Organizational BehaviorPGDM 1234

Rajarata University of Sri Lanka

POST GRADUATE DIPLOMA IN MANAGEMENT

RJT/PGDM/2014/29 Hanitha Vijeyaratnam

RJT/PGDM/2014/42 Perinpanathan Rajkumar

RJT/PGDM/2014/57 Samanthy Sivapirahash

RJT/PGDM/2014/58 R.P.R.K.Dissanayake

GROUP MEMBERS

Ability

Intellectual Ability

Physical abilities

Ability-JobFit

Employee’sEmployee’sAbilitiesAbilities

Job’s AbilityJob’s AbilityRequirementsRequirements

Dimensions of Intellectual Ability

• Number aptitude

• Verbal comprehension

• Perceptual speed

• Inductive reasoning

• Deductive reasoning

• Spatial visualization

• Memory

Physical Abilities

Strength Factors

1. Dynamic strength

2. Trunk strength

3. Static strength

4. Explosive strength

Strength Factors

1. Dynamic strength

2. Trunk strength

3. Static strength

4. Explosive strength

Flexibility Factors

5.Extent flexibility

6.Dynamic flexibility

Flexibility Factors

5.Extent flexibility

6.Dynamic flexibility

Other Factors

7. Body coordination

8. Balance

9. Stamina

Other Factors

7. Body coordination

8. Balance

9. Stamina

Biographical Characteristics

Objective and easily obtained personal characteristics.

•Age– Older workers bring experience, judgment, a strong

work ethic, and commitment to quality.•Gender– Few differences between men and women that affect

job performance.•Race (the biological heritage used to identify oneself)– Contentious issue: differences exist, but could be

more culture-based than race-based.

TenurePeople with job tenure (seniority at a job) are more

productive, absent less frequently, have lower turnover, and are more satisfied.

ReligionIslam is especially problematic in the workplace in

this post-9/11 world.Sexual Orientation

Federal law does not protect against discrimination (but state or local laws may).

Domestic partner benefits are important considerations.

Gender IdentityRelatively new issue – transgendered employees.

LearningAny relatively permanent change in behavior that occurs as a result of experience

Learning components:Involves ChangeIs Relatively PermanentIs Acquired Through Experience

Theories of LearningClassical ConditioningA type of conditioning in which an individual responds to some stimulus that would not ordinarily

produce such a response

• Pavlov’s Dog Drool• Key Concepts:

– Unconditioned stimulus• A naturally occurring phenomenon.

– Unconditioned response• The naturally occurring response to a natural

stimulus.– Conditioned stimulus

• An artificial stimulus introduced into the situation.

– Conditioned response• The response to the artificial stimulus.

This is a passive form of learning. It is reflexive and not voluntary – not the best theory for OB learning.

Operant ConditioningA type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment.

• B. F. Skinner’s concept of Behaviorism: behavior follows stimuli in a relatively unthinking manner.

• Key Concepts:– Conditioned behavior: voluntary behavior that is learned, not

reflexive.– Reinforcement: the consequences of behavior which can

increase or decrease the likelihood of behavior repetition.– Pleasing consequences increase likelihood of repetition.– Rewards are most effective immediately after performance.– Unrewarded/punished behavior is unlikely to be repeated.

Social-Learning TheoryPeople can learn through observation and direct experience.

• Based on the idea that people can also learn indirectly: by observation, reading, or just hearing about someone else’s – a model’s – experiences.

• Key Concepts:– Attentional processes

• Must recognize and pay attention to critical features to learn.– Retention processes

• Model’s actions must be remembered to be learned.– Motor reproduction processes

• Watching the model’s behavior must be converted to doing.– Reinforcement processes

• Positive incentives motivate learners.

Shaping: A Managerial ToolSystematically reinforcing each successive step that moves an individual closer to the desired response.

•Four Methods of Shaping Behavior:– Positive reinforcement

• Providing a reward for a desired behavior (learning)– Negative reinforcement

• Removing an unpleasant consequence when the desired behavior occurs (learning)

– Punishment• Applying an undesirable condition to eliminate an undesirable behavior

(“unlearning”)– Extinction

• Withholding reinforcement of a behavior to cause its cessation (“unlearning”)

Basic Consequences of Behavior…

Reinforcement vs. Punishment

Reinforcement Punishment

Positive Reinforcement

A stimulus is ...

Presented

Behavior...

Increases

Negative Reinforcement

Negative Punishment

Positive Punishment

Removed Presented Removed

Behavior... Behavior... Behavior...

Increases Decreases Decreases

A stimulus is ... A stimulus is ...A stimulus is ...

Fixed-ratio

Behavior Modification (OB Mod)The application of reinforcement concepts to individuals in the work setting.

Follows the Five-Step Problem-Solving Model:Identify critical behaviorsDevelop baseline dataIdentify behavioral consequencesDevelop and apply interventionEvaluate performance improvement

Groups and Teams

GROUP

Two or more people with common interests, objectives, and continuing

interaction

WORK TEAM

A group of people with complementary skills who are committed to a common

mission, performance goals, and approach for which they hold themselves

mutually accountable

The Dynamics of Group Formation

Theories of Group Formation

Classic theory of George HomansTheodore Newcomb’s classic balance theory

Exchange theory

The Five Stage Model

Types of Groups

Primary GroupsCoalitionsOther Types of GroupsMembership Reference groups Primary Groups In-groups Out-groups

Implications from Research on Group and Team Dynamics

Key Components of Effective Teams

ContextComposition

Work Design

Process Variables

Adequate ResourcesNeed the tools to complete the job

Effective Leadership and StructureAgreeing to the specifics of work and

how the team fits together to integrate individual skills

Even “self-managed” teams need leadersLeadership especially important in multi-

team systemsClimate of Trust

Members must trust each other and the leader

Performance and Rewards Systems that Reflect Team ContributionsCannot just be based on individual effort

Abilities of MembersNeed technical expertise, problem-solving,

decision-making, and good interpersonal skills

Personality of MembersConscientiousness, Openness to Experience,

and Agreeableness all relate to team performance

Allocating Roles and DiversityMany necessary roles that must be filledDiversity can often lead to lower

performanceSize of Team

The smaller the better: 5-9 is optimalMember’s Preference for Teamwork

Do the members want to be on teams?

ContextComposition Work Design Process

Variables

• Freedom and Autonomy– Ability to work independently

• Skill Variety – Ability to use different skills and

talents• Task Identity

– Ability to complete a whole and identifiable task or product

• Task Significance– Working on a task or project that

has a substantial impact on others

ContextCompositi

onWork Design Process

Variables

Commitment to a Common PurposeCreate a common purpose that provides directionHave reflexivity: willing to adjust plan if necessary

Establishment of Specific Team GoalsMust be specific, measurable, realistic, and

challengingTeam Efficacy

Team believes in its ability to succeedMental Models

Have an accurate and common mental map of how the work gets done

A Managed Level of ConflictTask conflicts are helpful; interpersonal conflicts

are notMinimized Social Loafing

Team holds itself accountable both individually and as a team

Context Composition Work DesignProcess

Variables

The Dynamics of Informal Groups

Norms and Roles in Informal Groups1. Aid in group survival and provision of benefits2. Make predictable the behavior expected of group members3. Help the group avoid embarrassing interpersonal problems4. Express the central values or goals of the group and clarify what is distinctive about the group’s identity. 

The Informal Organization The informal organization has both functions and

dysfunctions.

Practical benefits 1. Makes for a more effective total system 2. Lightens the workload on management 3. Fills in gaps in a manager’s abilities 4. Provides a safety valve for employee

emotions 5. Improves communication

 

The Dysfunctions of Groups and Teams

 

Norm Violation- limited research support

Role Ambiguity and ConflictThe Groupthink, Conformity Problem

Risky Shift PhenomenonSocial Loafing

The Dysfunctions of Groups and Teams

Cross-Functional TeamsEmployees from about the same hierarchical level, but from different work areas, who come together to accomplish a task

Virtual TeamsTeams that use computer technology to tie together physically dispersed members in order to achieve a common goal

Self-Managed TeamsGroups of 10 to 15 people who take on the responsibilities of their former supervisors

How to Make Teams More Effective

Team BuildingCollaboration

Group LeadershipCultural/Global Issues