directly influences an employee's level of performance and satisfaction through the ability-job fit. Given
management’ 5 desire to get a compatible fit, what can be done?

First, an effective selection process will improve the lit. A job analysis will provide information about jobs currently
being done and the abilities that individuals need to perform the jobs adequately. Applicants can then be tested,
interviewed, and evaluated on the degree to which they possess the necessary abilities.

Second, promotion and transfer decisions affecting individuals already in the organization’s employ should reflect the
abilities of candidates. As with new employees, care should be taken to assess critical abilities that incumbents will need
in the job and to match those requirements with the organization’s human resources. Third, the fit can be improved by
fine-tuning the job to better match an incumbent’s abilities. Often modifications can be made in the job that while not
having a significant impact on the job’s basic activities, better adapts it to the specific talents of a given employee.

Learning

Learning

Any observable change in behavior is prima facie evidence that learning has taken place. What we want to do, of course,
is to ascertain if learning concepts provide us with any insights that would allow us to explain and predict behavior.

Positive reinforcement is a powerful tool for modifying behavior. By identifying and rewarding performance-enhancing
behaviors, management increases the likelihood that they will be repeated.

Our knowledge about learning further suggests that reinforcement is a more effective tool than punishment. Although
punishment eliminates undesired behavior more quickly than negative reinforcement does, punished behavior tends to be
only temporarily suppressed rather than permanently changed. And punishment may produce unpleasant side effects
such as lower morale and higher absenteeism or turnover. In addition, the recipients of punishment tend to become
resentful of the punisher. Managers, therefore, are advised to use reinforcement rather than punishment.

Finally, managers should expect that employees will look to them as models. Managers who are constantly late to work,
or take two hours for lunch, or help themselves to company office supplies for personal use should expect employees to
read the message they are sending and model their behavior accordingly.

HBOR 1013: Human Behavior in Organization| 29

Below are examples of Organizational behavior:

(OB Mod)

1. Identifying Critical
Behaviors

HBOR 1013: Human Behavior in Organization| 30

 2. Developing

Baseline Data

3. Identifying

Behavioral Consequences

4. Developing And
Implementing

An Intervention
Strategy

5. Evaluating
Performance
Improvement

HBOR 1013: Human Behavior in Organization| 31

# 2: To Do!
When can you say that learning is manifested by a person?

 For Modular, a separate worksheet is attached, to be submitted/ given back to the teacher.
 For LMS, this part shall be answered in the Offline Assessment. Worksheet is attached/ uploaded

*** END of LESSON 1***

PARTICIPATION (for recitation purposes)

For LMS, this part shall be answered in the Discussion Forum.

For Modular, a separate worksheet is attached, to be submitted/ given back to the teacher.
In not more than 5 sentences, share your opinion on this question.

Which of these management skills is the most useful in running an organization? If given the chance to be the
manager someday what do you think is the skill to be applied when dealing with 21st century employees?

ACTIVITIES/ APPLICATION:

For Modular, a separate worksheet is attached, to be submitted/ given back to the teacher.
For LMS, this part shall be answered in the Offline Assessment. Worksheet is attached/ uploaded
When can you say that learning is manifested by a person?

EVALUATION

For LMS, this part shall be encoded in the Quiz portion, to be administered synchronously.
For Modular, a separate quiz sheet is attached, to be submitted/ given back to the teacher.
TRUE or FALSE

Directions: Write TRUE if the statement is correct; FALSE if the statement is incorrect.
1. OB is specifically concerned with employment related situations.True
2. Happy workers are productive workers. True
3. OB is concerned with the study of what people do in an organization and how that behavior affects the
performance of the employee. False
4. OB starts with a set of fundamental concepts revolving around the nature of people and
organization.True
5. Organizational excellence begins with the state of the art operation. False
6. Managers have to look at how all the departments are working together, spot any
particular issues, and then decide what steps need to be taken is an interpersonal skill.
False
7. Notice the accomplishments of the people around you and compliment them, the manager applied
technical skills. False
8. Conceptual skills is applied when sales person who is good at using a sales force automation flatform.
False
9. Men may seem to be more authoritative than women is an exam of a whole person.False
10. Employees feel more comfortable in the workplace if they feel that they are given importance.True

HBOR 1013: Human Behavior in Organization| 32

ASSIGNMENT

Read the topic on values and attitudes. How do values affect work performance of employees in the
organization

REFERENCES

Textbooks

Robins, S. (2001). Organizational Behavior. New Jersey: Prentice-Hall, Inc.

Books:

Martirez, C.(2000). Management of human behavior in organizations. Manila, Philippines : National Book
Store.

Mison, I. B. (c2004).Human behavior in business organization. MandaluyongCity : National Book Store.

Zarate, C. A. (c2006).Organizational behavior and management in Philippine organizations. Manila : Rex Book
Store.

Zulueta, F. M. (c2002). Human behavior in organizations. MandaluyongCity : National Book Store.

Slocum, Jr., J. W. (c2009). Principles of organizational behavior. New York South Western.

Colquitt, J. (c2009). Organizational behavior : improving performance and commitment in the workplace.
Boston : McGraw-Hill/Irwin.

Kinicki, A. (c2009). Organizational behavior : key concepts, skills & best practices. Boston : McGraw-Hill
Irwin.

Kreitner, R. (c2004).Organizational behavior. Boston : McGraw Hill/Irwin.

McShane, S.(2005). Organizational behavior. Boston : McGraw-Hill.

Moorhead, G. (c2004).Organizational behavior : managing people and organizations. Boston : Houghton

Mifflin.

Online Reference

Learning Materials

1. Worksheets (teacher-made)
2. Powerpoint (teacher-made)

HBOR 1013: Human Behavior in Organization| 33

School of Accountancy, Business and Hospitality
Business Administration Department
Curriculum 2019-2020

CORRESPONDENCE LEARNING MODULE

HBOR 1013 (Human Behavior in Organization)

WORKSHEET

HBOR 1013: Human Behavior in Organization| 34

HBOR 1013: Human Behavior in Organization| 35
 School of Accountancy, Business and Hospitality
Business Administration Department
Curriculum 2019-2020

CORRESPONDENCE LEARNING MODULE

HBOR 1013 (Human Behavior in Organization)

QUIZ SHEET
Use this quiz sheet to place your answers for the evaluation part of the module.

Based from your understanding on the lessons given, answer the question below.

a. As a future employee, what would be the significance of studying human behaviour in organization?
Cite a concrete example.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
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HBOR 1013: Human Behavior in Organization| 36