LA CONSOLACION UNIVERSITY PHILIPPINES

(Formerly University of Regina Carmeli)

Malolos City, Bulacan
GRADUATE SCHOOL DEPARTMENT

INDIVIDUAL REPORT

In Partial Fulfillment

of the Requirements in EDUC 206

HUMAN BEHAVIOR IN ORGANIZATION

1st Trimester S. Y. 2019-2020

Submitted by:

SANTIAGO, EARON REAN C.

Submitted to:

ELVIRA DE GUZMAN, PhD.

August, 2019
 EDUC 206

HUMAN BEHAVIOR IN ORGANIZATION

Fundamentals of human Behavior, Organization and Management

Earon Rean C. Santiago

Master of Arts in Education Major in Educational Management

Introduction

It is very essential to understand human behavior in today's world as the

existence of the organization depends on the employees/individuals.

Without understanding human behavior it is very difficult to work in an organization. In

order to understand human behavior let us see how the perception of human being has

changed from time to time.

All organizations are composed of individuals, with different personality, attitudes,

values, perception, motives, aspirations and abilities. The main reason to understand

Behavior is that individuals are different. No two individuals are similar. In the early

studies, theories of organization and management treated people as though they were

the same; scientific management was based on the similarities among workers, not the

differences. In contrast, modern theories of human behavior are based upon the

differences among people and how those differences can affect the organization.

Individual differences are many for example some employees are motivated to work and

some are not. This can be due to several reasons, and can be known by further reading

the unit.

Before we proceed to understand human behavior, it is better to know what the

term `behavior' means. Behavior can be defined as a response/s which is observed

directly/indirectly. Direct observation is possible by studying the responses of people to

a work environment. Indirect observations are decision making processes and attitudes,

in terms of results or how people describe them verbally.

Human behavior is very much unpredictable. In behavior we cannot assume one

set pattern of behavior. Lavitt classified behavior as: (i) Caused behavior, (ii) Motivated

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behavior, (iii) Goal oriented behavior. From these observations it can be understood that

behavior is a dependent factor. By understanding behavior one can predict, direct,

change and control behavior of individuals or group. There are generally four basic

assumptions regarding nature of people: individual differences, a whole person, caused

behavior (motivation) and value of the person (human dignity).

In an organizational set up it is essential for managers to understand behavior.

As, they are constantly with people, interacting with them in terms of communication

(either written or oral) in terms of work (either by specifying the work and getting things

done).

Understanding past behavior is important for developing effective human skills,

and it also provides a framework for predicting behavior. It also gives an idea to

managers as to how behavior is similar in certain circumstances and changing in

changing environmental conditions.

Another skill which an effective manager or leader needs is the ability to direct,

change and control behavior. Managers have to understand that there are-going to be

individual differences among the employees, as no individual is similar to other. Each

individual is unique by themselves. Then one has to understand that each individual has

to be taken care of as a whole person by taking care of his needs as well as training

and making him up to date in terms of work. Ultimately human beings have to be treated

with respect only then you can expect effective performance. With the following

descriptions you will be able to understand the concept better.

Theories on Human Behavior

Psychoanalytic theories

Early psychoanalytic theories of human behavior were set forth most notably by

Austrian neurologist Sigmund Freud. Freud’s ideas were influenced by Charles Darwin’s

theory of evolution and by the physical concept of energy as applied to the central

nervous system. Freud’s most basic hypothesis was that each child is born with a

source of basic psychological energy called libido. Further, each child’s libido becomes

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successively focused on various parts of the body (in addition to people and objects) in

the course of his or her emotional development.

During the first postnatal year, libido is initially focused on the mouth and its activities;

nursing enables the infant to derive gratification through a pleasurable reduction of

tension in the oral region. Freud called this the oral stage of development.

During the second year, the source of excitation is said to shift to the anal area,

and the start of toilet training leads the child to invest libido in the anal functions. Freud

called this period of development the anal stage.

During the period from three through six years, the child’s attention is attracted to

sensations from the genitals, and Freud called this stage the phallic stage. The half

dozen years before puberty are called the latency stage.

During the final and so-called genital stage of development, mature gratification

is sought in a heterosexual love relationship with another. Freud believed that adult

emotional problems result from either deprivation or excessive gratification during the

oral, anal, or phallic stages. A child with libido fixated at one of these stages would in

adulthood show specific neurotic symptoms, such as anxiety.

Freud devised an influential theory of personality structure. According to him, a

wholly unconscious mental structure called the id contains a person’s inborn, inherited

drives and instinctual forces and is closely identified with his or her basic psychological

energy (libido).

During infancy and childhood, the ego, which is the reality-oriented portion of the

personality, develops to balance and complement the id. The ego utilizes a variety of

conscious and unconscious mental processes to try to satisfy id instincts while also

trying to maintain the individual comfortably in relation to the environment. Although id

impulses are constantly directed toward obtaining immediate gratification of one’s major

instinctual drives (sex, affection, aggression, self-preservation), the ego functions to set

limits on this process.

In Freud’s language, as the child grows, the reality principle gradually begins to

control the pleasure principle; the child learns that the environment does not always

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permit immediate gratification. Child development, according to Freud, is thus primarily

concerned with the emergence of the functions of the ego, which is responsible for

channeling the discharge of fundamental drives and for controlling intellectual and

perceptual functions in the process of negotiating realistically with the outside world.

Freud’s emphasis on biological and psychosexual motives in personality

development was modified by German-born American psychoanalyst Erik Erikson to

include psychosocial and social factors. Erikson viewed emotional development over

the life span as a sequence of stages during which there occur important inner conflicts

whose successful resolution depends on both the child and his or her environment.

These conflicts can be thought of as interactions between instinctual drives and

motives on the one hand and social and other external factors on the other. Erikson

evolved eight stages of development, the first four of which are: (1) infancy, trust versus

mistrust, (2) early childhood, autonomy versus shame and doubt, (3) preschool,

initiative versus guilt, and (4) school age, industry versus inferiority. Conflicts at any one

stage must be resolved if personality problems are to be avoided. (Erikson’s

developmental stages during adulthood are discussed below in the section

Development in adulthood and old age.)

Piaget’s theory

Swiss psychologist Jean Piaget took the intellectual functioning of adults as the

central phenomenon to be explained and wanted to know how an adult acquired the

ability to think logically and to draw valid conclusions about the world from evidence.

Piaget’s theory rests on the fundamental notion that the child develops through stages

until arriving at a stage of thinking that resembles that of an adult.

he four stages given by Piaget are: (1) the sensorimotor stage from birth to 2

years, (2) the preoperational stage from 2 to 7 years, (3) the concrete-operational stage

from 7 to 12 years, and (4) the stage of formal operations that characterizes the

adolescent and the adult.

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 One of Piaget’s fundamental assumptions is that early intellectual growth arises

primarily out of the child’s interactions with objects in the environment. For example,

Piaget believed that a two-year-old child who repeatedly builds and knocks down a

tower of blocks is learning that the arrangement of objects in the world can be reversed.

According to Piaget, children organize and adapt their experiences with objects

into increasingly sophisticated cognitive models that enable them to deal with future

situations in more effective ways. The older child, for instance, who has learned the

concept of reversibility, will be able to execute an intelligent and logical search for a

missing object, retracing steps, for example, in order to determine where he or she may

have dropped a set of keys.

As children pass through successive stages of cognitive development, their

knowledge of the world assumes different forms, with each stage building on the models

and concepts acquired in the preceding stage. Adolescents in the final developmental

stage that of formal operations, are able to think in a rational and systematic manner

about hypothetical problems that are not necessarily in accord with their experience.

Piaget’s theory is treated in greater detail below in the sections on cognitive

development in infancy and childhood.

Learning theory

A more distinctively American theoretical view focuses primarily on the child’s

actions, rather than on his emotions or thinking. This point of view, called learning

theory, is concerned with identifying those mechanisms that can be offered to explain

differences in behavior, motives, and values among children. Its major principles stress

the effects of reward and punishment (administered by parents, teachers, and peers) on

the child’s tendency to adopt the behavior and values of others. Learning theory is thus

directed to the overt actions of the child, rather than to inner psychological states or

mechanisms.

Learning is any relatively permanent change in behavior that results from past

experience. There are two generally recognized learning processes: classical and

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instrumental conditioning, both of which use associations, or taught relations between

events or stimuli, to create or shape behavioral responses. In classical conditioning, a

close temporal relation is maintained between pairs of stimuli in order to create an

association between the two. If, for example, an infant hears a tone and one second

later receives some sweetened water in the mouth, the infant will make sucking

movements to the sweet taste. After a dozen repetitions of this sequence of the tone

followed by the sweet water, the infant associates the sounding of the tone with the

receipt of the sweetened water and will, on subsequent repetitions, make sucking

movements to the tone even though no sugar water is delivered.

Instrumental, or operant, conditioning involves creating a relationship between a

response and a stimulus. If the experiment described above is changed so that after the

tone is heard, the infant is required to turn his or her head to the right in order to receive

the sweetened water, the infant will learn to turn the head when the tone sounds. The

infant learns a relation between the response of turning the head and the subsequent

receipt of the sweet taste. This set of relations is referred to as instrumental conditioning

because the child must do something in order to receive the reward; the latter, in turn,

makes the infant’s head-turning response more likely in future occurrences of the

situation. Rewards, such as praise and approval from parents, act as positive

reinforcers of specific learned behaviors, while punishments decrease the likelihood of

repeating such behaviors. Scientists who believe in the importance of these principles

use them to explain the changing behavior of children over the course of development.

Four Principles of Human Behavior

Principles are truths not limited by age, time, location, or situation. Once you

become familiar with behavior principles, you will see them illustrated all around you—

between parents and children, in stores, on playgrounds, at family events, etc. It is

impossible to write a book that covers every classroom scenario you may encounter as

a teacher. However, when you know and understand these principles, your actions can

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change, increasing the likelihood that the students in your class will behave

appropriately.

Principle One: Behavior is largely a product of its immediate environment.

The classroom environment teachers create through the expectations they set

will influence students more than outside factors do. This allows teachers to take control

and influence the students’ behavior in their classrooms. If a student is acting out, the

teacher should pay special attention to altering the classroom (immediate environment).

If the teacher changes the classroom, the behavior of the students will change.

Principle Two: Behavior is strengthened or weakened by its consequences.

When disruptive behavior becomes a pattern, it is important to take a look at

what is happening immediately after the behavior. Attention from a teacher is a powerful

motivator for most students. If you pay more attention to students who are behaving

appropriately than to students who are not, you will be encouraging appropriate

behavior.

Principle Three: Behavior ultimately responds better to positive than to negative

consequences.

People respond better to positive encouragement than to negative processes.

Think of the tasks you do every day; if someone thanks you or compliments you on how

well you did, you feel much more likely to continue the task. As a teacher, you can help

stop undesirable behavior and increase appropriate behavior by genuinely reinforcing

the latter.

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Principle Four: Whether a behavior has been punished or reinforced is known

only by the course of that behavior in the future.

If an appropriate behavior is repeated, it has been reinforced. If an undesirable

behavior is repeated, it too has been reinforced. If an undesirable behavior has

discontinued, it has been properly disciplined.

The only way to tell if a response to a behavior is punishing or reinforcing is to

watch what happens to the behavior in the future. What is considered a punishment to

one person may reinforce and perpetuate a behavior in another.

Conclusion of the Principles

Understanding these four principles of human behavior is a key to your success

in the classroom. As you work to fully apply and practice each one, you will feel

confident when approaching the classroom because you can make correct decisions

about managing behavior. The most important thing to remember about each of these

principles is that they are a call to action on your part—you can manage student

behavior properly only by first managing your own.

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 References

Kagan, J., Lerner, R., & Bornstein, M. (n.d.) Human behavior. Retrieved from

https://www.britannica.com/topic/human-behavior/Piagets-theory

Mickaellah, M/ (2018). Nature and scope of human behavior. Retrieved from

https://www.scribd.com/document/373738088/Nature-and-Scope-of-Human-

Behavior

Nature and scope (features) of organizational behavior. (n.d.) Retrieved from

https://ebrary.net/2810/management/nature_scope_features_organiational_beha

viour

Smith, J. (2015) the four principles of human behavior. Retrieved from

https://mylearning.stedi.org/the-four-principles-of-human-behavior/

Understanding human behavior (n.d.). Retrieved from http://www.arunk.com/

pdf/study%20material/Unit-4.pdf

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