ORGANIZATION BEHAVIOUR: STEPHEN ROBINS

LESSON 1

CHARACTERISTICS OF THE TERM ORGANIZATION:

 SOCIAL UNIT
 OPERATES WITHIN A FRAMEWORK
 FUNCTIONS TO ACHIEVE ITS GOALS

CHARACTERISTICS OF THE TERM MANAGER:

 ACCOMPLISHES OF ORGANIZATION GOALS THROUGH OPTIMUM UTILIZATION
OF RESOURCES

WHAT MANAGERS DO?

 PLANNING
 ORGANIZING
 LEADING
 MONITORING

MANAGEMENT SKILLS:
 MANAGER SHOULD HAVE THE FOLLOWING SKILLS:
o TECHNICAL / HUMAN / CONCEPTUAL

MANAGEMENT ROLES:
 INTERPERSONAL ROLES
o MAINTAINING EFFECTIVE RELATIONSHIP WITHIN & OUTSIDE THE
ORGANIZATION IN ORDER TO ACCOMPLISH ORGANIZATION GOAL
 INFORMATIONAL ROLE
o SHARING / DISSEMINATING / MONITORING INFORMATION
 DECISION ROLES
o IMPROVING ORGANIZATION’S PERFORMANCE
o TAKING CORRECTIVE ACTION
 RESOURCE ROLE
o ALLOCATING RESOURCES
 NEGOTIATOR ROLE
o BARGAINING
EFFECTIVE VS SUCCESSFUL MANAGERS
FOLLOWING ARE THE ACTIVITIES THAT MANAGERS ARE ENGAGED IN:

 TRADITIONAL MANAGEMENT / COMMUNICATION / PEOPLE MANAGEMENT /

NETWORKING
MANAGERS CAN BE CLASSIFIED INTO:

 AVERAGE / SUCCESSFUL / EFFECTIVE

THE TIME SPENT BY ABOVE MANAGERS IN THE ACTIVITIES ENGAGED BY THEM:
TYPES OF TRADITIONAL COMMUNICATION PEOPLE NETWORKING
MANAGERS MANAGEMENT MANAGEMENT
AVERAGE 32% 29% 20% 19%
SUCCESSFUL 13% 28% 11% 48%
EFFECTIVE 19% 44% 26% 11%
 MANAGERS NEED TO DEVELOP THEIR PEOPLE SKILLS IF THEY ARE TO BE
EFFECTIVE

CHARACTERISTICS OF THE TERM ORGANIZATION BEHAVIOR:

 EVERY ORGANIZATION ASPIRES TO BE SUCCESSFUL.
 SUCCESS OF AN ORGANIZATION DEPENDS UPON PEOPLE’S BEHAVIOUR

IMPORTANCE OF OB STUDY
 ANY STUDY CAN BE DONE EITHER SCIENTIFICALLY OR BY INTUITION
 IN SCIENTIFIC METHOD, CONCLUSIONS ARE DRAWN BASED ON EVIDENCE
 WHILE IN INTUITION THE CONCLUSIONS ARE DRAWN BASED ON GUT OR
FEELING.
CHALLENGES & OPPORTUNITIES FOR OB
 RESPONDING TO GLOBALIZATION
o MANAGING WORKFORCE DIVERSITY
 IMPROVING QUALITY & PRODUCTIVITY
o ATTAINING CUSTOMER SATISFACTION THROUGH CONTINUOUS
IMPROVEMENT
o FOCUSING ON CORE ACTIVITIES
 IMPROVING PEOPLE’S SKILL
o EMPOWERING PEOPLE
o MAKING PEOPLE ACCOUNTABLE FOR OUTCOMES
 COPING WITH TEMPORARIES
o DEALING WITH CHANGE MANAGEMENT
 STIMULATING INNOVATION & CHANGE
o MOTIVATING PEOPLE TO BE CREATIVE / INNOVATIVE
 IMPROVING ETHICAL BEHAVIOUR
o BEHAVIOUR BASED ON PRINCIPLES

ASSIGNMENT: 1
COMMENT: “SHOULD MANAGEMENT PUT ORGANIZATION OR PEOPLE FIRST” TO BE
SUCCESSFUL
ASSIGNMENT: 2
“BEHAVIOUR IS GENERALLY PREDICTABLE, SO THERE IS NO NEED TO STUDY OB” IS
THIS STATEMENT CORRECT OR WRONG?
ASSIGNMENT: 3
WHAT ARE EFFECTIVENESS & EFFICIENCY,& HOW ARE THEY RELATED TO
ORGANIZATIONAL BEHAVIOUR?
ASSIGNMENT: 4
WHAT COULD BE THE DIFFERENT NEEDS OF A DIVERSE STUDENT GROUP?
 LESSON 2:

BIOGRAPHICAL CHARACTERISTICS:
 MEANS & INCLUDES:
o AGE / GENDER / MARITAL STATUS / TENURE
 OBTAINED FROM PERSONAL RECORDS
 THE ABOVE BIOLOGICAL CHARACTERISTICS ARE OBJECTIVE IN NATURE.
 IS THERE A LINK BETWEEN THE BIOLOGICAL FACTORS & JOB PERFORMANCE?
AGE
 IS THERE A RELATIONSHIP
o BETWEEN AGE & ABSENTEEISM?
o DOES EFFICIENCY DECLINE WITH AGE?
GENDER:
 DO WOMEN PERFORM AS WELL AS MEN DO?
 ARE WOMEN CAREER ORIENTED?
 ARE WOMEN LESS STABLE EMPLOYEES THAN MEN?
MARITAL STATUS:
 IS THERE AN EFFECT OF MARITAL STATUS ON EFFICIENCY?
 ARE MARRIED MEN MORE SATISFIED IN THEIR JOBS THAN UNMARRIED MEN?
 DOES DIVORCE HAVE AN IMPACT ON PERFORMANCE & SATISFACTION?
TENURE:
 DOES SENIORITY HAVE AN IMPACT ON EFFICIENCY?
 IS IT NEGATIVELY RELATED TO TURNOVER?

CONCLUSION:
 ARE THE ABOVE FACTORS A CONSISTENT & STABLE PREDICTOR OF JOB
SATISFACTION?
 CANNOT SAY, UNTIL PROVED THROUGH RESEARCH.
ABILITY:
 AN INDIVIDUAL’S CAPACITY TO PERFORM VARIOUS TASKS IN A JOB.
 THREE TYPES:
o INTELLECTUAL
• DEVELOPED THROUGH KNOWLEDGE
• KNOW WHY
o EXPERIENCE:
• NOT BASED ON KNOWLEDGE
• KNOW HOW
o PHYSICAL
• INCLUDES STAMINA / STRENGTH / DEXTERITY / HEIGHT /
WEIGHT
• DEVELOPED BY KEEPING FIT

CHARACTERISTICS OF THE TERM LEARNING:

 RELATIVELY PERMANENT CHANGE IN THE BEHAVIOUR OF THE PERSON.
 IT IS A CONTINUOUS PROCESS
 WHETHER LEARNING HAS TAKEN PLACE OR NOT CAN ONLY BE OBSERVED IF
THERE IS A CHANGE IN THE BEHAVIOUR

THEORIES OF LEARNING:
 CLASSICAL CONDITIONING
o BEHAVIOUR IS REFLEX.
o CANNOT BE CONTROLLED
 OPERANT CONDITIONING:
o BEHAVIOUR IS VOLUNTARY
o CAB BE INFLUENCED
 SOCIAL LEARNING
o BEHAVIOUR LEARNT THROUGH OBSERVATION
CAN BEHAVIOR BE SHAPED?
 YES. BY REINFORCEMENT
 REINFORCEMENT IS OF TWO TYPES:
o CONTINUOUS
• REINFORCEMENT CONTINUOUS
o INTERMITTENT
• REINFORCEMENT AT INTERVALS.
 FOUR TYPES OF INTERMITTENT REINFORCEMENT
o FIXED RATIO
• FIXED INSTANCES
o VARIABLE RATIO
• INSTANCES NOT FIXED
o FIXED INTERVAL
• FIXED INTERVALS
o VARIABLE INTERVAL
• INTERVAL NOT FIXED

ASSIGNMENT: 1
COMMENT: TO STUDY OB ONE SHOULD FOCUS ON INDIVIDUALS OR ON SOCIAL
STRUCTURE?
ASSIGNMENT: 2
DESCRIBE THE SPECIFIC STEPS YOU WOULD TAKE TO ENSURE THAT AN INDIVIDUAL
HAS THE APPROPRIATE ABILITIES TO SATISFACTORILY DO A GIVEN JOB
ASSIGNMENT: 3
HOW MIGHT EMPLOYEES ACTUALLY LEARN UNETHICAL BEHAVIOUR ON THEIR JOBS?
ASSIGNMENT: 4
IF YOU HAD TO TAKE DISCIPLINARY ACTION AGAINST AN EMPLOYEE HOW
SPECIFICALLY WOULD YOU DO IT?
ASSIGNMENT: 5
“ALL ORGANIZATIONS WOULD BENEFIT FROM HIRING THE SMARTEST PEOPLE THEY
CAN GET” DO YOU AGREE / DISAGREE WITH THIS STATEMENT? SUPPORT YOUR
ANSWER.
ASSIGNMENT: 6
WHAT INFLUENCE DO YOU THINK AN EMPLOYEE’S AGE / EXPERIENCE / PHYSICAL
ABILITIES HAVE ON HIS / HER JOB PERFORMANCE?

LESSON 3:

CHARACTERISTICS OF THE TERM VALUES:

 PRINCIPLES OF LEADING OUR LIVES
 INFLUENCES ONE’S PERCEPTION, ATTITUDES & BEHAVIOUR
 IT REPRESENTS THE CULTURE OF THE INDIVIDUAL
 DETERMINES THE CHARACTER OF THE INDIVIDUAL

CHARACTERISTICS OF THE TERM ATTITUDE

 CONSISTS OF THE WAY AN INDIVIDUAL THINKS OR FEELS
 IS REFLECTED THROUGH OUR BEHAVIOUR
 MANIFESTATIONS OF ONE’S INTENTION
 CAN BE CHANGED
 IN OB WE REFER ONLY TO THREE TYPES OF ATTITUDES
o JOB SATISFACTION
o JOB INVOLVEMENT
o ORGANIZATIONAL COMMITMENT

JOB SATISFACTION
 IT IS AN INDIVIDUAL’S ATTITUDE TOWARDS ONE’S JOB

JOB INVOLVEMENT
 DEGREE TO WHICH A PERSON IDENTIFIES ONESELF WITH ONE’S JOB

ORGANIZATIONAL COMMITMENT
 IDENTIFICATION WITH THE ORGANIZATION & ITS GOALS

ATTITUDE & BEHAVIOUR: DISCREPANCIES:

  INDIVIDUALS SEEK CONSISTENCY
o AMONG THEIR ATTITUDES
o BETWEEN ATTITUDES & BEHAVIOR.
 WHEN THERE IS INCONSISTENCY, INDIVIDUAL’S TEND TO RATIONALIZE &
JUSTIFY IT.
 IF ONE’S VALUES ARE STRONG, THEN ONE WILL TEND TO TAKE STEPS TO
IMPROVE THEIR BEHAVIOUR

HOW EMPLOYEES EXPRESS DISSATISFACTION

 THERE ARE TWO DIMENSIONS IN EXPRESSING DISSATISFACTION
o CONSTRUCTIVE OR DESTRUCTIVE
o ACTIVE OR PASSIVE
 THE ABOVE TWO DIMENSIONS GIVES RISE TO THE FOLLOWING RESPONSES TO
JOB DISSATISFACTION:
o EXIT: ACTIVE BUT DESTRUCTIVE
o VOICE: ACTIVE & CONSTRUCTIVE
o LOYALTY: CONSTRUCTIVE BUT PASSIVE
o NEGLECT: DESTRUCTIVE & PASSIVE

CONCLUSIONS:
 JOB SATISFACTION DEPENDS UPON
o HOW PEOPLE ARE TREATED
o POLICIES & PROCEDURES ARE THEY FAIR
o WHETHER EMPLOYEES TRUST THEIR EMPLOYER

ASSIGNMENT: 1
COMMENT: “JOB SATISFACTION CAN BE IT BE CREATED OR IS GENETICALLY
DETERMINED”
ASSIGNMENT: 2
SENIORS MANAGERS MAKE THE FOLLOWING STATEMENT: “ OUR GENERATION OF
YOUNG EMPLOYEES WERE AMBITIOUS, CONSCIENTIOUS, HARDWORKING & HONEST.
TODAY’S GENERATION DO NOT HAVE THE SAME VALUE? DO YOU AGREE OR
DISAGREE. SUPPORT YOUR ANSWER.
ASSIGNMENT: 3
MANAGERS SHOULD DO EVERYTHING THEY CAN TO ENHANCE THE JOB
SATISFACTION OF THEIR EMPLOYEES. DO YOU AGREE OR DISAGREE. SUPPORT YOUR
ANSWERS.
ASSIGNMENT: 4
WHEN EMPLOYEES WERE ASKED WHETHER THEY WOULD AGAIN CHOOSE THE SAME
WORK OR WHETHER THEY WOULD WANT THEIR CHILDREN TO FOLLOW IN THEIR
FOOTSTEPS, TYPICALLY LESS THAN
HALF ANSWER IN THE AFFIRMATIVE. WHAT IF ANYTHING DO YOU THINK IMPLIES
ABOUT EMPLOYEE JOB SATISFACTION?

LESSON 4

CHARACTERISTICS OF THE TERM PERSONALITY

 THE SUM TOTAL OF WAYS IN WHICH AN INDIVIDUAL REACTS & INTERACTS
WITH OTHERS
 OUR PERSONALITY IS THE RESULT OF:
o HEREDITY / ENVIRONMENT / SITUATION
HEREDITY
 PHYSIQUE / GENDER / COLOUR OF THE SKIN
ENVIRONMENT
 BOTH INTERNAL & EXTERNAL ENVIRONMENT
 ALSO KNOWN AS CULTURE
SITUATION
 IT INFLUENCES THE EFFECTS OF HEREDITY & ENVIRONMENT ON PERSONALITY
CONCLUSION:
 PERSONALITY SHOULD BE ASSESSED KEEPING THESE THREE FACTORS IN THE
BACKGROUND

PERSONALITY TRAITS
 MBTI [MYERS-BRIGGS TYPE INDICATOR]
o THIS TEST CLASSIFIES AN INDIVIDUAL INTO ONE OF THE
PERSONALITIES
 EXTROVERTED OR INTROVERTED
• WHERE DO YOU GET YOUR ENERGY FROM?
 SENSING OR INTUITIVE
 • GATHERING INFORMATION THROUGH FIVE SENSES OR
THROUGH SIXTH SENSE
 THINKING OR FEELING
• MAKING DECISIONS OBJECTIVELY OR SUBJECTIVELY
[BASED ON FEELINGS]
 JUDGING OR PERCEIVING
• IN JUDGING: DECISION IS FAST & RIGID, WHILE IN
PERCEIVING: WHILE MAKING DECISIONS VARIOUS
OPTIONS ARE EXPLORED
o THE ABOVE FOUR, WE GET 16 COMBINATIONS OUR PERSONALITY

 THE BIG FIVE MODEL:

o THE BIG FIVE FACTORS ARE:
 EXTRAVERSION
• SOMEONE WHO IS SOCIABLE / GREGARIOUS / ASSERTIVE
 AGREEABLENESS
• SOMEONE WHO IS GOOD-NATURED, COOPERATIVE,&
TRUSTING
 CONSCIENTIOUSNESS
• SOMEONE WHO IS RESPONSIBLE, DEPENDABLE,
PERSISTENT, & ORGANIZED
 EMOTIONAL STABILITY
• SOMEONE WHO IS CALM, SELF-CONFIDENT, SECURE
VERSUS NERVOUS, DEPRESSED, & INSECURE
 OPENNESS TO EXPERIENCE
• SOMEONE WHO ARE IMAGINATIVE, ARTISTIC,
SENSITIVITY, & INTELLECTUALISM

MAJOR PERSONALITY ATTRIBUTES INFLUENCING OB:

 THE FOLLOWING PERSONALITY ATTRIBUTES THAT ARE PREDICTORS OF ONE’S
BEHAVIOUR IN THE ORGANIZATION:
o LOCUS OF CONTROL
o MACHIAVELLIANISM
o SELF-ESTEEM
o SELF-MONITORING
 o RISK TAKING
o TYPE A & B

LOCUS OF CONTROL
 DEGREE TO WHICH PEOPLE BELIEVE THEY ARE MASTERS OF THEIR OWN FATE
 TWO TYPES:
• INTERNAL
o BELIEVE THAT THEY CONTROL WHAT HAPPENS
TO THEM
• EXTERNAL
o THOSE WHO BELIEVE THAT WHAT HAPPENS TO
THEM IS ON ACCOUNT OF OUTSIDE FORCES SUCH
AS LUCK

MACHIAVELLIANISM
 DEGREE TO WHICH AN INDIVIDUAL IS PRAGMATIC, MAINTAINS EMOTIONAL
DISTANCE & BELIEVES THAT ENDS CAN JUSTIFY MEANS

SELF-ESTEEM
 INDIVIDUALS DEGREE OF LIKING OR DISLIKING OF THEMSELVES

SELF-MONITORING
 ABILITY TO ADJUST ONE’S BEHAVIOUR TO EXTERNAL SITUATIONAL FACTORS

RISK-TAKING
 WILLINGNESS TO TAKE CHANCE
 IT HAS AN IMPACT ON HOW LONG IT TAKES MANAGERS TO MAKE A DECISION;
& HOW MUCH INFORMATION THEY REQUIRE BEFORE MAKING THEIR CHOICE

TYPE “A” & “B” PERSONALITY

 PERSONALITY A ARE TASK ORIENTED

 PERSONALITY B ARE RELATIONSHIP ORIENTED

CULTURE PLAYS AN IMPORTANT ROLE IN ONE’S PERSONALITY

ACHIEVING PERSONALITY FIT
 TWO TYPES:
 o PERSON JOB FIT
• MATCHING OF KNOWLEDGE
o PERSON ORGANIZATION FIT
• MATCHING OF NATURE

EMOTIONS
 EXPRESSION OF INTENSE FEELINGS
 IT IS DIRECTED TOWARDS SOMETHING OR SOMEONE
MOOD:
 FEELINGS ARE LESS INTENSE
 LACKS CONTEXTUAL STIMULUS

DIMENSIONS OF EMOTIONS
 VARIETY [HORIZONTAL]
 INTENSITY [VERTICAL]

TYPES OF EMOTIONS:
 FELT
o AN INDIVIDUAL’S ACTUAL EMOTIONS
 DISPLAYED
o CONTROLLED EMOTIONS

EXTERNAL CONSTRAINS ON EMOTIONS:

 ORGANIZATIONAL INFLUENCE
o NEGATIVE EMOTIONS ARE NOT WELCOMED IN THE ORGANIZATION
o DECISIONS CANNOT BE BASED ON EMOTION
 CULTURAL INFLUENCE
o HAS AN INFLUENCE ON AN INDIVIDUAL
o FOR EXAMPLE: INDIANS ARE HIGHLY EMOTIONAL PEOPLE; WHILE
BRITISH ARE LESS EMOTIONAL PEOPLE
 EMOTIONAL INTELLIGENCE
o IT IS AN ASSORTMENT OF NON-COGNITIVE SKILLS, CAPABILITIES, &
COMPETENCIES
 o THESE INFLUENCES THE INDIVIDUAL’S ABILITY TO SUCCEED IN COPING
WITH ENVIRONMENTAL DEMANDS & PRESSURE
o IT IS COMPOSED OF FIVE DIMENSIONS:
 SELF-AWARENESS
• THE ABILITY TO BE AWARE OF WHAT YOU ARE FEELING
 SELF-MANAGEMENT
• THE ABILITY TO MANAGE ONE’S OWN EMOTIONS &
IMPULSES
 SELF-MOTIVATION
• THE ABILITY TO PERSIST IN THE FACE OF SETBACKS &
FAILURES
 EMPATHY
• THE ABILITY TO UNDERSTAND OTHERS
 SOCIAL SKILLS
• THE ABILITY TO HANDLE THE EMOTIONS OF OTHERS
ROLE OF EMOTIONS ON:
 DECISION MAKING
o IT INFLUENCES OUR DECISION MAKING ABILITY
o NEGATIVE EMOTIONS RESTRICTS ONE’S SEARCH FOR NEW
ALTERNATIVES
o ONE CANNOT IGNORE THE EMOTIONS IN THE PROCESS OF DECISION
MAKING
 MOTIVATION
o PEOPLE WHO ARE HIGHLY MOTIVATED IN THEIR JOBS, ARE
EMOTIONALLY COMMITTED
o ALL PEOPLE ARE NOT EMOTIONALLY ENGAGED IN THEIR WORK
 LEADERSHIP
o EMOTIONS ARE INTEGRAL PART OF LEADERSHIP
o EFFECTIVE LEADERS RELY ON THEIR FEELINGS TO CONVEY THEIR
MESSAGES
o WHEN EFFECTIVE LEADERS WANT TO IMPLEMENT SIGNIFICANT
CHANGES THEY RELY ON “ THE EVOCATION, FRAMING & MOBILIZATION
OF EMOTIONS”
 INTERPERSONAL CONFLICT
 o CANNOT IGNORE EMOTIONAL ELEMENTS IN CONFLICTS, FOCUSING
SINGULARLY ON RATIONAL & TASK CONCERNS IS UNLIKELY TO BE
EVERY EFFECTIVE IN RESOLVING THOSE CONFLICTS
 DEVIANT WORKPLACE BEHAVIOUR
o MEANS A VOLUNTARY ACTION THAT VIOLATE ESTABLISHED NORMS &
THAT THREATEN THE ORGANIZATION, ITS MEMBERS, OR BOTH. THESE
ACTIONS ARE CALLED EMPLOYEE DEVIANCE
o MANY OF THESE DEVIANT BEHAVIORS CAN BE TRACED TO NEGATIVE
EMOTIONS

ASSIGNMENT: 1
JUSTIFY & ARGUE: “TRAITS ARE POWERFUL PREDICTORS OF BEHAVIOUR”
ASSIGNMENT: 2
DO PEOPLE FROM THE SAME STATE HAVE A COMMON PERSONALITY TYPE? EXPLAIN
ASSIGNMENT: 3
WHY MANAGERS TODAY PAY MORE ATTENTION TO THE PERSON-ORGANIZATION FIT
THAN PERSON-JOB FIT?
ASSIGNMENT: 4
HOW DOES NATIONAL CULTURE INFLUENCE EXPRESSED EMOTIONS?
ASSIGNMENT: 5
IF EMOTIONS ARE EXPRESSIONS OF FEELINGS WHY EMOTIONS SHOULD BE KEPT
UNDER CONTROL?
 LESSON 5

CHARACTERISTICS OF THE TERM PERCEPTION:

 IT IS A PROCESS OF INTERPRETING THE EXTERNAL ENVIRONMENT THROUGH
OUR SENSES

FACTORS INFLUENCING PERCEPTION

 THE PERCEIVER
 THE TARGET
 THE SITUATION
THE PERCEIVER
 THE INTERPRETATION IS INFLUENCED BY PERSONAL CHARACTERISTICS OF
THE INDIVIDUAL PERCEIVER.
 PERSONAL CHARACTERISTICS INCLUDES:
o ATTITUDE / MOTIVE / INTEREST / PAST EXPERIENCES / EXPECTATIONS
THE TARGET
 THE CHARACTERISTICS OF THE TARGET THAT CAN BE OBSERVED CAN AFFECT
WHAT IS BEING PERCEIVE
THE SITUATION:
 THE CONTEXT IN WHICH WE SEE OBJECTS / EVENT IS IMPORTANT. ELEMENTS
IN THE SURROUNDING ENVIRONMENT INFLUENCE OUR PERCEPTION.

MAKING JUDGMENTS ABOUT OTHERS: PERSON PERCEPTION:

 ATTRIBUTION THEORY
o WHEN INDIVIDUALS OBSERVE OTHER’S BEHAVIOUR THEY ATTEMPT TO
DETERMINE WHETHER IT IS INTERNALLY / EXTERNALLY CAUSED
o THE DETERMINATION DEPENDS ON THE FOLLOWING FACTORS:
• DISTINCTIVENESS
o IF BEHAVIOUR IS USUAL, WE PROBABLY JUDGE
AS INTERNAL
• CONSENSUS
o IF ALL HAVE THE SAME VIEW ABOUT ONE’S
BEHAVIOUR, THEN WE JUDGE IT AS INTERNAL
• CONSISTENCY
o IF THE BEHAVIOUR IS CONSISTENT, THEN WE
JUDGE IT AS INTERNAL

FUNDAMENTAL ATTRIBUTION ERROR:

 THE TENDENCY TO UNDERESTIMATE THE INFLUENCE OF EXTERNAL FACTORS
& OVERESTIMATE THE INTERNAL FACTORS WHEN MAKING JUDGMENTS ABOUT
THE BEHAVIORS OF OTHERS
o EXAMPLE:
• A SALES MANAGER IS PRONE TO ATTRIBUTE THE POOR
PERFORMANCE OF HIS SALES AGENTS TO LAZINESS
RATHER THAN TO THE INNOVATIVE PRODUCT LINE
INTRODUCED BY THE COMPETITOR
 SELF-SERVING BIAS:
o THE TENDENCY FOR INDIVIDUALS TO ATTRIBUTE THEIR OWN SUCCESS
TO INTERNAL FACTORS WHILE PUTTING THE BLAME FOR FAILURES ON
EXTERNAL FACTORS
FREQUENTLY USED SHORTCUTS IN JUDGING OTHERS:
 SELECTIVE PERCEPTION
o PEOPLE SELECTIVELY INTERPRET
o WHAT THEY SEE ON THE BASIS OF
 o THEIR INTEREST / BACKGROUND / EXPERIENCE
 HALO EFFECT
o DRAWING GENERAL POSITIVE IMPRESSION ABOUT AN INDIVIDUAL
o ON THE BASIS OF A SINGLE POSITIVE CHARACTERISTICS
 HORN EFFECT
o DRAWING GENERAL NEGATIVE IMPRESSION ABOUT AN INDIVIDUAL
o ON THE BASIS OF A SINGLE NEGATIVE CHARACTERISTICS
 CONTRAST EFFECT
o EVALUATIONS OF A PERSON’S CHARACTERISTICS THAT ARE EFFECTED
o BY COMPARISONS WITH OTHER PEOPLE RECENTLY ENCOUNTERED
o WHO RANK HIGHER OR LOWER ON THE SAME CHARACTERISTICS
 PROJECTION
o ATTRIBUTING ONE’S OWN CHARACTERISTICS TO OTHER PEOPLE
o FOR EXAMPLE: IF YOU ARE HONEST, YOU TAKE IT FOR GRANTED THAT
OTHER PEOPLE ARE EQUALLY HONEST
 STEREOTYPING
o JUDGING SOMEONE ON THE BASIS OF
o ONE’S PERCEPTION OF THE GROUP TO WHICH THAT PERSON BELONGS
THE LINK BETWEEN PERCEPTION & INDIVIDUAL DECISION MAKERS

CHARACTERISTICS OF THE TERM DECISIONS:

 CHOICES MADE FROM AMONG TWO OR MORE ALTERNATIVES
CHARACTERISTICS OF THE TERM PROBLEM:
 A DISCREPANCY BETWEEN CURRENT STATE OF AFFAIRS & DESIRED STATE OF
AFFAIRS
IMPROVING CREATIVITY IN DECISION MAKING:
 THE THREE COMPONENT MODEL OF CREATIVITY:
o EXPERTISE
• BASED ON KNOWLEDGE
o CREATIVE-THINKING SKILLS
• USE ANALOGY
• SEEING FAMILIAR IN DIFFERENT LIGHTS
o INTRINSIC MOTIVATION
CREATIVE-THINKING SKILLS
  USING ANALOGY. FOR EXAMPLE WRIGHT BROTHERS MADE FLYING MACHINE
BY OBSERVING HOW BIRDS FLY. OR ABRAHAM GRAHAM BELL MADE
TELEPHONE ON THE CONCEPT THAT OPERATE THE EAR
 SEEING FAMILIAR IN DIFFERENT LIGHTS
INTRINSIC TASK MOTIVATION
 THE DESIRE TO WORK ON SOMETHING BECAUSE IT IS INTERESTING /
SATISFYING / PERSONALLY CHALLENGING

THE FOLLOWING ORGANIZATIONAL FACTORS IMPEDE CREATIVITY:

o EXPECTED EVALUATION
• FOCUSING ON HOW YOUR WORK IS GOING TO BE
EVALUATED
o SURVEILLANCE
• BEING WATCHED, WHILE YOU ARE WORKING
o EXTERNAL MOTIVATORS
• EMPHASIZING EXTERNAL TANGIBLE REWARDS
o COMPETITION
• FACING WIN-LOOSE SITUATIONS WITH PEERS
o CONSTRAINED CHOICE
• BEING GIVEN LIMITS ON HOW YOU CAN DO YOUR WORK

HOW DECISIONS ARE MADE ARE ACTUALLY MADE IN ORGANIZATIONS?

 BOUNDED RATIONALITY
o FOCUSING ON ESSENTIAL FEATURES OF THE PROBLEM
o WITHOUT CAPTURING THE ALL THEIR COMPLEXITY
 INTUITIONS
o AN UNCONSCIOUS PROCESS CREATED OUT OF DISTILLED EXPERIENCE
 PROBLEM IDENTIFICATION
o PROBLEMS THAT ARE VISIBLE GETS BEING SELECTED THAN ONE THAT
ONE IS IMPORTANT
 ALTERNATIVE DEVELOPMENT
o SATISFYING SOLUTIONS ARE FOUND
 MAKING CHOICES
o RELY ON JUDGMENTAL SHORTCUTS IN DECISION MAKING
 ESCALATION OF COMMITMENT
 o AN INCREASED COMMITMENT TO A PREVIOUS DECISION INSPITE OF
NEGATIVE INFORMATION

INDIVIDUAL DECISION MAKING STYLES:

 THINKING
o RATIONAL
o INTUITION
 TOLERANCE TO AMBIGUITY
o HIGH
o LOW
 THESE TWO DIMENSIONS GIVES RISE TO THE FOLLOWING FOUR STYLES:
o DIRECTIVE
• LOW ON TOLERANCE FOR AMBIGUITY
• SEEK RATIONALITY
o ANALYTICAL
• GREATER TOLERANCE FOR AMBIGUITY
• SEEK RATIONALITY
o CONCEPTUAL
• HIGH TOLERANCE FOR AMBIGUITY
• INTUITIVE THINKING
o BEHAVIORAL
• LOW ON TOLERANCE FOR AMBIGUITY
• INTUITIVE THINKING

ORGANIZATIONAL CONSTRAINTS:
 THE FOLLOWING ARE THE CONSTRAINTS:
o PERFORMANCE EVALUATION
o REWARD SYSTEM
o FORMAL REGULATIONS
o SYSTEM IMPOSED TIME CONSTRAINT
o HISTORICAL PRECEDENT

CULTURAL DIFFERENCES
 CULTURE & ETHICS INFLUENCES DECISION MAKING PROCESS
  AN INDIVIDUAL HAS THREE DIFFERENT CRITERIA IN MAKING ETHICAL
CHOICES:
o UTILITARIANISM
• DECISION ARE MADE SO AS TO PROVIDE THE GREATER
GOOD FOR THE GREATEST NUMBER
o RIGHTS
• DECISIONS SHOULD NOT VIOLATE THE FUNDAMENTAL
RIGHTS GUARANTEED BY THE CONSTITUTION
o JUSTICE
• DECISIONS SHOULD BE FAIR & IMPARTIAL

ASSIGNMENT: 1
WHEN HIRING EMPLOYEES: EMPHASIZE THE POSITIVE. STATE POINTS &
COUNTERPOINTS
ASSIGNMENT: 2
WITH AN EXAMPLE FROM YOUR LIFE, EXPLAIN THE PERCEPTION.
ASSIGNMENT: 3
WITH AN EXAMPLE FROM YOUR LIFE, EXPLAIN HOW SELECTIVITY CAN CREATE
PERCEPTUAL DISTORTION
ASSIGNMENT: 4
WITH AN EXAMPLE FROM YOUR LIFE, EXPLAIN HOW STEREOTYPING CREATED
PERCEPTUAL DISTORTION
ASSIGNMENT: 5
WITH AN EXAMPLE EXPLAIN HOW AN EMOTIONAL DECISION YOU TOOL WAS
EFFECTIVE & INEFFECTIVE?
ASSIGNMENT: 6
WITH AN EXAMPLE EXPLAIN HOW A RATIONAL DECISION YOU TOOK WAS EFFECTIVE
OR INEFFECTIVE?
ASSIGNMENT: 7
WITH AN EXAMPLE, EXPLAIN A DECISION YOU TOOK THAT WAS BASED ON INTUITION,
WHICH WON YOU ACCOLADES & BRICKBATS
ASSIGNMENT: 8
ARE UNETHICAL DECISIONS MORE OF A FUNCTION OF THE INDIVIDUAL DECISION
MAKER OR THE DECISION’S WORK ENVIRONMENT? EXPLAIN

LESSON NO. 6.
THEORIES OF MOTIVATION:
HIERARCHY OF NEEDS
 AS PER ABRAHAM MASLOW, EVERY HUMAN BEING HAVE THE FOLLOWING
HIERARCHY OF NEEDS
o PHYSIOLOGICAL: BASIC NEEDS LIKE FOOD /SHELTER / CLOTHING
o SAFETY: PROTECTION FROM PHYSICAL / EMOTIONAL HARM
o SOCIAL: INCLUDES AFFECTION/ BELONGINGNESS / ACCEPTANCE/
FRIENDSHIP
 o ESTEEM: INCLUDES SELF-RESPECT / AUTONOMY / ACHIEVEMENT
[INTERNAL] & STATUS / RECOGNITION / ATTENTION
o SELF-ACTUALIZATION: DRIVE TO BECOME WHAT ONE IS CAPABLE OF
BECOMING
 PHYSIOLOGICAL / SAFETY NEEDS ARE LOWER ORDER NEEDS. WHILE SOCIAL /
ESTEEM / SELF-ACTUALIZATION ARE HIGHER ORDER NEEDS
 INDIVIDUAL MOVES FROM ONE LEVEL TO ANOTHER.

THEORY X & THEORY Y

 THEORY X ASSUMES THAT EMPLOYEES DISLIKE WORK; & FORCED TO WORK
 THEORY Y ASSUMES THAT EMPLOYEES LIKE TO WORK, & CAN EXERCISE SELF-
DIRECTION

HERZBERG TWO FACTOR THEORY

 ACCORDING TO HERZBERG EVERY JOB HAS HYGIENE /MOTIVATING FACTORS
 HYGIENE FACTORS LIKE COMPANY POLICY / SALARY DO NOT MOTIVATE
EMPLOYEES. THE ONLY ROLE, WHICH THEY PLAY IS THAT THEY DO NOT
CREATE ANY DISSATISFACTION
 WHILE FACTORS LIKE GROWTH ON THE JOB / RECOGNITION / RESPONSIBILITY
/ ACHIEVEMENT MOTIVATE THE EMPLOYEES
 IF MOTIVATING FACTORS DO NOT EXISTS, THE EMPLOYEE WILL TEND TO
LEAVE THE JOB

ERG THEORY
 IT IS REVISION OF HIERARCHY NEEDS
 THERE ARE THREE GROUPS OF CORE NEEDS:
o EXISTENCE
• INCLUDES PHYSIOLOGICAL / SAFETY NEEDS
o RELATEDNESS
• INCLUDES SOCIAL / ESTEEM NEEDS
o GROWTH
 • INCLUDES SELF-ACTUALIZATION NEEDS
 ACCORDING TO THIS THEORY
 MORE THAN ONE NEED MAY BE OPERATIVE AT THE SAME TIME
 IF GRATIFICATION OF HIGHER LEVEL NEE IS STIFLED, THE DESIRE TO SATISFY
A LOWER LEVEL NEED INCREASES
MCCLELLAND’S THEORY OF NEEDS
 THE FOLLOWING THREE NEEDS ARE THE MOTIVATING FACTORS:
o ACHIEVEMENT NEEDS
• DRIVE TO EXCEL / STRIVE TO SUCCEED
o POWER NEEDS
• INFLUENCE THE BEHAVIOUR OF OTHERS
o AFFILIATION NEEDS
• DESIRE FOR FRIENDLY & CLOSE INTERPERSONAL
RELATIONSHIP

COGNITIVE EVALUATION THEORY

 WHEN EXTRINSIC REWARDS ARE USED BY ORGANIZATION AS PAYOFFS FOR
SUPERIOR PERFORMANCE, THE INTRINSIC REWARDS, WHICH ARE DERIVED BY
INDIVIDUALS DOING WHAT THEY LIKE ARE REDUCED

GOAL SETTING THEORY

 DIFFICULT GOAL WITH FEEDBACK LEAD TO HIGHER PERFORMANCE
 THE INDIVIDUAL SHOULD BELIEVE THAT HE /SHE IS CAPABLE OF PERFORMING
A TASK

REINFORCEMENT THEORY
 BEHAVIOUR IS A FUNCTION OF ITS CONSEQUENCES

EQUITY THEORY
 INDIVIDUALS COMPARE THEIR JOB INPUTS & OUTCOMES WITH THOSE OF
OTHERS & THE RESPOND SO AS TO ELIMINATE ANY INEQUITIES
 FOLLOWING TYPE JUSTICES:
o DISTRIBUTIVE JUSTICE
• PERCEIVED FAIRNESS OF THE AMOUNT & ALLOCATION
OF REWARDS AMONG INDIVIDUALS
 o PROCEDURAL JUSTICE
• THE PERCEIVED FAIRNESS OF THE PROCESS USED TO
DETERMINE THE DISTRIBUTION OF REWARDS

EXPECTANCY THEORY
 FOCUSES ON:
 EFFORT-PERFORMANCE RELATIONSHIP
o EFFORT WILL LEAD TO PERFORMANCE
o PERFORMANCE-REWARD RELATIONSHIP
o PERFORMANCE WILL LEAD TO ATTAINMENT OF DESIRED OUTCOME
o REWARDS-PERSONAL GOALS RELATIONSHIP
 ORGANIZATIONAL REWARDS SHOULD SATISFY AN INDIVIDUAL’S PERSONAL
GOALS /NEEDS

CONCLUSION
 SUCCESS ON A JOB IS FACILITATED OR HINDERED BY THE EXISTENCE OR
ABSENCE OF SUPPORT RESOURCES
 PERFORMANCE IS A FUNCTION OF INTERACTION OF ABILITY X MOTIVATION X
OPPORTUNITY. IF ANY ONE IS INADEQUATE THEN PERFORMANCE WILL BE
AFFECTED

POWER OF MOTIVATION THEORIES: ON A SCALE OF 1-5

VARIABLES NEED GOAL REINFORCE EQUITY EXPECTANCY
PRODUCTIVITY 3 5 3 3 4
ABSENTEEISM 4 4 4
TURNOVER 4 5
SATISFACTION 2 2

ASSIGNMENT: 1
STATE PRO & CONS: “MONEY MOTIVATES”
ASSIGNMENT: 2
DOES MOTIVATION COME FROM WITHIN OR IS IT A RESULT OF THE SITUATION?
EXPLAIN
ASSIGNMENT: 3
DOES MASLOW’S THEORY APPLY TO TODAY’S GENERATION?
ASSIGNMENT: 4
WHAT IS THE ROLE OF SELF-EFFICACY IN GOAL SETTING?
ASSIGNMENT: 5
CONTRAST DISTRIBUTIVE & PROCEDURAL JUSTICE. WHAT IMPLICATIONS MIGHT THEY
HAVE FOR DESIGNING PAY SYSTEMS IN DIFFERENT COUNTRIES?
ASSIGNMENT: 6
EXPLAIN THE FORMULA: PERFORMANCE=f [AxMxO] & GIVE AN EXAMPLE.
ASSIGNMENT: 7
WHAT CONSISTENCIES AMONG MOTIVATION CONCEPTS IF ANY, APPLY CROSS-
CULTURALLY.
ASSIGNMENT: 8
CAN AN INDIVIDUAL BE TOO MOTIVATED SO THAT HIS / HER PERFORMANCE DECLINES
AS A RESULT OF EXCESSIVE EFFORT? DISCUSS.

LESSON 7
MOTIVATION: FROM CONCEPTS TO APPLICATIONS

MBO
 CORPORATE OBJECTIVES ARE SET BY CEO & HIS TEAM
 THE SAME IS CASCADED DOWN THE DEPARTMENT
EMPLOYEE INVOLVEMENT
  MANDATORY TO BE INVOLVED IN SOLVING PROBLEMS RELATED TO BUSINESS
BY THE CONCERNED EMPLOYEES
PARTICIPATIVE MANAGEMENT:
 MANDATORY TO PARTICIPATE IN DECISION MAKING RELATED TO THE
PROBLEM.
VARIABLE PAY:
 A PORTION OF AN EMPLOYEE’S PAY IS BASED ON SOME INDIVIDUAL & / OR
ORGANIZATIONAL MEASURE OF PERFORMANCE
FLEXIBLE BENEFITS
 EMPLOYEES TAILOR THEIR BENEFIT PROGRAM TO MEET THEIR PERSONAL
NEEDS BY PICKING & CHOOSING FROM A MENU OF BENEFIT OPTIONS

SPECIAL ISSUES IN MOTIVATION:

 WHAT MOTIVATES PROFESSIONALS?
o JOB CHALLENGES
 WHAT MOTIVATES CONTINGENT WORKERS?
o OPPORTUNITY FOR PERMANENT STATUS
 WHAT MOTIVATES DIVERSIFIED WORKFORCE?
o BE READY TO DESIGN WORK SCHEDULES, COMPENSATION PLANS,
BENEFITS, PHYSICAL WORK SETTING &THE LIKE TO REFLECT
EMPLOYEE’S VARIED NEEDS
 WHAT MOTIVATES MANUAL WORKERS?
o TAKING CARE OF THEIR BASIC NEEDS
 WHAT MOTIVATES AN EMPLOYEE DOING HIGHLY REPETITIVE WORK?
o AMPLE BREAKS

CONCLUSIONS:
 RECOGNIZE INDIVIDUAL DIFFERENCE
 USE GOALS & FEEDBACK
 ALLOW EMPLOYEES TO PARTICIPATE IN DECISIONS THAT AFFECT THEM
 LINK REWARDS TO PERFORMANCE
 CHECK THE SYSTEM FOR EQUITY
ASSIGNMENT: 1
STATE PROS & CONS: THE POWER OF STOCK OPTIONS AS MOTIVATOR
ASSIGNMENT: 2
CONTRAST JOB-BASED & SKILL-BASED PAY?
ASSIGNMENT: 3
PERFORMANCE CAN’T BE MEASURED, SO ANY EFFORT TO LINK PAY WITH
PERFORMANCE IS FANTASY. DIFFERENCES IN PERFORMANCE ARE OFTEN CAUSED BY
THE SYSTEM, WHICH MEANS THE ORGANIZATION ENDS UP REWARDING THE
CIRCUMSTANCES. DO YOU AGREE OR DISAGREE. SUPPORT YOUR POSITION.
ASSIGNMENT: 4
IN ONE BREATH WE SAY RECOGNIZE INDIVIDUAL DIFFERENCES; IN THE SAME BREATH
PAY ATTENTION TO MEMBERS OF DIVERSITY GROUPS. IS THIS CONTRADICTORY?
DISCUSS.
ASSIGNMENT: 5
WHAT CHALLENGES DO NATIONAL DIFFERENCES IN PARTICIPATIVE MANAGEMENT
SYSTEM HAVE FOR MULTINATIONAL CORPORATIONS?

LESSON 8:
FOUNDATIONS OF GROUP BEHAVIOUR

CHARACTERISTICS OF THE TERM GROUP:

 TWO OR MORE INDIVIDUALS
  WHO HAVE COME TOGETHER
 TO ACHIEVE A PARTICULAR OBJECTIVE

WHY DO PEOPLE JOIN GROUPS?

 FOR FOLLOWING REASONS:
o SECURITY: RESIST THREAT
o STATUS: PRESTIGE
o SELF-ESTEEM: FEELING OF SELF-WORTH
o AFFILIATION: FULFILLS SOCIAL NEEDS
o POWER: IN NUMBERS
o GOAL ACHIEVEMENT: EASIER TO ACHIEVE THE GOAL

STAGES OF GROUP DEVELOPMENT:

 CONSISTS OF FIVE STAGES
o FORMING
o STORMING
o NORMING
o PERFORMING
o ADJOURNING

GROUP MEMBER RESOURCES

 KNOWLEDGE / SKILLS / ABILITIES
 PERSONALITY CHARACTERISTICS

GROUP STRUCTURE
 GROUP HAS STRUCTURE
 STRUCTURE SHAPES THE BEHAVIOUR OF THE MEMBERS

GROUP PROCESSES
 GROUPS CAN CREATE OUTPUTS GREATER THAN SUM OF THEIR INPUTS
 CREATES POSITIVE SYNERGY
GROUP TASKS
 IF TASK IS COMPLEX, MORE DISCUSSIONS AMONG MEMBERS ON
ALTERNATIVES
 IF TASK IS INTERDEPENDENT, THEN MORE INTERACTIONS AMONG MEMBERS.

GROUP DECISION MAKING:

 STRENGTH
o INCREASED ACCEPTANCE OF SOLUTION
 WEAKNESS:
o CONFORMITY PRESSURE IN GROUPS
o AMBIGUOUS ACCOUNTABILITY

GROUPTHINK
 PHENOMENON IN WHICH THE NORMS FOR CONSENSUS

GROUP-SHIFT
 THE DECISION CAN BE CONSERVATIVE OR RISKY

LESSON 9
UNDERSTANDING WORK TEAMS

DIFFERENCE BETWEEN TEAM & GROUP

WORK GROUPS FACTORS WORK TEAMS
SHARE INFORMATION GOAL COLLECTIVE
PERFORMANCE
NEUTRAL [SOMETIMES SYNERGY POSITIVE
NEGATIVE]
INDIVIDUAL ACCOUNTABILITY INDIVIDUAL & MUTUAL
SUPPLEMENTARY SKILLS COMPLEMENTARY

TYPES OF TEAMS
 PROBLEM-SOLVING
o MEMBERS ARE FROM SAME DEPARTMENTS
o MEET AT REGULAR INTERVALS TO MAKE THE DEPARTMENT EFFECTIVE /
EFFICIENT
 SELF MANAGED
o OPERATE AS PROFIT CENTERS
 CROSS-FUNCTIONAL
o MEMBERS FROM DIFFERENT FUNCTIONS
o MEET REGULARLY TO MAKE THE ORGANIZATION EFFECTIVE /
EFFICIENT
 VIRTUAL
o MEMBERS PHYSICALLY DISPERSED
o WORK TO ACHIEVE COMMON GOAL THROUGH COMPUTER
CREATING EFFECTIVE TEAMS
 THE MODEL CONSISTS OF FOLLOWING FOUR CATEGORIES:
o WORK DESIGN: INCLUDES: AUTONOMY / SKILL VARIETY / TASK IDENTITY
/ TASK SIGNIFICANCE
o COMPOSITION: INCLUDES: COMPETENCE / ATTITUDE
o CONTEXT: INCLUDES: LEADERSHIP
o PROCESS: INCLUDES: COMMON PURPOSE / TEAM EFFICACY / CONFLICT

TURNING INDIVIDUALS INTO TEAM PLAYERS:

 FOCUS ON
o COMMUNICATE OPENLY & HONESTLY,
o RESOLVING CONFLICTS
 o CULTURE

ISSUES IN MANAGING TEAMS:

 DIVERSITY MAKES IT MORE DIFFICULT TO UNIFY THE TEAM & REACH
AGREEMENT
 THERE IS NO GUARANTEE THAT A TEAM WILL CONTINUE TO PERFORM
EFFECTIVELY EVERYTIME FOR FOLLOWING REASONS:
o FAMILIARITY BREEDS APATHY,
o SUCCESS LEADS TO COMPLACENCY
o MATURITY BRINGS LESS OPENNESS TO NOVEL IDEAS & INNOVATION.
o MATURE TEAMS ARE PRONE TO SUFFER FROM GROUPTHINK.
o EARLY SUCCESS ARE OFTEN DUE TO HAVING TAKEN ON EVERY TASKS
o TRAINING & DEVELOPMENT IS THE ONLY SOLUTION

ASSIGNMENT: 1
STATE POINT & COUNTERPOINT: ALL JOBS SHOULD BE DESIGNED AROUND GROUPS
ASSIGNMENT: 2
IDENTIFY FIVE ROLES YOU PLAY. WHAT BEHAVIOURS DO THEY REQUIRE? ARE ANY OF
THESE ROLES IN CONFLICT? IF SO, IN WHAT WAY? HOW DO YOU RESOLVE THESE
CONFLICTS?
ASSIGNMENT: 3
WHAT EFFECT, IF ANY DO YOU EXPECT THAT WORKFORCE DIVERSITY HAS ON A
GROUP’S PERFORMANCE & SATISFACTION?
ASSIGNMENT: 4
HOW CAN MANAGEMENT INVIGORATE STAGNANT TEAMS?
ASSIGNMENT: 5
DOESN’T TEAM CREATE CONFLICTS? ISN’T CONFLICT BAD? WHY THEN WOULD
MANAGEMENT SUPPORT THE CONCEPT OF TEAMS?
ASSIGNMENT: 6
HOW DO YOU THINK MEMBER EXPECTATIONS MIGHT AFFECT TEAM PERFORMANCE?

LESSON 10
COMMUNICATION

CHARACTERISTICS OF THE TERM COMMUNICATION:

  TRANSFERENCE & UNDERSTANDING OF MEANING

BARRIERS TO EFFECTIVE COMMUNICATION:

 FILTERING
o SENDER MANIPULATING THE INFORMATION SO THAT IT CAN BE SEEN
MORE FAVORABLY BY THE RECEIVER
 SELECTIVE PERCEPTION
o RECEIVER HEARS WHAT HE WANTS TO HEAR, BASED ON HIS NEEDS
/INTEREST
 INFORMATION OVERLOAD
o OVERFLOW OF INFORMATION TO THAT EXTENT THAT IT EXCEEDS AN
INDIVIDUAL’S PROCESSING CAPACITY
 DEFENSIVENESS
o WHEN PEOPLE INTERPRET OTHER’S MESSAGES AS THREATENING, IT
RETARDS THE EFFECTIVENESS OF COMMUNICATION
 LANGUAGE
o WORD MEANS DIFFERENT THINGS TO DIFFERENT PEOPLE.
o THE MEANING OF THE WORDS, ARE NOT IN THE WORDS, THEY ARE IN
US
 JARGON
o SPECIALIZED TERMINOLOGY THAT MEMBERS OF THE GROUP USE
AMONG THEMSELVES

TYPES OF COMMUNICATION:

 FORMAL: TASK RELATED COMMUNICATION THAT FOLLOWS THE AUTHORITY

CHAIN

 INFORMAL: THE COMMUNICATION GRAPEVINE

 VERBAL: CAN BE ORAL OR WRITTEN
 NON-VERBAL: MESSAGES COMMUNICATED THROUGH BODY MOVEMENTS

CROSS-CULTURAL COMMUNICATION
  A BETTER UNDERSTANDING OF THESE CULTURAL BARRIERS & THEIR
IMPLICATIONS FOR COMMUNICATING ACROSS CULTURES CAN BE ACHIEVED
BY UNDERSTANDING CULTURAL CONTEXT.
 A CULTURAL CONTEXT MAY BE:
o HIGH CONTEXT CULTURE
• CULTURES THAT RELY HEAVILY ON NON-VERBAL &
SUBTLE SITUATIONAL CUES IN COMMUNICATION
o LOW CONTEXT CULTURE
• CULTURES THAT RELY HEAVILY ON WORDS TO CONVEY
MEANING IN COMMUNICATION
 THE FOLLOWING GUIDELINES WILL PROVE USEFUL WHEN COMMUNICATING
WITH PEOPLE FROM DIFFERENT CULTURES:
o ASSUME DIFFERENCES UNTIL SIMILARITY IS PROVED.
o ASSUME OTHERS ARE DIFFERENT FROM YOU RATHER THAN ASSUMING
SIMILARITY
o EMPHASIZE DESCRIPTION RATHER THAN INTERPRETATION OR
EVALUATION.
o DELAY JUDGMENT, UNTIL YOU HAD SUFFICIENT TIME TO OBSERVE &
INTERPRET THE SITUATION
o PRACTICE EMPATHY. BEFORE SENDING A MESSAGE PUT YOURSELF IN
THE RECIPIENT’S SHOES
o TREAT YOUR INTERPRETATIONS AS WORKING HYPOTHESIS, THAT
NEEDS FURTHER TESTING., RATHER THAN AS CERTAINTY. CAREFULLY
ASSESS THE FEEDBACK PROVIDED BY RECIPIENTS TO SEE IF IT
CONFIRMS YOUR HYPOTHESIS

HOW TO IMPROVE COMMUNICATION SKILLS?

 USE MULTIPLE CHANNELS
 TAILOR THE MESSAGE TO THE AUDIENCE
 EMPATHIZE WITH OTHERS
 HAVE FACE TO FACE COMMUNICATION, WHILE DEALING WITH CHANGE
 PRACTICE ACTIVE LISTENING
 FEEDBACK
ASSIGNMENT: 1
WHAT CONDITIONS STIMULATE THE EMERGENCE OF RUMOURS?
ASSIGNMENT: 2
INEFFECTIVE COMMUNICATION IS THE FAULT OF THE SENDER. DO YOU AGREE OR
DISAGREE? DISCUSS
ASSIGNMENT: 3
WHAT CAN YOU DO TO IMPROVE THE LIKLIHOOD THAT YOUR COMMUNICATION WILL
BE WELL RECEIVED & UNDERSTOOD AS YOU INTEND?
ASSIGNMENT: 4
“COMMUNICATION IS AN ART OF UNDERSTANDING & NOT MISUNDERSTANDING”
COMMENT
ASSIGNMENT: 5
HOW MIGHT MANAGERS USE THE GRIPEVINE FOR THEIR BENEFIT?
ASSIGNMENT: 6
WHY DO YOU THINK SO MANY PEOPLE ARE POOR LISTENERS
 LESSON: 11
LEADERSHIP & TRUST

CHARACTERISTICS OF THE TERM LEADER:

 ABILITY TO INFLUENCE A GROUP TO ACCOMPLISH LARGER GOAL

TRANSFORMATIONAL LEADERS
 FOCUS ON PEOPLE
TRANSACTIONAL LEADERS:
 FOCUS ON TASK
VISIONARY LEADERSHIP:
 CREATES &ARTICULATE A REALISTIC / CREDIBLE /ATTRACTIVE VISION OF THE
FUTURE FOR THE ORGANIZATION

BEHAVIOR OF A CHARISMATIC LEADER:

 PROJECT A POWERFUL /CONFIDENT /DYNAMIC PRESENCE
 ARTICULATE AN OVERREACHING GOAL
 COMMUNICATE HIGH PERFORMANCE EXPECTATIONS & CONFIDENCE IN
OTHER’S ABILITY TO MEET THESE EXPECTATIONS
 ARE SENSITIVE TO THE NEEDS OF THE FOLLOWERS
 DEVELOP PERSONAL RELATIONSHIP WITH MEMBERS
 ARE APPROACHABLE
 ASK QUESTIONS.
 SEEK FEEDBACK
EMOTIONAL INTELLIGENCE & LEADERSHIP:
 THE FOLLOWING ARE THE COMPONENTS OF EMOTIONAL INTELLIGENCE
• SELF-AWARENESS:
o SELF-CONFIDENCE
o REALISTIC SELF-ASSESSMENT
o SELF-DEPRECIATING SENSE OF HUMOR
• SELF-MANAGEMENT
o TRUSTWORTHINESS
o INTEGRITY
o COMFORT WITH AMBIGUITY
o OPENNESS TO CHANGE
• SELF-MOTIVATION
o STRONG DRIVE TO ACHIEVE
o OPTIMISM
o HIGH ORGANIZATIONAL COMMITMENT
• EMPATHY
o UNDERSTANDING
o SENSITIVITY
• SOCIAL SKILLS
o ABILITY TO LEAD CHANGE EFFORTS
o PERSUASIVE
o BUILD & LEAD TEAMS
TEAM LEADERSHIP
 TEAM LEADERSHIP S DIFFERENT FROM TRADITIONAL LEADERSHIP
 A TEAM LEADER SHOULD HAVE FOLLOWING SKILLS:
o PATIENCE / SHARE INFORMATION / TRUST OTHERS / GIVE UP
AUTHORITY / UNDERSTAND WHEN TO INTERVENE
 THEY HAVE TO ASSUME FOLLOWING RESPONSIBILITIES
o COACHING
o FACILITATING
o HANDLING DISCIPLINARY PROBLEMS
o REVIEWING INDIVIDUAL /TEAM PERFORMANCE
o TRAINING
o COMMUNICATION
 MANAGE TEAM’S EXTERNAL BOUNDARY & FACILITATE TEAM PROCESS
MORAL LEADERSHIP
 LEADERSHIP EFFECTIVENESS NEEDS TO ADDRESS THE MEANS USED TO
ACCOMPLISH GOALS, AS WELL AS CONTENT OF THE GOALS

CROSS-CULTURAL LEADERSHIP
 LEADERS ARE CONSTRAINED BY THE CULTURAL CONDITIONS
 SHOULD CONSIDER VALUE DIMENSIONS OF NATIONAL CULTURE

LEADERSHIP & TRUST

 CHARACTERISTICS OF THE TRUST
o WE TRUST WHOM WE KNOW & KNOWLEDGEABLE PERSONS
o TAKES TIME TO BUILD
o IT IS WILLINGNESS TO TAKE RISK
 THE FOLLOWING ARE THE DIMENSIONS OF TRUST:
o INTEGRITY
• TRUTHFULNESS / HONESTY
o COMPETENCE
• KNOWLEDGEABLE 7 THOSE WITH INTERPERSONAL
RELATIONSHIP SKILLS
o CONSISTENCY
• RELIABILITY / PREDICTABILITY
o LOYALTY
• DEPENDABILITY
o OPENNESS
• TRANSPARENCY
 TRUST IS THE FOUNDATION OF LEADERSHIP

THE FOLLOWING ARE THE TYPES OF TRUST:

 DETERRENCE-BASED TRUST
o TRUST BASED ON FEAR OF REPRISAL
 KNOWLEDGE BASED TRUST
o EXPERTISE
 IDENTIFICATION BASED TRUST
o MUTUAL UNDERSTANDING OF EACH OTHERS INTENTIONS
ASSIGNMENT: 1
COMMENT: LEADERS ARE BORN & NOT MADE.
ASSIGNMENT: 2
WHEN MIGHT LEADERS BE IRRELEVANT?
ASSIGNMENT: 3
DO YOU THINK TRUST EVOLVES OUT OF AN INDIVIDUAL’S PERSONAL
CHARACTERISTICS OR OUT OF SPECIFIC SITUATIONS? EXPLAIN
ASSIGNMENT: 4
WHAT ROLE DO YOU THINK TRAINING PLAYS IN AN INDIVIDUAL’S ABILITY TO TRUST?
 LESSON 12
POWER & POLITICS

CHARACTERISTICS OF THE TERM POWER:

 CAPACITY TO INFLUENCE THE BEHAVIOUR OF ANOTHER TO ACT ACCORDING
ONE’S WISHES.

BASES OF POWER:

 COERCIVE: BASED ON FEAR

 REWARD: ABILITY TO DISTRIBUTE REWARDS, THAT OTHERS VIEW AS
VALUABLE

 LEGITIMATE: BASED ON POWER / POSITION ONE HOLDS IN AN ORGANIZATION

 EXPERT: BASED ON KNOWLEDGE / SKILLS
 REFERENT: INFLUENCE BASED ON PERSONAL TRAITS POSSESSED BY AN
INDIVIDUAL

DEPENDENCY: THE KEY TO POWER:

 POWER CREATES DEPENDENCY
 DEPENDENCY IS CREATED WHEN RESOURCES ONE CONTROLS IS
o IMPORTANT
o SCARCITY
o NON-SUITABILITY [NO SUBSTITUTE]

CHARACTERISTICS OF THE TERM POWER TACTICS

 TRANSLATING POWER BASES INTO SPECIFIC ACTION
 TACTICS HAS FOLLOWING DIMENSIONS:
o REASON:: APPEALS TO LOGIC
o FRIENDLINESS: FLATTERING PRIOR TO MAKING REQUEST
o COALITION: GETTING THE SUPPORT OF OTHERS
o BARGAINING: NEGOTIATE TO EXCHANGE OF BENEFITS / FAVOURS
o ASSERTIVENESS: BEING FIRM
 o HIGHER AUTHORITY: GAINING THE SUPPORT OF HIGHER LEVELS,
o SANCTIONS: REWARDS & PUNISHMENTS

CHARACTERISTICS OF THE TERM POLITICS

 POWER IN ACTION FOR SELF-INTEREST
 POLITICS IS IN THE EYES OF THE BEHOLDER

CHARACTERISTICS OF THE TERM POLITICAL BEHAVIOUR

 THOSE ACTIVITIES THAT ARE NOT REQUIRED AS PART OF ONE’S FORMAL ROLE
IN THE ORGANIZATION
 BUT THAT INFLUENCES OR ATTEMPTS TO INFLUENCE THE DISTRIBUTION OF
ADVANTAGES & DISADVANTAGES WITHIN THE ORGANIZATION
 TWO TYPES:
o LEGITIMATE: NORMAL EVERYDAY POLITICS
o ILLEGITIMATE: VIOLATES THE IMPLIED RULES OF THE GAME

FACTORS CONTRIBUTING TO POLITICAL BEHAVIOUR

 INDIVIDUAL
 ORGANIZATION

IMPROVING POLITICAL EFFECTIVENESS IN THE ORGANIZATION

 FRAME ARGUMENTS IN FAVOUR OF ORGANIZATIONAL GOALS
 DEVELOP THE RIGHT IMAGE
 GAIN ORGANIZATIONAL RESOURCES
 MAKE YOURSELF APPEAR INDISPENSABLE
 DEVELOP POWERFUL ALLIES
 AVOID TAINTED MEMBERS
 SUPPORT YOUR BOSS

CHARACTERISTICS OF THE TERM IMPRESSION MANAGEMENT

 CONTROLLING THE IMPRESSIONS OF OTHERS OF THEM
TECHNIQUES ADOPTED:
 CONFORMITY
o AGREEING WITH SOMEONE, TO GAIN APPROVAL
o EXAMPLE: A MANAGER TELLS HIS BOSS: “YOU ARE ABSOLUTELY RIGHT
ON YOUR REORGANIZATION PLAN FOR THE WESTERN REGIONAL
OFFICE. I COULDN’T AGREE WITH YOU MORE
 EXCUSES
o EXPLANATION OF PREDICAMENT, TO MINIMIZE THE SEVERITY OF THE
PREDICAMENT
o EXAMPLE: SALES MANAGER BOSS: WE FAILED TO GET THE AD IN THE
PAPER ON TIME, BUT NO ONE RESPONDS TO THOSE ADS ANYWAY
 APOLOGIES
o ADMITTING RESPONSIBILITY, & SIMULTANEOUSLY SEEKING TO GET
PARDON FOR THE ACTION
o EXAMPLE: EMPLOYEE TO BOSS: “I AM SORRY I HAVE MADE A MISTAKE
ON THE REPORT. PLEASE FORGIVE ME.
 ACCLAMATIONS
o EXPLAINING OF FAVOURABLE EVENT TO MAXIMIZE THE DESIRABLE
IMPLICATIONS FOR ONESELF
o EXAMPLE: A SALES PERSON INFORMS HIS PEER: “THE SALES IN OUR
DIVISION HAVE NEARLY DOUBLED SINCE I WAS HIRED
 FLATTERY
o COMPLIMENTING OTHERS WITH AN INTENTION TO MAKE ONESELF
LIKABLE
o EXAMPLE: NEW SALES TRAINEE TO PEER: “YOU HANDLED THAT
CLIENT’S COMPLAINT SO TACTFULLY! I COULD NOT HAVE HANDLED
THAT AS WELL AS YOU DID
 FAVOURS
o DOING SOMETHING NICE TO FOR SOMEONE TO GAIN THEIR APPROVAL
 o EXAMPLE: SALES PERSON TO A PROSPECTIVE CLIENT: I HAVE TWO
TICKETS TO THE THEATER TONIGHT THAT I CAN’T USE. TAKE THESE.
CONSIDER IT AS THINK YOU FOR TAKING THE TIME TO TALK WITH ME

 ASSOCIATION
o ENHANCING OR PROTECTING ONE’S IMAGE BY MANAGING
INFORMATION ABOUT PEOPLE & THINGS WITH WHICH ONE IS
ASSOCIATED
o EXAMPLE: A JOB APPLICANT SAYS TO AN INTERVIEWER: WHAT A
COINCIDENCE. YOUR BOSS & I WERE ROOM MATE IN COLLEGE

CHARACTERISTICS OF THE TERM DEFENSIVE BEHAVIOUR:

 REACTIVE & PROTECTIVE BEHAVIORS
 TO AVOID ACTION / BLAME / CHANGE

AVOIDING ACTION:
 FOLLOWING ARE THE WAYS TO AVOID ACTIONS:
 OVER-CONFORMING
o RIGID ADHERENCE TO RULES / POLICIES / PRECEDENTS
 BUCK PASSING
o TRANSFER RESPONSIBILITY FOR THE EXECUTION OF THE TASK /
DECISION TO SOMEONE ELSE
 PLAYING DUMB
o AVOID AN UNWANTED TASK BY FALSELY PLEADING IGNORANCE OR
INABILITY
 DE-PERSONALIZING
o TREAT OTHER PEOPLE AS OBJECTS OR NUMBERS
o DISTANCING ONESELF FROM OTHERS
 STRETCHING & SMOOTHING
o STRETCHING REFERS TO PROLONGING A TASK SO THAT YOU APPEAR
TO BE OCCUPIED
 o SMOOTHING REFERS TO COVERING UP FLUCTUATIONS IN EFFORT OR
OUTPUT
 STALLING
o SUPPORT PUBLICLY, BUT DO NOTHING PRIVATELY

AVOIDING BLAME
 BUFFING
o COVERING YOUR REAR
 PLAYING SAFE
o EVADE SITUATIONS THAT MAY REFLECT UNFAVOURABLY ON YOU
o TAKE THOSE PROJECTS WHICH HAS HIGH PROBABILITY OF SUCCESS
o TAKING NEUTRAL STAND IN CONFLICTS
 JUSTIFYING
o DEVELOPING EXPLANATIONS THAT LESSEN YOUR RESPONSIBILITY FOR
A NEGATIVE OUTCOME
 SCAPEGOAT
o PUT THE BLAME ON EXTERNAL FACTORS
 MISREPRESENTING
o MANIPULATION OF INFORMATION

ASSIGNMENT: 1
STATE THE PROS & CONS: EMPOWERMENT IMPROVES EMPLOYEES PRODUCTIVITY
ASSIGNMENT: 2
POLITICS ISN’T INHERENTLY BAD. IT IS MERELY A WAY TO GET THINGS
ACCOMPLISHED WITHIN ORGANIZATIONS. DO YOU AGREE OR DISAGREE? DEFEND
YOUR POSITION.
ASSIGNMENT: 3
YOU ARE A SALES REPRESENTATIVE FOR AN INTERNATIONAL SOFTWARE COMPANY.
AFTER FOUR EXCELLENT YEARS, SALES IN YOUR TERRITORY ARE OFF 30% THIS
YEAR. DESCRIBE THREE DEFENSIVE RESPONSES YOU MIGHT USE TO REDUCE THE
POTENTIAL NEGATIVE CONSEQUENCES OF THIS DECLINE IN SALES.
ASSIGNMENT: 4
WHAT ETHICAL IMPLICATIONS ARE THERE IF ANY, IN USING IMPRESSION
MANAGEMENT?
ASSIGNMENT: 5
WHAT FACTORS CONTRIBUTE TO POLITICAL ACTIVITY?

LESSON 13
CONFLICT & NEGOTIATION

CHARACTERISTICS OF THE TERM CONFLICT:

 MISUNDERSTANDING OVER AN ISSUE, BECAUSE OF DIFFERENCES IN
PERCEPTION
 CAN BE
o FUNCTIONAL: IMPROVES PERFORMANCE
o DYSFUNCTIONAL: HINDERS PERFORMANCE
 FOLLOWING ARE THE AREAS OF CONFLICT
o TASK: CONTENTS / GOALS
o RELATIONSHIP: PEOPLE
o PROCESS: METHODOLOGY OF GETTING WORK DONE

CONFLICT PROCESS
 CONSISTS OF FOLLOWING STAGES:
o POTENTIAL OPPOSITION
o COGNITION & PERSONALIZATION
o INTENTIONS
o BEHAVIOUR
o OUTCOMES
POTENTIAL OPPOSITION:
 THE SOURCE OF CONFLICT EXISTS IN
o COMMUNICATION
o STRUCTURE
 o PERSONAL VARIABLES
COGNITION & PERSONALIZATION
 CONFLICT COULD BE AT
o THOUGHT LEVEL
o FEELING LEVEL
INTENTIONS
 DECISIONS TO ACT IN A PARTICULAR WAY
 HAS TWO DIMENSIONS:
o WIN-WIN OUTCOME
o WIN-LOOSE OUTCOME.

BEHAVIORS
 CONFLICTS BECOME VISIBLE
 EVERY BEHAVIOUR IS NOT AN OUTCOME OF INTENTIONS SOMETIMES IT IS AN
OUTCOME OF STIMULUS
 FUNCTIONAL CONFLICTS ARE RESULT OF STIMULUS [NOT INTENTIONAL]
WHILE DYSFUNCTIONAL CONFLICTS ARE INTENTIONAL
OUTCOME
 THE OUTCOMES COULD BE FUNCTIONAL / DYSFUNCTIONAL

GUIDELINES FOR RESOLVING CONFLICTS:

 COMPETITION / COLLABORATION / AVOIDANCE / ACCOMMODATION /

COMPROMISE / NEGOTIATION
COMPETITION:
 USE
 WHEN QUICK DECISIVE ACTION IS VITAL
 WHEN UNPOPULAR ACTIONS NEED IMPLEMENTING
 ON ISSUES VITAL TO THE ORGANIZATION’S WELFARE
 AGAINST PEOPLE WHO TAKE ADVANTAGE OF NONCOMPETITIVE BEHAVIOR
COLLABORATION:
 USE:
 TO FIND AN INTEGRATIVE SOLUTION WHEN BOTH SETS OF CONCERNS ARE
TOO IMPORTANT TO BE COMPROMISED
 WHEN YOUR OBJECTIVE IS TO LEARN
 TO GAIN COMMITMENT
  TO WORK THROUGH FEELINGS THAT HAVE INTERFERED WITH A RELATIONSHIP
AVOIDANCE:
 USE:
 WHEN ISSUE IS TRIVIAL
 WHEN YOU PERCEIVE NO CHANCE OF SATISFYING YOUR CONCERNS
 WHEN POTENTIAL DISRUPTION OUTWEIGHS THE BENEFITS OF RESOLUTION
 TO LET PEOPLE COOL & REGAIN PERSPECTIVE
 WHEN GATHERING INFORMATION SUPERSEDES IMMEDIATE DECISION
 WHEN OTHERS CAN RESOLVE THE CONFLICT MORE EFFECTIVELY
 WHEN ISSUES SEEMS TANGENTIAL

ACCOMMODATION:
 USE:
 WHEN YOU FIND YOU ARE WRONG, & WANT TO SHOW YOUR
REASONABLENESS
 WHEN ISSUES ARE MORE IMPORTANT TO OTHERS THAN YOURSELF
 TO SATISFY OTHERS & MAINTAIN COOPERATION
 BUILD SOCIAL CREDITS FOR LATER ISSUES
 TO MINIMIZE LOSS WHEN YOU ARE OUTMATCHED & LOSING
 WHEN HARMONY & STABILITY ARE ESPECIALLY IMPORTANT
 ALLOW EMPLOYEES TO DEVELOP BY LEARNING FROM MISTAKES
COMPROMISE:
 WHEN GOALS ARE IMPORTANT BUT NOT WORTH THE EFFORT OF POTENTIAL
DISRUPTIONS
 WHEN OPPONENTS WITH EQUAL POWER ARE COMMITTED TO EXCLUSIVE
GOALS
 TO ACHIEVE TEMPORARY SETTLEMENT TO COMPLEX ISSUES
 TO ARRIVE AT EXPEDIENT SOLUTIONS UNDER TIME PRESSURE
 AS BACKUP WHEN COLLABORATION / COMPETITION IS UNSUCCESSFUL
NEGOTIATION:
 SEE BELOW
CONCLUSION:
 CREATE FUNCTIONAL CONFLICTS IN THE ORGANIZATION:
 FOLLOWING ARE SOME OF THE METHODS:
 o REWARD DISSENTERS; & PUNISH CONFLICT DISSENTERS
o ALLOW YOUR BOSS TO EVALUATE / CRITICIZE THEIR BOSSES
o BUILD DEVIL’S ADVOCATE IN DECISION MAKING PROCESS

CHARACTERISTICS OF THE TERM NEGOTIATION:

 FOLLOWING ARE THE TYPES:
o DISTRIBUTIVE
• OUTCOME IS WIN: LOOSE
• RELATIONSHIP IS SHORT-TERM
• INTEREST IS OPPOSED TO EACH OTHER
o INTEGRATIVE
• OUTCOME IS: WIN: WIN
• RELATIONSHIP IS LONG TERM
• INTEREST CONVERGES
 DO NOT CONCENTRATE ON OPPONENT’S PERSONALITY, BUT ON ISSUES &
SITUATIONAL FACTORS
ASSIGNMENT: 1
STATE THE POINT & COUNTERPOINT: CONFLICT BENEFITS ORGANIZATION.
ASSIGNMENT: 2
UNDER WHAT CONDITIONS MIGHT CONFLICT BE BENEFICIAL TO AN ORGANIZATION?
ASSIGNMENT: 3
HOW COULD A MANAGER STIMULATE CONFLICT IN HIS HER DEPARTMENT?
ASSIGNMENT: 4
HOW DO MEN & WOMEN DIFFER IF AT ALL IN THEIR NEGOTIATION APPROACHES?
ASSIGNMENT: 5
DO YOU THINK COMPETITION & CONFLICT ARE DIFFERENT? EXPLAIN
ASSIGNMENT: 6
“PARTICIPATION IS AN EXCELLENT METHOD FOR IDENTIFYING DIFFERENCES &
RESOLVING CONFLICTS” DO YOU AGREE OR DISAGREE? DISCUSS
ASSIGNMENT: 7
CONFLICTS ARE INEVITABLE. THEN WHY WASTE TIME IN LEARNING HOW TO MANAGE
THEM.

LESSON 14
ORGANIZATION CULTURE

CHARACTERISTICS OF THE TERM INSTITUTIONALIZATION

 WHEN AN ORGANIZATION TAKES ON A LIFE OF ITS OWN
 APART FROM ANY OF ITS MEMBERS
 AND ACQUIRES AN IMMORTALITY

CHARACTERISTICS OF THE TERM ORGANIZATIONAL CULTURE

 A COMMON PERCEPTION HELD BY THE ORGANIZATION’S MEMBERS
 A SYSTEM OF SHARED MEANING
 CONSISTS OF
o INNOVATION & RISK TAKING
o ATTENTION TO DETAIL
o OUTCOME ORIENTATION
o PEOPLE ORIENTATION
o TEAM ORIENTATION
o AGGRESSIVENESS
o STABILITY
 ORGANIZATION DOES NOT HAVE UNIFORM CULTURE. MOST ORGANIZATIONS
HAVE
 o DOMINANT CULTURE
• EXPRESSES THE CORE VALUES THAT ARE SHARED BY A
MAJORITY OF ITS MEMBERS
o SUBCULTURE
• MINI-CULTURES WITHIN THE ORGANIZATION
• TYPICALLY DEFINED BY DEPARTMENTS
 CULTURE IS THE SOCIAL GLUE THAT HELPS HOLD THE ORGANIZATION
TOGETHER
 ORGANIZATION CULTURE IS CLOSELY INTERTWINED WITH NATIONAL CULTURE
 IT INCREASES BEHAVIOURAL CONSISTENCY. THE STRONGER THE
ORGANIZATION’S CULTURE, LESS IS THE NEED TO DEVELOP FORMAL RULES &
REGULATIONS TO GUIDE THE BEHAVIOUR OF THE EMPLOYEES

 ON THE FOLLOWING OCCASIONS, CULTURE CAN BECOME A LIABILITY

o BARRIER TO CHANGE
• HAPPENS WHEN EXTERNAL ENVIRONMENT IS DYNAMIC
o BARRIER TO DIVERSITY
• PUTS PRESSURE TO CONFORM
o BARRIER TO MERGERS & ACQUISITIONS
• COMPATIBILITY OF CULTURE IS CRITICAL

CREATING & SUSTAINING CULTURE

 FOUNDERS OF AN ORGANIZATION TRADITIONALLY HAVE A MAJOR IMPACT ON
THE ORGANIZATION’S EARLY CULTURE
 THE PROCESS OF CULTURE CREATION OCCURS IN THE FOLLOWING WAYS:
o FOUNDERS HIRE & KEEP THOSE EMPLOYEES, WHO THINK & FEEL LIKE
THEM
o THROUGH PROCESS OF SOCIALIZATION
o THEIR OWN BEHAVIOUR, WHICH SERVES AS A ROLE MODEL
 IT IS IMPORTANT THAT EXPECTATIONS & REALITY MATCHES. THIS IS WHAT THE
PROCESS OF SOCIALIZATION DOES, WHEREIN THE NEW EMPLOYEE LEARNS /
ADAPTS HIS THINKING / FEELING AS PER THE CULTURE OF THE ORGANIZATION
  HENCE THE PROCESS OF SOCIALIZATION IS VERY CRUCIAL IN AN
ORGANIZATION

HOW EMPLOYEES LEARN NEW CULTURE?

 STORIES / RITUALS / MATERIAL SYMBOLS / LANGUAGES

MATCHING PEOPLE WITH CULTURES:

 THERE ARE TWO DIMENSIONS TO ORGANIZATIONAL CULTURE
o SOCIALABILITY
• MEASURES FRIENDLINESS
• PEOPLE HELP OTHERS WITHOUT EXPECTATIONS
• PEOPLE CARE FOR EACH OTHER
• FOCUS IS ON PROCESS; RATHER THAN ON OUTCOMES
o SOLIDARITY
• MEASURES TASK ORIENTATION
• PEOPLE RALLY AROUND COMMON INTERESTS / GOALS
• OVERLOOK PERSONAL BIASES
• HIGH ATTENTION TO DETAIL
• ARE ALSO HIGH ON AGGRESSIVENESS
 THE ABOVE TWO DIMENSION GIVES RISE TO FOUR TYPES OF CULTURE
o NETWORKED
• HIGH ON SOCIALABILITY
• LOW ON SOLIDARITY
• MEMBERS ARE VIEWED AS FAMILY
 o MERCENARY
• HIGH ON SOLIDARITY
• LOW ON SOCIALABILITY
• POWERFUL SENSE OF PURPOSE
• FIERCELY FOCUSED ON GOAL
o FRAGMENTED
• LOW ON SOCIALABILITY / SOLIDARITY
• SELF-INTEREST PREVAILS
o COMMUNAL
• HIGH ON SOCIALABILITY / SOLIDARITY
• VALUES BOTH FRIENDSHIP /PERFORMANCE

ASSIGNMENT: 1
DISCUSS IN FAVOUR & AGAINST: “ORGANIZATIONAL CULTURE CAN’T BE CHANGED.
ASSIGNMENT: 2
WHAT IS THE DIFFERENCE BETWEEN ORGANIZATION CULTURE & JOB SATISFACTION?
ASSIGNMENT: 3
STATE THE DIFFERENCES BETWEEN ORGANIZATION CULTURE & ORGANIZATION
CLIMATE WITH EXAMPLES.
ASSIGNMENT: 3
CAN AN EMPLOYEE SURVIVE IN AN ORGANIZATION IF HE OR SHE REJECTS IT CORE
VALUES? EXPLAIN.
ASSIGNMENT: 4
WHAT DEFINES AN ORGANIZATION’S SUBCULTURE?
ASSIGNMENT: 5
CONTRAST ORGANIZATIONAL CULTURE WITH NORMAL CULTURE
ASSIGNMENT: 6
HOW CAN CULTURE BE A LIABILITY TO AN ORGANIZATION?
ASSIGNMENT: 7
WHAT BENEFITS CAN SOCIALIZATION PROVIDE FOR THE ORGANIZATION? FOR THE NE
W EMPLOYEE
ASSIGNMENT: 8
HOW IS LANGUAGE RELATED TO ORGANIZATIONAL CULTURE?
ASSIGNMENT: 9
IS SOCIALIZATION & BRAINWASHING SAME. EXPLAIN
ASSIGNMENT: 10
CAN YOU IDENTIFY A SET OF CHARACTERISTICS THAT DESCRIBES YOUR COLLEGE’S
CULTURE?

PART 4: THE ORGANIZATION SYSTEM IS BEING DEALT IN HR

HENCE NOT TAKEN, EXCEPT ORGANIZATIONAL CULTURE

LESSON 15
ORGANIZATIONAL CHANGE & STRESS MANAGEMENT
FORCES OF CHANGE
 TECHNOLOGY
o OUTCOME FLATTER ORGANIZATIONAL STRUCTURE
o FOCUS ON CORE JOB.
 COMPETITION
o COMPETITION IS NOT ONLY FROM LOCAL / NATIONAL BUT
INTERNATIONAL PLAYERS
 CHANGING NATURE OF THE WORKFORCE
o WORKFORCE ARE PROFESSIONALS / YOUNG
o WORKFORCE IS FROM DIVERSE BACKGROUND
o WOMEN HAVE BECOME CAREER ORIENTED
 ECONOMIC SHOCKS
o OIL PRICES AFFECTS ECONOMICS OF THE COUNTRY
 o ECONOMIC PROBLEMS IN RUSSIA / ASIA / LATIN AMERICA HAVE
ROCKED WORLD STOCK MARKET & FORCED BANKS TO TAKE HEAVY
LOSSES
 SOCIAL TRENDS
o VALUES ARE UNDERGOING CHANGE
o SINGLE PARENTING IS ON RISE
o MARRIAGE GETTING DELAYED
o DIVORCE RATE ON RISE
o PURCHASING POWER OF PEOPLE HAVE GONE UP
 WORLD POLITICS
o REUNIFICATION OF GERMANY
o BREAKUP OF SOVIET RUSSIA
o OPENING OF MARKETS OF CHINA

CHARACTERISTICS OF THE TERM CHANGE

 MAKING THINGS DIFFERENT

CHARACTERISTICS OF THE TERM PLANNED CHANGE

 CHANGE ACTIVITIES ARE INTENTIONAL & GOAL ORIENTED

CHARACTERISTICS OF THE TERM CHANGE AGENT

 PERSONS WHO ACTS AS CATALYSTS & ASSUMES RESPONSIBILITY FOR
MANAGING CHANGE ACTIVITIES
 A CHANGE AGENT HAS THE FOLLOWING OPTIONS TO BRING ABOUT CHANGE:
o STRUCTURE
o TECHNOLOGY
o PHYSICAL SETTING
o PEOPLE
STRUCTURE
 INVOLVES ALTERATIONS IN
o AUTHORITY RELATIONS
o COORDINATION MECHANISM
o JOB REDESIGN
TECHNOLOGY
 CHANGING THE METHODS OF WORKING
 CHANGING THE EQUIPMENTS /MACHINERY INVOLVED IN WORK
PHYSICAL-SETTING
 INVOLVES ALTERING
o SPACE / LAYOUT
PEOPLE
 CHANGE IN:
 ATTITUDES / SKILLS / EXPECTATIONS / PERCEPTIONS / BEHAVIOUR

RESISTANCE TO CHANGE
 INDIVIDUAL
 ORGANIZATION
INDIVIDUAL
 CONSISTS OF
 HABIT
 SECURITY
 ECONOMIC FACTORS
 FEAR OF UNKNOWN
 SELECTIVE INFORMATION PROCESSING
HABIT
 PROGRAMMED RESPONSES
 PROVIDES STABILITY

SECURITY
 FEELING OF SAFETY AGAINST LOOSING JOB
ECONOMIC FACTORS
 IF PAY IS TIED TO PRODUCTIVITY.
 PAY BECOMES VARIABLE
FEAR OF UNKNOWN
 UNCERTAINTY / AMBIGUITY CREATES FEAR; FOR WE DO NOT KNOW HOW TO
HANDLE IT
SELECTIVE INFORMATION PROCESSING
 WE DO NOT LIKE TO CHANGE OUR PERCEPTIONS. THAT’S WHY WE WOULD
LIKE TO SEE OR HEAR WHAT ONE WOULD LIKE TO SEE / HEAR

ORGANIZATION
 CONSISTS OF
  STRUCTURAL INERTIA
 LIMITED FOCUS OF CHANGE
 GROUP INERTIA
 THREAT TO EXPERTISE
 THREAT TO ESTABLISHED POWER RELATIONSHIP
 THREAT TO ESTABLISHED RESOURCE ALLOCATION
STRUCTURAL INERTIA
 ORGANIZATIONS HAVE BUILT-IN MECHANISM TO PRODUCE STABILITY
 AND WHEN ORGANIZATION IS CONFRONTED WITH CHANGE, THIS STRUCTURAL
INERTIA ACTS AS COUNTERBALANCE TO SUSTAIN STABILITY
LIMITED FOCUS OF CHANGE
 ORGANIZATIONS ARE MADE UP OF A NUMBER OF INTERDEPENDENT
SUBSYSTEMS
 YOU CAN’T CHANGE ONE WITHOUT AFFECTING
 CHANGE ALWAYS CREATES A CHAIN REACTION
GROUP INERTIA
 EVEN IF INDIVIDUAL WANTS TO CHANGE, GROUP NORMS MAY ACT AS
CONSTRAINTS
THREAT TO EXPERTISE
 SPECIALIST LOOSE THEIR IMPORTANCE

THREAT TO ESTABLISHED POWER RELATIONSHIP

 REDISTRIBUTION OF DECISION MAKING AUTHORITY CAN THREATEN THOSE IN
WHOM THE DECISION MAKING AUTHORITY WAS CENTRALIZED

THREAT TO ESTABLISHED RESOURCE ALLOCATIONS

 THOSE WHO WERE CONTROLLING RESOURCES CAN SEE CHANGE AS THREAT

OVERCOMING RESISTANCE TO CHANGE:

 EDUCATION & COMMUNICATION
 FACILITATION & SUPPORT
 NEGOTIATION
 MANIPULATION & COOPTATION
 COERCION
APPROACHES TO MANAGING ORGANIZATIONAL CHANGES:
 LEWIN’S THREE STEP MODEL
o UNFREEZING
• BREAKING THE CURRENT STAGE
o MOVEMENT / CHANGE
• IMPLEMENTING THE DESIRED STAGE
o REFREEZING
• STANDARDIZING THE DESIRED CHANGE
 FORCE THEORY
o STATUS QUO CAN BE CONSIDERED AS EQUILIBRIUM
o CHANGE IS SHIFTING THE EQUILIBRIUM
o EQUILIBRIUM IS SUBJECT TO DRIVING & RESTRAINING FORCES
o DRIVING FORCE ENABLES TO BRING ABOUT THE CHANGE, BY SHIFTING
THE EQUILIBRIUM
o RESTRAINING FORCE PREVENTS THE CHANGE TO TAKE PLACE
o TO BRING ABOUT CHANGE, CONCENTRATE ON DRIVING FORCES, &
CONTROL RESTRAINING FORCES

 ACTION RESEARCH
o A CHANGE PROCESS BASED ON
o SYSTEMATIC COLLECTION OF DATA
o AND THEN SELECTION OF A CHANGE ACTION
o BASED ON WHAT THE ANALYZED DATA INDICATES

ORGANIZATION DEVELOPMENT
 A COLLECTION OF PLANNED CHANGE INTERVENTIONS
 BUILT ON HUMANISTIC-DEMOCRATIC VALUES
 THAT SEEKS TO IMPROVE ORGANIZATIONAL EFFECTIVENESS
 AND EMPLOYEE WELL-BEING
  THE FOLLOWING UNDERLYING VALUES IDENTIFIES OD EFFORTS
o RESPECT FOR PEOPLE
o TRUST & SUPPORT
o POWER EQUALIZATION
o PROBLEM CONFRONTATION
o PARTICIPATION
 FOLLOWING ARE THE OD INTERVENTION FOR BRINGING ABOUT THE CHANGE
o SENSITIVITY TRAINING
o SURVEY FEEDBACK
o PROCESS CONSULTATION
o TEAM BUILDING
o INTER-GROUP DEVELOPMENT
SENSITIVITY TRAINING
 TRAINING GROUPS THAT SEEK TO CHANGE BEHAVIOUR THROUGH
UNSTRUCTURED GROUP INTERACTION
SURVEY FEEDBACK
 THE USE OF QUESTIONNAIRE TO IDENTIFY DISCREPANCIES AMONG MEMBER
PERCEPTIONS: DISCUSSIONS FOLLOWS & REMEDIES ARE SUGGESTED
PROCESS CONSULTATION
 CONSULTANT GIVES A CLIENT INSIGHT INTO WHAT IS GOING ON AROUND THE
CLIENT, BETWEEN THE CLIENT & THE OTHER PEOPLE, WITHIN THE CLIENT;
IDENTIFIES PROCESSES THAT NEED IMPROVEMENT

TEAM BUILDING
 HIGH INTERACTION AMONG TEAM MEMBERS TO INCREASE TRUST &
OPENNESS
INTER-GROUP DEVELOPMENT
 OD EFFORTS TO CHANGE THE ATTITUDES, STEREOTYPES, & PERCEPTIONS
THAT GROUPS HAVE OF EACH OTHER

CONTEMPORARY CHANGE ISSUES FOR TODAY’S MANAGERS

 INNOVATION
o A NEW IDEA APPLIED TO INITIATING OR IMPROVING A PRODUCT /
PROCESS / SERVICE
 o INNOVATIVE ORGANIZATIONS ENCOURAGE EXPERIMENTATION.
REWARD BOTH SUCCESS & FAILURE. CELEBRATE MISTAKES
o INNOVATIVE ORGANIZATIONS HAVE IDEA CHAMPIONS. THEY ARE THE
ONES WHO ENTHUSIASTICALLY PROMOTE THE IDEA, BUILD SUPPORT,
OVERCOME RESISTANCE & ENSURE IT IS IMPLEMENTED
 LEARNING ORGANIZATION
o AN ORGANIZATION THAT HAS DEVELOPED THE CONTINUOUS CAPACITY
TO ADAPT & CHANGE
o FOLLOWING ARE THE CHARACTERISTICS OF A LEARNING
ORGANIZATION:
 THERE EXISTS A SHARED VISION ON WHICH EVERYONE AGREES
 PEOPLE DISCARD THEIR OLD WAYS OF THINKING, & THE STANDARD ROUTINES
THEY USE FOR SOLVING PROBLEMS OR DOING THEIR JOBS
 MEMBERS THINK OF ORGANIZATIONAL PROCESSES, ACTIVITIES, FUNCTIONS, &
INTERACTIONS WITH HE ENVIRONMENT AS A PART OF A SYSTEM OF
INTERRELATIONSHIPS
 PEOPLE OPENLY COMMUNICATE WITH EACH OTHER WITHOUT FEAR OF
CRITICISM OR PUNISHMENT

 PEOPLE SUBLIMATE THEIR PERSONAL SELF-INTEREST & FRAGMENTED

DEPARTMENTAL INTERESTS TO WORK TOGETHER TO ACHIEVE THE
ORGANIZATION’S SHARED VISION
o TO MAKE ONE’S ORGANIZATION AS LEARNING ORGANIZATION, DO THE
FOLLOWING:
 ESTABLISH A STRATEGY
• MANAGEMENT SHOULD BE COMMITTED TO CHANGE /
INNOVATION / CONTINUOUS IMPROVEMENT
 REDESIGN THE ORGANIZATION STRUCTURE
• FLATTEN THE STRUCTURE
 • ELIMINATE OR COMBINE DEPARTMENTS
• INCREASE USE OF CROSS-FUNCTIONAL TEAMS
• REINFORCE INTERDEPENDENCE
• DO AWAY WITH BOUNDARIES BETWEEN PEOPLE

 RESHAPE THE ORGANIZATION’S CULTURE

 CULTURE SHOULD HAVE THE FOLLOWING FACTORS
o RISK TAKING / OPENNESS

WORK STRESS & ITS MANAGEMENT

CHARACTERISTICS OF THE TERM STRESS:

 STRESS IS ASSOCIATED WITH
o CONSTRAINTS: PREVENTS ONE FROM DOING WHAT ONE DESIRES
o DEMANDS: LOSS OF SOMETHING DESIRED
 CAUSE OF STRESS IS EXTERNAL; ITS EFFECT IS INTERNAL

POTENTIAL SOURCE OF STRESS

 INPUTS
o ENVIRONMENTAL FACTORS
• THERE IS ALWAYS UNCERTAINTY IN ENVIRONMENT
o ORGANIZATIONAL FACTORS
• INCLUDES
o TASK DEMANDS
o ROLE DEMANDS
 o INTERPERSONAL DEMANDS
o ORGANIZATIONAL STRUCTURE / LEADERSHIP
o ORGANIZATION’S LIFE CYCLE
o INDIVIDUAL FACTORS
• FAMILY PROBLEMS
• ECONOMIC PROBLEMS
• PERSONALITY
 PROCESS
o INDIVIDUAL DIFFERENCES
• INCLUDES:
o PERCEPTION
o JOB EXPERIENCE [SENIOR BECOME LESS IMMUNE
TO STRESS]
o SOCIAL SUPPORT
o LOCUS OF CONTROL
o HOSTILITY [ANGER MISTRUSTFUL]

CONSEQUENCES [OUTPUTS] OF STRESS

o PHYSIOLOGICAL SYMPTOMS
 EXAMPLES:

• HEADACHES / HIGH BLOOD PRESSURE / HEART DISEASE

o PSYCHOLOGICAL SYMPTOMS

 ANXIETY / DEPRESSION / DECREASE IN JOB SATISFACTION

o BEHAVIOURAL SYMPTOMS

 PRODUCTIVITY \ ABSENTEEISM / TURNOVER

MANAGING STRESS
 TWO APPROACHES
o INDIVIDUAL / ORGANIZATION
INDIVIDUAL
  TIME MANAGEMENT TECHNIQUES
 PHYSICAL EXERCISE
 RELAXATION TRAINING
 SOCIALIZATION
ORGANIZATIONAL
 IMPROVED PERSONNEL SELECTION & JOB PLACEMENT
 REALISTIC GOAL SETTING
 REDESIGNING OF JOBS
 INCREASED EMPLOYEE INVOLVEMENT
 IMPROVED ORGANIZATIONAL COMMUNICATION
 ESTABLISHMENT OF CORPORATE WELLNESS PROGRAMS [EMPLOYEE’S
PHYSICAL & MENTAL CONDITIONS

ASSIGNMENT: 1
WHAT IS MEANT BY THE PHRASE “WE LIVE IN AN AGE OF DISCONTINUITY?
ASSIGNMENT: 2
“RESISTANCE TO CHANGE IS AN IRRATIONAL RESPONSE” DO YOU AGREE OR
DISAGREE? EXPLAIN.
ASSIGNMENT: 3
WHY IS PARTICIPATION CONSIDERED SUCH AN EFFECTIVE TECHNIQUE FOR
LESSENING RESISTANCE TO CHANGE?
ASSIGNMENT: 4
ARE ALL MANAGERS CHANGE AGENTS? DISCUSS

THANK YOU FOR YOUR PATIENT LISTENING

THE END