Intro, personality, attitude edited

Organisational Behaviour 1
Organisational
behavior

Objectives of the subject
 To introduce the basic processes and principles that
underline human behavior
 To create an understanding of how people behave in
organization and focus on ways to enhance
organizational effectiveness through people.
 To understand how to effectively recognize and resolve
human issues in organizational settings.
 To develop an ability to catalyze harmonious relationship
amongst employee groups.
 To inculcate learning spirit, constant innovation and
concern towards people and environment.

Course content
 Fundamentals
 Perception
 Attitude
 Personality
 Motivation
 Learning
 Reward system
 Group dynamics
 Interactive conflict & negotiation skills
 Transaction analysis
 Leadership
 Managing change

Managers role
 Interpersonal role – figurehead, liaison, leader
 Information role – recipient, disseminator,
spokes person
 Decision role – entrepreneurial, disturbance
handler, resource allocator, negotiator.
 Management skills: Technical, human,
conceptual skills

Meaning
 Is the study and application of knowledge
about how people- as individuals and as
groups – act within organizations.

Definition
 The understanding, prediction, and
management of human behaviour.

THEORETICAL
Organizational
Theory (OT)
Organizational
Behaviour (OB)
APPLIED
Organizational
Development
(OD)
Personnel/
Human resources
(P/HR)
MACRO MICRO

Contribution from other disciplines
 Psychology
 Sociology
 Socio Psychology
 Anthropology
 Political science

Importance
 Smooth conduct of organizational
activities
 Coordination
 Efficiency

Goals of organizational behaviour
 Describe
 Understand
 Predict
 Control

Characteristics
 Interdisciplinary nature- integrate the
behavioral science with other social
sciences.
 Emerging bases of research knowledge
and conceptual framework

Elements of Organizational
behaviour
 People
 Structure
 Technology
 Environment Organization
People
TechnologyStructure
Environment
Environment
Environment

Evolution
 Plato –Leadership qualities
 Aristotle -persuasive communication.
 Niccolò Machiavelli (Italian philosopher ,6th century) -
Contemporary work on organizational power and politics.
 Adam Smith (In 1776) -Organizational structure based on
the division of labour.
 Max Weber(German sociologist) -charismatic leadership.
 Robert Owen (1800)- -emphasized the human needs
 Frederick Winslow Taylor(1900- Father of Scientific
Management) -goal setting and rewards to motivate
employees.
 Elton Mayo , 1920 and his colleagues conducted
productivity studies at Western Electric's Hawthorne plant
in the United States.

 Though it traces its roots back to Max Weber and earlier,
organizational studies is generally considered to have
begun as an academic discipline with the advent of
scientific management in the 1890s, with Tayl The Greek
philosopher Plato wrote about the essence of leadership.
 Prominent early scholars included Chester Barnard, Henri
Fayol, Frederick Herzberg, Abraham Maslow, David
McClelland, and Victor Vroom.
 The Second World War further shifted the field, as the
invention of large-scale logistics and operations research
led to a renewed interest in rationalist approaches to the
study of organizations

 In the 1960s and 1970s, the field was strongly influenced
by social psychology and the emphasis in academic study
was on quantitative research.
 Starting in the 1980s, cultural explanations of organizations
and change became an important part of study. Qualitative
methods of study became more acceptable, informed by
anthropology, psychology and sociology.

Hawthorne experiment (Henry A. Landsberger )
Study Outcome
Changes in illumination Productivity increased(1927-
32)
Motivational effect of the interest being shown in them
productivity varied(2009) Other factors such as the weekly cycle of work or the
seasonal temperature and so the initial conclusions
were overstated and the effect was weak or illusory
Relay assembly test.
1.Changes in wages (Paid for
overall Production)
2. Increased the break time (two
5 minutes, two 10 minutes, six 5
minutes)
3.Providing food during breaks
4.Shortening the day time for 30
Minutes, Shortening more,
returning to original
1. Increased productivity
2. Increased- Increased-
decreased
3. Increased
4.Increased- increased-
peaked up
The workers felt that they are being watched
Order of preference
1. Small group
2. Type of supervision
3. Earnings
4. Novelty of the situation
5. Interest in the experiment
6. Attention received in the test room
Bank wiring room experiments
Productivity decreased Feared that some of them would be fired ou
Interview with workers Upward communication
increase positive
attitude in the work
environment
The workers feel pleased that their ideas are being
heard.

Models of OB
 Autocratic
 Custodial
 Supportive
 Collegial

Models of Organizational Behaviour
Autocratic Custodial Supportive Collegial
Basis of model Power Economic
resources
Leadership Partnership
Managerial
Orientation
Authority Money Support Teamwork
Employee
orientation
Obedience Security and
benefits
Job performance Responsible
behaviour
Employee
psychological
result
Dependence on
Boss
Dependence on
organization
Participation Self-discipline
Employee
needs met
Subsistence Security Status and
recognition
Self-actualization
Performance
result
Minimum Passive
cooperation
Awakened drives Moderate
enthusiasm

Perception

 Perception process:
Nature and importance,
Perceptual selectivity,
Perceptual organisation,
Social perception,
The Halo effect

Perception
 Perception is the process by which
organisms interpret and organize
sensation to produce a meaningful
experience of the world.

Nature and importance
 Unique representation of the situation
 Recognition of the difference between real and
perceptual world
 Example: universal perception on certain
situation
 Better understanding of the concepts is
important
 To understand the difference between sensation
and perception

Sensation Vs Perception
 The data collected through the sensory
organs must be processed in order to
understand the world around them.
 Sensation deals with physiological functioning.
 Perception is more broader than sensation
Example: A subordinate’s answer to a question is based on what he
heard the boss says, not on what the boss actually said.

Sub processes of Perception
Confrontation of
specific stimulus
(e.g., Supervisor or
new procedure)
Interpretation
of the stimulus
(e.g., motivation,
learning
And personality)
Feedback
For clarification
(e.g., kinesthetic or
Psychological)
Behavior
(e.g., over such as
Rushing off or covert
such as attitude)
Consequence
(e.g., reinforcement/
Punishment or
Some organisational
outcome
Registration
Of Stimulus
(e.g., sensory and
Neural mechanisms)
EXTERNAL
ENVIRONMENTAL
Sensual Stimulation
Physical Environment
Office
Factory Floor
Research methodology
Store, etc
Sociocultural Environment
Management styles
values
Discrimination, etc

Perceptual selectivity
External attention factors
 Intensity
 Size
 Contrast
 Repetition
 Motion
 Novelty & familiarity
Internal set factors
 Learning and perception
 Perceptual set in the workplace
 Motivation and perception M-A-C-H-I-N-E-R-Y
 Personality &perception
TURN
OFF THE
THE ENGINE

Perceptual Organisation
 Figure- Ground
 Perceptual grouping – Closure, Continuity,
Proximity, Similarity
 Perceptual constancy
 Perceptual context
 Perceptual defense- Denial, modification &
distortion, change in perception, recognition but
refusal to change

Social perception
 Characteristics of Perceiver and Perceived
 Knowing oneself makes it easier to see others accurately
 One’s own characteristics affect the characteristics one is likely to see in others
 People who accept themselves are more likely to be able to see favorable aspects of
other people
 Accuracy in perceiving others is not a single skill.
 Persons being perceived
 Status of the person perceived
 The role of the perceived
 Visible traits of the person perceived
 Attribution- explaining the cause of another’s or their own behaviour- dispositional &
situational
 Stereotyping
 Halo effect

DO NOT READ the words, say aloud the COLOR
of each word.
 YELLOW BLUE ORANGE
BLACK RED GREEN
PURPLE YELLOW RED
ORANGE GREEN BLACK
BLUE RED PURPLE
GREEN BLUE ORANGE

This is a type of psycholinguistic test that poses some
difficulty because the portion of the brain that handles
language has the conflicting tasks of verbalizing the
colour of the written words while ignoring the meaning of
words representing colors.

Impression management/ self
presentation
 The process of impression management
 The self-concept, desired & undesired identity
images, role constraint, target’s value and current
social image
 Employee impression management
strategies
 Demotion- preventative strategy – accounts,
apologies, disassociation
 Promotion- enhancing strategies – entitlements,
enhancement, obstacle disclosure, association

Personality

What is Personality?
 How would you describe it?
 Is it inherited?
 Are you more like your mom or dad?
 Does it change over time?
 Does it change depending on who you are with?

 Per sona – to speak through
 How people will affect others and how they
understand and views themselves, as well as
their pattern of inner and outer measurable traits
and the person situation interaction

 Definition:
The unique qualities of an individual and how
those qualities affect understanding of
themselves and others
 The Role of Heredity and the Brain
External appearance – due to genetics
Internal characteristics – nature vs. nurture –
Twin Studies show that 40% are fixed…60%
developable

Personality Theories
Trait Theory - understand individuals by
breaking down behavior patterns into
observable traits
Psychodynamic Theory - emphasizes
the unconscious determinants of
behavior
Humanistic Theory - emphasizes
individual growth and improvement
Integrative Approach - describes
personality as a composite of an
individual’s psychological processes

Personality- Summary
The Four Perspectives on Personality
Perspective Behavior Springs From Assessment Techniques Evaluation
Psychoanalytic Unconscious conflicts Projective tests aimed at A speculative, hard-to-test
between pleasure-seeking revealing unconscious theory with enormous cul-
impulses and social restraints motivations tural impact
Trait Expressing biologically (a)Personality inventories A descriptive approach crit-
influenced dispositions, such that assess the strengths icized as sometimes under-
as extraversion or introversion of different traits estimating the variability
(b)Peer ratings of behavior of behavior from situation
patterns to situation
Humanistic Processing conscious feelings (a)Questionnaire A humane theory that
about oneself in the light of assessments reinvigorated contemporary
one’s experiences (b)Empathic interviews interest in the self; criticized
as subjective and sometimes
naively self-centered and
optimistic
Social-cognitive Reciprocal influences between (a)Questionnaire assessments Art interactive theory that in-
people and their situation, of people’s feelings of control tegrates research on learning,
colored by perceptions of (b) Observations of people’s cognition, and social behavior,
control behavior in particular criticized as underestimating
situations the importance of emotions
and enduring traits

Self-concept
 Self-concept: attempts to understand
themselves
 Self- esteem: self-perceived competence
and self-image
 Self- efficacy: capable and confident of
performing well in a situation

Start with Nature, Then Add Nurture
How much of your personality
was developed, learned,
strengthened over time?
Socialization trains us how to act
in relationship to others.
Parents are our first teachers.
How much of personality
is based on genetics?

Is Personality Changeable?
30
30
40
genetics
trained-permanent
trained-adjustable

 Big five
 Extraversion- sociable, talkative, assertive
 Agreeableness-Good-natured, cooperative, and trusting
 Conscientiousness –responsible, dependable, persistent
 Emotional stability –less tensed, secured, less nervous
 Openness to experience- imaginative, artistically sensitive

Person – situation concept
 Each situation is different
 Same person can react differently for
same incident in different occasion
 Personality is very diverse and complex

Development of personality &
socialization
 Adult life stage ( Daniel Levinson)
 Stages
 Entering the adult world( 22-28)
 Settling down (33-40)
 Entering middle adulthood (45-50)
 Culmination of middle adulthood(55-60)
 Transitional periods
 Age thirty transition (28-33)
 Midlife transition(40-45)
 Age-fifty transition (50-55)
 Late adult transition (60-65)

Douglas T. Hall’s career stage
model
Exploration
Maintenance
Stagnation?
Decline
Age 15 20
25
45 65
Needs Identity Intimacy Generality Integrity
Trial
Establishm
ent
G
row
th?
Advancem
ent
Employeeworkperformance
High

Development of personality &
socialization
The Chris Argyis Immaturity- Maturity
Continuum
Immaturity Characteristics Maturity Characteristic
Passivity Activity
Dependence Independence
Few ways of behaving Diverse behavior
Shallow interests Deep interest
Short time perspective Long time perspective
Subordinate position Super ordinate position
Lack of self- awareness Self- awareness and control

The socialization process
 The continuous impact from the environment
 Organisational socialization
 Change of attitudes, values and behaviour
 Continuity of socialization over time
 Adjustments to new jobs, work groups and
organisational practices
 Mutual influence between new recruits and their
managers
 Criticality of the earlir socialization period

 For successful organizational socialization
 Provide a challenging first job
 Provide relevant training
 Provide timely and consistent feedback
 Select a good supervisor to be in charge of
socialization
 Design a relaxed orientation program
 Place new work group in work groups with high
morale.

Personality Characteristics
in Organizations
Self-Esteem
Feelings of Self Worth
Success tends
to increase
self-esteem
Failure tends
to decrease
self-esteem

in Organizations
Locus of Control
Internal External
I control what
happens to me!
People and
circumstances control
my fate!

Outcomes of Personal Control
Learned HelplessnessLearned Helplessness
Uncontrollable
bad events
Perceived
lack of control
Generalized
helpless behavior
Important IssueImportant Issue
• Nursing Homes
• Prisons
•Colleges

in Organizations
Generalized Self-Efficacy - beliefs and expectations about
one’s ability to accomplish a specific task effectively
Sources of self-efficacy
 Prior experiences and prior success
 Behavior models (observing success)
 Persuasion
 Assessment of current physical & emotional
capabilities

in Organizations
Self-Monitoring
Behavior based on cues from people & situations
 High self monitors
 flexible: adjust
behavior according to
the situation and the
behavior of others
 can appear
unpredictable &
inconsistent
 Low self monitors
 act from internal
states rather than
from situational cues
 show consistency
 less likely to respond
to work group norms
or supervisory
feedback

in Organizations
Positive Affect - an individual’s tendency
to accentuate the positive aspects of
oneself, other people, and the world in
general
Negative Affect - an individual’s
tendency to accentuate the negative
aspects of oneself, other people, and
the world in general

in Organizations
A strong
situation can
overwhelm the effects
of individual personalities
by providing strong cues
for appropriate
behavior

in Organizations
Strong
personalities
will dominate
in a weak
situation

How is Personality Measured?
Projective Test - elicits an individual’s response to
abstract stimuli
Behavioral Measures - personality assessments
that involve observing an individual’s behavior in a
controlled situation
Self-Report Questionnaire - assessment involving
an individual’s responses to questions
Myers-Briggs Type Indicator (MBTI) - instrument
measuring Jung’s theory of individual differences.

Discussion Questions
 Do you feel organizations should hire people based upon
their personality characteristics?
 What are the issues with this?
 When people are hired into a job (e.g., engineering) do
you think the personality is attracted to the job, or the job
shapes the personality? Why?
 “I didn’t used to me this way until I started working here.”

Attitude

 A persistent tendency to feel and behave
in a particular way toward some object
Character
 Tend to persist unless something is done to
change them
 Can fall anywhere along a continuum from
favorable to unfavorable
 Directed toward some object about which a person
has feeling and beliefs

Components
 Emotional- positive, negative, neutral
 Informational- beliefs and information
 Behavioural – person’s tendencies to
behave in a particular way toward

Functions of attitude
 The adjustment function
 The Ego-defensive function
 The value- expression function
 The knowledge function

Change in attitude
 Barriers to changing attitudes
 Prior commitment
 Insufficient information
 Providing new information
 Use of fear
 Resolving discrepancies
 Influence of friends and peers
 The coopting approach

Job satisfaction
 A pleasurable or positive emotional state
resulting from appraisal of one’s job or job
experience
 Dimension
 An emotional response to job situation
 How well the outcomes meet or exceed
expectations
 Represents several related attitudes
 The work itself, pay, promotion opportunities, supervisor,
coworkers

Influences on job satisfactions
The work itself
 Pay
 Promotional opportunities
 Supervision
 Workgroup
Working conditions

Outcomes of job satisfaction
 Satisfaction and productivity
 Satisfaction and turnover
 Satisfaction and absenteeism
 Other effects of job satisfaction
Fewer accidents
Citizenship behaviour

Organizational commitment
 Strong desire to remain a member of a
particular organization
 Willing to exert a high level of efforts
 Definite belief in and acceptance of the
values and goals of the organization

Intro, personality, attitude edited

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