Organization and BehaviorPart III.3 & IV.1

Diagnosing Behavioral ProblemsIII.3

Diagnosing Behavioral Problems in Organization

An important part of any performance management system this process is used to identify and diagnose the cause is of behavioral or performance problems.

Diagnosis Organizational Behavior

How to manage people in an organization with a systematic wayIt helps predicting employee behavior,

shaping them and removing undesired behavior.

Define Expected or Desired Behavior

Described Actual Behavioral Patterns

GAP: What change in behavior is desired?Why does GAP exist?

Motivation

Role Expectecation Resources

Skills / Ability / Knowledge

Leader/Team Coaching

Orientation Process

Performance Review Process

Selection / Recruitment

Process

Leader/Team Coaching

Training & Development

Process

…Next Slide

Diagnosis of Behavioral Problemsin an Organization

Motivation

Inducement System Satisfaction Motivation

Reward Equity: Perceived Fairness

Expectancy: Perceived tie between ERB and Play

Task Task Variety

Conditional Task Feedback

Autonomy, Significance, Identity, Challenge

Managerial Affirmation of WorthConditional Social Feedback Validating Self Concept

Social Affirmation of WorthConditional Social Feedback Validating Self Concept

Process Model of Performance Diagnosis

The process of problem solving in terms of solving performance problems can be comprised of three major stages: Problem identification, diagnosis, and solution generation. This process can be expanded to include solution choice, development of an implementation plan, and monitoring and feedback

of a plan, sections below will describe the first three stages of this process.

Stages of the Behavioral Problem Solving Process

Problem Identification• Identification of specific behavior (either dysfunctional or

wish for changes)• Identifies specific group of employees’ behavior is in question,

and justifies the importance of changing that behavior. • The key outcome of the Problem Identification Stage is the

specification of the Behavioral Gap (also called the Performance Gap), which is the difference between expected/desired employee behavior and actual/observed employee behavior.

Problem Identification ... Con’tNote: It is important to refrain from the attribution

of causes of the Behavioral Gap in this stage of the problem solving process. Likewise, these problems should not be defined in terms of attitudes, personality, or other variables that you believe are causing the Behavioral Gap

Diagnosis• Problem solver identifies the potential causes of Bahavioral

Gap• Starts with a First level Diagnosis – used to determine which

of the four fundamental causes of performance is attributable to the performance problem (Motivation, Skills, Role Perception, or Resources).

Note: This diagnosis may reveal that the Behavioral Gap is a function of more than one of these fundamental causes.

Diagnosis ... Con’t• The Second Level Diagnosis attempts to uncover the

root causes of the first level cause. – For example, if it is determined that the first level cause of

the Behavioral Gap is low motivation, than the second level diagnoses would attempt to determine the root causes of low motivation.

• Most successful managers use complex theories of motivation to help them with this part of the analysis.

Solution Generation• Lists a number of potential solutions to our

behavioral problem which should be aimed directly at changing the behavior specified in the behavioral gap and should be consistent with the causes outlined in the diagnosis stage.

Solution Choice• Chooses alternative solutions• Considers cost-effectiveness, likelihood of success,

ease of implementation, the level of disruption to other systems, and likely effect on other organizational stakeholders

Solution Evaluation• Asks questions such as:

– Were the right people involved?– Were the mental models used in our process

accurate?– Did the process we used have an adverse effect

on the solution chosen? – What can we do next time to insure a better

result?

PerceptionIV.1

What is Perception?• Came from the Latin Perceptio, percipio• How we see the world around us• Process of attaining awareness or

understanding of the environment by organizing and interpreting sensory information.

• The result or product of perceiving

Note: act or faculty of apprehending by means of the senses or of the mind. Understanding

Perceptual Selection• Perceptual Selection

selectivity of which stimuli to perceivepeople perceive (only) a small fraction of the

stimuli to which they are exposed• Two major factors that affects the selection:

1. Previous experience2. motives at the time

Selective Perception Concept• Selective Exposure• Selective Attention• Perceptual Defence• Perceptual Blocking

Perception and Work Behavior• People make trait distinctions between occupations as well as

classes• (1) Organizational and structural factors influence behaviour

and in other ways modify the information that actors have about each other

• (2) Cognitive and motivational limits on the ability to process information do not allow actors to correct adequately for biased source of their information

• Impressions of co-workers and managers are not solely based on their abilities and dispositions, but are instead heavily

influenced by the roles they play.

Principles in Personal Leadership• Success in your personal growth will be defined by

your success in personal leadership.

Aptitude

AltitudeAttitude

3 Major Pillars of Personal Leadership

Attitude• The manner in which you approach any situation is crucial to the results

that you ultimately achieve. • Your attitude determines your mindset, it is the foundation on which your

responses sit. The attitude you choose to have will determine how effective you are.

Believe in Choice

Believe in the Future

Believe in Possibilities

3 Things that we must believe to maintain a positive attitude

Aptitude• determines how well you do something• the level of your abilities that will sustain the fire in your

attitude

3 things required to have high aptitudeKeen

Awareness

PracticeMentorship

Altitude• heights to which you can grow• is fuelled by your attitude and aptitude.

Intent

Follow Through

Desire

Individuals who consistently move to the next level all have to focus on these 3 things

Intellegence Defined• abilities for abstract thought, understanding,

communication, reasoning, learning, planning, emotional intelligence and problem solving.

Theories of Intelligence

General Intelligence by Charles Spearman

• Intelligence is general cognitive ability that could be measured and numerically expressed.

Primary Mental Abilities by Louis L. Thurstone

• Seven different primary mental abilities1. Verbal comprehension2. Reasoning3. Perceptual speed4. Numerical ability5. Word fluency6. Associate memory7. Spatial visualization

Multiple Intelligences by Howard Gardner

• describes eight distinct intelligences that are based on skills and abilities that are valued within different cultures.

• A classical model to understand and teach many aspects of human intelligence, learning style, personality and behavior.

Multiple Intelligences … Con’t• The ten multiple intelligences Gardner described are:

Intelligence Type Capability and PerceptionVisual-spatial Image & Space

Verbal-linguistic Word & LanguageBodily-Kinesthetic Body Movement Control

Logical-mathematical Logic & NumbersInterpersonal Other’s FeelingsIntra personal Self-Awarness

Musical Music, Sound, RhythmNaturalistic Instinct & Natural Environment

Spiritual-Existential Religion & the “Ultimate” IssueMoral Ethics, Humanity, Value of Life

Multiple Intelligences … Con’t• The theory represents a definition of human nature

from a cognitive perspective. (how we perceive, how we are aware of things)

• This provides absolutely pivotal and inescapable indication as to people’s preferred learning styles, behavioral and working styles, and their natural strengths.

Triarchic Theories of Intelligence by Robert Sternberg

• "mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life."

• proposed what he refers to as 'successful intelligence,' which is comprised of three different factors:– Analytical intelligence: This component refers to problem-solving

abilities.– Creative intelligence: This aspect of intelligence involves the ability to

deal with new situations using past experiences and current skills.– Practical intelligence: This element refers to the ability to adapt to a

changing environment.

VAK(Visual, Auditory, Kinesthetic)

• " Learning style model developed by Fernald, Keller, Orton, Gillingham, Stillman and Montessori.

• It is a multi-sensory approach to learning and teaching was originally concerned with the teaching of dyslexic children and other learners for whom conventional teaching methods were not effective.

• Gardner’s Theory is one way of looking at thinking styles; VAK is another.

• Visual – seeing and reading• Auditory – listening and speaking• Kinesthetic – touching and doing

Theories of Learning• Learning

– Learning is any change in content or organization of long term memory or behavior

– It is the key to Consumer Behavior

• Classical Conditioning– Based on the association of a stimulus and response– Most common in low involvement situations– Also known as Pavlovian Conditiong

• Operant Conditioning – Based on reward/punishment to desired response

– Use of free samples is highly effective– Also known as Instrumental Learning

Theories of Learning … Con’t• Iconic Rote Theory

– Association between two concepts in the absence of conditioning– Particularly useful in low/medium involvement purchase

• Vicarious Learning/Modeling– Learning by observation– Useful in both high and low involvement purchase

• Reasoning/Analogy– Also known as Cognitive Learning– Is a problem solving process associated with goal achievement

Factors Affecting Learning• Importance of Information• Message involvement• Mood• Reinforcement• Punishment• Repetition• Imagery• Related aspects

– Forgetting – cessation of the stimulus– Extinction – self choice of an individual

Memory• It is the total accumulation of the prior learning experience • Short Term Memory

– That portion of the memory which is currently active or in use– Has limited capacity to store information and sensation– Two basic types of information processing

• Elaborative Activities – use of previously stored experiences, activities, values, attitudes, beliefs and feelings to interpret and evaluate information.

• Maintenance Rehearsals – continuous repetition of information – Is dependent on

• Concepts• Imagery

Memory … Con’t• Long Term Memory

– Is an unlimited permanent storage– Can be roughly divided into 4 parts

• Semantic Memory – basic knowledge and feeling an individual has about a concept.

• Episodic Memory – Memory of events in which an individual participated. (Nostalgia)

• Schematic Memory – is a complex web of association developed by breaking down of information into smaller pieces of related information linked together.

• Script Memory – memory of how action sequence should occur. Necessary for consumers to shop effectively.

Appendix12 different theories on how people learn

Constructivitism• a philosophy of learning founded on the premise

that, by reflecting on our experiences, we construct our own understanding of the world we live in.

• Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

Behaviorism • a learning theory that only focuses on objectively

observable behaviors and discounts any independent activities of the mind.

• define learning as nothing more than the acquisition of new behavior based on environmental conditions.

Piaget’s Developmental Theory • Swiss biologist and psychologist Jean Piaget (1896-

1980) • based on the idea that the developing child builds

cognitive structures–in other words, mental “maps,” schemes, or networked concepts for understanding and responding to physical experiences within his or her environment.

Brain-Based Learning• based on the structure and function of the brain. • As long as the brain is not prohibited from fulfilling

its normal processes, learning will occur.

Multiple Intelligences• Howard Gardner, • suggests there are at least seven ways that people

have of perceiving and understanding the world. • Gardner labels each of these ways a distinct

“intelligence”–in other words, a set of skills allowing individuals to find and resolve genuine problems they face.

Right Brain/Left Brain Thinking• the structure and functions of the mind suggests that

the two different sides of the brain control two different “modes” of thinking.

• suggests that each of us prefers one mode over the other.

Communities of Practice• views learning as an act of membership in a

“community of practice.”• seeks to understand both the structure of

communities and how learning occurs in them.

Control Theory• the theory of motivation proposed by William

Glasser • contends that behavior is never caused by a response

to an outside stimulus. Instead, the control theory states that behavior is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need.

Observational Learning• also called social learning theory, • occurs when an observer’s behavior changes after

viewing the behavior of a model. • An observer’s behavior can be affected by the

positive or negative consequences–called vicarious reinforcement or vicarious punishment– of a model’s behavior.

Lev Vygotsky and Social Cognition• asserts that culture is the prime determinant of

individual development. • - Humans are the only species to have created

culture, and every human child develops in the context of a culture. Therefore, a child’s learning development is affected in ways large and small by the culture–including the culture of family environment–in which he or she is enmeshed.