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ORGANIZATIONAL

BEHAVIORDr Ravikiran Dwivedula

IBS Hyderabad


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INTRODUCTION TO OB

MotivationLeadershipPersonality Burnout

ob satisfactionemotionsCommunication eadership Style

( ,roup Dynamics group formation)onflicts

rganization culture / (R practices policies training& )erformance evaluationeward structures esistance to change

rganizational Learningob characteristics


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INTRODUCTION TO OB

TYPICALLYWE STUDY ORGANIZATION BEHAVIOR AT 3 LEVELS

IN D IV ID U A LS

T E A M S

O R G A N IZ A T IO N

Motivation LeadershipPersonality Burnout

ob satisfaction emotions

Communication eadership Style( ,roup Dynamics group formation)onflicts

rganization culture / (R practices policies training& )erformance evaluationeward structures e si sta nc e to ch an ge

rganizational Learning ob characteristics


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INTRODUCTION TO OB

WHAT IS OB

FIELD OF STUDY THAT INVESTIGATES THE IMPACT OFINDIVIDUALS, GROUPS, AND STRUCTURE THAT HAVE ON

BEHAVIOR WITHIN THE ORGANIZATIONS FOR THE PURPOSEOF APPLYING SUCH KNOWLEDGE TOWARD IMPROVING ANORGANIZATIONS EFFECTIVENESS

OR TO PUT IT SIMPLY

WHAT PEOPLE DO IN AN ORGANIZATION AND HOW WILL THATIMPACT THE PERFORMANCE


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INTRODUCTION TO OB

P e rso n a lityP e rce p tio nE m o tio n sS tre ss

e al s w it h Is s ue s s uc h a s

ss u es ob se rv e d atNDIVIDUAL LEVEL


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INTRODUCTION TO OB

O B

e al s wi t h I ss u esu ch as

roup Dynamics ork teamsCommunication PowerConflict

rganization Changerganization Culture

s su es o b se rv ed a t b ot hEAM AND RGANIZATION LEVELS

ocial Psychology is a branch of Psychology and deals with similar issues


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INTRODUCTION TO OB

O B

ea ls w i th I ss u es su ch a s

rganizational Culturerganizational Environment

-ross Cultural Analysisomparing Attitudes

/ross Functional Cross Culturalteams

b se rv es Is su e s at B o th

EAM ANDORGANIZATIONALLEVELS


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INTRODUCTION TO OB

O B

e a l s w i t h I s s u e su c h a s

ntra Organizational PoliticsConflicts

ORGANIZATIONALLEVEL t u d i e s I s s u e s a t


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EVOLUTION OF MANAGEMENT THOUGHT

y th e o rie s o f M a n a g e m e n t ca n b e C la ssifie d u n d er w h a t w e k n o w a sS IC A L M A N A G E M E N T T H O U G H T

APPROACH RATIONALE FOCUS

Scientific Management One Best Way to do the Job Job Level

Administrative Principles One Best Way to Put anOrganization Together

Organizational Level

Bureaucratic Organization Rational and ImpersonalOrganizational Arrangement

Organization Level


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SCIENTIFIC MANAGEMENT

SCIENTIFIC STUDY OF WORK METHODS(THROUGH OBSERVATIONS, EXPERIMENTS,& REASONING) TO IMPROVE THE EFFICIENCYOF THE WORKERS


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Important Scientists:

Frederick Winslow TAYLOR

Frank & Lillian GILBRETH

Henry Laurence GANTT


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re he Pr in c i pl e s o f S ci en t if ic Ma n ag e m en t n 1911

oldiering Effect triggered his research studyering Effect occurs when workers deliberately work at a slower pace

ay be due torease in their productivityl result in Job Loss toir Colleagues

aulty Wage Systemn the Organization utdated Method ofWorking


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o re rco m e th e se p ro b le m s Ta y lo r id e n tifie d 2 in te rv e n tio n s

& O T IO N S TU D Yify th e b e st w ay to p e rfo rm e ach jo b

k d o w n e ach jo b in to sm a ll ta sk sv e th e u n n e ce ssa ry m o ve m e n ts a n d fin d th e b e st w ay o f d o in g th e jo b

-R A T E IN C E N T IV E S Y S T E Mrd th e w o rke r w ith th e m a xim u m o u tp u t

o rke r to re ce iv e h is w a g e s if h e m e e ts th e e xp e cte d p e rfo rm a n ce,e x ce e d s th e ta rg e t w a g e s w ill in cre a s e p ro p o rtio n a lly


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ay lo rIM ITAT IO N S

o rk e r is n o t in v o lv e d in th e p la n n in g o f h is w o rk/ p e ra tio n s ca n n e v e r b e iso la te d in d iv id u a l co n fin in g w o rk e rs to in d iv id u a le ratio n s w ill n o t n ece ssa rily im p ro ve th e ir p ro d u ctivity


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ay lo rn o w kn o w th e S o ld ie rin g E ffe ct m o re co m m o n ly a s S O C IA L LO A F IN G

cia l Lo a fin g m o stly o ccu rs if P EO P LE A R E N O T M O T IV A T E D E N O U G H T O W O R KN A G R O U Pe re a so n b e in g th a t th e in d iv id u a ls m a y fe e l th a t th e ir ta sk is N O T IM P O R T A N

so th e y fe e l T H E Y A R E N O T G E TT IN G T H E IR D U E U N D E R A P P R E C IA T E De b est w ay to b ea t S O C IA L LO A F IN G

ssig n m e an in g fu l ta sks to te am m e m b e rs

iv e th e te am m e m b e rs th e rig h t d e g re e o f a u to n om y o ve r th e ta sk s


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Tay lo r

.o in g b a ck to th e S O L D IE R IN G E F F E C T W H A T D O Y O U T H IN K W A S T H! ! !E A R T O F T H E P R O B LE M

EMOTIVATED WORKERSack of interesting job

ewards not linked to performanceack of Job Security


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&nk Lillian Gillbreth-cused on Time Motion Study developed by Taylor

, udied and labeled 17 basic hand motions of the workers Search Holdey also observed the physical movements of the workers using motion picturemera

e productivity of the workers went up


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ry Laurence Ganttongly tied financial rewards to performance as did Taylor

&eloped the Task Bonus Scheme( )kers completing their work faster than the given time received a Bonus

foreman received a bonus for each worker who completed the work beforen timeforeman gets extra bonus when all the workers under him finish the joboree


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itations of Scientific Managementks at the problems only at the operational level and not at the managerialel/sumption was that people motivated only by Money Material Gains,kers more often complain about nature of work and working conditions ratheon material gains


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ADMINISTRATIVE PRINCIPLES

ISTRATIVE THEORYloped principles that could coordinate the activities within the organizati

prominent among the proponents of this management thought was Henri FayolL

ch Industrialistme popular through his book d min is tra tio n in dus tr iel le et g n r al e r Genendustrial Managementded Business Operations into 6 different activities


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FAYOL&roducing manufacturing products


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L,ding on these activities Fayol suggested 14 principles of management

ision of Work leading to efficiency in operationsing Authority to Managers and Making them Responsible for the Work to be

iscipline in the organization where people respect authorityinstructions from one personactivities to be a part of ONE plan

anization s interests over individual interests &muneration paid should be fair according to cost of living linked touctivity


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,on these activities Fayol suggested 14 principles of managementrganization flexible enough to be centralized or decentralized to effectivelpersonnel

;aving clear cut communication channels in the organization across the hiera/ight person selected to do the right job and material equipment kept in plah performance of activities

ployees to be treated fairly urnover to be prevented by motivating the employees

uggestions from employees to improve work placep Team Spirit among the employees


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BUREAUCRATIC MANAGEMENTR

, ,orted the idea of a structured formalized and impersonal organizationsng set of rules and regulations in the organizationon the following principles

&PECIALIZATION DIVISION OF LABORs and responsibilities are clear

mployee given specific tasks to help him gain expertise& REGULATIONS

as they help the employees to work in coordinated fashionSONALITY OF MANAGERS

ions made based on facts rather than emotionsRCHY OF ORGANIZATION

dinates not given any role in decision making


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LIMITATIONS OFADMINISTRATIVE & BUREAUCRATICAPPROACH

e is no strict bureaucracy today rinciples of scientific management go against individual creativi

, , ,rtant issues such as Leadership Motivation Power and Informalions were ignored


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BEHAVIORAL APPROACH

,nized the importance of individual s attitude their interactioneers and superiors and its influence of their performance:f the proponents of this theory are

arker Follett e d t h e i d e a o f P o w e r S h a r i n g

Mayoh e t e a m o f s c i e n t i s t s w h o c o n d u c t e d t h e H a w t h o r n e E x p e r i m e n t s

d t h e r e l a t i o n b e t w e e n e m p l o y e e p s y c h e O r g a n i z a t i o n a l E n v i r o n m e n tc t i v i t y


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BEHAVIORAL APPROACH

:f the proponents of this theory are

e d t h e M a s l o w s H i e r a r c h y o f N e e d s p y r a m i d t o e x p l a i n H u m a nt i o nor

e d t h e T h e o r i e s X a n d Yr s b e l i e f a b o u t h i s e m p l o y e e s

, , ,X w o r k e r s a r e l a z y d o n o t l i k e w o r k d i s l i k e r e s p o n s i b i l i t y n e e de r v i s e d, , ,Y w o r k e r s a r e c r e a t i v e p r o a c t i v e t a k e r e s p o n s i b i l i t y a n d e x e ro n t r o l


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QUANTITATIVE APPROACH

me of the WW II:sts of 3 branches

/ : , ,anagement Science Operations Research PERT CPM, , ision Theory Sampling Probability :perations Management deals everything related to Production

, , , &entory Management Facility Location Layout Project Planning,trol Statistical Quality Control : , , ,anagement Information Systems Collects Processes Stores andsseminates Information


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MODERN APPROACH

YSTEMS THINKING ONTINGENCY THEORY YSTEMS THINKING

PEOPLEMONEYMATERIALINFORMATION

E M P L O Y E ER E C R U I T E D

INPUTPROCESSES

TRANSFORMATIONPROCESSES

T R A I N I N GM E N T O R I N GO B E NR IC HM EN T

/RODUCTSSERVICES

O RK IN G W IT HL I E N T ,b s e r v a t i o n sR e c o m m e n d a t i o n sr ob le m s ol vi ng

FEEDBACK

OUTPUT

FEEDBACK

P E R F O R M A N C EA P P R A I S A LE ED BA CK F RO MC L I E N T

R G AN I ZA T IO N SRO I

t h i s c o l l e c t i v e l y c a n b e c a l l e d a s a C O N S U L T A N C Y S Y S T E M


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MODERN APPROACH

THE CASELET GIVEN TO YOU

AT DOES MARIA RODD TYPICALLY DO WHEN SHE IS PLANNING N EVENT?OES HER WORK IN ANY WAY CONNECT THE VARIOUS APPROACHES.ANAGEMENT THAT WE HAVE SEEN SO FAR ?

: !ANNING AN EVENT TO REMEMBER SUPERWOMAN MARIA RODD


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MODERN APPROACH

ONTINGENCY THEORY

Also called as Situational Theory Reflects the Increasing Complexity of the Businesses !!!THERE IS NO ONE BEST WAY TO DO THE JOB

,e la ti on b et we en I nd iv id ua ls,ea ms O rg ani zat io ns an d E nv iro nm en t


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HAWTHORNE STUDIES

The Problem: Employee Dissatisfaction

The Setting: 1924; The Hawthorne Works Factory of WesternElectric Company, Chicago; 30,000 employees; the studiesconducted until the early 1930s

Nature of Operations: Supplied manufactured equipment to Bell

Telephone System

The Objective:To know the causes of dissatisfaction amongworkers

The Managerial Concept: Influence of External Factors(environment) on Employee Motivation and therefore onProductivity

So, how were the experiments conducted


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HAWTHORNE STUDIES

The Experiments were conducted by National

Academy of Sciences Step One was the ILLUMINATION EXPERIMENTS

roup 1( )ontrol Groupllumination wasept Constant

roup 2(Experimental)roupllumination wasenhanced

REDICTABLYIGHER PRODUCTIVITYN GROUP 2,OWEVER PRODUCTIVITYF GROUP 1 ALSO INCREASED

These experiments suggested that there may be factors apart from WorkingConditions that influenced Productivity


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HAWTHORNE STUDIES

Step TWO was the RELAY ROOM EXPERIMENTS

Started in 1927 by Elton Mayo and his colleagues This phase continued for a period of 5 years The intention was to change the working conditions and see how

productivity changes

SOWHAT WAS DONE?

2 girls were selected for the experiment These two girls were asked to select 4 more girls The group was given the task of assembling telephone relays A telephone relay is a device comprising of 40 different

components An Observer recorded the experimenttalking to the girls

listening to their complaintsgiving the girls an update on theexperiment

SOWHAT DID THEY FIND OUT?


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HAWTHORNE STUDIES

ormal workingconditions/8 hours weeko breaks

400 relays

iece WorkBasisweeks( agesAccordingo )roductivity

wo Fiveinute Breaksncreased later to0 minutes

Productivityincreased

Sharp riseIn productivity

ix Fiveinute breaksintroduced

Slight fall inProductivity as

work rhythm isaffected

0 minutesreak restored+ ree meals


Girls llowed toe ave e ar ly


ll amenities;ithdrawnOriginalorkingConditionsrestored

HighestProductivityAchieved

000 relays


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HAWTHORNE STUDIES

MANAGERIAL IMPLICATIONS OF THE FINDINGS:

The rise in productivity is due to change in the employees attitude towardstheir job

They experienced a feeling of Task Significance when their opinions wereasked

The employees were given autonomy on their job in terms of assembling of

parts Thus, the employees developed self discipline

It was also found that variables such as rest does not completely explainincrease in productivity


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HAWTHORNE STUDIES

The Illumination and Relay Room Experiments were followed up with

a Mass Interview Program

Interviews conducted between 192830

The objective was to collect information so that SupervisoryTraining be Improved

The Interviewer would listen, talk, argue, and advice theinterviewee on various aspects such as

PhysicalWorkingCondition s

FinancialRewards( ,agesaterevision)

obPlacement s(transfers.oPlaceme)ts

WorkingHours

GeneralEmployeeWelfare

SocialContacts( n the)ob


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HAWTHORNE STUDIES

WHAT ARE THE IMPLICATIONS FROM THESE INTERVIEWS?

Providing opportunities to express opinions motivates the employees

Complaints/Grievances may not necessarily be tangiblemore often theycan be symptoms to more serious problems

Employees productivity depends on his experience within and outside theorganization

Employees level of satisfaction or dissatisfaction depends on how heperceives his social status in the organization

In some departments, group behavior was evident groups restricting the

productivity of individual workers

Thus, bank wiring Room Studies were conducted to study this phenomenonin detail


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HAWTHORNE STUDIES

BANK-WIRING ROOM STUDY

OBJECTIVE : Observe the motivational drives among the informal work groups

PARTICIPANTS: 9 wire-men, 3 soldermen, and 2 inspectors; involved in attachingwire to swtiches; 1 observer, 1 interviewer

THE SETTING : A Simulated Environment called Bank-Wiring Room was createdreplicating the actual work conditions

METHOD :

The observer interacted closely with the workers, knowing more about their feelings,values, attitudes

The interviewer stationed in a different part of the factory. Was appraised of theemployees by the Observer


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HAWTHORNE STUDIES

BANK-WIRING ROOM STUDY

RESULTS:

Emergence of an Informal team leader among the small group of 14 workers

Financial rewards were not important to the team members; Group Norms were moreimportant

The production level was 6000 units vis--vis 7000 units capacity

Group compelled individual production level to be at about the 6000 unit mark

Groups averse to raising the level of production because:

Possibility of standards being raised

Protection of slower workers

Fear of employment


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HAWTHORNE STUDIES

PERSONAL COUNSELLING

The bank-wiring study was followed by Personal Counselling of the employees (after4 years)

The objective was to underscore the significance of employee relations in theorganization

Effective Leadership and Communication among the employees identified as the keyto improvement of organizational relationships

The following benefits were generated:

Employees Psychological and Physiological problems were solved

EmployeeSupervisor relations improved

Employee Management relations improved

Management demonstrated greater empathy for the employees


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INDIVIDUAL BEHAVIOR

Dr Ravikiran Dwivedula

INDIVIDUAL BEHAVIOR


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BEHAVIOR is defined as

The Manner in which one Behaves!

The actions or reactions of a person in response to an

external or internal stimuli !

Though people differ in their attitudespersonalityemotionstheirBehavior can be similar to a given stimulus

Example : Increase in the petrol prices (STIMULUS)most ofus are not too happy (BEHAVIOR)

Example: What was the stimulus and Behavior in theHawthorne Experiments?

: ; m u lu s E m p lo ye e N o t In vo lv ed in w o rk im p ro p er w o rk co n d itio n s:a v io r D e m o tiv a te d W o rk ers

INDIVIDUAL BEHAVIOR


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Over the yearsthere have been changes in the way

BEHAVIOR has been explained

THE TRADITIONAL APPROACH

BEHAVIOR IS THE OUTCOME OF A STIMULUS

Example: A very unfriendly working environmentyoudemonstrate an irritable behavior at work

THIS IS CALLED THE SR MODEL OR THE STIMULUS

RESPONSE MODEL

INDIVIDUAL BEHAVIOR


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BEHAVIORAL PERSPECTIVE

S IT U A T IO N O R G A N IS M B E H A V IO R

S tim u lu sE n v iro n m e n t

P h ysio lo g ica lC o g n itiv eP sych o lo g ical

R e s p o n s e sattern s ofB eh avior

/ h e C a se g ive n to yo u ca n yo u id e n tify W h at is th e S tim u lu s E n viro nm e n t W h at k in d o f /e is o b se rve d in p e op le a nd w h a t is th eir re sp o nse o u tco m e

INDIVIDUAL BEHAVIOR


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BEHAVIORAL PERSPECTIVE

S IT U A T IO N O R G A N IS M B E H A V IO R

S tim u lu sE n v iro n m e n t

P h ysio lo g ica lC o g n itiv eP sych o lo g ical

R e s p o n s e sattern s ofB eh avior

INDIVIDUALECEIVES INFORMATION( ARCLAYS INFORMATION )BOUT THE REWARD SCHEME

NFORMATION PROCESSED&ERSONALITY EXPERIENCEF THE INDIVIDUAL INFLUENCE THISPROCESS

( A RCL AYS IND IVI DUA L H IGH A CHI EVE R& )ANTS TO BE REWARDED RECOGNIZEDEADS TO A PSYCHOLOGICAL CHANGE

HESE ARE THE ACTIONS TAKEN BY HE INDIVIDUAL AND ARE EXPLICITUTWARDLY DEMONSTRATED( AR CLA YS E MPL OYE ES ARE MOT IVA TEDND ARE WILLING TO SHARE THEIR )X PE RI EN CE S A CR OS S T HE O RG AN IZ AT IO N

INPUT PROCESS OUTPUTS

INDIVIDUAL BEHAVIOR


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We will be studying organization behavior at 3 levels:

Individual

Team

Organization

In the next 2 sessions, we will see how Individual Characteristicsand Behavior will lead to employee performance and

satisfaction

We will first understand how the Biographical Characteristics ofthe individual influence his performance and satisfaction

Some of the Biographical characteristics of the individuals can be

A G EG E N D E RA R ITA L S TA T U SE N U R E O N T H E JO B

INDIVIDUAL BEHAVIOR


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AGE

There is an increasing trend of an Ageing Workforce

Age has been argued to impact productivity, commitment to the

organization, and the emergence of extended employmentopportunities after retirement

Perception of the colleagues towards Older workers is Mixed

C o m m itm e n to Q u alityo m m itm e n t to

O rg a n iza tio nJu d g m e n tE xp e rie n ce

tro n g w o rke th ic

a ck o f F le xib ilitykep ticala b ou t

sing Techn olog y

INDIVIDUAL BEHAVIOR


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AGE

The Older you getthe less likely it is that you will quit your job

Older workers have fewer alternatives outside their job

Further, their long tenure gives them options such as longer paid vacations, moreattractive pension benefits

Older workers are also associated with lower avoidable absences (not healthrelated)Examples Holidaying, staying up home finishing chores)

Older workers however have higher rate of unavoidable absences

Contrary to the myth that younger workers demonstrate speed, agility, strength, and

coordination at work vis--vis the older workers, there will be no decline of skillswith age

Age is directly related to Satisfaction

Among Professional Workers, Satisfaction increases with Age

Among Non Professional Workers Satisfaction falls in the middle age and then rises in

later years

INDIVIDUAL BEHAVIOR


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GENDER

There are little differences between Men and Women in terms ofJob Performance

No differences with respect to problem-solving ability, analyticalskills, sociability, learning ability

Women may conform more to authority than Men

Women report higher rate of absenteeismlargely due to

home/family responsibilities such as day care

However, this has changed now with Men being interested in daycare

INDIVIDUAL BEHAVIOR


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MARITAL STATUS

No clear evidence on the impact of marriage on performance

Married men however report lower absences, less turnover, andare more satisfied with their jobs

This may well be the other way aroundsatisfied people gettingmarried

TENURE

More work experience leads to higher productivity on the job

Seniority is inversely proportional to absenteeism

The longer the job tenure, the higher is the employeessatisfaction

INDIVIDUAL BEHAVIOR


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ABILITY

Ability refers to the individuals capacity to perform various tasksin a job

Each person has different abilitiesbut which can be broadlyclassified as

In te lle ctu a lA b ilitie s

P h y sica lA b ilitie s

( )u m e ric a l A b ility A c co u n ta n t( )e rb a l C o m p re h e n sio n P la n t M a n a g er

( , )e rce p tu a l S p e e d P o lice F ire fig h te r(n d u c tiv e R e a so n in g M a rk e t R e se a rch)xpert

( )e m o ry sa le s p e rso n

/ ,e sts su ch a s G M A T G R E a n d S AT a re g o o dn d ic a to rs o f o n th e jo b p ro fic ie n c y

:y n a m ic S tre n g th b il i ty t o e xe rt mu s cu lor ce re pe a te dl y C on s tr uc ti o n Jo b s:runk Strength bi li t y t o ex er t m us c ul a r /tr en g th u s in g A bd om i na l m us cl e s Ja ni t orC l e a n i n g:tatic Strength xe rt p r es su r e o n ex te r na l

bj ec t s ma nu a l la bo rxplosive Stengthxtent Flexibilityynamic Flexibility

ody Coordination Balance Stamina

INDIVIDUAL BEHAVIOR


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LEARNING

Complex Behavior is Learnt!

Learning is a Relatively Permanent Change in Behaviorthat occurs as a result of Experience

Learning is said to have happened if the IndividualBehaves, Reacts, and Responds as a result ofexperience in a manner different from the way hebehaved before

INDIVIDUAL BEHAVIOR


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:T h e Le a rn in g T h e o rie s ca n b e cla ssifie d a s fo llo w s

Le a rn in g

T h e o rie s

B e h a v io ristic C o g n itiv e S o cia l

C la ssic

a l

O p eran

t

M o d e li

n g

S e lf

E ffica c

y

INDIVIDUAL BEHAVIOR


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Behavioristic Theories

One of the oldest approaches to explain Learning

Forms the foundation for various management concepts such as

Reward Systems

Has two main schools of thought:

Classical Conditioning Theory

Operant Conditioning Theory

INDIVIDUAL BEHAVIOR


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CLASSICAL CONDITIONING LEARNING

Proposed by Pavlov through his experiments

The Actors: Pavlov, The Dog, The Bell, and The Meat

Step One:

Pavlov Shows Meat--- The Dog Salivates

Step Two: Pavlov Rings Bell The Dog does not Salivate

Step Three: Pavlov shows Meat and Rings the Bell for a number of times The Dog

Salivates

Step Four:

Pavlov merely rings the Bell The Dog Salivates

:co n d itio n e d stim u lu s M e a t :o n d itio n e d S tim u lu s B e ll:co n d itio n e d R e sp o n s e D o g S a liv a tin g a t th e :o n d itio n e d R e sp o n s e D o g sa liv a tin g a t

g h t o f M e a t ig h t o f th e b e ll

INDIVIDUAL BEHAVIOR


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CLASSICAL CONDITIONING LEARNING

H E R E D O Y O U T H IN K IS T H E LE A R N IN G H A P P E N IN G A N D T H E B EH A V IO R IS B EIN GO D IFIED

N C O N D IT IO N E D S T IM U L U S

N C O N D IT IO N E D R E S P O N S E

O N D IT IO N E D S T IM U LU S

Le a rn in g O ccu rs H e re

O N D IT IO N E D R E S P O N S E

B eh avior

M o d ifica tio n o ccu rshere

INDIVIDUAL BEHAVIOR


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OPERANT CONDITIONING LEARNINGThe Actors: Skinner; Rat/ Pigeon; Operant Chamber

What is the Experiment

The Operant Chamber is a Box with a Lever

It is so arranged that when the lever is pressed, a food pellet isdropped into the box

A hungry rat is kept in the box

While sniffing around for foodthe rat accidentally presses the

leverand luckily gets the foodLater on the rat learns to press the lever to get its food!!!

INDIVIDUAL BEHAVIOR


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OPERANT CONDITIONING LEARNING

Argues that Behavior is Learnt!

People tend to internalize behaviors for which they receive

positive reinforcement

Example: Getting Good Grades is a positive reinforcementwhen you work hard

People tend to ignore behaviors for which they receive

negative reinforcement

Example: No recognition for the loads of extra hours youput inyou will not work late hours

INDIVIDUAL BEHAVIOR


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WHAT IS THE DIFFERENCE BETWEEN CLASSICALCONDITIONING THEORY AND OPERANT CONDITIONINGTHEORY

CLUE: UNCONDITIONED = NATURAL;CONDITIONED = ACQUIRED

OPERANT CONDITIONING: THE LEARNER ACTIVELY PARTICIPATES IN THELEARNING PROCESS

CLASSICAL CONDITIONING: THE LEARNER IS PASSIVE

OPERANT CONDITIONING OFFERS INCENTIVES FOR POSITIVE BEHAVIOR (PRESSTHE LEVER TO GET THE FOOD)

CLASSICAL CONDITIONING DOES NOT OFFER ANY INCENTIVE

INDIVIDUAL BEHAVIOR


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What do you think is one big problem whenwe try to bring in these learning theories towork.

People like to be rewarded and feel on topOver the Others

Leads to lot of Internal Competition withinthe Organization

Obviouslythe benefits are not long lasting

INDIVIDUAL BEHAVIOR


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COGNITIVE THEORY OF LEARNING

Cognition : having awareness of something through knowledge, perception, orreason

The Actors: Edward Tolman, Rat, Maze, food pellets

What is the Experiment

Rats were allowed to run through a Maze in search of food

Food was kept at specific points in the maze

On finding the food, the rats began to learn where the food is kept

These could be points in the maze where the food is kept; time taken toreach the point where food is kept

INDIVIDUAL BEHAVIOR


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COGNITIVE THEORY OF LEARNING

Cognitive learning theory finds application in the employeemotivation programs, goal setting

INDIVIDUAL BEHAVIOR


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SOCIAL LEARNING

Learning happens through observation and experience

Typically the stimulus for learning is presented by Models whocan be parents, teachers, peers, superiors, Movie Stars

The person acquires or imitates the traits/ characteristics of the

model

If the consequences are positive the behavior is reinforced elseit is discontinued

INDIVIDUAL BEHAVIOR


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PRINCIPLES OF LEARNING

GENERALLYTHE WHOLE CONCEPT OF LEARNING IS INFLUENCED BY

REINFORCEMENT

PUNISHMENT

Reinforcement

Appreciating positive behavior in the employeesstrengthens that

behavior

Punishments weaken a particular behavior

Negative Reinforcement : Behavior is repeated so that theunfavorable outcomes are avoided.Calling of a strike so thatyou can still retain your job

INDIVIDUAL BEHAVIOR


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SOCIAL LEARNING

The learning process occurs as follows:

A tte n tio n aProcesses

;eo pl e l ea rn fr om Mo de l w ho m t he y r el at e t o/ ; ;od el s w ho wh i ch is a c ce ss ib l e a tt r ac ti ve;ep ea t ed ly a v ai la b le im po rt a nt to y o u:xa mp l e Yo ur Tr a in er on t he fi r st j o b

etentionProcesses

ow w el l t he i n di vi du al is a b le t o r ec a llhe m od e ls a ct io ns ev en af te r t he m o de lL e a v e s :xa mp le W o rk in g in yo ur ow n d ep ar t me nt

otorReproductioProcesso w w el l i s th e i nd iv id u al a bl e t oe mo ns tr at e t he b eh av io r:x a mp le Ap pl yi n g ne wl y ac q ui re d s ki l ls t o t he jo b

einforcementProcesso si ti ve F ee db ac k r ei nf or ce s B eh av io r:x am pl e R e co gn it i on fr om yo ur B o ss

INDIVIDUAL BEHAVIOR


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THE LEARNING PRINCIPLES AND THE OPERANT CONDITIONINGTHEORY FIND APPLICATION IN

ORGANIZATIONAL BEHAVIOR MODIFICATION

OR

OB MOD PROCESS

OB MOD


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1. WHAT ARE THE CRITICAL PERFORMANCE BEHAVIORS.

identify the behaviors which have a significant impact onthe performance

These behaviors should be measurable

Examples can be Absenteeism, tardy performance by theemployee

Done by immediate supervisor

OB MOD


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2. MEASURE THE CRITICAL PERFORMANCE BEHAVIORS

3.

Identify the frequency of the occurrence of that behavior

ExampleLets Saythere is about 55% of the employees aretardy on any given day at work

You will again measure employee efficiency after you haveimplemented your interventions

OB MOD


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3. PERFORM A FUNCTIONAL ANALYSIS OF BEHAVIOR

4.

Identify what are the causes of this behaviorHow is this behaviorexpressedand what are the outcomes

ExampleBoring job is the causeSocial Loafing is the Behaviorand not able to meet the deadlines is the outcome.

OB MOD


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4. DEVELOP AN INTERVENTION STRATEGY

Use Positive Reinforcement.Make the work more challenging andrecognize employee efforts

Use PunishmentIssue a Memo

It is here that the Learning Principles are usedRewardingpositive behaviorspunishments

OB MOD


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5. EVALUATE THE INTERVENTIONSEE IF IT IS INCREASINGPERFORMANCE

6.

Compare the performance before and after the intervention

Ensure that the people have understood the rationale behind thisinterventiontypically done at the beginning of theintervention

Evaluate if theres a change in the behavior

Measure the performance using criteria such as quality of theservices/ productscustomer satisfaction informationemployee grievances

ATTITUDESVALUESJOB SATISFACTION


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VALUES

A SPECIFIC MODE OF CONDUCT OR END STATE OFEXISTENCE IS PERSONALLY OR SOCIALLYPREFERABLE TO AN OPPOSITE OR CONVERSE MODEOF CONDUCT OR END-STATE OF EXISTENCE

OR

IT IS YOUR PERCEPTION OR IDEA OF WHAT IS RIGHT,WHAT IS WRONG, OR WHAT IS DESIRABLE TO YOU

VALUES, ATTITUDES, & JOB SATISFACTION


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People do not chose jobs and careers randomly!

They would seek only those jobs/careers that would interestthemlook for personjob fit

In other words, people take up jobs that are compatible with theirinterests, values, and abilities

People not finding this alignment at their work place eitherchange their jobs (sometimes profession) or stay on dissatisfied

Dissatisfaction needless to say.negatively impacts performance

Therefore, it becomes important for us to know how the values,and attitudes of people influence their level of satisfaction onthe joband thence Performance



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VALUES

Values are the Convictions that an individual holds

It is a function of WHAT IS IMPORTANT TO YOU & HOW IMPORTANT

IS IT TO YOU!

Values are rigid as they are acquired in your formative years

They may change once you start questioning those values

V A LU E S

PE R C E PT IO N S A T T IT U D E M O T IV A T IO N



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VALUES

EXAMPLES:

I SHOULD ACT RESPONSIBLE WHEN IT COMES TO LIFE

I SHOULD BE POLITE TO ELDERS

HONESTY IS THE BEST POLICY!!!

I SHOULD ALWAYS MAINTAIN MY SELF RESPECT

I SHOULD CHERISH TRUE FRIENDSHIP



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VALUES ARE IMPORTANT WHEN YOU WORK IN AN ORGANIZATION

YOUR IDEA OF WORK IS GIVING YOU SOME AUTONOMYFREEDOM ATWORK SUCH AS FLEXITIME

THE ORGANIZATION MAY HAVE POLICY OF HAVING EACH OF ITSEMPLOYEES PUT IN STIPULATED NUMBER OF HOURS AT WORK

IT IS HERE THAT THERES A CLASH BETWEEN YOUR VALUES AND THATOF THE ORGANIZATION

NEEDLESS TO SAYTHIS SIGNIFICANTLY IMPACTS YOUR BEHAVIORAND THE LEVEL OF JOB SATISFACTION!



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CAN THERE BE DIFFERENT TYPES OF VALUES

YOU WANT YOU WILL

A comfortable life Work Hard

Self Respect Stand up foryour beliefs

Happiness be cheerful,help others

T E R M IN A LV A L U E SIN S T R U M E N TA LV A L U E S

/Fin a l g o a lsU ltim a te sta te o f m in d

V a lu e s w h ich h e lp yo uA ch ie v e th o se fin a l g o a ls


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Can different people have differentvalues

TERMINAL VALUES (in the order ofimportance)

EXECUTIVES UNION MEMBERS

Self Respect Family Security

Family Security Freedom

Freedom Happiness

Sense ofAccomplishment

Self Respect

Happiness Mature Love


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Can different people have different values

INSTRUMENTAL VALUES (in the order of importance)

EXECUTIVES UNION MEMBERS

Honest Responsible

Responsible Honest

Capable Courageous

Ambitious Independent

Independent Capable


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VALUES ACROSS THE GENERATIONS



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VALUES

There can be different ways in which Values can be classified

rotestant WorkEthics( entered work force )In early 1940 s to 1960 s

HardworkingConservativeoyal toorganization

reat DepressionWWII

xistential Work Ethic(entered workforce from 1960 s through mid 1970 s( ippie Culture)

JFKCivil Rights MovementVietnam War

uality of Lifeeek Autonomyoyalty to Self

Pragmatic( entered workforce-Between mid 1970s

)Mid 1980n ds j ust if ie d M ea ns

Reagan /e ap on s B ui ld up C ol d W aru al C ar ee r h ou se ho ld s ard workSuccessoyalty to Careerocial Recognition

eneration X

ard workSuccessoyalty to CareerGlobalizationa ll o f C om mu ni smIT

Flexibilityob Satisfactionork Life balanceloyalty


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WHO ARE WE RIGHT NOW

GENERATION Y


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VALUES ACROSS COUNTRIES AND CULTURES


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Hofstedes Framework for Assessing Cultures:

POWER DISTANCE : degree to which people in a countryaccept that power is distributed unequally

Low : believe that power sharing is equalHigh: Power sharing is polarized

INDIA : HIGH INEQUALITY OF POWER & WEALTH IN SOCIETY

INDIVIDUALISM/ COLLECTIVISM : Degree to which people

prefer to work as individuals rather than in teams

Low Individualism : Want to work in teamsHigh Individualism: Work individually


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QUANTITY OF LIFE/ QUALITY OF LIFE :

High Quality of Life : Value relationships, empathic towardsothers

Low Quality of Life : Money, succeed in competition, power

UNCERTAINTY AVOIDANCE : degree to which people preferclarity over ambiguity

High Uncertainty : people express anxiety, nervousness,stress, aggressiveness

INDIA SCORES LOW ON UNCERTAINTY AVOIDANCE


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LONG TERM/ SHORT TERM ORIENTATION :

High on Long term orientation: People plan for their future,savings

Short term orientation: People looks towards the past,emphasis on tradition, and fulfilling social obligation



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VALUES

LO W

HIGH ChinaFranceRussiaIndonesia

Japan

USANetherlandsGermany

POWERDISTANCE

-OD ERATE

INDIVIDUALISM

FranceGermanyUS A

JapanRussia

China

Indonesia

QUALITYOFLIFE

HollandRussia

GermanyJapanUS A

ChinaFranceIndonesia

UNCERTAINTYAVOIDANCE

FranceRussia

JapanHollandChina

IndonesiaUSA

ONG TERMORIENTATION

USAIndonesia

GermanyJapanHolland

China



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ATTITUDES

Attitudes are your opinions about situations, people, and objects

These may be favorable or unfavorable

SoHow are Attitudes Formed and Expressed

Example

Lack of freedomon theJob frustrates me

I dont like myBoss because heIs Autocratic

I quit the organizationBecause my Boss isAutocratic

COGNITIVECOMPONENT

AFFECTIVECOMPONENT

BEHAVIORCOMPONENT

h i s i sy o u rV a l u e

h i ch i s be i ng t ra ns f or me dn t o a st ro n g em ot io no w ar ds a pe rs on

o ur em ot io n s no we ad yo u to ta kec ti on s O u tc om e



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ATTITUDES

In OB, we will only look at 3 types of Attitudes

Job Satisfaction

Job Involvement

Organizational Commitment



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ATTITUDES

Job Satisfaction

-It is the individuals general attitude towards the job

-His attitude towards the job is positive if he is satisfied

Job Involvement

-Degree to which a person identifies psychologically with his job

-High degree of Job involvement translates to fewer absences andlower turnover rate



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ATTITUDES

Organizational Commitment

Employee identifies with the Organization, its goals and wishes toremain with the organization

An employee may demonstrate Organizational Commitment for thefollowing reasons:

Emotionally attached to the organizationWants to Stay in theOrganization

AFFECTIVE COMMITMENT

Incurs huge costs if leaves the organization (pension, friends)Has to stay in the organization CONTINUANCE COMMITMENT

Feels morally obligated to stay with the organization (organizationinvesting on his training) Ought to stay in the organizationNORMATIVE COMMITMENT



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ATTITUDES

Organizational Commitment was and probably still is an important

issue to study human behavior in the organization

However, today we see the emergence of KNOWLEDGE WORKERS Experts in their own subject areas/ domains

These Knowledge Workers can be more loyal to their Profession

rather than to their organization

This is what we call PROFESSIONAL COMMITMENT or OCCUPATIONALCOMMITMENT



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ATTITUDES

Individuals and sometimes Organizations try to achieve consistency

between their attitude and behaviorin other words try to justifytheir attitude through their behavior

Example. There have been times when the Tobacco companiesjustified their position by

Criticizing scientific research that showed adverse effectsof tobacco on health (USA; Wall Street Journal 28 April1998)

spending enormous amount of resources in lobbyingagainst smoke-free legislation at the Federal, State, andLocal levels and intimidate the policy makers! (USA;Sweda and Daynard in Tobacco Control Resource Center,Boston (MA), 2000)

Arguing against smoking restrictions in workplaces, cafes,restaurants as this will decrease the social acceptabilityof smokers and therefore reduces smoking incidence(EUROPE, British Medical Bulletin (1996))



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ATTITUDES

There may be a case of Tobacco companies backtracking on their

argumentsExample when the companies agree to pay millions ofdollars in compensation to the victims

In a way, the companies are trying to reduce the Inconsistency intheir position (of promoting tobacco based products)

However, if this inconsistency goes too farthe companies maychose to quit the industry

But the question isHow to companies or individuals chose whichinconsistencyis acceptable and which is not?

Cognitive Dissonance Theory gives us some clues



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ATTITUDES

COGNITIVE DISSONANCE THEORY

Explains the linkages between Attitudes and Behavior

Example: Let us say you decide to buy an extravagant piece of

BlackberryIt may happen that you dont feel too good about it after you have

made the purchase.It is here that you are experiencing cognitive dissonance

Typically there can be three outcomes:



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ATTITUDES

COGNITIVE DISSONANCE THEORY

You desire to reduce this dissonance or inner conflict is very lowbecause you think your old phone is obsolete, and you had to

upgrade to a new phone anywaysTHE CAUSE OF DISSONANCEIS LOW (UNIMPORTANT)

On the other hand, if your spouse does your shopping and wantsyou to buy a phonethe degree of dissonance is low becauseYOU HAVE LITTLE INFLUENCE OVER THE DECISION

Lets say the new phone will give you some additional features

such as being able to send emailssomething very importantto a Mobile Executive like you the cause of dissonance is LOWbecause THE REWARDS ARE HIGH

VALUES ATTITUDES & JOB SATISFACTION


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Let us now go back to our discussionon Job Satisfaction

We said that Job Satisfaction isbasically an Individuals Attitudetowards his/her Job

The attitude will be positive if theyou are satisfied with your job

However, its not only the work whichgives you satisfaction

When in a Job, the individual

JO B

S AT IS FA C T IO

N



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THE RELATION BETWEEN SATISFACTION AND PERFORMANCE (PRODUCTIVITY)

Contrary to the belief that Satisfied workers are more productive

PRODUCTIVE WORKERS ARE MORE SATISFIED!!!

When you do a good jobyou feel intrinsically good about it (getting a GoodGrade will make you feel happy)

This is only true at the individual level

At the organization level, when people are more satisfied (due to theirinteractions with their colleaguesnature of work); the organization asa whole performs better

Therefore, at the organization levelHAPPY WORKERS LEAD TO MORE

PRODUCTIVITY

At the individual levelPRODUCTIVE WORKERS ARE MORE HAPPY



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THE RELATION BETWEEN SATISFACTION ANDPERFORMANCE (PRODUCTIVITY)

ABSENTEEISM

Employees who are not satisfied report higherrate of absenteeismhowever this dependson other factors such as availability of sickleavepaid leaves

Organizations allowing their employees highernumber of sick leaves are encouraging eventhe satisfied employees to take a break!



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THE RELATION BETWEEN SATISFACTION ANDPERFORMANCE (PRODUCTIVITY)

TURNOVER

Satisfaction negatively related to turnoverhowever it depends on level ofperformance

Organizations work hard to retain starperformers

They do not care for average/ Low performers


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PERCEPTION

PERCEPTION


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PROCESS BY WHICH AN INDIVIDUAL SELECTS, ORGANIZES, ANDINTERPRETS STIMULI INTO A MEANINGFUL AND COHERENTPICTURE OF THE ENVIRONMENT IN WHICH HE LIVES

Or

THE WAY THE INDIVIDUAL UNDERSTANDS THE STIMULIDEPENDS ONHIS OWN PERSONALITY, PAST EXPERIENCES, AND THE SITUATION/ENVIRONMENT HE/ SHE IS!!!

PERCEPTION


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HOW ABOUT THESE TYPICAL SITUATIONS AT WORKWHEREYOUR PERCEPTION INFLUENCES YOUR BEHAVIOR

PERCEPTION

Lets say the employees have had a bitter experience with


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y p y pthe OPEN DOOR POLICY of the management the firsttimethey would be vary about the policy the next timearound.even if the management is more committed!!!

Your experience is now influencing the way you look at thisOPEN DOOR POLICY

PERCEPTION

PERCEPTION IS DIFFERENT FROM SENSATION!


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You lookat a painting.SENSATION

You LOOK at a paintinglook at the way the artist has usedthe colors to convey the mood (pink & orange are usually

cheerfulevident from Picassos work done in his RosePeriod)..PERCEPTION

Soyou are now not merely looking at the paintingbut youare taking in the raw pictureapplying your cognitiveknowledge and then being judgmental about that

painting

PERCEPTION

PERCEPTUAL SELECTIVITY


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The whole idea of people REGISTERING the stimulus and

reacting to it depends on a host of factors such as

INTENSITYa widely publicized employee reward program

SIZEa quantum leap promotion or a huge financial bonus ismore likely to catch your attention

CONTRASTYou have been working under an absolutelyautocratic boss for the last 2 yearsone fine morning hedoes a completely 180 degree u turn and buys you acoffee! You are more likely to remember this incident

PERCEPTION

The whole idea of people REGISTERING the stimulus and reacting toit depends on a host of factors such as


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it depends on a host of factors such as

REPETITIONFor how many quarters are you offering the bigfinancial bonus

MOTIONpeople tend to register objects in motion rather than thosewhich are stationery

NOVELTY/ FAMILIARITYyou are more likely to pay more attention toyour job on DAY ONE than at the end of 3 years

REPITITION CAN BE AN EXAMPLE FOR WHICH LEARNING THEORY

CLASSICAL CONDITIONINGREPEATEDLY GIVING THE STIMULUS

OTHER FACTORS CAN BE

PERCEPTION


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The whole idea of people REGISTERING the stimulus and reacting toit depends on a host of factors such as

LEARNINGyour own experiences or knowledgeLearning createssome notions (EXPECTANCIES) and these expectancies encourageyou to look at the stimulus in a particular way

WORKING CONDITIONS IN THE ORGANIZATIONindividual differencesamong people

Low productivity

Production Manager : Obsolete Machinery

HR Manager : No training given

INDIVIDUALS MOTIVATION & PERSONALITYHigh achievers will bemore receptive to rewards than others

PERCEPTION


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THESE FACTORS WILL ALSOINFLUENCE YOUR JUDGMENTDECISION MAKING!!!

PERCEPTION

RATIONAL DECISION MAKING MODEL


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E FIN E T H EP R O B L E M roup based Decision making process ifferent people bound to have different opinions m po rt an t t o ac hi ev e c on se nsu s

GENERATELL POSSIBLEDECISIONS ather all the information related to the problem iagnose the causes for the problem

GENERATEOBJECTIVEASSESSMENTCRITERIA

BrainstormingNominalDelphi

ssess the impact of the various alternatives /ow will you measure the success failuref the decision

,oneyore satisfied,orkersig ger m ark et s har e?

PERCEPTION

RATIONAL DECISION MAKING MODEL


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C H O O S EH E B ES TS O LU T IO N

ased on your Objective Assessment

EVALUATETHEUCCESS OF THESOLUTION

ased on the Assessment Criteria thato u h av e id en tif ied

ODIFY THEDECISIONSND TAKE ACTIONF NECCESSARY

ased on the Success of the Decision thatou have taken

PERCEPTION

THE RATIONAL DECISION MAKING


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THE RATIONAL DECISION MAKINGMODEL HOWEVERHAS LIMITATIONS

Assumes that people will make unbiased rational decisions

Assumes that we will have access to all the information

It consumes lot of time to identify the problem, generate the

alternatives, and decide on the best alternative

AND THEREFORE WE TALK ABOUT BOUNDED RATIONAL DECISIONMODEL

BOUNDED RATIONAL DECISION MAKING MODEL IS A SCALED DOWNVERSION OF RATIONAL DECISION MAKING MODEL

PERCEPTION


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BOUNDED RATIONALITY

The problem is identified

Previously tried and tested solutions to these problems areidentifiedand solutions close to the previously testedsolutions are considered

When selecting the appropriate alternativeonly the

alternatives that are closest to the previously triedsolution are considered

The most appropriate solution is then selected,implemented, and the performance assessed

PERCEPTION

PERCEPTUAL ORGANIZATION


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PERCEPTUAL ORGANIZATION

The processes that occur within aperson once the stimuli isreceivedThere are different

ways in which this happens..How will you interpret the

stimulus

-Fig u reG rou n d

Perceptual

G ro u p in g

Perceptual

C on stan cy

Perceptual

C on text

Perceptual

D e fe n se

PERCEPTION


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FigureGround perceived objects are separated from thebackgroundyou will apply your knowledge/ experience tointerpret the stimulus

beautifulIf you knew Chinesethese characters

will make sense to you in the firstinstance

Your cognitive knowledge is influencing

your interpretation of the stimulus

PERCEPTION


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PERCEPTUAL GROUPINGgroup several stimulitogether; you start interpreting things based onAssumptions!

Closurethe individual makes assumptionsperceives that the whole exists where it does not

groups in your classsome of you like the idea;others dontI am closing the gap by assumingeverybody likes the idea of they forming thegroups

Continuitybuilding on existing practicesonebest way to handle the costs on a projectchancesare that the rest of the projects are managed inthe same way

PERCEPTION


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PERCEPTUAL GROUPINGgroup several stimuli together

Proximitygroup of stimuli are considered to be similarbecause they are close to each othermembers of a cricketteam are assumed to behave similarly by us (this may not betrue)

Perceptual Constancythe features of the stimulus(size, shape, color) does not have any effect on the way weinterpret the stimulus

A picture of someone you like is more likely to elicit the sameresponse from you as when you see that person

Perceptual Contextthe way you interpret the stimulusdepends on the context itself

Perceptual Defenseblock the stimuli or distort itsinterpretation because it contradicts your ideas and values

PERCEPTION


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SOCIAL PERCEPTION

The way individuals perceive other peopleDepends on

His/ Her PersonalityIntrovert/ Extravert

Status of the Person he/she is perceivingManager/Colleague

Visible traits of the person being perceivedShort tempered/Mild Mannered

a ttrib u tio n S te re o typ in g H a lo E ffe ct

PERCEPTION


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Attribution

Establish a CAUSEEFFECT relationship for their ownbehavior

Exceptional Sales Performance in one territoryDoes theRegional Sales Manager attribute this performance to thegreat work done by the sales team or to the promotionalcampaigns

This will largely influence the way the Regional SalesManager perceives the Sales Team

PERCEPTION


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Stereotyping

Generalizing the traits of an individual depending on thegroup to which he belongs to

All politicians are corruptAll movie stars are rich!

Halo Effect

Develop a personality sketch of an individual by merelylooking at one instance or characteristic

PERSONALITY


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PERSONALITY

PERSONALITY

Personality


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THE DYNAMIC ORGANIZATION WITHIN THE INDIVIDUALS OFTHOSE PSYCHOLOGICAL SYSTEMS THAT DETERMINE HISUNIQUE ADJUSTMENTS TO THE ENVIRONMENT

OR

SUM TOTAL WAYS IN WHICH AN INDIVIDUAL REACTS TO ANDINTERACTS WITH THE OTHERSOFTEN EXPRESSED ASYOUR BEHAVIOR

Example : Personality : Introvert; Behavior : Dont talk toothers

PERSONALITY

Personality


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Personality is complexnot necessarily Unique.

Personality includes patterns of our thoughts and emotions

At the basic levelPersonality influences our emotions

Personality also influences our ValuesBeliefsandExpectations!!!

PERSONALITY

SOWHAT ARE THE FACTORS THAT WILL INFLUENCE YOURPERSONALITY


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PERSONALITY

H ER ID ITY, , &raits such as shyness fear distress arehereditarywins have similar personalities

ENVIRONMENT

, h e N at io nal O rg ani za ti on C ul tu rehe values of a larger culture group influence your( , ;e rso na li ty A me ric an I nd iv idu ali st ic A chi ev em ent/ )ndian Latin American Family Oriented

SITUATION

ituation can be understood as Immediate Environmentn a crisis situation people who are conscientiousre more adept at solving the problem

PERSONALITY

Personality


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While there are several studies which have profiled anIndividuals Personality the most popular remains theBIG FIVE PERSONALITY

PERSONALITY


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Personality

Trait Behavior

Openness Appreciate Art, Are Emotional, Like Being Adventurous,Creative

Conscientiousness Show Self Discipline, High Achievers, Plan their actions

Extraversion High Energy, Always Happy, Like being in the company ofothers

Agreeableness Compassionate, Cooperative, Sympathetic, Modest,Helpful, Trustworthy

Neuroticism Lose temper pretty quickly, get into depression, perceivemost of the situations/ interactions with people to beunpleasant, Impulsive

PERSONALITY

Personality


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WHICH PERSONALITY DIMENSION DO YOU THINKSIGNIFICANTLY INFLUENCES YOUR PERFORMANCE ATWORK???

CONSCIENTIOUSNESS

CONSCIENTIOUSNESS ALSO HAS A SIGNIFICANT INFLUENCEON EMPLOYEES COMMITMENT TO THE ORGANIZATIONAND HIS OWN JOB

PERSONALITY

Personality


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Interestinglyresearch done by Jang, Livesley, and Vermon

way back in 1996 shows the extent to which each of thesepersonality dimensions are inherited

Openness 57%

Extraversion 54%

Conscientiousness 49%

Neuroticism 48%

Agreeableness 42%

Typicallypeople dont change their personality after 30!

PERSONALITY

Personality


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IS THERE A RELATIONSHIP BETWEEN YOUR PERSONALITY

TYPE AND THE JOB THAT YOU CAN DO

John Holland Says there probably is

PERSONALITY


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Type Personality Trait Most Suitable Occupation

REALISTIC: Likes physicalactivities; mechanistic activities

Shy, genuine, persistant,conforming to rules

Assembly Line Worker, Farmer

INVESTIGATIVE : Likesactivities that involve thinking,organizing, understanding

Analytical, Curios, Independent Biologists, Mathematicians,news reporters

SOCIAL : Likes activities thatinvolve helping others

Sociable, friendly, cooperative Social Workers, Teachers,Psychologists

CONVENTIONAL: Likes rules &regulations, No ambiguity onthe job

Conforming, Efficient,Unimaginative

Accountant, Bank Teller

ENTERPRISING: Likes verbalactivities, likes influencingothers

Self Confident, Ambitious Lawyer, PR manager

ARTISTIC : Likes Ambitious,and Unsystematic Activities

Imaginative, Impractical,Disorderly

Painter, musician, writers

MOTIVATION


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MOTIVATION!

MOTIVATION


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WHEN WOULD YOU SAY YOU ARE MOTIVATED (TO DO A JOB)

MOTIVATION


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MOTIVATION IS THE WILLINGNESS TO EXERT HIGH LEVELS OFEFFORT TOWARDS (ORGANIZATIONAL) GOALS,CONDITIONED BY THE EFFORT TO SATISFY SOMEINDIVIDUAL NEED

OR

YOUR FOCUSSED, PERSISTANT EFFORTS AND YOUR INTEREST

TO ACHIEVE YOUR GOALS

MOTIVATION

YOU HAVE AN INNATE DESIRE TO BE SUCCESSFUL IN LIFE


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YOU THEREFORE HAVE PUT IN EFFORTS TO GET INTO THEMBA PROGRAM

AT THE END OF THIS PROGRAMYOU WILL HAVE A FANTASTICCAMPUS PLACEMENT OFFERTHATS THE FIRST STEP TO ALONG SUCCESSFUL CAREER!

/P H Y S IO LO G IC A LPS YC H O LO G IC A L

D E FIC IE N C Y

( )NEED

IN D IV ID U A L B E H A V E SIN A C E RTA IN M A N N ER

( )/DRIVE MOTIVES

A C H IE V E S A

PA RT IC U LA RG O A L

( )INCENTIVE

O T IV A T IO N P R O C E SS


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MOTIVATION

M ti D i b l ifi d f ll


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Motives or Drives can be classified as follows:

RIMARY MOTIVES- ,hey are Physiological BiologicalUnlearned- , , ,unger Thirst Sleep Sexan all be examples

ENERAL MOTIVES- otives are Unlearned but notsychologically based- pecific behaviors such as, ,uriosity Manipulation Love( )ffection can be examples

ECONDARY MOTIVES- /hese are Learned Acquired- eed for Power- eed for Affiliation- eed for Achievement- eed for Security- eed for Status can beexamples

MOTIVATION

M ti D i b l ifi d f ll


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ECONDARY MOTIVES- /hese are Learned Acquired- eed for Power- eed for Affiliation- eed for Achievement- eed for Security- eed for Status can beexamples

econdary motives are most relevant to the study of human behavior n the Organization so we will look at them in detail now

MOTIVATION



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ECONDARY MOTIVES- /hese are Learned Acquired- eed for Power- eed for Affili ation- eed for Achievement- eed for Security- eed for Status can beexamples

EED FOR POWERirst proposed by the psychologist Adler and lateropularized by McClelland

ome Peoplere BornithInferiorityComplex

hen thiseelingcombinesith anInnateeed forSuperiorityeads toPowerMotives ee n i nom e o f th e o li ti ci an s a ndr my G en er al sn th e r ec en t p as t

XPRESSION OFEED FOR POWER

fluencing people to change their attitude/ntrolling people Activities /ining control over information Resources

MOTIVATION



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ECONDARY MOTIVES- /hese are Learned Acquired- eed for Power- eed for Affili ation- eed for Achiev ement- eed for Security- eed for Status can beexamples

EED FOR ACHIEVEMENT.opularized by McClellandc h i e v e m e n t i s t h e d e g r e e t o w h i c h t h e p e r s o n w a n t,o A c h i e v e g o a l s s u c c e e d i n c h a l l e n g i n g s i t u a t i o nn d S e e k F e e d b a c k o n h i s P e r f o r m a n c e

,urprisinglyeo ple w ithigh Achievementeeds takealculated Risksthatre just aboutChallenging

igh AchievementNeed eo ple N eedmmediatend Pr ec iseFeedbackn their ;erformance

referChallengingask Over;oneyook at Moneys aYardsticko measuretheirperformance

reoccupiedwith;as kAbsolutelyommitted to;or kay not beood teamplayers

MOTIVATION



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ECONDARY MOTIVES- /hese are Learned Acquired- eed for Power- eed for Affili ation- eed for Achievement- eed for Security- eed for Status can beexamples

EED FOR SECURITYo pularized by Maslow

,rom the Job Perspective peopleith highon sc iou s s ec ur it y m ot iv es w illnvest in , ,nsurance programs saving plansnd otherringe benefits

XPRESSION OFEED FOR SECURITYving Secured job

otection against loss of income/surance against illness disability(fety on the job against hazardous)bstancesoiding tasks that involve risk

MOTIVATION



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ECONDARY MOTIVES- /hese are Learned Acquired- eed for Power- eed for Affili ation- eed for Achievement- eed for Security- eed for Status an beexamples

EED FOR SECURITYo pularized by Maslow

tatus is the relative rankinghat a person , ,olds in the group organizationr society,n some cultures acquiring Lifetyle products

( ,an be a symbol of status India)hina,n some others older peoplegenerally ( )njoy Higher Status Japan

,n some countries status isinked to( )eligion Sri Lanka

XPRESSION OFEED FOR STATUSaving the right carorking for the right company with the

ight jobegree from the right universityiving in the right neighborhoodlub memberships ( ,xecutive privileges elevator reserved)arking


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Intrinsic versus extrinsic motivation

INTRINSIC MOTIVATION RELATED TO THE NATURE OF WORK ITSELF

, , Challenging Job Enjoying Work Having the Freedom to Plan your Job

EXTRINSIC MOTIVATION RELATED TO EXTERNAL REWARDS

, , Perks Bonus Promotions

MOTIVATION


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IS T O R Y O F M O T IV A T IO N T H E O R IE S1900

TODAY

CIENTIFICMANAGEMENTa ge I nc en ti ve sUMAN RELATIONSc on om ic S ec ur it yo rk C on di ti on s

MASLOW i e r a r c h y o f N e e d sHERZBERG &o t i v a t i o ny gi en e F ac to rsALDERFERR G n e e d s

EWIN AND TOLMANx pe ct an cy C on ce rn sVROOM /a le n ce E xp ec t an cy

&ORTER LAWLERe rf or ma nc e S at is fa ct io n

LAWLER&P P O e x p e c t a n c i e s

&ESTINGER HOMANS /o gn it iv e D is so na nc eE x c h a n g e

ADAMS q ui ty T h eo ry

CONTENT PROCESS CONTEMPORARY

MOTIVATION


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E F U N D A M E N TA L D IF F E R EN C E B ET W E E N T H E C O N T E N T A N D T H E P R O C ES SE O R IE S O F M O T IV A T IO N IS T H A T

N T E N T T H E O R IE S TA LK A B O U T WHAT WHAT MOTIVATES PEOPLEROCESS THEORIES TALK ABOUT HOW ARE PEOPLE MOTIVATED

MOTIVATION

T T H E O R IE S O F W O R K M O T IV A T IO N


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/rn e d w ith id e n tify in g th e n e e d s d riv e s o f th e p e o p le a n d th e im p a ct o n sa tisferform an ce

( )w a s th o u g h t to b e so le in ce n tiv e scie n tific m a n a g e m e n tm o tiv a tin g fa c to rs su c h a s , , (o r ki ng co nd i ti o n s se c ur it y s up er v is io n u m a n);ns ,s t e e m nd e lf A ct ua li za ti on ( ),aslow , ,e sp on si bi li ty r ec og ni ti on(m e n t ),erzberg r o w t h nd e rs on al D ev el op me nt ( )lderfer were identified

l now look at these theories in detail

MOTIVATIONW S H IE R A R C H Y O F N E E D Sa m M a slo w b e lie v e d M o tiv e s ca n b e P rio ritize d


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a ctio n o f o n e le v e l o f m o tiv e s w ill re q u ire th e n e x t h ig h e r le v e l o f n e e d to b ee d to m o tiva te th e e m p lo ye e

MOTIVATIONO W S H IE R A R C H Y O F N E E D Sh a m M a slo w b e lie v e d M o tiv e s ca n b e P rio ritize d


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,e m a n ag e m e n t co n te xt e xa m p le s o f v ario u s le ve ls o f n e e d ca n b e

,Personal Growth Realization of PotentialAccept Reality and Facts of Life

Interested in Solving problems of others

he Theory is subject to criticismecause the levels are not clearlyVerified

MOTIVATION -B ER G S T W O FA C T O R T H E O R Y O F M O T IV A T IO N


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alled as the Motivation Hygiene Theorysed by Herzberg

( )dentified factors that lead to EXTREME JOB SATISFACTION Motivation factors( )TREME JOB DISSATISFACTION Hygiene Factorsing the Dissatisfiers does not necessarily motivate the employees

/ATISFIERSMOTIVATORS

GrowthAdvancementResponsibility

ature of WorkRecognitionAchievement

Attributed toThemselves

Mostly RelatedTo o b C o n te n t

/ISSATISFIERSYGIENE FACTORS

SecurityStatus

elationship withSubordinatesSalary

ork conditions

Relationshipith Supervisorompany policy& Administration

Attributed to theOrganization s

Environment

Related to )o b C o nt e xt

MOTIVATION -R Z B ER G S T W O FA C T O R T H E O R Y O F M O T IV A T IO NITICISM


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e reliability of the methodology is questioned( )overall measure index of satisfaction was given

e influence of motivators or hygiene factors on productivity was not testedplaining What People WANT and DO NOT WANT from their Job with only 2 dimensions vertly simplistic tivation as we will see is MULTI DIMENSIONAL

MOTIVATIONR G T H E O R Y O F M O T IV A T IO N roposed by Alderfer who reworked on Maslow s Hierarchy


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otives can fall into 3 categories

EXISTENCE

ncludes Maslow s Physiological and Safety needsasic Material Requirements

RELATEDNESSncludes Maslow s Social and Self Esteem Needs

eople with these needs want to interacti th o th er s

ROWTH &ncludes Maslow s Esteem Needs SelfActualization

nnate desire for personal growth

,like Maslow s Theory ERG theory doest assume a strict hierarchy between theeeds erson may work towards achieving

/owth needs even though his herlatedness needs are not satisfied,rther a higher order need not,ing satisfied people tend toximize their lower order need

MOTIVATION

ROCESS THEORIES OF MOTIVATION


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;s on the Cognitive Determinants of Motivation and Also understands hese Determinants are related to each other, , ,i t i o n r e c o g n i z i n g i n t e r p r e t i n g j u d g i n g r e a s o n i n g

undamental difference between Content and Process Theories of Motiat( ,nt Theories tell us WHAT motivates the employees money recognitio)

( ss Theories tell us HOW the employees are motivated what s the flo, ,ents with respect to money recognition or work that lead to motiv

MOTIVATION


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OW MANY OF YOU HAVE JOINED MBA SO THAT YOU CAN FIND AIGH FLYING JOB AT THE END OF THE COURSE?

OW MANY OF YOU HAVE JOINED MBA JUST FOR THE LIKINGOR THE SUBJECT?

MOTIVATION


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OW MANY OF YOU BELIEVE THAT GETTING GOOD GRADESILL HELP YOU FIND A GOOD GREAT JOB?

OW MANY OF YOU ARE ACTUALLY WORKING HARD NOWO THAT YOU WILL GET A GOOD GRADE IN YOUR EXAMS

MOTIVATION

ET S SAY YOU ARE IN THIS PROGRAM ONLY FOR THE LOVE


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/F THE SUBJECT GETTING NOT GETTING A JOB IS NOTEALLY IMPORTANT TO YOUOULD YOU BE AS MOTIVATED AS YOU ARE IF YOU REALIZEHAT ALL THAT YOU WILL GET AT THE END OF THIS COURSES A GOOD JOB HOWEVER YOU WOULD NOT LEARN MUCHBOUT MANAGEMENT?

ET S SAY GETTING A GOOD JOB AND THEREFORE GETTING GOODRADES IS ABSOLUTELY IMPORTANT TO YOUOULD YOU WORK HARD IF I TELL YOU THAT NO MATTER

OW HARD YOU WORK YOU WILL NOT GET A GOOD GRADE

MOTIVATION

OUR MOTIVATION AND THE KIND OF EFFORTS THAT YOU


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ILL PUT IN WILL REALLY DEPEND ON( /S THE FINAL OUTCOME IMPORTANT TO ME GETTING JOB)EARNING

HAT IS THE POSSIBILITY OF ACHIEVING MY FINAL OUTCOMEF I GET GOOD GRADESHAT IS THE POSSIBILITY OF GETTING GOOD GRADES IF IORK HARD

HIS IS WHAT VROOM S EXPECTANCY THEORY IS ALL ABOUT

MOTIVATIONR O O M S E X P E C TA N C YT H E O R Y, ,th eo ry is b u ilt a ro u n d 3 va ria b le s V A LE N C E E X P E C TA N C Y a n d


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M E N TA LIT Y

: nd i vi du a l s p re f e re n ce f o r a p ar t ic u l ar ou tc o me,a r e er g r ow th is y o ur p re f er r ed o u tc om e Y ou r V al e nc e i s P OS T I VE wh en yo uro mo t i on o ve r M on ey

,o u d o n o t pr e fe r c ar e e r g ro w th Y o ur Va l e nc e i s N EG AT I VE wi t h r e sp ec t t oo n,o u a r e i nd if f er en t t o ca r ee r g ro w th Yo u r v a le nc e i s Z ER O w i t h r es pe c t too n

nfluence on your VALENCE for a particular motivational factor isENTALITY:nt al i t y T he p o ss i b il i ty of t h e fi r st l e v el o ut co m e le a di ng to s ec o nd le ve l !o u w o rk ha rd yo u w il l g e t a pr om o ti on

& ( ) (ng h a r de r b et te r f ir s t le v e l o u tc om e wi ll le ad to p r om o ti o n s e co n d le v e)

MOTIVATIONR O O M S E X P E C TA N C YT H E O R Y, ,h eo ry is b u ilt a ro u n d 3 va ria b le s V A LE N C E E X P E C TA N C Y a n d


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E N TA L IT Y

h e re is E X P E C TA N C Y: /y A pa r ti c ul a r a c ti on e f f or t w i ll l e ad t o a p ar t ic u la r f ir st le v el o ut c om

tancy occurs before the first level outcomen g t ha t w or ki n g h a rd an d b et t er w i ll l ea d t o a p r om ot i on

Belief that if I Work hard I can

!Do Better

Belief that If Ican

Do Better I Will get a Reward

Rewards being

!Important to You

EXPECTANCY INSTRUMENTALITY VALENCE

MOTIVATION

R O O M S E X P E C TA N C YT H E O R Yo k a t a H y p o th e tica l S c e n a rio to u n d e rsta n d th e Im p lica tio n s o f V ro o m T h e o ry


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.f a ct ur i ng u ni t s p ec if i es c e rt a i n p ro d uc ti o n ta r ge t s f o r t he w o rk er s Th e w o, , .th er ha nd wa nt re wa r d s s u ch a s M on e y S e cu ri t y o r Re c o g ni ti o n( i n g th e l e v el of pr od u ct io n i s t h e F I RS T L EV EL OU TC O M E f ro m th e w or k er s)i nt

,s re ce i vi n g r ew a r ds a n d re c og n i ti o n i s th e S EC O ND L EV E L O UT CO M E,p ro du c ti o n i s L o w it ma y b e t ha t th e w or k er s p er c ei v e t h at t h e In s tr u me n t a

( )ro du c ti on Le ve l Fi r s t Le v el o u tc om e is no t st r on g e no ug h t o h e l p t he m/ ( )th ei r r ew a rd s r ec og n it io n Se c o nd L e ve l O ut co m e k er s b el ie v e t h at ev e n if th ey me et th e ta r ge t t he y w on t b e r e wa rd e d

/m a y be th a t t h e w or ke r s ar e n o t m ot i v at ed en ou g h by th es e re w a rd s re c og n i t, ( )ca se t he Va l e nc e o f t he s e of th es e ou t c om es s ec on d l ev e l o ut c o me is 0 orv ek er s a re n o t m o ti v at e d by re wa r ds a nd th e re fo r e th e y a r e i nd i ff er e nt t o th e t ar ge t s

MOTIVATION

O R T E R LA W LE RM O D E LL a w le r M o d e l s h o w s th e re la tio n s h ip b e tw e e n m o tiv a tio n a n d p e rfo rm a n c e


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n tia lly e x te n d s V ro o m s th e o ry b y in c lu d in g a d d itio n a l v a ria b le s su c h a sa l P e rce p tio n th a t in flu e n ce s th e re la tio n b e tw e e n a tta in m e n t o f re w a rd s a n dctio n

, ,in g u ish es b etw e e n M O T IV A T IO N P E R F O R M A N C E a n d S A T IS FA C T IO N :rte r La w le r m o d e l ca n b e e xp la in e d a s fo llo w s

MOTIVATION

O R T E R LA W LE RM O D E Lh e l e v el o f ef f o r t

.PerceivedEquitable


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. Value of(eward )a l e n c e

. Perceivedffort leadso achievementf rewards( )n s t r u m e n t a l i t y

. Effort Expended( )x p e c t a n c y

u t i n e pe nd s o nh et he r t hee wa r d is i m p or t a n t t oo u a n d i fu tt i n g i n t h at e f fo r ti ll l e ad y o uo y o u r f i n a l o u t c om e

. Performance(accomplishment

. /Ability Traits

. RolePerceptions

Job PersonFit

.aIntrinsicRewards

.bExtrinsicRewards

.Satisfaction

RewardsAm I Being

Treated in aFair manner- -Vis vis my peersAnd the organization

MOTIVATION

ORTER LAWLER MODEL:tions


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,or the managers to understand the role of effort reward perception and rolions in motivating the employees WHAT AND HOW OF THE MOTIVATORSequires organizations to take stock of what motivates their employeesme to time and revamp their reward policies

s important for the organizations to clearly define the level of performancexpected of the employees,n becomes possible to link rewards to performance which is a just and anve way to motivate the employees

MOTIVATION

QUITY THEORY OF MOTIVATION


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ed by Stacy Adamsoyee s performance on the work and his satisfaction depends on the wayives his work situation

yee will typically look at whether or not the kind of efforts that he is pu!ng him the kind of rewards that he deserves ntially he compares INPUTS with the OUTCOMES

,res this balance between his inputs and outputs with his colleagues friends. .eighbors who may be from the same or different organization at the same lrent level

MOTIVATION



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de off between the INPUT to OUTCOMES is called as EQUITY/ / ME OTHER S OUTCOME OTHER S EFFORTS( ) =EFFORTS

e Inputs refer not only to your efforts on the job but also your experienccation, , .omes refer to promotion pay fringe benefits etc

.ay You are an MBA graduate working with IBM drawing about 60K every month end works with GE drawing about 60K as well every monthou are project managers with similar job profiles and typically put in abof work every week

compare your situation with your friend it would be in a state of EQUITY

MOTIVATION



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e off between the INPUT to OUTCOMES is called as EQUITY/ / E OTHER S OUTCOME OTHER S EFFORTS( ) =FFORTS

,Inputs refer not only to your efforts on the job but also your experienceation, , .mes refer to promotion pay fringe benefits etc

..y You are an MBA graduate working with IBM drawing about 60K every monthnd works with GE drawing about 00k s well every monthou are project managers with similar job profiles and typically put in abof work every week

ompare your situation with your friend it would be in a state of INEQUITY

MOTIVATION



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you as an Individual compare your situation with others there can beerent ways of doing it ill compare your EQUITY with a person who is at a similar position inOrganization SELF INSIDE

ill compare your situation with someone from a different organization at tposition SELF OUTSIDE/ill compare your EQUITY with a person who is in a superior inferior positi( )ou within the same organization Your Boss OTHER INSIDE/ill compare your EQUITY with a person who is in a superior inferior positio ho works with a different organization OTHER OUTSIDE

SO WHAT DO YOU DO TO BALANCE THIS INEQUITY

MOTIVATION


u may decide to acquire higher qualifications CHANGE IN THE INPUT


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u may decide to acquire higher qualifications CHANGE IN THE INPUT

u may decide to miss a couple of deadlines CHANGE IN THE OUTPUT

u may perceive yourself to be working harder that everyone else DISTORTRCEPTIONS OF SELF

u may perceive that your colleague s job is not as appealing as you thoughtDISTORT PERCEPTIONS OF OTHERS

u may start comparing your performance with a different person let s say(meone like you who is working for a much smaller company and feel better

!)out it CHOOSE A DIFFERENT REFERENT

u will start looking for a new job LEAVE THE FIELD

Group


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A collection of two or more interacting individualswho maintain stable patterns of relationships,share common goals, and perceive themselves as

being a group.

What makes a Group?


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2 or morefreely

interfacing

individuals

Commonidentity

Collectivegoals

Collectivenorms

ransparency among;eam members beingenuine with each other

oftware development team

ev elo p a ndeploy MIS forYZ Bank

Types Of Groups


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GROUPS

Formal Groups Informal Groups

Command

Groups

Task

Groups

Friendship

Groups

Interest

Groups

Types Of Groups


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:ND GROUP group members are in a hierarchy:ROUP usually a cross functional group formed to achievefic targets examples can be Project Teams

e still belong to their functional departments and can begned /e project part time for a short period of time

ORMAL GROUPS

Types Of Groups


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NFORMAL GROUPS

ormed by the employees themselves

sually driven by common interests friendship example can beeople doing Car Pool to work having Lunch together

IENDSHIP GROUPormed because of cordial relationship between people

ore longevity

TEREST GROUP, ,ypically occur between people of same age group ethnic origin views

Work Team Defined


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A group whosemembers have

complementary skills

and are committed to

a common purpose orset of performance

goals for which they

hold themselves

mutually accountable.

Groups vs. Teams


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Groups vs. Teams


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hare information( )eutral may be negative

Individualandom and varied

GoalSynergy

AccountabilitySkills

ollective performancePositive

ndividual and mutualComplementary

ork Groupsork Groups ork Teamsork Teams

Three Types of Teams


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Problem- Solving Self- Managed

Cross- Functional

Stages of GroupDevelopment


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Return toIndependence

Dependence/interdependence

Independence

Form ing

S to rm in gN o rm in g

P e rfo rm ingA d jo u rn in g

Tuckmans Model

Group Development


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Forming Stage


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Uncertain about groups purpose

Identify what behavior is acceptable to the group

Individuals try to change their behavior according

to the group

Storming


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Degree of conflict among team members Power struggle At the end of this stagea clear hierarchy in the

group emerges

Norming


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Cohesiveness Develop a sense of group identity Group members develop a common set of

expectations

Performing


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Group fully functional

Group committed to the teams

objectives

Adjourning


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Group is disbanded

Mixed feelings among the group

members

Members are busy finishing their

activities...team goals take a backseat

Group Development

P d E ilib i M d l


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T ime(Lo)

(High)

irstM ee ting h a s e1

h a s e2Tra n sitio n

C o m p letion

A B+ )B/2

Punctuated Equilibrium Model

PERFORMANCE

Group Development

P t t d E ilib i M d l


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: - GE 1 Initial kick off meetings behavior of people emerges opinions are med A general direction is set for the projectt should be the frequency of team meetingstus reporting reporting structuresS DIRECTION GENERALLY DOES NOT CHANGE IN THE FIRST HALF OF THEOJECT

FWAY THROUGH THE PROJECT PEOPLE REALIZE THEY ARE LAGGINGIND SCHEDULE AND ARE JUST SPENDING LOT OF MONEY LITTLE WORK!... . EING DONE LEADS TO A FLURRY OF ACTIVITIES THIS IS THE TRASITION

Group Development



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:GE 2 revised directions are set for the team membersre is intense activity for project completion

tasks are to be finished on time

Group Development


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