HUMAN BEHAVIOR IN THE

ORGANIZATION
 COURSE SYLLABUS

• The course introduces the students to the factors affecting the behavior
of individuals and groups in organization focusing on the specific
factors that tend to explain behavior of individuals, groups, and
organizations. Various theories and models of organizational behavior
work group behavior, motivation in life and work, and human relations
among others are discussed and related to organizational practices and
phenomena.
• PHYSICAL FACTORS, PERSONAL AND
EMOTIONAL FACTORS SUCH AS MENTAL
HEALTH, BELIEFS, EMOTIONS
• LIFE EXPERIENCES, FAMILY, CULTURE ,
FRIENDS , LIFE EVENTS.
• I. FUNDAMENTALS OF ORGANIZATIONAL BEHAVIOR
• INTRODUCTION OF OB
• DESCRIBE THE NATURE OF PEOPLE AND ORGANIZATION
• II.FUNDAMENTAL CONCEPTS
• KEY FACTORS AFFECTING OB
• BASIC APPROACHES OF OB
• III.THE INDIVIDUAL
• FOUNDATIONS OF INDIVIDUAL BEHAVIOR
• V.PERSONALITY AND EMOTIONS
•VALUES, ATTITUDES, AND JOB SATISFACTION
• VALUES
• ATTITUDES
• JOB SATISFACTION
• PERSONALITY AND EMOTIONS
• PERSONALITY
• EMOTIONS
• GENDER AND EMOTIONS; EXTERNAL CONSTRAINTS ON EMOTIONS; OB APPLICATIONS;
VI.Basic Motivation Concept
Overview of Motivation
Concepts of Motivation
Reinforcement Theory
Equity Theory/Organizational Justice
Expectancy Theory
Integrating Contemporary Theories of Motivation
Summary and Implications of motivational
Theories for Managers
• VII.FOUNDATIONS OF GROUP BEHAVIOR
• FOUNDATIONS OF GROUP BEHAVIOR
• CLASSIFYING GROUPS
• STAGES OF GROUP DEVELOPMENT
• GROUP DECISION MAKING
• VIII.TEAMS AND TEAM BUILDING
• UNDERSTANDING WORK TEAMS
• TYPES OF TEAMS
• CREATING EFFECTIVE TEAMS
• TURNING INDIVIDUALS INTO TEAM PLAYERS
• BEWARE! TEAMS AREN’T ALWAYS THE ANSWER
• XI. POWER AND POLITICS
• CONCEPTS OF POWER AND POLITICS
• CONTRASTING LEADERSHIP AND POWER
• BASES OF POWER
• DEPENDENCE: THE KEY TO POWER
• POWER TACTICS
• SEXUAL HARASSMENT: UNEQUAL POWER IN THE WORKPLACE
• POLITICS: POWER IN ACTION
• CAUSES AND CONSEQUENCES OF POLITICAL BEHAVIOR
• THE ETHICS OF BEHAVING POLITICALLY
• XII. CONFLICT AND NEGOTIATION
• CONCEPTS OF CONFLICT AND NEGOTIATION
• TRANSITIONS IN CONFLICT THOUGHT
• THE CONFLICT PROCESS
• NEGOTIATION
• XIII.ORGANIZATIONAL CHANGE AND STRESS MANAGEMENT
• PLANNED CHANGEAND RESISTANCE TO CHANGE
• APPROACHES TO MANAGING ORGANIZATIONAL CHANGE
• CREATING A CULTURE FOR CHANGE
• WORK STRESS AND ITS MANAGEMENT
SIGNIFICANCE OF STUDYING HUMAN
BEHAVIOR
 Understanding human behavior helps
managers create environments that
motivate employees, improve job
satisfaction, and boost overall
productivity.
 It helps in resolving misunderstandings
and conflicts.
 It promotes a harmonious workplace by
addressing interpersonal and
organizational disputes.
 Understanding psychological and social
needs ensures better work-life balance
and mental health support for
employees.
• THE BEST DEFINITION OF HUMAN BEHAVIOR IS:

• "HUMAN BEHAVIOR IS THE RANGE OF ACTIONS,

REACTIONS, AND INTERACTIONS EXHIBITED BY
INDIVIDUALS OR GROUPS IN RESPONSE TO INTERNAL
AND EXTERNAL STIMULI, INFLUENCED BY BIOLOGICAL,
PSYCHOLOGICAL, SOCIAL, AND ENVIRONMENTAL
FACTORS."
INTRODUCTION TO HUMAN BEHAVIOR IN
THE ORGANIZATION
 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.

 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.
 EXAMPLES OF INTERPERSONAL SKILLS
 ACTIVE LISTENING / KNOWS HOW TO LISTEN TO SUBORDINATES
 TEAMWORK
 RESPONSIBILITY
 GOOD LEADERSHIP SKILLS
 KNOWS HOW TO MOTIVATE EMPLOYEES/SUBORDINATE
 FLEXIBLE
 PATIENCE
 According to the Center for Creative Leadership in
Greensboro, North Carolina, about 40 percent of new
management hires fail within their first 18 months.

 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.

 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.
THINGS TO PONDER

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.
WHAT MANAGERS DO?

 Managers get things done

through the help of other
people.
 They oversee the activities of
others and they are
responsible for attaining
goals.
Managers make decisions
Allocate resources
Directs the activities of
others to attain goals in the
organizations.
“ MANAGERS “ sometimes
called administrator ,
especially in not for profit
organizations.
• A NONPROFIT ORGANIZATION IS ONE THAT QUALIFIES FOR TAX- EXEMPT
STATUS BECAUSE ITS MISSION AND PURPOSE ARE TO FURTHER A SOCIAL
CAUSE AND PROVIDE A PUBLIC BENEFIT. NONPROFIT ORGANIZATIONS
INCLUDE HOSPITALS, UNIVERSITIES, NATIONAL CHARITIES AND
FOUNDATIONS.
WHAT ARE 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.
MANAGEMENT ROLES
• INTERPERSONAL ROLES COVER THE RELATIONSHIPS THAT A MANAGER HAS
TO HAVE WITH OTHERS. THE THREE ROLES WITHIN THIS CATEGORY ARE
FIGUREHEAD, LEADER AND LIASON.
INFORMATION ROLES
• INFORMATION ROLE MEANS TO TRANSMIT INFORMATION TO MEMBERS IN THE
ORGANIZATION. THEY ACT AS SPOKESPERSON OR LIASON OFFICER.
MANAGEMENT SKILL
 WHAT IS A SKILL?
 SKILLS ARE EXPERTISE OR TALENT NEEDED IN ORDER TO DO A JOB.

WHAT ARE SOFT AND HARD SKILLS?

 HARD SKILLS REFER TO JOB RELATED KNOWLEDGE AND ABILITIES THAT EMPLOYEES NEED TO
PERFORM THEIR JOB EFFECTIVELY.
 EXAMPLES:

1BOOKKEEPING, COMPUTER SKILLS, MARKETING SKILLS,ANALYTICAL SKILLS, MANAGEMENT SKILLS,

 SOFT SKILLS ARE THE PERSONAL QUALITIES THAT HELP EMPLOYEES TO THRIVE IN THE WORKPLACE.

EXAMPLES :
1.EMOTIONAL INTELLIGENCE, TEAM PLAYER ATTITUDE, OPENNESS TO FEEDBACK, ADAPTABILITY, GOOD
WORK ETHICS.
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.
WHAT IS ORGANIZATIONAL BEHAVIOR?
Organizational behavior is
concerned with the study of
what people do in an
organization and how that
behavior affects the
performance of the
organization. It is specifically
concerned with employment
related situation. It
emphasizes behavior as
related to jobs, work,
 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.
EXAMPLES OF WORK-RELATED BEHAVIORS

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..
GOALS OF ORGANIZATIONAL BEHAVIOR:

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.
KEY FORCES AFFECTING ORGANIZATIONAL
BEHAVIOR

People
Structures
Technology
Environment
 KEY FORCES AFFECTING ORGANIZATIONAL
BEHAVIOR
•QUESTION: HOW DO PEOPLE AFFECT OB?
• ANSWER: DIVERSITY OF WORKFORCE – WHICH MEANS PEOPLE BRINGING A
WIDE ARRAY OF EDUCATIONAL BACKGROUNDS, TALENTS, AND PERSPECTIVES
TO THEIR JOBS.
 QUESTION:

HOW DOES ENVIRONMENT AFFECT ORGANIZATIONAL BEHAVIOR?

ANSWER:
THE ENVIRONMENT INFLUENCES THE ATTITUDES OF PEOPLE, AFFECTS
WORKING CONDITIONS AND PROVIDES COMPETITION FOR RESOURCES AND
POWER AND SO OB IS AFFECTED.
 ENVIRONMENT SOMETIMES CREATES “PRESSURE” AND IT ALSO AFFECTS
ORGANIZATIONAL BEHAVIOR IN THE ORGANIZATION.
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 o
NATURE OF PEOPLE

1.Individual differences -Every person is different from others. A

science-each person is different from all others. Psycho-from the
day of birth, each person is unique. This means that management
can motivate people 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 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.
NATURE OF PEOPLE

Unique way in which person sees,

organizes and interpret things
NATURE OF PEOPLE

 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 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.
NATURE OF PEOPLE

QUESTION:
How will managers address
these issues?
NATURE OF PEOPLE

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.
NATURE OF PEOPLE

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.
NATURE OF PEOPLE

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.
NATURE OF PEOPLE

. Value of the person-

 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.
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.
NATURE OF ORGANIZATION

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
NATURE OF ORGANIZATION

 Organization needs people and people needs

organization.Organizations need
people, and people need organizations
NATURE OF ORGANIZATION

 Treat Employees Ethically

It has to treat people in an ethical manner. Ethical
treatment is
necessary to attract and retain valuable
employees.
FOUNDATIONS OF INDIVIDUAL BEHAVIOR

 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
 the variables that have an impact on
employee productivity, absence, turnover,
citizenship and satisfaction.
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.
 As workers get older, they have fewer
alternative job opportunities.
 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.
CAN GENDER AFFECTS PRODUCTIVITY?

 Psychological studies have found that women

are more willing to conform to authority and that
men are more aggressive and more likely than
women to have expectations of success, but
those differences are minor.
According to the research:

 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.
ABSENCE AND TURNOVER

First, on the question of turnover:

 Some studies have found that women have higher
turnover rates; others have found no difference.

The research on absence:

 The evidence consistently indicates that women have

higher rates of absenteeism than men do.
EFFECT OF MARITAL STATUS ON PRODUCTIVITY

According to research

 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.
ABILITY
 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.
Intellectual ability – requires to
do mental activity.
 Physical Ability - requires to do tasks
demanding stamina, dexterity, strength and
similar
characteristics.
 MENTAL ABILITY

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.
Nine Basic Physical Abilities

Strength Factors:
1. Dynamic strength – ability to exert muscular force repeatedly or continuously over time.
2. Trunk strength – ability to exert muscular strength using the trunk.
3. Static strength – ability to exert force against external objects.
4. Explosive strength – ability to expend a maximum energy in one or a series of explosive acts.
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.
WHAT IS LEARNING?

 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.
THEORIES OF LEARNING

Theories of Learning
1. Classical conditioning – a type of conditioning
in which an individual responds to some
stimulus that would not ordinarily produce such
a response.
2. Operant conditioning – a type of conditioning in
which desired voluntary behavior leads to a
reward or prevent a punishment.
3. Social-learning theory – people can learn
through observation and direct experience.
WHAT IS A CLASSICAL CONDITIONING?

1. Classical conditioning – a type of conditioning in

which an individual responds to some stimulus
that would not ordinarily produce such a
response.
What is an example of classical conditioning.
example:

if you ring a bell before you feed your dog it will

learn that the bell means food and will
eventually start salivating at just the sound of
the bell.
.
WHAT IS OPERANT CONDITIONING?

Operant conditioning – a type

of conditioning in which
desired voluntary behavior
leads to a reward or prevent
a punishment.

Positive reinforcement describes the best

known examples of operant conditioning:
receiving a reward for acting in a certain way.
Many people train their pets with positive
reinforcement.
Example :

In the workplace, when employee has a

satisfactory performance, manager will give
a reward. A comes comes in the following: it
can be promotion, incentives and a flexible
working schedule. But if an employee did
not meet the satisfaction requirements the
employee will be given a sanction/
punishment based on company policy.
Social-learning theory –
people can learn through
observation and direct
experience.
SUMMARY AND IMPLICATIONS FOR MANAGERS

 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.
QUESTION:
WHAT VALUE CAN THIS INFORMATION HAVE FOR MANAGERS?
 THINGS TO PONDER

 WHEN WE HIRE APPLICANTS, THERES A NEED TO CAREFULLY SELECT THEM.

PREPARE A JOB ANALYSIS THAT WILL PROVIDE YOU ON WHAT ARE THE
QUALITIES AND ABILITIES THAT THE INDIVIDUALS NEED TO PERFORM.
APPLICANTS CAN BE THEN TESTED, INTERVIEWED AND EVALUATED.
 PROMOTION AND TRANSFER DECISIONS SHOULD BE BASED ON ABILITIES OF
EMPLOYEE/ CANDIDATE.
 THINGS TO PONDER

 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.
 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.
 THINGS TO PONDER

• 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.
TOPIC: VALUES
INSTRUMENTAL VALUES
TERMINAL VALUES
EMPLOYER RESPONSES DISSATISFACTION
THREE DIMENSIONS OF ATTITUDE
 LEARNING OUTCOMES :

1. CONTRAST TERMINAL AND INSTRUMENTAL VALUES

2. LIST THE DOMINANT VALUES IN WORKPLACE TODAY

3. IDENTIFY THE FIVE VALUE DIMENSIONS OF NATIONAL CULTURE

4. CONTRAST THE THREE DIMENSIONS OF ATTITUDES

5. STATE THE RELATIONSHIP BETWEEN JOB SATISFACTION AND ATTITUDE

6. IDENTIFY FOUR EMPLOYER RESPONSES TO DISSATISFACTION

INTRODUCTION

Today attitudes, values are the most

important criteria in hiring an
employee.
VALUES

 Refer to stable and evaluative life goals

that people have, reflecting what is
important to them .
 Values are founded during one’s life as
a result of the collect of life
experiences and are likely to be
relatively constant.
 The values that are significant to
people affect their decisions they
make, how they see their environment ,
and their real behaviors.
 People are more possible to accept job
offers when the company possesses
the values they care about .
The values a person holds will affect his employment.

Example :
1.Someone who has a drive for achievement may more readily act as an
entrepreneur.
2.Someone who has an orientation toward strong stimulation may pursue
extreme sports and select an occupation that involves fast action and
high risk, such as fire fighter, police officer or emergency medical officer.
 Value attainment is one reason why people stay in a company, and when an
organization does not help them attain their values, they are more likely to
decide to leave if they are dissatisfied with the job itself.
 Therefore , understanding employees at work requires understanding the
value orientations of employees.
 TWO TYPES OF VALUES

Social psychologist Milton Rokeach, developed the classification system of values which consists
of two sets of values.
 INSTRUMENTAL VALUES – can be defined as specific methods of behavior. Instrumental
values are not an end goal,but rather provide the means by which an end is accomplished.
 Character traits and personal characteristics like being imaginative and independent make up
most of the instrumental values.
 TERMINAL VALUES –the end goals that people strive to achieve and are most important to
us are known as terminal value. Terminal values are the overall goals that people hope to
achieve in their lifetime. Terminal values include inner harmony, social recognition, and a
world of beauty.
 THE INSTRUMENTAL VALUES INCLUDES:

 CHEERFULNESS  INDEPENDENCE
 AMBITION  INTELLECT
 LOVE  BROAD- MINDEDNESS
 CLEANLINESS  LOGIC
 SELF-CONTROL  OBEDIENCE
 CAPABILITY  HELPFULNESS
 COURAGE  RESPONSIBILITY
 POLITENESS  FORGIVENESS
 HONESTY
 IMAGINATION
 LIST OF 18 TERMINAL VALUE

 A world at peace – free of war and conflict  True friendship – close companionship
 Family security  A sense of accomplishment – a lasting
 Freedom contribution
 Inner harmony –freedom from inner conflict
 Equality
 A comfortable life – a prosperous life
 Self- respect-self esteem
 Mature love – sexual and spiritual intimacy
 Happiness – contentedness
 Pleasure – an enjoyable life
 National security – protection from attack
 Social recognition- respect, admiration
 Salvation – saved, eternal life
 An exciting life – a stimulating , active life
 Attitudes are evaluative statements- either
favourable or unfavourable- concerning objects,
people or events.
 They reflect how one feels about something.
Example, when I say “I like my job”, I am
expressing my attitude about work.
 Attitudes are not the same as values, but the two
are interrelated.
 THE IMPACT OF JOB SATISFACTION ON EMPLOYEE PRODUCTIVITY,
ABSENTEEISM AND TURNOVER

 JOB SATISFACTION & PRODUCTIVITY

RESULT
 Organizations with more satisfied employees tend to be more effective than organizations with less satisfied
employees. So while we may not be able to say that a happy worker is more productive, it might be true that happy
organizations are more productive.
JOB SATISFACTION & ABSENTEEISM

We find a negative relationship between satisfaction and absenteeism, but the correlation is moderate

JOB SATISFACTION & TURNOVER

Satisfaction is also negatively related to turnover but the correlation is stronger than what we found for absenteeism.
 HOW EMPLOYEE EXPRESS DISSATISFACTION?

 Employee dissatisfaction can be expressed in a number of ways.

 For example, rather than quit, employees can complain, be insubordinate, steal organizational
property or shrink part of their work responsibilities.
1. EXIT - LEAVING THE ORGANIZATION AND LOOKING FOR A NEW POSITION (RESIGNING)

2. VOICE - AN ATTEMPT TO IMPROVE CONDITIONS

3. LOYALTY - PASSIVELY BUT OPTIMISTICALLY WAITING FOR CONDITIONS TO IMPROVE.

4. NEGLECT - ALLOWING CONDITIONS TO WORSEN

•
 HOW MANAGER CREATE A SATISFIED EMPLOYEE?

1. Mentally challenging work - people prefer jobs that give them the opportunity to use their skills
and abilities.

2. Equitable rewards - pay systems and promotion policies must be just, unambiguous and in line
with expectations.

3. Supportive working conditions - people concerned with their environment for personal comfort
and facilitating a good job.

4. Supportive colleagues - people get more out than merely money or tangible achievement. Their
work fills the need for social interaction.
 TOPIC

• EXPLAIN HOW PERSONALITY AFFECT JOB PERFORMANCE

LEARNING OUTCOMES
•1. EXPLAIN THE FACTORS THAT DETERMINE AN INDIVIDUAL’S PERSONALITY

•2. DESCRIBE THE MBTI PERSONALITY TRAITS

WHAT IS A PERSONALITY?

Personality is the sum

total of ways in which an
individual reacts and
interacts with other
people.
 Mental functions are
included.
 Perception, thinking ,
imagination,
DETERMINANTS OF PERSONALITY
THREE DIFFERENT STREAMS OF RESEARCH LEND SOME CREDIBILITY TO THE
ARGUMENT THAT HEREDITY PLAYS AN IMPORTANT PART IN DETERMINING AN
INDIVIDUAL'S PERSONALITY.

 The first looks at the genetic

underpinnings of human behavior and
temperament among young children.
 The second addresses the study of twins who
were separated at birth.
 The third examines the consistency in job
satisfaction over time and across situations.
 Researchers have studied more than 100 sets
of identical twins who were separated at birth
and raised separately.
 If heredity played little or no part in
determining personality, you would expect to
find few similarities between the separated
twins.
 But the researchers found a lot in common.
For almost every behavioral trait, a significant
part of the variation between the twins turned
out to be associated with genetic factors
ENVIRONMENT

 Among the factors that exert pressures on our

personality formation are the culture in which
we are raised, our early conditioning, the
norms among our family, friends, and social
groups, and other influences that we
experience.

 The environment to which we are exposed

plays a substantial role in shaping our
personalities.
 HOW DOES CULTURE SHAPED
PERSONALITY?

Culture refers to shared values, beliefs and norms of a

specific group of people.
Culture therefore, influences the manner, we learn ,
live and behave
Because of this , many theorists believe that culture is
an important shaper of our personality.
 HOW DOES SOCIAL FACTORS INFLUENCE
PERSONALITY?
 Social factors are things that “ affect someone’s lifestyle “ .
 Examples are wealth, religion, buying habits, education level, family size and
population density .
 HOW DOES BIOLOGICAL FACTORS
INFLUENCE PERSONALITY?
 Biological factors of personality are very important for the formation of
human personality.
 How ?
 Children may born in a family may inherit many traits and features from their
parents.
 Children get physical and psychological characteristics from their parents
which becomes a part of their personalities.
WHAT IS A PERSONALITY TRAIT?

TRAITS are recurring regularities

or trends in people’s responses
to their environment .
Personality traits are
characteristic behaviors and
feelings that are consistent and
long lasting.

Example :

Shyness, aggressiveness,
submissiveness, laziness ambition,
 In 1943 MBTI was developed
by a mother-daughter team
of ISABEL Myers and
Katherine Cook Briggs. At the
time the intention was to
help WORLD WAR II veterans
in discovering the occupation
that would fit their
personalities One
distinguishing characteristic
of this test is that it is
explicitly designed for
WHAT IS MBTI

 The Myers-Briggs Type Indicator

 One of the most widely used personality

Frameworks is called the Myers-Briggs Type
Indicator (MBTI)." It is essentially a 100-question
personality test that asks people how they usually
feel or act in particular situations.
THE BIG FIVE MODEL MBTI
 WHAT IS A BIG FIVE MODEL OF MBTI USES
AND FUNCTIONS
Is a personality testing framework that measures
openness, conscientiousness, extroversion,
agreeableness, and emotional stability.
It’s a test that can be used to measure a person’s most
important personality characteristics and which roles are
suited to them.
Employers can also use it to find people who have
personality, as well as skills , to fit the roles that they are
 WHAT IS CONSCIENTIOUSNESS ?

 Refers to the number of goal on which a person focuses .People who focus on few goals are
organized, systematic, punctual, achievement oriented , and dependable.
 Conscientiousness is the one personality trait that consistently predicts how high a persons
job performance.
 Conscientiousness is the trait most valued by organizations.
 Conscientious people have higher levels of motivation to perform, higher retention ,higher
attendance and higher levels of safety performance at work.
 A highly conscientious person is responsible, organized, dependable, and persistent.
 Those who score low on this dimension are easily distracted, disorganized, and unreliable.
 WHAT IS AGREEABLENESS?

 Refers to the person’s ability to get along with others.

 Agreeableness causes a person to be nice ,tolerant , sensitive ,trusting , kind and warm.
 Agreeable people help others at work.
 Agreeable people maybe a valuable team player and maybe an effective leaders because
they create a fair environment when they are in leadership position.
 On the other hand, people who are not agreeable are shown to quit their jobs unexpectedly ,
perhaps because they cannot maintain good interpersonal relationship with others.
 Highly agreeable people are cooperative ,warm, and trusting. People who score low on
agreeableness are cold, disagreeable , and antagonistic.
 WHAT IS EXTRAVERSION?

 Reflects an individual’s comfort level with relationships.

 Extrovert people tend to be outgoing ,talkative , and sociable.
 They tend to be effective in jobs involving sales and marketing .
 They are likely to be valuable as managers and they show inspirational
leadership behaviors. \
 Introverts are less sociable,talkative and assertive. They are more reluctant
to begin new relationships. They tend to be reserved, timid, quiet.
 OPENNESS TO EXPERIENCE

 THE FINAL DIMENSION THAT ADDRESSES AN INDIVIDUALS RANGE OF

INTERESTS AND FASCINATIONS.
 EXTREMELY OPEN PEOPLE ARE CREATIVE, CURIOUS AND ARTISTICALLY
SENSITIVE.
 THOSE AT THE OTHER END OF THE OPENNESS CATEGORY ARE
CONVENTIONAL.
 THINGS TO PONDER

 UNDERSTANDING ONE’S PERSONALITY CAN HELP AN EMPLOYEE MODIFY

BEHAVIOUR AT WORK,
 KNOW THE STRENGTHS
 HELP IMPROVE THE WEAKNESSES OF EMPLOYEE IN THE ORGANIZATION
 KNOWS HOW TO INTERACT WITH CO-WORKERS MORE EFFECTIVELY AND
ULTIMATELY LEAD TO CAREER SUCCESSS.
EXPLAIN HOW PERSONALITY TRAITS AFFECT JOB PERFORMANCE

Learning Outcomes:
1. Identify the key traits in the Big Five
Personality Model
2. Explain the impact of job typology on the
personality, job performance relationship
WHAT IS A TYPE A PERSONALITY?
 AGGRESSIVE MEANS?

• DIRECT
• EXPRESSIVE
• ATTACKING
• BLAMING
• CONTROLLING
• SELF ENHANCING AT EXPENSE OF OTHERS.
 DIFFERENCES OF TYPE A AND TYPE B PERSONALITY

 Type a’s operating under moderate to high levels of stress. They subject themselves to more or
less continuous time pressure, creating for themselves a life of deadlines.
 These characteristics result in some rather specific behavioral outcomes.
 Type A's are fast workers because they emphasize quantity over quality.
 In managerial positions, type a's demonstrate their competitiveness by working long hours and,
not infrequently, making poor decisions because they make them too fast.
 Type a's are also rarely creative. Because of their concern with quantity and speed, they rely on
past experiences when faced with problems. They rarely vary in their responses to specific
challenges in their milieu; hence, their behavior is easier to predict than that of type b's.
 ARE TYPE A'S OR TYPE B'S MORE SUCCESSFUL IN ORGANIZATIONS?

 Despite the type a's hard work, the type b's are the ones who appear to make it to the top.
 Great salespersons are usually type a's; senior executives are usually type b’s.
 Why?
 The answer lies in the tendency of type a's to trade off quality of effort for quantity.
 Promotions in corporate and professional organizations "usually go to those who are wise rather
than to those who are merely hasty, to those who are tactful rather than to those who are hostile,
and to those who are creative rather than to those who are merely agile in competitive strife.
TOPIC : EXPLAIN HOW EMOTIONS AFFECT JOB PERFORMANCE

LEARNING OBJECTIVES:
1. Differentiate emotions from moods
2. Contrast felt versus displayed emotions
3. Explain any gender differences in emotions
HOW DOES EMOTION AFFECT BEHAVIOR IN
THE WORKPLACE?
 On one recent Friday, a 37-year-old U.S.
postal worker in Milwaukee walked into his
place of work. He pulled out a gun and shot
and killed a co-worker with whom he had
argued, wounded a supervisor who had
scolded him, and injured another worker.
He then killed himself." For this worker,
anger had led to violence.
 Emotions are a critical factor in employee
behavior.
• RESEARCH SHOWS THAT EMOTIONS INFLUENCE EMPLOYEES COMMITMENT,
CREATIVITY, DECISION MAKING, WORK QUALITY.
• EMPLOYEES MOODS AND EMOTIONS HAVE AN IMPACT ON JOB
PERFORMANCE.

• IN THE ORGANIZATION, IT’S IMPORTANT TO MANAGE PEOPLE’S FEELING.

WHAT IS EMOTION?
 Emotions are intense feelings that are directed at someone
or something.
 Emotions are reactions to an object, not a trait. They're
object specific.
 You show your emotions when you're happy about
something. angry at someone afraid of something.
 Moods, on the other hand, aren't directed at an object
Emotions can turn into moods when you lose focus on the
contextual object.
EXAMPLE:
 So when a work colleague criticizes you for the way you
spoke to a client, you might become angry at him. That is
you show emotion (anger) toward a specific object dispirited.
You can't attribute this feeling to any single event: you're just
not your normal, upbeat self. This affective state describes a
mood.
A related behavior term that is gaining increasing importance in organizational
behavior is emotional labor.
WHAT IS EMOTIONAL LABOR?
 an employee expresses organizationally desired emotions during
interpersonal transactions.“
 Involves trying to feel a specific emotion. This takes the form of evoking
some feelings and suppressing.
 Work specific role. It involves managing emotional expressions with others
as part of one’s professional work role.
 Ex. The insistence that employees always smile at customers. .
 The concept of emotional labor originally developed in relation to service
jobs .
 Airline flight attendants, for instance, are expected to be cheerful,
 Today the concept of emotional labor seems relevant to almost every job
You're expected, for example, to be courteous and not hostile in
interactions with co-workers.
WHICH OCCUPATION REQUIRES THE MOST
EMOTIONAL LABOR?

Emotional labor is
particularly common in
service or caring
occupations ( flight
attendants, waiters,
teachers, child care
workers, social workers,
nurses, nursing home
attendants , customer
• EMOTIONAL LABOR CREATES DILEMMAS FOR EMPLOYEES WHEN THEIR JOB
REQUIRES THEM TO EXHIBIT EMOTIONS THAT ARE INCONGRUOUS WITH THEIR
ACTUAL FEELINGS NOT SURPRISINGLY, THIS IS A FREQUENT OCCURRENCE.
• THERE ARE PEOPLE AT WORK WITH WHOM YOU FIND IT VERY DIFFICULT TO BE
FRIENDLY: MAYBE YOU CONSIDER THEIR PERSONALITY ABRASIVE. MAYBE
YOU KNOW THEY'VE SAID NEGATIVE THINGS ABOUT YOU BEHIND YOUR BACK.
TYPES OF BASIC EMOTIONS
 THINGS TO PONDER

 Emotions are intense feelings that are directed at someone or something.

 Emotions are reactions to an object, not a trait. They're object specific.
 The five types of basic emotions are: sadness, happiness, disgust, fear, anger,
 Moods, on the other hand, aren't directed at an object. Emotions can turn to moods if
you loose focus on the object.
 Emotional labor involves managing emotional expressions with others as part of one’s
professional work role.
 GENDER AND EMOTIONS

TOPIC:
GENDER AND EMOTIONS; EXTERNAL CONSTRAINTS ON EMOTIONS; OB APPLICATIONS;
PERSONALITY; EMOTIONS.
•1.DETERMINE THE RELATIONSHIP OF GENDER TO EMOTIONS.

•2. IDENTIFY EXTERNAL CONSTRAINTS ON EMOTIONS

•3. RELATE EMOTIONS AND PERSONALITY IN AN ORGANIZATIONAL SETTING

 It's widely assumed that women are more "in
touch" with their feelings than men-that they react
more emotionally and are better able to read
emotions in others. Is there any truth to these
assumptions?
 In contrasting the genders, women show greater
emotional expression than men; they experience
emotions more intensely, and they display more
frequent expressions of both positive and
negative emotions, except anger.
 Women are better at nonverbal and paralinguistic
cues than are men.
DIFFERENCES OF MEN AND WOMEN

 Men are taught to be tough and brave; and

showing emotion is inconsistent with this image.
 Women, on the other hand are friendlier than
men. For instance, women are expected to
express more positive emotions on the job
(shown by smiling) than men, and they do.
 A second explanation is that women may have
more innate ability to read others and present
their emotions than do men.
 Third, women may have a greater need for
social approval and, thus, a higher propensity to
show positive emotions such as happiness.
READING EMOTIONS

Understanding another person's

felt emotions is a very difficult
task.
 But we can learn to read others
displayed emotions. We do this
by focusing on verbal,
nonverbal, and paralinguistic
cues.
The easiest way to find out what
someone’s feeling is to ask
them. Saying something as
simple as "Are you OK! What's
the problem?" can frequently
provide you with the information
to assess an individual's
emotional state but relying on a
verbal response has two
drawbacks:
 First, almost all of us
conceal our emotions to
some extent for privacy and
to reflect social
expectations. So we might
Second, even if we want to
be unwilling to share our
verbally convey our feelings, we
true feelings.
may be unable to do so.
Example :
 You're talking with a co-worker. Does the fact that his back is rigid,
his teeth clenched, and his facial muscles ought tell you
something about his emotional State?
 It probably should, facial expressions, gestures, body movements,
and physical distance are nonverbal cues that can provide
additional insights into what a person is feeling.
 Notice the difference in facial features the height of the cheeks,
the raising or lowering of the brow, the turn of the mouth, the
positioning of the lips. and the configuration of the muscles
around the eyes. Even something as subtle as the distance
someone chooses to position himself or herself from you can
convey their feelings, or lack thereof, of intimacy, ag
aggressiveness, repugnance, or withdrawal.
 WHAT IS A PARA-LANGUAGE?

SOME FORMS OF PARALANGUAGE ARE BASED ON

PHYSICAL FEATURES OF SPOKEN LANGUAGE,SUCH AS
FACIAL EXPRESSIONS,LIKE A SMIRK ,OR GESTURES.
PARALANGUAGE IS NON-VERBAL IN NATURE AND
DEPENDS ON VOICE,INTONATION,PITCH,PAUSE, AND
SIGNALS.
 THINGS TO PONDER

The foregoing examples illustrate the need to consider cultural factors as anti fencing what is or isn't
considered as emotionally appropriate. What's acceptable in one culture may seem extremely
unusual or even dysfunctional in another. A cultures differ in terms of the interpretation they
give to emotions.
 OB APPLICATIONS

We conclude our discussion of emotions by considering their

application to several topics in OB. In this section, we assess
how a knowledge of emotions can help you to better
understand the selection process in organizations, decision
making, motivation, leadership, interpersonal conflict, and
deviant workplace behaviors.
ABILITY AND SELECTION

•PEOPLE WHO KNOW THEIR OWN EMOTIONS AND ARE GOOD AT READING OTHERS'
EMOTIONS MAY BE MORE EFFECTIVE IN THEIR JOBS. THAT, IN ESSENCE, IS THE THEME
UNDERLYING RECENT RESEARCH ON EMOTIONAL INTELLIGENCE."
REINFORCEMENT THEORY

 Reinforcement theory of
motivation was propsed by BF
Skinner and his associates. It states
that individuals behavior is a function
of its consequences. It is based on
the “LAW OF EFFECT”
 Individuals behavior with positive
consequences tends to be repeated ,
but individuals behavior with negative
consequences tends not to be
repeated.
Reinforcement theory
explain in detail how an
individual learns
behavior.
Managers who are
making attempt to
motivate the employees
must ensure that they do
not reward all employees
simultaneously.
This theory focuses
totally on what happens
to an individual when he
takes some action.Thus,
according to BF
Skinner , the external
environment of the
organization must be
designed effectively and
MANAGERS USE THE FOLLOWING METHODS
FOR CONTROLLING THE BEHAVIOR OF THE
EMPLOYEES.
 POSITIVE REINFORCEMENT – this
implies giving a positive response when
an individual shows positive and
required behavior.
FOR EXAMPLE:
Immediately praising an employee for
coming early on job. This will increase
probability of outstanding behavior
occurring again. REWARD is a poritive
reinforce, but not necessarily . If the
employees behavior improves,reward can
said to be a positive reinforcer.
NOTE : POSITIVE REINFORCEMENT
stimulates occurrence of behavior. It must
MANAGERS USE THE FOLLOWING METHODS
FOR CONTROLLING THE BEHAVIOR OF THE
EMPLOYEES.
 Avoidance Reinforcement
 Avoidance is also called negative reinforcement. The
employee avoids the negative consequence.
 For example, an employee is punctual for a meeting to
avoid negative reinforcement, such as a reprimand, Rules
are designed to get employees to avoid certain behavior.
Notice that with avoidance there is no actual punishment;
it's the threat of the punishment that controls behavior.
MANAGERS USE THE FOLLOWING METHODS
FOR CONTROLLING THE BEHAVIOR OF THE
EMPLOYEES.
 PUNISHMENT – is used to provide an
undesirable consequence for undesirable behavior.
 For example, an employee who is late for a meeting is
reprimanded. Other methods of punishment include
harassing, taking away privileges, probation, fining,
and demoting. Using punishment may reduce the
undesirable behavior, but it may cause other
undesirable behavior, such as poor morale, lower
productivity, and acts of theft or sabotage. Punishment
is the most controversial method and the least
effective at motivating employees.
FOR EXAMPLE:
Suspending an employee for
breaking the organizational
MANAGERS USE THE FOLLOWING METHODS
FOR CONTROLLING THE BEHAVIOR OF THE
EMPLOYEES.
 Extinction attempts to reduce or eliminate undesirable
behavior by withholding reinforcement when the behavior
occurs.
 For example, an employee who is late for the meeting is
not rewarded with praise. Or a pay raise is withheld until
the employee performs to set standards.
REINFORCEMENT SCHEDULES

 In OPERANT CONDITIONING ,
schedules of reinforcement are an
important component of the learning
process. When and how often we
reinforce a behavior can have
dramatic impact on the strength and
rate of the response.
 Either positive reinforcement or
negative reinforcement might be
used, depending on the situation . In
both cases,the goal of reinforcement
is always to strengthen the behavior
and increase the likelihood that it
will occur again in the future.
CERTAIN SCHEDULES MAYBE MORE EFFECTIVE IN
SPECIFIC SITUATIONS. THERE ARE TWO TYPES OF
REINFORCEMENT SCHEDULES.

• SCHEDULES OF REINFORCEMENT The second reinforcement consideration in controlling

behavior is when to reinforce performance. Recall the importance of timely feedback (chapter 4).
The frequency and magnitude of the reinforcement may be as important as the reinforcement
itself. The two major classifications are continuous and intermittent:
 WHAT IS FIXED-RATIO SCHEDULE

 CONTINUOUS REINFORCEMENT - With a continuous method, each desired and undesired

behavior is reinforced. Examples of this method would be a machine with an automatic counter
that lets the employee know exactly how many units have been produced, or a supervisor who
punishes employees for breaking rules every time.

 INTERMITTENT REINFORCEMENT- with intermittent reinforcement, the reward is given based

on the passage of time or output. When the reward is based on the passage of time, it is called an
interval schedule. When it is based on output, it is called a ratio schedule. When electing to use
intermittent reinforcement, there are four alternatives:
TYPES OF INTERMITTENT REINFORCEMENT

1. FIXED INTERVAL SCHEDULE – ARE THOSE WHERE THE FIRST RESPONSE IS REWARDED
ONLY AFTER A SPECIFIED AMOUNT OF TIME HAS ELAPSED.

EXAMPLE (Giving a salary paycheck every week, breaks and meals at the same time every day).

2. VARIABLE INTERVAL SCHEDULE –OCCUR WHEN A RESPONSE IS REWARDED AFTER AN

UNPREDICTABLE AMOUNT OF TIME HAS PASSED.THIS SCHEDULE PRODUCES A
SLOW,STEADY RATE OF RESPONSE.

EXAMPLE : (Giving praise only now and then, a surprise inspection, a pop quiz).
• 3. FIXED RATIO SCHEDULE – ARE THOSE WHERE A RESPONSE IS REINFORCED ONLY AFTER A
SPECIFIED NUMBER OF RESPONSES. THIS SCHEDULE PRODUCES A HIGH ,STEADY RATE OF
RESPONDING WITH ONLY A BRIEF PAUSE AFTER THE DELIVERY OF THE REINFORCER.

• EXAMPLE (Giving a piece rate or bonus after producing a standard rate).

• 4. VARIABLE RATIO SCHEDULE –OCCUR WHEN A RESPONSE IS REINFORCED AFTER AN

UNPREDICTABLE NUMBER OF RESPONSES.THIS SCHEDULE CREATES A HIGH STEADY OF RATE OF
RESPONDING.

• EXAMPLE (Giving praise for excellent work, a lottery for employees who have not been absent for a set time).
Ratios are generally better motivators than intervals. The variable ratio tends to be the most powerful schedule
for sustaining behavior.
MOTIVATING WITH EQUITY THEORY

 Equity is difficult for managers because they are

expected to treat employees uniformly and
consistently, while considering individual needs and
sometimes making exceptions that can be viewed
as unfair by others.
 You need to treat people fairly. But be aware that
equity is based on perception of being treated fairly,
which may not be correct. You may perceive that
you are treating another person fairly, but they may
not.
MOTIVATING WITH EQUITY THEORY

 Rewards should be equitable. High performance should be

rewarded, but employees must understand the inputs
needed to attain certain outputs.
 EMPLOYEE REWARDS PROGRAMS

MANAGERS WHO ARE DEVELOPING ,REVAMPING OR CURRENTLY

IMPLEMENTING AN EMPLOYEE REWARDS PROGRAM SHOULD CONSIDER
THESE TIPS:
1.INVOLVE ALL EMPLOYEES IN THE DEVELOPMENT.IMPLEMENTATION
AND REVISION OF REWARDS PROGRAMS – Involving all employees (or
representatives from different positions) will encourage communication
between employees and management about the rewards process. It will also
ensure that both employees and upper management are onboard with the
reward system .
 EMPLOYEE REWARDS PROGRAMS

ENSURE THAT EMPLOYEES VIEW THE REWARDS AS WORTH

THE EFFORT - Including employees in the reward program
development process is critical to ensuring that they value
the rewards and see them as worth the effort .Managers
should value employee input and select rewards
accordingly. Employees who see the rewards as worth the
effort will be more motivated to work hard to obtain them.
 EMPLOYEE REWARDS PROGRAMS

MAKE SURE THAT EMPLOYEES UNDERSTAND

HOW TO EARN THE REWARDS- Managers should
clearly delineate how employees can earn rewards .
when employees have a comprehensive
understanding of what is expected of them ,they will
be more capable of achieving performance standards.
 EMPLOYEE REWARDS PROGRAMS

 SET REASONABLE AND TRANSPARENT PERFORMANCE STANDARDS FOR

REWARDS- Employees must see the rewards as attainable in order for
them to engage in the necessary effort to obtain them.
Check in with employees to ensure that they believe the rewards are
within their reach.
Also ,providing the employees with a dashboard where they can view
their performance in real time will allow them to accurately assess their
own performance and have a realistic expectations for rewards.
 EMPLOYEE REWARDS PROGRAMS

MAKE SURE EMPLOYEES VIEW THE REWARD SYSTEM AS

FAIR –
When employees view the reward system as fair,they will be
more engaged in trying to obtain the reward.Rewards should
be distributed consistently according to pre determined
policies .Never engage in favoritism or cut corners as this will
have a detrimental impact on employee performance.
 EMPLOYEE REWARDS PROGRAMS

ALWAYS LINK REWARDS TO PERFORMANCE –

In order for rewards to have the most impact on influencing
employee performance ,they must be directly linked to the
desired behaviour. Tie praise, recognition, cash rewards and non
cash rewards to specific results. When employees understand the
connection between their reward and their performance ,they will
be motivated to perform optimally in the future.
 EMPLOYEE REWARDS PROGRAMS

RECOGNIZE SMALL AND LARGE ACCOMPLISHMENTS –

EMPLOYEES SHOULD BE REWARDED WHEN THEY MEET
LARGE GOALS AS WELL AS SMALLER MILESTONS. THIS
WILL ENSURE THAT THEY RECEIVE RECOGNITION FOR
THEIR PROGRESS AND THAT THEIR BEHAVIOR IS
CONSISTENT WITH COMPANY EXPECTATIONS .
 EMPLOYEE REWARDS PROGRAMS

NEVER TAKE A GOOD PERFORMANCE FOR GRANTED-

IT CAN BE EASY TO STOP REWARDING TOP PERFORMERS .
IN ORDER TO KEEP TOP TALENT ON THE TEAM, ENSURE
THAT YOUR COMPANY CONTINUES TO ACKNOWLEDGE
AND REWARD AN EXCELLENT PERFORMANCE.
 EMPLOYEE REWARDS PROGRAMS

MATCH THE REWARD TO THE EMPLOYEE-

ALLOW EACH EMPLOYEE TO SELECT THEIR OWN REWARD OR
DECIDE WHAT REWARDS EMPLOYEES SHOULD RECEIVE
UNDER PREDEFINED CIRCUMSTANCES. THIS WILL ENHANCE
THEIR COMMITMENT TO ACHIEVING THE REWARD BY
ENGAGING IN THE REQUIRED BEHAVIOR.UNDERSTANDING
THE NEEDS OF EMPLOYEES IS CENTRAL TO THIS PROCESS.
 EMPLOYEE REWARDS PROGRAMS

OFFER FINANCIAL REWARDS ,NON-MONETARY REWARDS AND

RECOGNITION
REWARD SYSTEMS THAT INCLUDE A COMBINATION OF CASH AND NON-
MONETARY RECOGNITION.
REWARD SYSTEM THAT INCLUDE A COMBINATION OF CASH AND NON-
MONETARY REWARDS AS WELL AS SOCIAL AWARDS(RECOGNITION AND
PRAISE) HAVE THE GREATEST IMPACT ON EMPLOYEE PERFORMANCE. PAY CASH
BONUSES IN A LUMP SUM TO MAXIMIZE THEIR EFFECT AS MONEY ONLY
MOTIVATES WHEN IT IS A SIGNIFICANT AMOUNT.
 EMPLOYEE REWARDS PROGRAMS

DO NOT DISCLOSE THE CASH VALUE OF NON-

MONETARY TANGIBLE REWARDS
EMPLOYEES WHO ARE UNAWARE OF THE EXACT CASH
VALUE OF NON-MONETARY REWARDS ARE MORE
MOTIVATED BY THEM .DO NOT DISCLOSE THE AMOUNT
UNLESS NECESSARY.
FOUNDATIONS OF GROUP BEHAVIOR

1. Differentiate between formal and informal groups

2. Identify the stages of group development
3. Analyze group interactions
WHAT IS A GROUP?

two or more individuals,

interacting and
interdependent, who have
come together to achieve
particular objectives.

Groups can be either

formal or informal.
WHAT IS A FORMAL GROUP?

 In formal groups, the behaviors

team members should engage in
are stipulated by and directed
toward organizational goals.
 Have formal structures . They
are officially created to
accomplish specific objectives .
Members are bound to perform
the job or tasks assigned to
them .

 Example of formal organizational

CHARACTERISTIC OF A FORMAL GROUP

 A formal group has a documented

organizational chart of the officers
and managers who direct the
organization .
 The organizational or management
chart shows the authority of the
officers , the lines of communication ,
and the reporting relationships in the
organization .
 It also contains the level of
management , the division of work
responsibilities , the supervisory
WHAT IS A INFORMAL GROUP?

 is neither formally structured nor

organizationally determined.
 Informal groups are natural formations in the
work environment that appear in response
to the need for social contact.
EXAMPLE :
 Office people who meet for coffee , join
sports clubs , or are seen more often
together are informal groups .
CHARACTERISTICS OF INFORMAL GROUP

 THEY HAVE INFORMAL STRUCTURES . They

are not officially created , but are freely
formed by members who have need for
them.
 They are also called the “shadow “
organization behind the formal organization
because relationships among members are
not specified but can be observed .
 Relationships in informal organizations are
less structured and more spontaneous
compared to those of formal organizations .
CHARACTERISTICS OF INFORMAL GROUP

 Informal Structure is important because

it is formed by members due to closer
relationships among them compared
with other members .
 There is a stronger bond of friendship or
liking among members of an informal
organization .
 Sometimes , an informal organization is
referred to as a “ clique “ .
EXAMPLE :
 Office people who meet for coffee , join
sports clubs , or are seen more often
together are informal groups .
WHY DO PEOPLE JOIN GROUP?

Social identity theory proposes that

people have emotional reactions to the
failure or success of their group because
their self-esteem gets tied into the group’s
performance.

Explain how individuals create and define

their place in society.
WHY DO PEOPLE JOIN GROUP?
STAGES OF GROUP DEVELOPMENT
 FIRST STAGE IN GROUP DEVEVELOPMENT

The first stage,forming stage, is characterized by a great deal of

uncertainty about the group’s purpose, structure, and leadership. Members
“test the waters” to determine what types of behaviors are acceptable. This
stage is complete when members have begun to think of themselves as
part of a group.
What happens during the forming stage?
1.Team members members first meet.
 WHAT IS STORMING STAGE?

The storming stage is one of intragroup conflict. Members accept the existence of the
group but resist the constraints it imposes on individuality. There is conflict over who will
control the group. When this stage is complete, there will be a relatively clear hierarchy
of leadership within the group.
What happens in storming stage?
1.Organize tasks that is to be accomplished.
2.Sometimes conflict or friction can also arise between team members as their
characters –and their preferred ways of working surface and clash with other people.
 WHAT IS A NORMING STAGE?

In the third stage, close relationships develop and the group

demonstrates cohesiveness. There is now a strong sense of group
identity and camaraderie. This norming stage is complete when the
group structure solidifies and the group has assimilated a common set
of expectations of what defines correct member behavior.
What happens in norming stage ?
1.It is the stage in which harmony in the group is developed, and synergy is
created. It is important because it allows the groups to shift from a focus on the
individuals to the goal of the team.
2.Stage wherein team members are creating new ways of doing and being
together.
 WHAT IS A PERFORMING STAGE?
The fourth stage is performing. The structure at this point is fully functional and
accepted. Group energy has moved from getting to know and understand each
other to performing the task at hand. For permanent work groups, performing is the
last stage in development.
What happens in the performing stage?
1.The team makes significant progress towards its goals
2.Commitment to the teams mission is high and the competence of team members
is high.
3.The members are committed to work cooperatively to achieve the group’s goals.
 WHAT IS ADJOURNING STAGE?

However, for temporary committees, teams, task forces, and similar groups that have a limited
task to perform, the adjourning stage is for wrapping up activities and preparing to disband.
Some group members are upbeat, basking in the group’s accomplishments. Others may be
depressed over the loss of camaraderie and friendships gained during the work group’s life.

What happens in the adjourning stage?

1.Most of the team’s goals have been accomplished.
2.As the workload is diminished , individual members maybe
reassigned to other teams, and the team disbands.