MBUS 517

Organizational Behavior

G. Robert Greene, PhDClass Facilitator

Class One

3

College of Graduate and Professional Studies

MBUS 517Organizational Behavior

Business

Class One Overview

Introduction

Course Overview

Course Syllabus

Basic Concepts

Introductory Exercises

Review and Lessons Learned

Assignments for next week

You cannot teach a man (a person) anything. You can only help him (or her) discover it –

within themselves.

— Galileo

“Strive to be the greatest man in your country, and you may be disappointed.

Strive to be the best

and you may succeed: he may well win the race

who runs by himself.”

– Benjamin Franklin, Poor Richard's Almanac, 1746

Therefore, I want YOU . . .

. . . to earn the “A” that you deserve!

(Right?)

You did notice theword “earn” –

right?

Some people say there are three kinds of people:

Those who make things happen . . . Pro-active

Those who watch things happen . . . Re-active

Those who wonder, What happened? . . . Dead/Dying

Other people say there are only two kinds of people:

1. The glass is half-full People . . .

They see all kinds of opportunity and leap into the stepsand details necessary to forge their success . . .

2. The glass is half-empty people . . .

They find lots of details, then over-analyze them into insoluble problems, and eventually talk themselvesout of the opportunity - - and potential success

Which of these type s are you?

Only you can answer that question about yourself.

Remember:

Anything worth doing . . .

. . . is worth doing poorly . . .

. . . UNTIL . . .

. . . you learn how to do it well!

Thus, you should consider . . .learning how to do something really well . . .

. . . something that will reward yousuch that you can live

the way you want to live . . .

rather than just“showing up for work every day” . . .and having to “take whatever comes.”

On a side note . . .You’ve heard of “publish or perish,” right?

Check this out . . .

Key ObjectivesEnhance. . .

Your personal self-awareness

Understanding of your behavior (and why)

Understanding others’ behavior (and why)

Ability to predict your behavior . . . and others’

Ability to manage your behavior

Ability to lead/manage others’ behavior . . .

and thus organizational performance and success

Our basic premise . . .It can (and will) be argued that the key to understanding human behaviorin organizations must begin with clearer understanding of the factors thatgovern, drive, or control one's behavior and behavior patterns.

Thus, we will begin developing and clarifying understanding of why we (i.e., you) behave as we (you) do - on a very basic, personal level.

Once those variables are better understood, then understanding why others behave as they do becomes somewhat easier and clearer.

Once we understand why people act the way they do, we are in a better position to begin the development of strategies and interventions that will enable us to lead or manage others' behavior (superiors, peers, subordinates).

IntroductionsIntroduce yourself by giving us Elevator Speech:Introduce yourself by giving us Elevator Speech:

Your name (i.e., what you prefer to be called)Your name (i.e., what you prefer to be called)

The The degreedegree you are pursuing, and your you are pursuing, and your majormajor

Your Your employeremployer, , job titlejob title . . . and for . . . and for how longhow long

What you hope to take awayWhat you hope to take away from this course from this course

Your Your hobby/hobbies/outside interestshobby/hobbies/outside interests

Your most important on-the-job Your most important on-the-job responsibilityresponsibility

Your Your PrimaryPrimary and and SecondarySecondary Personality Types Personality Types

Class Discussion

What did you notice regarding yourclassmates – based on their introductions?

Why do you think I asked you to prepareyour “thirty second elevator speech”?

Class Discussion

Why do you think/believeI asked you to complete the

Personality Types/Styles Inventory?

Would knowing personality types affect how you formed a team at work?(e.g., which types you would appoint

as members of the team?)

Class Exercise:

Construction of temporaryName Tents

Please also write your primary and secondary “types” on your Name Tent

Bob

Powerful Choleric Perfect Melancholy

How many of you are requiredto complete LRSP 400 . . .but have not completed it?

When are you scheduled to complete it?

Moving right along:The next several slides will address key terms to insure we are all “on the same page” regarding . . .

• Adult Learning Theory (“Andragogy”)

• Definition of several key terms

• Analytical thinking vs. Systems thinking

We’ll move quickly . . . so pay close attention.

• Understanding our environmental context

The following presentation provides interesting insightsregarding the environment in which leaders and managers

function today . . .

. . . and why understanding these factorsis important to your success . . .and why continuous learning

has to be a life-long process today.

“In a time of drastic change . . .

it is the learners who inherit the future.”

– Eric Hoffer

And the good news is . . .

Okay . . . Did you catch the phrase,

“Continuous ExponentialParadigm Shifts”?

What are the implications of that phrase for leaders and managers?

Someone please define theterm “paradigm “for us . . .

(It’s correctly pronounced “para-dime” . . . not “para-dig-em”)

Paradigm is defined as “two dimes” . . . as in, “I have two dimes.”

NOT!!

Paradigm means “the way things work,” or . . .

. . . “the way we believe (or think) things (are supposed to) work.”

Or, putting it a bit more concisely . . .

Paradigms . . .

• Provide a system of rules and regulations that . . .

• Establish or set limits and boundaries . . .

• Provide the dynamics of problem solving systems

• Thus, provide guidelines for successfully solving problems within the model’s limits and boundaries

• Make it difficult to even see (perceive) data that is not consistent with our current models/paradigms

A couple of modern examples . . .

The Sony Walkman (portable cassette tape player)

Promptly replaced by the portable CD player

Promptly replaced by the portable MP3 player

Motorola analog cell phones

Nokia digital cell phone

Multi-function “i Phone”

Paradigms . . .

Are common (everyone has them and uses them)

Tell us what’s important, thus are useful for problem-solving

Danger: when your paradigm becomes the paradigm (causing “paradigm paralysis”)

New paradigms (rules) are usually “written at the edge”

Paradigm leaders/pioneers must be very courageous

Okay, so why are those ideas important in your MBA program?

You can choose/decide to change your paradigm

Let me explain why – by asking a question . . .

Who is Alvin Toffler, and what did he contribute toour understanding of the business environment?

Answer: Over thirty five years ago, Toffler said . . .

“The rate of change – and the amplitude – of change . . .

. . . will increase into the foreseeable future . . . ”

. . . resulting in continuous exponential “paradigm shifts”

“Paradigm Shift”????

When a paradigm shifts (changes), everything and everyone . . .

. . . goes back to square one . . . and starts over from scratch.

A few missed paradigm shifts in history . . .

Prior history and/or success mean NOTHING!

What’s that all about? And how is it relevant to us?

And the answer is . . .

How people deal with Paradigm Shifts:

As a result, people choose one of the only two available strategies:

Change your thinking (i.e., your paradigm)

Because changing the way we think is “just too un-comfortable,”most people simply reject the new information – until it’s too late.

Reject the new information

As we discover that old methods no longer work as they once did,NEW information regarding our OLD paradigms

causes people to “get upset.”

Therefore, paradigm shifts create/cause cognitive dissonance.

So . . . what is the key “management message” for today?

Time Management Theory

Time Management Theory

Urgent*

NotUrgent

Important**Not

Important

1

2

3

4

Examples:

1.

2.

3.

4.

Open on time

Planning, R&R

“Got a minute?”

Surfing the Net

Focus your time use on Quadrants 1 and 2 - - and push others to back burner.

• Then, place each item into one of the following categories:

• MUST DO - with sub-priorities A, B, C, D, etc.

Overnight, your subconscious mind will begin working on “best way” solutions

• SHOULD DO - with sub-priorities A, B, C, D, etc.

Every night – before your head hits that pillow:

• Make an exhaustive list of your personal “to do” projects

Time Management – in practice

• COULD DO - with sub-priorities A, B, C, D, etc.

Tomorrow, work on Must Do - item “A” - to exclusion of all others - until completed

Then, work on Must Do - item “B” - to exclusion of all others - until completed

Pareto’s Law

Another important concept:

(or the Principle of Selectivity)

Who was Pareto, and what did hediscover that we need to know?

Pareto’s Law (or Principle of Selectivity)

Vilfredo Pareto, an 1800’s Italian economist/mathematician, discovered:

• 20% of the pea pods in his garden yielded 80% of the peas!

And you say, “Okay! WOW!!! . . . But . . . so what???”

Well, thus was born an idea that has stood the test of time and scrutiny

• 80% of Italian land was owned by 20% of the people

For example . . .

Pareto’s Law• As applied to media advertising campaigns:

• As applied to managerial headaches:

• As applied to your personal productivity:

20% of the items on your “to do” list cause 80% of measurable results

• As applied to what you read (e.g., in textbooks – and elsewhere):

80% of your problems are caused by the same 20% of your people

• As applied to problem solving :

80% of your sales results are generated by 20% of the ads placed

20% of problem causes account for 80% of the problems

20% of that information is more important than the other 80% of it (!)

Are you getting my message here???

Adult Learning Theory

(Andragogy)

Perhaps you have heard the expression . . .

I hear and I forget . . .

I see and I remember . . .

I do and I understand.

Pedagogy vs. Andragogy

Today we know that adult learners learn (they actually prefer to learn) differently

than children and adolescents learn.

Pedagogy has to do with the way children and adolescents learn (best)

The following slides address theory and practice related to andragogy . . .

. . . as well as ideas related to why we teach (facilitate or manage the

learning process ) the way we do in our classes in the CGPS MBA program.

Andragogy has to do with the way adult learners learn – and prefer to learn

Learning

Involvement

Lecture

Cases

Simulations

Hands-onExperience

Teaching/Learning Strategies

0

Dale’s Cone of LearningAfter only two weeks,

we will tend to remember . . .

Doing

Participating& Receiving

VisualReception

VerbalReception10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

70% of what we say

90% of whatwe say and do

Passive

Active

Reading

Hearing

Seeing

Watch a Movie

Observe a Demonstration

Visit “On Location”

Participate in a Discussion

Giving a Lecture or Presentation/Talk

Participate in a Dramatic Presentation

Participate in a SimulationPracticing or doing “the Real Thing”

Edgar Dale. Audio-Visual Methods in Technology. Holt, Rinehart, Winston, 1969

Does that perhaps explain why youhad trouble remembering someof that material for those exams

in undergraduate school?

Pedagogy vs. AndragogyNow we know that Adult learners . . .

Need (prefer) to be self-directed (re: learning goals and motivation)

Desire to integrate their background and experience with their learning

Have a preferred learning style (written, oral/auditory, visual, etc.)

Have learning processes that are more adaptable

Learn continuously – and understand that it is a life-long process

Base learning on their own (and others) life-experiences

Prefer to learn interactively, experientially, collaboratively

Seek learning with immediate relevance and application

Prefer materials with a problem-oriented vs. content-oriented focus

Okay . . . before we move along, what are your questions?

“Analytical Thinking”

as contrasted with

“Systems Thinking”

Next we consider the differences between

Analytical Thinking . . . explained:

One begins with a complex idea, concept, or object . . .

Breaks item into its individual “parts” or “components”

Analyzes the parts . . . until they are understood

Re-assembles “parts” back into a “whole.”

Now, we understand the whole, right?

Well . . . sort of . . .

Unfortunately . . . analytical thinking:

DOES NOT consider the effects/impacts of . . .

Goals, objectives, schedules, deadlines

Dependence or Interdependence of the parts

Organization and Complexity of the parts

Probabilities and/or Random events

Need for guidance and control

Synergy

Systems thinking demands that we consider all of them,

and their potential impacts on/within our organization.

All of which have an impact on operating results

within systems (e.g., organizations). . .

And therefore . . .

So . . . What are the characteristics of systems?

Note . . . that systems can be either . . .

“Black Box”Consistent Inputs result in

inconsistent/different outputs

“White Box”Consistent inputs result in

consistent outputs

Input “A’s” . . . and outputs vary

(“X,” “Y,” and “Z”)

Input “A’s” . . . and get consistent Outputs (“X,” “X,” and “X”)

Are organizations white boxes — or black boxes?

Why is understanding that important?

Next, I introduce Systems ThinkingA basic systems model:A basic systems model:

InputsProcessor

TransformerConverter

Outputs

The EnvironmentThe Environment

A System

Feedback

Organizations as Systems

If this diagram were “suspended on a thread” . . . If this diagram were “suspended on a thread” . . .

and we “whacked” one end of it, and we “whacked” one end of it, what would happen?what would happen?

The point being that . . .

Anything that happens anywhere . . .

. . . within a system (of any type or kind) . . .

will have an impact on the rest of the system.

Perhaps you have heard of the . . .

. . . “butterfly effect” . . . ?

So . . . what is it?

Regarding what we can really “control” Note: this is a very important concept.

100% withinour control

100% outsideour control

Examples? Examples?

Regarding everything else,we simply “influence”

(and understand that process by applying laws of probability)

Okay, take the next 15 minutes

to form five Learning Teams and . . .

your first Necessary Break

Also: complete the Roster provided, includingTeam Name, Member Names, “Tent” NamesPersonality Types, and phone numbers . . .

and re-assemble in 15 minutes

two

Course SyllabusFacilitator Access and Office Hours

Course description

Required texts

Evaluation Criteria and Weights

Description of assignments and requirements

On-line (Blackboard) component

Honor Code – and other general expectations

Class Schedule, reading, and other assignments

Define (or differentiate) . . .

Knowledge

Insight

Understanding

Wisdom

Skill

Truth

Dr. Greene’s definitions . . .

Knowledge: acquaintance with truth, facts, or principles

Insight: knowledge based on introspection or revelation

Understanding: apprehension or grasp of the true state of a matter

Wisdom: ability to make right use of knowledge with good judgment

Skill: use or application of wisdom by practical means

Truth: the actual state of a matter as it conforms to fact or reality

Define (or differentiate) . . .

Efficient

Effective

Success

HaveDoBe

GoalsTasksWho

but what’s missing from this picture?

Understanding Success

This is where most models end . . .

What are your questions from Chapter One?

Class Discussion:Study and Application Strategies

(Zachary and Kuzuhara, p. 11)

How do you propose the class should study/prepare for classthat emphasizes higher-order learning?

What did you learn from this discussion?

Case Problem: Hands-on CEO at Jet Blue DuBrin Text, (pp.17-18)

In what way did Neeleman demonstrate understanding of OB?

What else could/should Neeleman do making use of his Knowledge of OB to improve the firm’s chances of success?

What’s wrong with the pilot staying in the cockpit?

What did you learn from the discussion of this case?

What are your questions from Chapter Two?

O.K. . . . moving right along . . .

Individual Differences:

Mental Ability, Personality

High Performance Cycle Model

Human Beings: The unique “three in one”

High Performance Cycle ModelZachary and Kuzuhara, pp. 207-213

Demands

Moderators

Mediators

PerformanceContingentRewards

Satisfaction

Consequences

What are the keycharacteristics

of each component?

Unique Characteristics of Human Beings

The human system consists of a body, a soul, and a spirit

Body – think of it as your “earth suit”(five senses > enable understanding the physical realm)

Soul – consisting of mind, will, and emotions(Enable understanding self – and others)

Spirit – the inner-most being, true you

Thus, you are a spirit-being, you have a soul, and you live in a body.

To illustrate those points:

The human consists of a body, a soul, and a spirit

Thus, you are a spirit being, you have a soul, and you live in a body.

Soul

Body

Spirit

All human behavior is a function of inter-actions betweenone’s mind, will, and emotions

Mind (Intellectual Capacity) = your “Thinker”

Emotions (Feelings) = your “Feeler”

Will (Decision-making) = your “Decider”

Thinking Feeling

Decisions

Your decisions are “acted out” as behaviors

The Soul

How your mind works:Dr. Greene’s Stick Man Model

ConsciousProcessing

Sub-conscious(memory)

Information

Screenof LogicThe Mind

Body

Permanently stored

and acted upon

Key factors that affect organizational (work) behavior:

1. Personality Traits > Behavioral Characteristics

2. Values, Attitudes, Aptitudes, Skills and Abilities

3. Environmental (e.g., demographic) Factors

4. Learning and Experience

5. “Job Fit”

The “Big Five” Personality Traits

Extraversion

Agreeableness

Conscientiousness

Emotional Stability

Openness to Experience

The Littauer* Personality Types Model

Powerful Choleric

Popular Sanguine

Perfect Melancholy

Peaceful Phlegmatic

How do these types compare with/equate to the Big Five Traits?

* Source: Florence and Marita Littauer. 1992. Personality Puzzle: Piecing Together the Personalities in Your Workplace .

Fleming H. Revell, Grand Rapids, MI.

Case Problem: Sought-After Military Vets DuBrin Text, (pp. 40-41)

Comment on the accuracy of the study conclusions regardingmilitary vets as well qualified of sales.

What is your advice to management regarding the use of theresults of the study regarding recruiting sales representatives?

How can the company avoid charges of discriminationagainst non-veterans?

What did you learn from the discussion of this case?

Class Discussion:Personality and Attitude Survey

(Zachary and Kuzuhara, pp. 30-33)

What were the key results of this survey?

What did you learn from the discussion of this case?

What are your recommendations to management?

What is your implementation strategy/plan?

On Personality and Emotions

Personality “Types” lead to behavior patterns

Other personality attributes:

What are the implications for understanding organizational behavior?

Intelligence (IQ) Machiavellianism

Risk-taking propensity

On Emotions . . .

Emotional Intelligence (EI)

Locus of Control

Five Core Emotions (handout)

On Emotional IntelligenceEmotional Intelligence is a function of

Self Awareness

Self Management

SocialAwareness

RelationshipManagement

About you:(how you behave)

PersonalCompetence

About how youinteract with others:

SocialCompetence

Emotional Intelligence is the single best predictor of job performanceand the strongest driver of leadership and personal excellence!

EQ is a better predictor of management success than IQ and/or experience.

What you see What you do

There’s a low-cost instrument that will allow you to measure your personal EQ score

Let me encourage you to take advantage of it as soon as possible

If you’d rather take the on-line version without buying the book:

Go to https://www.talentsmart.com/products/ei.php?ID=18 and enter the 15% discount code, “UMW”

The best way to do so is to buy the book (e.g., from Amazon). The EQ Assessment Instrument is provided with the book.

The Emotional Intelligence Quick Book: Everything You Need to Know to Put Your EQ to Work by Travis Bradberry and ean Greaves

($12.97 at Amazon)

Understanding Key Relationships

1. Personality Traits and “Job Fit”?

2. Skills and Abilities and “Job Fit”?

3. Personality traits and Performance Appraisal?

4. Skills and Abilities and Performance Appraisal?

What relationships (should) exist between . . .

CLASS “TAKE-AWAYS”

What was the most important thing you learned?

Why was that the most important thing for you?

How will that insight affect you/your behavior?

Assignments for Week Two

Readings

Learning Teams: Ground Rules and Expectations

Exercise Preparations

Blackboard Forum

What are your questions?

Thank you for coming!

I’ll see you next week!

Leave your Personal and Learning Goals paper,(and if you have it ready tonight)

your Motivation Theory subject proposal,on the front table

Class Exercise

Discussion:Understanding Deepest Needs of People

What did you learn?

Class Discussion

Self Esteem Questionnaire:

What is “self esteem” ?

How (and when) is self image developed/created?

Behavioral Consequences of “positive” or “good” self esteem

Behavioral Consequences of “low” or “poor” self esteem

What did you learn?

Self Esteem Basics

Self-esteem functions like a “governor” on an engine

All (!!) of us live and work within a “stroke economy”

Stroking patterns lead to formation of . . .

A “life position”

A “life script” . . . becoming a self-fulfilling prophecy

We subconsciously “act out” (live out) our life script

Self Esteem and BehaviorThe Impact of Self Esteem on behavior:

Over the long-run . . .

a person cannot . . . and will not

perform at a level above the level of

their perception of their own

value or worth as a human being.

O.K. Write it down . . . it’s that important!

To illustrate the last point:

Self Esteem:

“YES! Thisfeels right1”

(Self-talking)“Hey! You don’t

deserve this!”

“High” “Low”

On the Origin of Self-Worth:Strokes and Stroking Patterns

A “stroke” is simply a “unit of recognition”

There are three typical stroking patterns:

Unconditional Positive

Conditional Positive

Negative

Some examples . . .

“You are special to me.”“I value you (your input, point of view.)”“I love you.”

“If you would . . . ”“When you (meet my expectations) . . . ”

“You’ll never amount to anything.”“I wish you’d never been born!”“You’ll probably end up in jail (or killing yourself).”

One of the results of low self-esteem . . .

StrokingPattern

UnconditionalPositive

ConditionalPositive

ConditionalPositive

Negative

Sees Self

Sees Others

PersonalityType

Percent of Us

Sees “the System”

Life Script

LeadershipStyle

Life Consequences of Stroking Patterns

“I’m OK”

“You’re OK”

Winner(Assertive)

5-10%

Life Is Great!

“I’m anAchiever”

“I’m OK”

“You’re not OK”

Aggressive

5-10%

I can use(manipulate) It

“I’m betterthan you”

“I’m not OK”

“You’re not OK”

Loser

5-10%

I’m being exploited

“No way Ican Win”

“I’m not OK”

“You’re OK”

Passive

70-80%

I’m being used(manipulated)

“I am adoormat”

Other consequences of Low Self-Esteem

Inability to genuinely trust other people

Resistance to authority

Unhealthy relationships – often repeatedly

Materialism – “the one who dies with the most . . . ”

Self-defeating behaviors

Self-defeating behaviors

Superiority-Inferiority Complex

Exploits (“uses) others . . . or feels exploited by others

Perfectionism

Compulsive - “acting out”

Irresponsible

Psychological Games People Play

Games are played to reinforce one’s Life Position

They also advance one’s Life Script to the next level

They enable us to avoid intimacy, give/get negative strokes, and collect “Brown Stamps”

They are played from any one of four roles:

Persecutor Victim Rescuer Blamer

Thus, you need a “counterpart role player” to play games . . .

Everyone plays these games . . . yes, even you !

For example > > > > > > >

Psychological Games People Play

Persecutor

Victim

Rescuer

Illustration One

Gives negative stroke:“Why do you always . . . ”

Attempts to rescue:“Let me do it for you.”

Gives another negative stroke:“I told you not to interfere!”

Psychological Games People Play

Victim

Rescuer

Rescuerbecomes aPersecutor

Illustration Two“Why does this always happen to me?”

“Why don’t you . . . ”

“Yes, but . . . ”

“Look, I’m only trying to help you, Stupid! Get lost, pal!