HUMAN BEHAVIOR IN

ORGANIZATION
ORGANIZATIONAL BEHAVIOR
 Learning Objectives
 Define the term organizational behavior and explain
why OB is a horizontal discipline
 Contrast McGregor’s Theory X and Y assumptions
about employees.
 Identify the four principles of Total Quality
Management (TQM)
 Define the term e-business, and specify at least 3
related OB –related issues raised by e-leadership
 Contrast human and social capital and explain why
we need to build both.
 Specify the 5 key dimensions of Luthans’s CHOSE
model of Positive Organization Behavior (POB)
CONTINUATION

 Define the term management, and identify at least 5

of the eleven managerial skills in Wilson’s profile of
effective managers.
 Characterize 21st century managers
 Describe the sources of organization behavior
research evidence.
“PEOPLE CENTERED” ORGANIZATION
 Hewlett-Packard’s
 Stanglord University’s Jeffrey Preffer

 Higher Profits and lower employee turnover

“PEOPLE CENTERED” ORGANIZATION

 Job Security
 To eliminate fear of layoffs
 Careful hiring
 Emphasizing a good fit w/ the company culture
 Power to the people
 Via decentralization and self-managed teams
 Generous pay for performance
 Lots of training
 Less emphasis on status
 To build a “we” feeling
 Trust building
 Through the sharing of critical information
TERMINOLOGY

 Organization – system of consciously coordinated

activities of 2 or more people.

 Organizational Behavior (OB) – interdisciplinary

field dedicated to better understanding and
managing people at work. It is both research and
application oriented. It is a horizontal discipline,
OB concepts and lessons are applicable to
virtually every job category, business function,
and professional specialty.
5 SIGNIFICANT LANDMARKS IN THE
UNDERSTANDING AND MANAGEMENT OF
PEOPLE IN THE WORKPLACE

 Human Relations Movement

 Quality Movement

 E-Business Revolution

 Age of Human and Social Capital

 Emerging Area of Positive OB

THE HUMAN RELATIONS MOVEMENT
 HAWTHORNE LEGACY- do not support initial
conclusion about the positive effect of supportive
supervision.
 MAYO AND FLOLLETT
 Elton Mayo and Mary Parker Follett
 Advised managers to attend to employees’ emotional
needs (MAYO)
 Promotes political democracy and cooperative spirit
in the workplace (FOLLETT)
 MCGREGOR’S THEORY X AND Y
Outdated (Theory X) Assumptions Modern (Theory Y) Assumptions
about people at work about people at work

Most people dislike work; they avoid it Work is a natural activity, like play or
when they can. rest.

Most people must be coerced and People generally become committed to

threatened w/ punishment before they organizational objectives if they are
will work. People require close direction rewarded for doing so.
when they are working.

Most people actually prefer to be People generally become committed to

directed. They tend to avoid organizational objectives if they are
responsibility and exhibit little ambition. rewarded for doing so.
They are interested only in security.

The typical employee can learn to accept

and seek responsibility.
The typical member of the general
population has imagination, ingenuity
and creativity.
THE HUMAN RELATIONS MOVEMENT
-MCGREGOR’S THEORY X AND Y
 THEORY X
 Assumptions were pessimistic and negative and,
according to McGregor’s interpretation, typical of
how managers traditionally perceived employees.
 According to traditional thinking, dislike work,
require close supervision, and are primarily
interested in security.
 THEORY Y
 Were self-energized, committed, responsible and
creative beings.
 Capable of self-direction, of seeking responsibility,
and of being creative.
THE QUALITY MOVEMENT
 An organization culture dedicated to training,
continuous improvement, and customer
satisfaction.
THE QUALITY MOVEMENT-
DEMING LEGACY:

 Formal training in statistical process control

techniques and teamwork.
 Helpful leadership, rather than order giving and
punishment
 Elimination of fear so employees will feel free to
ask questions.
 Emphasis on continuous process improvements
rather than on numerical quotas.
 Teamwork

 Elimination of barriers to good workmanship

THE QUALITY MOVEMENT-
PRINCIPLES OF TQM

 Do it right the first time to eliminate costly

rework and product recalls
 Listen to and learn from customers and
employees
 Make continuous improvement an everyday
matter
 Build teamwork, trust and mutual respect.
THE INTERNET AND E-BUSINESS
REVOLUTION
 TERMINOLOGY:
 E-Commerce – buying and selling goods and
services over the internet.

 E-Business – using the internet to facilitate

every aspect of running the business.
THE INTERNET AND E-BUSINESS
REVOLUTION – OB RELATED ISSUES
 E-Business involves using the internet to more effectively
and efficiently manage every aspect of a business.
 6 OB Related issues raised by the advent of e-
leadership:
 Greater access to information fro everyone.
 Leadership is migrating to lower levels and outside
the organization.
 Development of non-traditional leadership networks
 Followers have more information earlier in the
decision making process.
 Greater influence for unethical leaders w/ limited
resources.
 More contract b/w senior leaders and their followers.
THE AGE OF HUMAN AND SOCIAL CAPITAL
 Terminology:
 Human Capital – the productive potential of
one’s knowledge and actions

 Social Capital – the productive potential of

strong, trusting, and cooperative relationships.
THE EMERGING AREA OF POSITIVE
ORGANIZATIONAL BEHAVIOR (POB)
 Positive Organizational Behavior (POB)
- the study and improvement of employee's positive
attributes and capabilities.

 5 key dimensions of Luthans’s CHOSE model of

positive organizational behavior (POB).

 The CHOSE acronym stands for Confidence/self-

efficacy, Hope, Optimism, Subjective well being, and
Emotional intelligence.
Confidence/ Self-Efficacy One's belief in being able to sucessfully execute a
specific task in a given context

Hope One who sets goals, figures out hoee to achive them,
and is self-motivated to accomplish them, that is, will
power and waypower.

Optimism Positive outcome expectancy and/or positive casual

attribution, but is still emotional and linked with
happiness, perserverance, and success.

Subjective well-being beyond happiness emotion, how people cognitively

process and evaluated their lives, the satisfaction with
their lives.

Emotional Intelligence Capacity for regnizing and managing one's own and
others' emotions- self-awareness, self-motivation,
being empathetic, and having social skills.
 TERMINOLOGY:
 Management – process of working with and
through others to achieve organizational
objectives efficiently and ethically.

 The Wilson managerial Skills research

yields 4 useful lessons:
 Dealing effectively w/ people is what
management is all about.
 Managers w/ high skills mastery tend to have
better subunit performance and employee morale
then managers w/ low skill mastery.
 Effective female and male managers do not have
significantly different skills profiles
 Derailed managers tended to be the ones who
overestimated their skill mastery.
 CHARACTERIZE 21ST CENTURY
MANAGERS
 Team players who will get things done
cooperatively by relying on joint decision making,
their knowledge instead of formal authority, and
their multicultural skills.
 Engage in life-long learning and be compensated
on the basis of their skills and results.
 Facilitate rather than resist change, share rather
than hoard power and key information, and be
multidirectional communicators.
 Generalist w/ multiple specialties.
5 SOURCES OF OB RESEARCH INSIGHTS
 Meta-Analysis
 Pools the results of many studies through statically
procedure.
 Field Study
 Examination of variables in real life settings
 Laboratory Study
 Manipulation and measurement of variables in
contrived situations
 Sample Survey
 Questionnaire responses from a sample of people.
 Case Study
 In-depth study of a single person, group or organization
UNDERSTANDING ME,
PERSONALITY
LEARNING OBJECTIVES:
 Identify and understand the 16 kinds of
Personality
 Define self-efficacy, and explain its sources.

 Contrast high and low self monitoring

individuals, and discuss the ethical implications
of organizational identification.
ACTIVITY:
 Students will be required to take the Keirsey
Personality Sorter Test in the internet
16 KINDS OF PERSONALITY
 Duty Fulfiller  Doer

 Mechanic  Guardian

 Nurturer  Performer

 Artist  Caregiver

 Protector  Inspirer

 Idealist  Giver

 Scientist  Visionary

 Thinker  Executive
16 KINDS OF PERSONALITY
 Duty Fulfiller
 Serious and quiet, interested in security and
peaceful living. Extremely thorough,
responsible, and dependable. Well-developed
powers of concentration. Usually interested in
supporting and promoting traditions and
establishments. Well-organized and
hardworking, they work steadily towards
identified goals. They usually accomplish any
task once they have set their mind to it.
16 KINDS OF PERSONALITY
 Mechanic
 Quiet and reserved, interested in how and why
things work. Excellent skills with mechanical
things. Risk-takers who they live for the
moment. Usually interested in and talented at
extreme sports. Uncomplicated in their
desires. Loyal to their peers and to their
internal value systems, but not overly
concerned with respecting laws and rules if
they get in the way of getting something done.
Detached and analytical, they excel at finding
solutions to practical problems.
16 KINDS OF PERSONALITY
 Nurturer
 Quiet, kind and conscientious. Can be
depended on to follow through. Usually puts
the needs of others above their own needs.
Stable and practical, they value security and
traditions. Well developed sense of space and
function. Rich inner world of observations
about people. Extremely perceptive of other’s
feelings. Interested in serving others.
16 KINDS OF PERSONALITY
 Artist
 Quiet, serious, sensitive and kind. Do not like
conflict, and not likely to do things which may
generate conflict. Loyal and faithful.
Extremely well-developed senses, and
aesthetic appreciation for beauty. Not
interested in leading or controlling others.
Flexible and open-minded. Likely to be
original and creative. Enjoy the present
moment.
16 KINDS OF PERSONALITY
 Protector
 Quietly forceful, original , and sensitive. Tend
to stick to things until they are done.
Extremely intuitive about people, and
concerned for their feelings. Well-developed
value systems which they strictly adhere to.
Well-respected for their perseverance in doing
the right thing. Likely to be individualistic,
rather than leading or following.
16 KINDS OF PERSONALITY
 Idealist
 Quiet, reflective, and idealist. Interested in
serving humanity. Well developed value
system, which they strive to live in accordance
with. Extremely loyal. Adaptable and laid-
back unless a strongly-held value is
threatened. Usually talented writers. Mentally
quick, and able to see possibilities. Interested
in understanding and helping people.
16 KINDS OF PERSONALITY
 Scientist
 Independent, original, analytical, and determined.
Have an exceptional ability to turn theories into
plans of action. High value knowledge, competence,
and structure. Driven to derive meaning from their
visions. Long-range thinkers. Have very high
standards for their performance, and the
performance of others. Natural leaders, but will
follow if they trust existing leaders.
16 KINDS OF PERSONALITY
 Thinker
 Logical, original, creative thinkers. Can become very
excited about theories and ideas. Exceptionally
capable and driven to turn theories into clear
understandings. Highly value knowledge, competence
and logic. Quiet and reserved, hard to get to know
well. Individualistic, having no interest in leading or
following others.
16 KINDS OF PERSONALITY
 Doer
 Friendly, adaptable, action-oriented. “Doers” who are
focused on immediate results. Living in the here-and-
now, they’re risk takers who live fast-paced lifestyles.
Impatient with long explanations. Extremely loyal to
their peers, but not usually respectful of laws and
rules if they get in the way of getting things done.
Great people skills.
16 KINDS OF PERSONALITY
 Guardian
 Practical, traditional, and organized. Likely to
be athletic. Not interested in theory or
abstraction unless they see the practical
application. Have clear visions of the way
things should be. Loyal and hard-working.
Like to be in charge. Exceptionally capable in
organizing and running activities. “Good
citizens” who value security and peaceful
living.
16 KINDS OF PERSONALITY
 Performer
 People-oriented and fun-loving, they make
things more fun for others by their enjoyment.
Living for the moment, they love new
experiences. They dislike theory and
impersonal analysis. Interested in serving
others. Likely to be the center of attention in
social situations. Well-developed common sense
and practical ability.
16 KINDS OF PERSONALITY
 Caregiver
 Warm-hearted, popular, and conscientious.
Tend to put the needs of others over their own
needs. Feel strong sense of responsibility and
duty. Value traditions and security. Interested
in serving others. Need positive reinforcement
to feel good about themselves. Well-developed
sense of space and function.
16 KINDS OF PERSONALITY
 Inspirer
 Enthusiastic, idealistic, and creative. Able to do
almost anything that interests them. Great
people skills. Need to live life in accordance
with their inner values. Excited by new ideas,
but bored with details. Open-minded and
flexible, with a broad range of interests and
abilities.
16 KINDS OF PERSONALITY
 Giver
 Popular and sensitive, with outstanding people
skills. Externally focused, with real concern for
how others think and feel. Usually dislike being
alone. They see everything from the human
angle, and dislike impersonal analysis. Very
effective at managing people issues, and
leading group discussions. Interested in
serving others, and probably place the needs of
others over their own needs.
16 KINDS OF PERSONALITY
 Visionary
 Creative, resourceful, and intellectually quick.
Good at a broad range of things. Enjoy debating
issues, and may be into “one-up-manship”. They
get very excited about new ideas and projects,
but may neglect the more routine aspects of
life. Generally outspoken and assertive. They
enjoy people and are stimulating company.
Excellent ability to understand concepts and
apply logic to find solutions.
16 KINDS OF PERSONALITY
 Executive
 Assertive and outspoken – they are driven to
lead. Excellent ability to understand difficult
organizational problems and create solid
solutions. Intelligent and well-informed, they
usually excel at public speaking. They value
knowledge and competence, and usually have
little patience with inefficiency or
disorganization.
SELF-EFFICACY
 Belief in one’s ability to do a task

 Is how you enhance yourself to be productive.

You must believe in yourself to step up. To grow
up and to be a better person.

 In order to have a successful outcome of your

task, you must encompasses the Four Sources of
Self-Efficacy which are Prior Experience,
Behavior Model, Persuasion from others, and
Assessment of Physical and Emotional State.
SELF-EFFICACY
• fosters
passive, failure-
prone activities
and emotions

•Extremely low
• beliefs foster in self-efficacy
constructive suffer from
and goal- learned
oriented helplessness
action
HIGH AND LOW SELF-MONITORING
INDIVIDUALS
•Doing
momentary
feelings,
regardless of
•Strives to make their
a good public surroundings.
impression by
closely •Can lead to a
monitoring his or one-way
her behavior and communicator
adapting it to the who seems to
situation. ignore verbal and
nonverbal cues
•Can create a from others.
“chameleon” who
is seen as
insincere.
ABILITIES, EMOTIONS &
LEARNING
LEARNING OBJECTIVES
 Identify Gardner’s 8 multiple intelligences, and
explain practical intelligence
 Distinguish between positive and negative
emotions, and explain how they can be judged
 Identify the 4 key components of emotional
intelligence and discuss the practical significance
of emotional contagion and emotional labor.
WE HAVE MULTIPLE INTELLIGENCES?

 Linguistic Intelligence: potential to learn and use

spoken and written languages.
 Logical-Mathematical intelligence: potential for
deductive reasoning, problem, analysis, and
mathematical calculation.
 Musical intelligence: potential to appreciate, compose,
and perform music.
 Bodily-kinesthetic intelligence: potential o use mind
and body to coordinate physical movement.
 Spatial intelligence: potential to recognize and use
patterns.
 Intrapersonal intelligence: potential to understand
and regulate oneself.
 Naturalist intelligence: potential to live in harmony
with one’s environment.
POSITIVE AND NEGATIVE EMOTIONS

•Anger
•Fright/anxiety
• happiness/joy •Guilt/shame
•Pride •Sadness
•Love/affection •Envy/jealousy
•relief •Disgust
POSITIVE AND NEGATIVE EMOTIONS

 Positive emotions – are personal reactions to

circumstances congruent with one’s goals.

 Negative emotions – are personal reactions to

circumstances incongruent with one’s goals.

 Both types of emotions need to be judged in

terms of intensity and the appropriateness of the
person’s relevant goal.
DEVELOPING PERSONAL AND SOCIAL
COMPETENCE THROUGH EMOTIONAL
INTELLIGENCE.

 Personal Competence: these capabilities

determine how we manage ourselves.
 Self-awareness

 Emotional Self-awareness: reading one’s own

emotion and recognizing their impact using “gut
sense” to guide decisions.
 Accurate self-assessment: knowing one’s self
worth and capabilities.
SELF-MANAGEMENT

 Emotional self-control keeping disruptive

emotions and impulses under control
 Transparency: Displaying honesty and integrity
trust worthless.
 Adaptability: Flexibility in adapting to changing
situations or obstacles.
 Achievement: The drive to improve performance
to meet inner standards of excellence.
 Initiative: Readiness to act and seize
opportunities.
 Optimism: Seeing the upside in events.
SOCIAL AWARENESS
 Empathy: Sensing others emotions
understanding their perspective, and taking
active interest in their concerns.
 Organizational Awareness: Reading the
currents, decision networks, and politics at the
organizational level.
 Service: Recognizing and meeting follower, client
or customer needs.
RELATIONSHIPS MANAGEMENT
 Inspirational leadership: Guiding and motivating
with a compelling vision.
 Influence wielding a range of tactics for
persuasion.
 Developing others: Bolstering others abilities
through feedback and guidance.
 Change catalyst: Initiating, managing and
leading in a new direction.
 Conflict management: Resolving disagreements.
 Building bonds: Cultivating and maintaining a
web of relationships.
 Teamwork and collaboration: cooperation and
team building.
 Emotional labor. Although they did not have the
benefit a catchy label or a body of sophisticated
research, generations of managers have known
about the power of emotional contagion in
market place. “ Smile, look happy for the
customers’’.
PERCEPTION

Describe perception in terms of the

information-processing model.

Identifyand briefly explain four

managerial implications of social
perception.

Discuss stereotypes and the process

of stereotype formation.
CHAPTER 7:
SOCIAL PERCEPTIONS AND ATTRIBUTION
 Perception – is a cognitive process that enables
us to interpret and understand our surroundings.

 Social Cognition – is the study of how people

make sense of other people and themselves. It
focuses on how ordinary people think about
people.
FOUR-STAGE SEQUENCE AND A
WORKING PEOPLE

Stage 1 Stage 2 Stage 3 Stage 4

Selective Attention/ Encoding and Storage and Retrieval and
Comprehension Simplification Retention Response

A
Competing
environmental B A
stimuli C Interpretation Judgements and
Memory
and categorization C C decisions
People D
Events E D
Objects F
STAGE 1:
SELECTIVE ATTENTION AND COMPREHENSION

 Attention – being consciously aware of

something or some one.

 Salient Stimuli – when it stands out from its

context.

Back to Our Example:

A: method of instruction
C: testing procedures
F: past grade distribution
B/D/E: fail to get your attention and are discarded
STAGE 2: ENCODING AND SIMPLIFICATION
 Cognitive Categories – mental depositories for
storing information.

 Schema-mental picture of an event or object.

ENCODING OUTCOMES
 1st key Reason: People possess different
information in the schemata used for
interpretation.

 2nd key Reason: Our moods and emotions

influence our focus of attention and evaluations
of others.

 3rd key Reason: People tend to apply recently

used cognitive categories during encoding.

 4th key Reason: individual differences influence

encoding.
STAGE 3: STORAGE AND RETENTION
Long-Term memory- it is like an apartment
complex consisting of separate units connected to
one another.

3 compartments of Long term Memory:

o Event memory- this compartment is composed
of categories containing about both specific and
general events.
o Semantic memory- refers to general knowledge
about the world; it functions as mental dictionary
of concepts.
o Person memory – it contains information about
a single individual or groups of people.
STAGE 4: RETRIEVAL AND RESPONSE
 People retrieve information from memory when
they make judgments and decisions. Our
ultimate judgments and decisions are either
based on the process of drawing on, interpreting,
and integrating categorical information stored in
long term memory or on retrieving a summary
judgment that was already made.
MANAGERIAL IMPLICATIONS
 A wide variety of managerial activities,
organizational process, and quality-of-life issues are
thus affected by perception.

HIRING- interviewers make hiring decisions based on

their impression of how an applicant fits the
perceived requirements of a job.

Inaccurate impressions in either direction produce

poor hiring decisions.
MANAGERIAL IMPLICATIONS
 PERFORMANCE APPRAISAL – faulty
schemata about what constitutes good versus
poor performance can lead to inaccurate
performance appraisals, which erode work
motivation, commitment, and loyalty.

Managers are advised to use more objectively based

measures of performance as much as possible
because subjective indicators are prone to bias
and inaccuracy.
MANAGERIAL IMPLICATIONS
 LEADERSHIP- employees’ evaluations of leader
effectiveness are influenced strongly by their
schemata of a good and poor leaders.
 Behaviors Contained in our Schemata of
Good and Poor Leaders
GOOD LEADER
1. Assigning specific task to group
members
2. Telling others that they done well
3. Setting specific goals for the group
4. Letting other group members
make decisions.
5. Trying to get the group to work as
a team.
6. Maintaining a definite standard of
performance.
POOR LEADER
1. Telling others that they performed
poorly.
2. Insisting on having their own way.
3. Doing things without explaining
themselves.
4. Expressing worry over the group
member's suggestions
5. Frequenlty changing plans
6. Letting the details of the task
become overwhelming.
MANAGERIAL IMPLICATIONS
 Communication – messages are interpreted
and categorized according to schemata developed
through past experiences and influenced by one’s
age, gender, and ethnic, geographic, and cultural
orientations.

Effective communicators try to tailor their

messages to the receiver’s perpetual schemata.
This requires well developed listening and
observation skills in addition to cross cultural
sensitivity.
STEREOTYPES:
Perceptions about Groups of
People
PERCEPTUAL ERROR DESCRIPTION EXAMPLE

HALO A rater forms an overall impression about an Rating a professor high on the teaching dimensions of
object and then uses that impression to bias ability to motivate students, knowledge, and
ratings about the object. communication because we like him or her.

A personal characteristics that leads an individual Rating a professor high on all dimensions of performance
LENIENCY to consistenly evaluate other people or objects regardless of his or her actual performance. The rater that
in an extremely positive fashion. hates to say negative things about others.

CENTRAL The tendecy to avoid all extreme judgments and Rating a professor avarage on all dimensions of
TENDENCY rate people and objects as average or neutral. performance regardless of his or her actual performance.

The tendecy to remember recent information. If Although a professor has given good lectures for 12 to 15
RECENCY EFFECTS the recent information is negative, the person or weeks, he or she is evaluated negatively because lectures
object is evaluated negatively. over the last 3 weeks done poorly.

The tendecy to evaluate people or objects by Rating a good professor as average because you compared
CONTRAST comparing them with characteristics of recently his or her performance with three of the best professors
EFFECTS observed people or objects you have ever had in college. You are currently taking
courses from the excellent professors.
STEREOTYPE FORMATION AND
MAINTENANCE

 Stereotype – beliefs about the characteristics of

a group.

Inappropriate use of stereotypes can lead to poor

decisions; can create barriers for women, older
individuals, people of color, and people with
disabilities; and can undermine loyalty and job
satisfaction.
FOUR STEP PROCESS
 1st : categorizing people into groups according to
various criteria, such as gender, age, race and
occupation.

 2nd : Infer that all people within a particular

category posses the same traits or characteristics.

 3rd: Form expectations of others and interpret

their behavior according to our stereotypes.
 4th: stereotypes are maintained:
 Overestimating the frequency of stereotypic
behaviors exhibited by others.
 Incorrectly explaining expected and unexpected
behaviors.
 Differentiating minority individuals from oneself.
TYPES OF STEREOTYPES:
 SEX-ROLE STEREOTYPES
- is the belief that differing traits and
abilities make men and women particularly well
suited to different roles.

o AGE STEREOTYPES
- Based on more on fiction than fact and reinforce age
discrimination because of their negative orientation.
 RACIAL AND ETHNIC STEREOTYPES
- are particularly problematic because they
are automatically triggered and lead to racial
bias without or conscious awareness. These
stereotypes are often activated by looking at
someone’s facial features or skin or color.

 DISABILITY SETREOTYPES
 people with disabilities not only face negative
stereotypes that affect their employability, but they
can also stigmatized by the general population.
VALUES & ATTITUDES &
JOB SATISFACTION

Distinguish between terminal and instrumental

values and describe the 3 types of value conflict.

Identify the 3 components of attitudes and discuss

cognitive dissonance.

Describe the model of organizational commitment.

TERMS AND TERMINOLOGIES:
 Values – enduring belief in a mode of conduct or
end-states.

 5 key Components:
 are concepts or beliefs
 pertain to desirable end-states or behaviors

 transcend situations

 guide selection or evaluation of behavior and events

 are ordered by relative importance.

TERMS AND TERMINOLOGIES:
Espoused Values Enacted Values

 The stated values and  The values and norms that

norms that are preferred are exhibited by
by an organization. employees.
PERSONAL VALUES
 Value system – the organization of one’s beliefs
about preferred ways of behaving and desired
end states.
DISTINGUISH BETWEEN TERMINAL AND
INSTRUMENTAL VALUES

 Terminal values  Instrumental

 is an enduring belief Values
about a desired end-  Is an enduring belief
state. about how one should
 Ex. Happiness, behave.
accomplish, pleasure  Ex. Ambition, honesty,
and wisdom. independence, love
and obedience.
DESCRIBE THE 3 TYPES OF VALUE
CONFLICT

 Value Conflict- related to an individual’s

attitudes, job satisfaction, turnover, and
potentially performance.

 3 types of Value Conflict:

 Intrapersonal Value Conflict
 Interpersonal Value Conflict

 Individual Organization Value Conflict

***these sources conflict are, respectively, from

inside the person, between people, and
between the person and the organization.***
DESCRIBE THE 3 TYPES OF VALUE
CONFLICT

 Intrapersonal Value Conflict – inner conflict

and resultant stress typically are experienced
when highly ranked instrumental and terminal
values pull the individual in different directions.
 The main difference is locus of influence: role conflict
involves outside social expectations; intrapersonal
value conflict involves internal priorities.

 For example “being ambitious” (instrumental value)

and “ending happy” (terminal value).
 In general, people are happier and less when their
personal values are aligned.
DESCRIBE THE 3 TYPES OF VALUE
CONFLICT

 Interpersonal Value Conflict – often, is

at the core of personality conflict.
 They also embrace unique combinations of
instrumental and terminal values that
inevitably spark disagreement.
DESCRIBE THE 3 TYPES OF VALUE
CONFLICT
 Individual- Organization Value Conflict – occur
when values espoused and enacted by the organization
collide with employees’ personal values.
 OB researchers refer to this type of conflict as value
congruence or personal-culture fit.(Similarity between
personal values and organizational values.)

 Important type of conflict to consider when accepting future

jobs because positive outcomes such as satisfaction,
commitment, performance, career success, reduced stress, and
lower turnover intentions are realized when an individual’s
personal values are similar or aligned with organizational
values.
ATTITUDES
 Definedas “ learned predisposition to
respond in a consistently favorable or
unfavorable manner with respect to a
given object.”

 Thedifference between attitudes and

values is clarified by considering the 3
components of attitudes : affective,
cognitive and behavioral.
NATURE OF ATTITUDES
 If you have a positive attitude about your job (i.e.
you like what you are doing), you would be more
willing to extend yourself at work by working
longer and harder.

 Values versus Attitudes

 Values represent global beliefs that influence
behavior across all situations,
 Attitudes relate only to behavior directed
toward specific objects, persons, or situations.
IDENTIFY THE 3 COMPONENTS OF ATTITUDES
AND DISCUSS COGNITIVE DISSONANCE.

 Affective Component – the feelings or

emotions one has about an object or situation.

 Cognitive Component – the beliefs or ideas one

has about object or situation.

 Behavioral Component – how one intends to

act or behave toward someone or something.
DISCUSS COGNITIVE DISSONANCE.

 Represents the psychological discomfort an

individual experiences when his/her attitudes or
beliefs are incompatible with his/her behavior.

 There are 3 main methods for reducing cognitive

dissonance:
 Change an attitude or behavior
 Belittle the importance of the inconsistent
behavior
 Find consonant elements that outweigh
dissonant ones.
DESCRIBE THE MODEL OF
ORGANIZATIONAL COMMITMENT

 Commitment – an agreement to do something

for yourself, another individual, group , or
organization.
 A force that binds an individual to a course of action
of relevance to one or more targets.
DESCRIBE THE MODEL OF
ORGANIZATIONAL COMMITMENT

 Organizational Commitment – extent to

which an individual identifies with an
organization and its goals.
 Reflects how strongly a person identifies with an
organization and is committed to its goals.
 It composed of 3 related components: affective
commitment , continuance commitment and
normative commitment. In turn, each of these
components is influenced by a separate set of
antecedents.
 An antecedent is something that causes the
component of commitment to occur.
THE MODEL OF ORGANIZATIONAL COMMITMENT

Composition of Organizational Commitment:

 Affective Commitment – refers to the employee’s

emotional attachment to, identification with involvement
in the organization.
 They want to do so.
 Continuance Commitment – refers to an awareness of
the costs associated with leaving the organization.
 They need to do so.
 Normative Commitment – reflects a feeling of
obligation to continue employment.
 They ought to remain with the organization.
THE MODEL OF ORGANIZATIONAL
COMMITMENT

 Psychological Contract – an individual’s

perception about the terms and conditions of a
reciprocal exchange with another party.
MOTIVATION
Contrast Maslow’s , Alderfer’s and McClelland’s
need theories.

Explain the practical significance of Herzberg’s

distinction between motivators and hygiene
factors.

Discussthe role of perceived inequity in

employee motivation.

Explain Vroom’s expectancy theory and review

its practical implications.

Explain how goal setting motivates an individual

and review the 5 practical lessons from goal
setting research.
TERMINOLOGIES

• Motivation- Psychological
process that arouse and
direct goal-directed
Behavior.
• Needs- Physiological/
psychological deficiencies
that arouse behavior.
ABRAHAM MASLOWS NEED HEIRARCHY

• In 1943, psychologist published

need hierarchy theory.
• Based on clinical observation of
neurotic individual.
5 BASIC NEEDS:
• Physiological- most basic need ; entails
having enough food, air and water to survive.
• Safety- need to be safe from physical and
physiological harm.
• Love-desire to be loved and to love; affection.
• Esteem- Need for reputation ; prestige and
recognition from others.
• Self-actualization-desire for self-fulfillment;
Best one is capable of
becoming
MASLOW’S NEED HIERARCHY
Self-
Actualization

Esteem

Love

Safety

Physiological
ALDERFERS ERG THEORY
 Clayton Alderfer – • 3 basic needs
developed an 1. Existence- desire for
alternative theory of physiological and
human needs in the materialistic well-
late 1960s. being.
2. Relatedness needs-
desire to have
meaningful
relationship with
others.
3. Growth- desire to
grow as human being
and use abilities to
fullest.
DIFFERENTIATE ALDERFERS AND
MASLOW THEORIES

• ERG- Smaller set of core needs

• ERG- Does not assume needs are related with
each other,
• ERG- contains frustration-regretion component.
• Erg contains Frustration-regretion component.
It is the frustration of higher-order need that can
influence the desire for lower-order needs.
MCLELLANDS NEED THEORY
• Need for  David McClelland –
achievement- Desire psychologist, studying the
to accomplish relationship between needs
something difficult. and behavior since the late
• Need for Affiliation- 1940s.
Desire to spend time
in social
relationships and
activities.
• Need for power-
Desire to influence,
coach, teach,
encourage others to
achieve.
HERZBERG’S MOTIVATORS AND
HYGIENE THEORY
• Motivators- Job characteristics associated by
Job satisfaction.
• Hygiene factors- Job characteristics associated
by Job Dissatisfaction.
MOTIVATORS (FROM NO SATISFACTION TO
SATISFACTION)

NO SATISFACTION SATISFACTION
Jobs that do not offer achievement Jobs with good company policy and
recognition, responsibility and administration salary and working
advancement. condition
HYGIENE FACTORS(FROM NO DISSATISFACTION TO
DISSATISFACTION)

Dissatisfaction NO Dissatisfaction
Jobs with poor company policy and Jobs with good company policy and
administration salary and working administration salary and working
condition condition.
• Equity Theory- Motivation that explains how
people strive for fairness and justice in social
exchanges.
• Negative Equity- comparison in which others
receive greater outcomes for similar input.
• Positive Equity- comparison in which other person
receives lesser outcomes for similar input.
• Equity sensitivity- individuals’ tolerance for
negative and positive equity.
BENEFITS FROM EQUITY THEORY
(PERCEIVED INEQUITY)

• People have varying sensitivities to percieve

equity and inequity.
• Inequity can be reduced in variety of ways.
• Note: BENEVOLENT- high tolerance of
negative equity
• Equity sensitive's- reciprocity and quickly motivated.
• Entitleds- no tolerance.
• Organizational Justice- people perceive
that they are treated fairly.
• Distributive justice- fairness to
allocation rewards.
• Procedural justice- fairness to
process of allocation.
• International justice- feel fairly
treated.
LESSONS FROM EQUITY THEORY
1. Provides managers explanations of how beliefs and
attitudes affect Job performance.
2. Need to pay attention to employees perception of what
is fair and equitable.
3. Benefit for allowing employees in decision making.
4. Appeal to decisions.
5. Accept and support organization change.
6. Manager can promote cooperation and teamwork.
7. Lead to costly cont. settlements (inequitable treatment)
8. Attention to org. climate for justice.
VROOM'S EXPECTANCY THEORY

• Words that people are motivate

to be are in a way that produce
valued outcomes.
 IMPLICATION FOR MANAGERS
• Determine outcomes employee value.
• Identify good performance so appropriate
behavior be rewarded.
• Make sure employee achieve targeted
performance lerd.
• Make sure changes in outcomes large enough to
motivate high effort
• Monitor reward system for inequities.
IMPLICATIONS FOR ORGANIZATION
• Reward people for classified performance.
• Design challenging jobs.
• Rewards to group accomplishment
• Rewards managers for high effort and goal
attainment.
• Employee motivation through intervenes
• Accommodate individual differences.
GOAL SETTING

• Goal direct attention.

• Goal regulate effort.
• Goal increase persistence.
• Goal laster the dive the application of
task strategies and plans.
 PRACTICAL LESSONS
• Goal difficulty- amount of effort required to meet
goal.
• Goal specificity- quantifiability of goal.
• Feedback enhances effect of difficult goals.
• Participative goals assigned and self-set goals are
equally effective.
• Goal commitments- commitment to achieve goal.
NOTE FROM THE INSTRUCTOR:
 Don’t just read but understand the concept being
discuss and have your own further analysis to the
theories.
 Understand the connection and relationship of
each theory and concept to each other.
 Study well and make me proud! =)
MANAGING CHANGE AND
STRESS
Objectives:

Discuss the external and internal forces that

create the need for the organizational change
Summarize the reasons employees resist
change
 identify the alternative strategies for
overcoming resistance to change
Discuss how to reduce, prevent and cope with
stress.
 DISCUSS THE EXTERNAL AND INTERNAL
FORCES THAT CREATE THE NEED FOR THE
ORGANIZATIONAL CHANGE
Organization encounter both
external and internal forces
for change
External Forces: Internal Forces:
 Demographic characteristics
 Human resource problems
 Technological Advancements
 Managerial
 Customer and market behavior/decisions
changes
 Social and political pressures
SUMMARIZE THE REASONS
EMPLOYEES RESIST CHANGE

1. An individual’s predisposition toward change

2. Surprise and fear of the unknown
3. Climate of mistrust
4. Fear of failure
5. Loss of status or job security
6. Peer pressure
7. Disruption of cultural traditions or group
relationships
8. Personality conflicts
9. Lack of tack or poor timing
10. Nonreinforcing reward systems
IDENTIFY THE ALTERNATIVE STRATEGIES FOR
OVERCOMING RESISTANCE TO CHANGE
Approach Commonly Used Advantages Drawbacks
in Situations

Education + Where there is a Once persuaded, Can be very time

Communication lack of information people will often consuming if lots of
or inaccurate help with the people are involved.
information and implementation of
analysis the change

Partcipation + Where the People who Can be very time

involvement initiators do not participate will be consuming if
have all the committed to participators
information they implementing design an
need to design the change, and any inappropriate
change and where relevant change.
others have information they
considerable power have will be
to resist integrated into the
change plan
IDENTIFY THE ALTERNATIVE STRATEGIES FOR
OVERCOMING RESISTANCE TO CHANGE
Approach Commonly Used Advantages Drawbacks
in Situations

Facilitation + Where people are No other approach Can be time

support resisting because of works as well with consuming
adjustment adjustment expensive, and still
problems problems fall

Negotiation + Where someone or Sometimes it is a Can be too

agreement some group will relatively easy way expensive in many
clearly lose out in a to avoid major cases if it alerts
change and where resistance. others to negotiate
that group has for compliance
considerable power
to resist.
IDENTIFY THE ALTERNATIVE STRATEGIES FOR
OVERCOMING RESISTANCE TO CHANGE
Approach Commonly Used Advantages Drawbacks
in Situations

Manipulation + co- Where other tactics It can be a Can lead to future

optation will not work or are relatively quick problems if people
too expensive. and inexpensive feel manipulated
solution to
resistance
problems
Explicit + implicit Where speed is It is speedy and can Can be risky if it
coercion essential and overcome any kind leaves people mad
where the change of resistance at the initiators.
initiators possess
considerable power
STRESS MANAGEMENT
 Fight or Flight Response
 Either confront stressors or try to avoid them
TERMINOLOGIES:
 Stress – behavioral, physical, or psychological
response to stressors
 Eustress – stress that is good or produces a
positive outcome.
 Stressors – environmental factors that produce
stress
DISCUSS EMPLOYEE ASSISTANCE PROGRAMS
(EAPS) AND A HOLISTIC APPROACH TOWARD
STRESS REDUCTION

EAP HOLISTIC APPROACH

 Help employees to  Advocating that people strive

resolve personal for a harmonious balance
problems that affect among physical, mental, and
their productivity. social well being.
 Typically funded by  5 key components: self-
the organizations or in responsibility, nutritional
combination with awareness, stress reduction
unions. and relaxation, physical
fitness, and environmental
sensitivity.
TEAMS AND
TEAMWORK
Objectives:
Explain how a work group becomes
a team
Identify and describe 4 types of
work teams
Identify 5 teamwork competencies
team members need to process.
Discuss why team fail
EXPLAIN HOW A WORK GROUP
BECOMES A TEAM

 Team – small group with complementary skills

who hold themselves mutually accountable for
common purpose, goals, and approach.
THE EVOLUTION OF A TEAM
A work group becomes a team when:
1. Leadership becomes a shared activity.
2. Accountability shifts from strictly individual
to both individuals and collective
3. The group develops its own purpose or
mission
4. Problem solving becomes a way of life, not a
part-time activity.
5. Effectiveness is measured by the group’s
collective outcomes and products.
IDENTIFY AND DESCRIBE 4 TYPES OF
WORK TEAMS

 Advice Teams – provide information for

managerial decisions.
 Production teams – perform an organization’s
day-to-day operations.
 Project teams – apply specialized knowledge to
solve problems needed to complete a specific
project.
 Action teams – highly skilled and highly
coordinated to provide peak performance on
demand.
IDENTIFY 5 TEAMWORK COMPETENCIES
TEAM MEMBERS NEED TO PROCESS.

 Orient team to problem-solving situation

 Organizes and manages team
performance
 Promotes a positive team environment

 Facilitates and manages task conflict

 Appropriately promotes perspective.

 DISCUSS WHY TEAM FAIL
 Teams fail because unrealistic expectations cause frustration
and failure.
 Common Management Mistake:
 Weak strategies
 Creating a hostile environment for teams
 Faddish use of teams
 Not learning from team experience
 Vague team assignments
 Poor team staffing
 Inadequate training
 Lack of trust
 DISCUSS WHY TEAM FAIL

 Problems typically experienced by team members:

 Try too much soon
 Experience conflict over differing work styles and
personalities
 Ignore important group dynamics
 Resist change
 Exhibit poor interpersonal skills and chemistry
 Display a lack of trust.
GROUP
DYNAMICS
Objectives:
Discuss the 4 sociological criteria of a
group and the functions of formal groups

Describe the 5 stages in Tuckman’s

theory of group development and discuss
the threat of group decay.
GROUP DYNAMICS
 Researchconsistently reveals the
importance of social skills for both
individual and organizational success.

4 stumbling blocks:
 Problems with interpersonal relationships
 Failure to meet business objectives .
 Failure to build and lead a team.
 Inability to change or adapt during a
transition.
GROUP DYNAMICS
 Group – two or more freely interacting people
with shared norms and goals and a common
identity.

Formal Group Informal Group

Formed by the Formed by friends or

organization those with common
interest.
Example: Work group,
team, committee, quality
circle, or task force.
WORKPLACE SOCIAL EXCHANGE
NETWORK (WSEN) MODEL
 Identifies 3 levels of social exchange
 Employee – organization
 Employee – supervisor
 Employee – team

 Individuals judge each type of social exchange in terms

of perceived equity or fairness.
 The greater the perceived fairness, the more loyal,
motivated, and hardworking the individual will be.
 Lack of perceived fairness is demotivating.
WORKPLACE SOCIAL EXCHANGE
NETWORK (WSEN) MODEL
EMPLOYEE - ORGANIZATION
ORGANIZATION

SUPERVISOR/LEADER EMPLOYEE - SUPERVISOR EMPLOYEE

TEAM EMPLOYEE - TEAM

Exchange currencies available: Exchange currencies available:

Support Employment Citizenship
Security Social Identity Performance
Benefits Job Assignment Attendance
Pay Information Membership
Advancement Loyalty
Positive attitudes

Exchange salience/
Organizational Structure Relevance Employee Needs

Organizational Culture
 5 STAGES OF TUCKMAN’S THEORY
OF GROUP DEVELOPMENT
 Step One: Forming
 The group comes together
 Step Two: Storming
 Members test their limits and each other
 Step three: Norming
 Question of authority and power are resolved as the group becomes
more cohesive.
 Step Four: Performing
 Effective communication and cooperation help the group get things
done
 Step Five: Adjourning
 Group members go their own way.
 5 STAGES OF TUCKMAN’S THEORY
OF GROUP DEVELOPMENT
Adjouring
Performing

Norming Return to independence

Storming
Dependence/ Independence

Forming

Independence
GROUP DECAY
 Occurs when a work group achieves the
“performing” stage and then shifts into reverse.

 Occurs through denorming (erosion of

standards), de-storming (growing discontent and
loss ofcohesiveness), and de-forming
(fragmentation and breakup of the group).
LEADERSHIP
Objectives:

Explain the difference between leading &

managing
Explain trait, behavioral and situational theories
of leadership
Describe the difference between laissez –fair,
transactional and transformational leadership
Discuss how transformational leadership
transforms followers and work groups.
Explain the leader-member exchange model
leadership and the concept of shared leadership
Describe the follower’s role in the leadership
process.
TEAM LEADERSHIP
Leadership is defined as a process in which an
individual influences a group of individuals to
achieve a common goal.

Managers typically perform functions associated

with planning, investigating, organizing, and
control, and leaders deal with the interpersonal
aspects of a manager’s job.

All told, organizational success requires a

combination of effective leadership and
management.
 CHARACTERISTICS OF BEING A LEADER
AND A MANAGER
Being a Leader Means Being a Manager Means

Motivating, influencing, and Practicing stewardship, directing

changing
Inspiring, setting the tone, and
articulating a vision
Managing people
and being held accountable for
resources.
Executing plans, implementing,
and delivering the goods and
services.
Managing resources

Being charismatic Being conscientious

Being visionary Planning, organizing, directing,

and controlling
 CHARACTERISTICS OF BEING A LEADER
AND A MANAGER
Being a Leader Means
Understanding and using power
and influence
Acting decisively
Putting people first; the leader
knows, responds to, and acts for
his or her followers.
Leaders can make mistakes when
1. They choose the wrong goal,
direction or inspiration, due to
incompetence or bad intentions;
Being a Manager Means
Understanding and using
authority and responsibility.
Acting responsibly
Putting customer first; the
manager knows, responds to, and
acts for his or her customers.
Managers can make mistakes
when:
1. They fail to gasp the importance
of people as key resource; or
 CHARACTERISTICS OF BEING A LEADER
AND A MANAGER
Being a Leader Means
Leaders can make mistakes when;
2. They overlead; or
3. They are unable to deliver on,
implement the vision due to
incompetence or a lack of
follow through commitment.
Being a Manager Means
Managers can make mistakes
when:
2. They underlead; they treat
people like other resources,
numbers; or
3. They are eager to direct and to
control but are unwilling to
accept accountability.
EXPLAIN BEHAVIORAL STYLES THEORY
AND ITS TAKEAWAYS

The thrust of behavioral styles theory is to

identity the leader behaviors that directly
affect work-group effectiveness.

Researchers at Ohio State uncovered two

key leadership behaviors: considerable
and initiating structure.
EXPLAIN BEHAVIORAL STYLES THEORY
AND ITS TAKEAWAYS

The takeaways from this from this theoretical

perspective are as follows:
1. Leaders are made, not born;

2. There is no one best style of leadership

3. The effectiveness of a particular style of

depends on the situation at hand;
4. Managers are encourage to concentrate on
improving the effective execution of their
leader behaviors.
DESCRIBE THE DIFFERENCE BETWEEN LAISSEZ –
FAIR, TRANSACTIONAL AND TRANSFORMATIONAL
LEADERSHIP
Laissez-faire leadership is the absence of leadership. It
represent a general failure to take responsibility for leading.

Transactional leadership- focuses on clarifying employees’

role and task requirements and providing followers with
positive and negative rewards contingent on performance.

Transformational leader – motivate employees to pursue

organizational goals above their own self-interests.

Transactional and Transformational leadership are

important for organizational success.
DISCUSS HOW TRANSFORMATIONAL LEADERSHIP
TRANSFORMS FOLLOWERS AND WORK GROUPS.

Individual characteristics and organizational

culture are key precursors of transformational
leadership, which is comprised of 4 sets of leader
behavior.

These leader behaviors in turn positively affect

followers’ and work-group goals, values, beliefs,
aspiration, and motivation.

These positive effects are then associated with host

of preferred outcomes.
EXPLAIN THE LEADER-MEMBER EXCHANGE (LMX)
MODEL LEADERSHIP AND THE CONCEPT OF SHARED
LEADERSHIP

LMX Model revolves around the development of

dyadic relationships between managers and their
direct reports.

These leader-member exchanges qualify as either

in-group or out-group relationships. Research
supports this model of leadership. Shared
leadership involves a simultaneous, ongoing,
mutual influence process in which individuals
share responsibility for leading regardless of
formal roles and titles.
EXPLAIN THE LEADER-MEMBER EXCHANGE (LMX)
MODEL LEADERSHIP AND THE CONCEPT OF SHARED
LEADERSHIP

This type of leadership is most likely to be needed

when a people work in teams, when people are
involve in complex projects, and when people are
doing knowledge work.

Shared leadership also beneficial when people are

working on task or projects that require
interdependence and creativity.
THE LEVEL 5 HIERARCHY
Executive

Effective
Leader
Competent
Manager

Contributing Team
Member

Highly Capable Individual

 THE LEVEL 5 HIERARCHY
 Level 5: Executive
 Builds enduring greatness through a paradoxical blend of personal
humility and professional will.
 Level 4: Effective Leader
 Catalyzes commitment to and vigorous pursuit of a clear and
compelling vision, stimulating higher performance standards.
 Level 3: Competent Manager
 Organizes people and resources toward the effective and efficient
pursuit of determined objectives.
 Level 2: Contributing Team Member
 Contributes individual capabilities to the achievement of group
objectives and works effectively with others in a group setting.
 Level 1: Highly Capable Individual
 Makes productive contributions through talent, knowledge, skills,
and good work habits.
DESCRIBE THE FOLLOWER’S ROLE IN
THE LEADERSHIP PROCESS.

Followers can use a four-step process for managing

the leader-follower relationship. Followers need
to understand their boss and themselves.

They then conduct a gap analysis between the

understanding they have about their boss and
themselves.

The final step requires followers to build on mutual

strengths and to adjust or accommodate the
leader’s divergent style, goals, expectations, and
weaknesses.
INDIVIDUAL AND GROUP
DECISION MAKING
OBJECTIVES:
Compare and contrast the rational model of
decision making and Simon’s normative
model.
Explain the model of decision-making styles

Summarize the pros and cons of involving

groups in the decision making process.
Contrast brainstorming, the nominal group
technique, the Delphi technique, and
computer aided decision making.
COMPARE AND CONTRAST THE RATIONAL
MODEL OF DECISION MAKING AND
SIMON’S NORMATIVE MODEL.
Rational Model of
Simon’s Normative Model
Decision Making

 Consists of identifying  Guided by a decision

the problem , maker’s bounded
generating alternative rationality.
solutions, evaluating
and selecting a Bounded Rationality
solution, and – decision makers are
implementing and bounded or restricted
evaluating the by a variety of
constraints when
solution. making decision.
COMPARE AND CONTRAST THE RATIONAL
MODEL OF DECISION MAKING AND
SIMON’S NORMATIVE MODEL.
Rational Model of
Simon’s Normative Model
Decision Making

 Research indicates  Normative model

that the decision suggests that decision
makers do not follow making is
the series of steps characterized by
outlined in the a. Limited information
rational model. processing
b. Use of judgmental
heuristics
c. Satisfying
MODEL OF DECISION-
MAKING STYLES
 Based on the idea that styles vary
along 2 different dimensions: value
orientation and tolerance for
ambiguity.

 When these two dimensions are

combined, they form 4 styles of decision
making: directive, analytical,
conceptual, and behavioral.
4 STYLES OF DECISION
MAKING
 Directive style – have a low tolerance for ambiguity
and are oriented toward task and technical concerns.

 Analytic Style – have a higher tolerance for

ambiguity and are characterized by a tendency to
overanalyzed a situation.

 Conceptual Style – have a high threshold for

ambiguity and tend to focus on people or social aspects
of a work situation.

 Behavioral Style – the most people oriented of the 4

styles.
SUMMARIZE THE PROS AND CONS OF
INVOLVING GROUPS IN THE DECISION
MAKING PROCESS.
 Research shows that groups typically outperform the
average individual, there are 5 important issues to
consider when using groups to make a decisions.
a) Groups are less efficient than individuals
b) A group’s overconfidence can fuel groupthink.
c) Decision quality is negatively related to group size
d) Groups are more accurate when they know a great
deal about issues at hand and when the leader
possesses the ability to effectively evaluate the
group members’ opinions and judgments'.
e) The composition of a group affects its decision-
making processes and performance.
SUMMARIZE THE PROS AND CONS OF
INVOLVING GROUPS IN THE DECISION
MAKING PROCESS.

 In the final analysis, managers are encouraged to

use a contingency approach when determining
whether to include others in the decision-making
process.
CONTRAST BRAINSTORMING, THE NOMINAL GROUP
TECHNIQUE, THE DELPHI TECHNIQUE, AND
COMPUTER AIDED DECISION MAKING.

 Group problem-solving technique – facilitate better

decision making within groups.
 Brainstorming – is used to help groups generate multiple
ideas and alternative for solving problems
 Nominal Group Technique – assists groups both to
generate ideas and to evaluate and select solutions.
 Delphi technique- group process that anonymously
generates ideas or judgments from physically dispersed
experts.
 Computer aided decision making – to reduce consensus
roadblocks while collecting more information in a shorter
period of time.
 COMMUNICATION
Objectives:
1. Describe the perceptual model of
communication
2. Describe the process, personal, physical
and semantic barriers to effective
communication
3. Contrast the communication styles of
assertiveness, aggressiveness and non
assertiveness
4. Describe the communication differences
between men & women and explain the
source of these differences.
PERCEPTUAL PROCESS MODEL OF
COMMUNICATION

Communication
the exchange of information between a sender
and a receiver, and the inference (perception) of
meaning between the individuals involved.

Note:
Managers who understand this process can
analyze own communication patterns as well as
design communication programs that fit
organizational needs.