Organizational Behavior Assignment

Organizational Behavior Assignment# 1
Q#1 Explain organizational behavior. How does organizational behavior relate to, or differ from, organizational development as well as Human resource management? Definition Actions and attitudes of individuals and groups toward one another and toward the organization as a whole, and its effect on the organization's functioning and performance. Organizational Behavior is the study of individuals and their behavior within the context of the organization in a workplace setting. It is an interdisciplinary field that includes sociology, psychology, communication and management. Academic field of study concerned with human behavior in organizations; also called organizational psychology. It covers topics such as motivation, group dynamics, leadership, organization structure, decision making, careers, conflict resolution, and organizational development . When this subject is taught in business schools, it is called organizational behavior; when it is taught in psychology departments, it is called organizational psychology.
ORGANIZATIONAL DEVELOPMENT
Organizational development (OD) is a planned, ongoing effort by organizations to change in order to become more effective. The need for organizational change becomes apparent when a gap exists between what an organization is trying to do and what is actually being accomplished. OD processes include using a knowledge of behavioral science to encourage an organizational culture of continual examination and readiness for change. In that culture, emphasis is placed on interpersonal and group processes. The fact that OD links human processes such as leadership, decision making, and communication with organizational outcomes such as productivity and efficiency distinguishes it from other change strategies that may
Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1
rely solely on the principles of accounting or finance.
The fact that OD is planned distinguishes it from the routine changes that occur in the organization, particularly through a more effective and collaborative management or organization culture with special emphasis on forming work teams. The focus on interpersonal and group processes to improve performance recognizes that organizational change affects all members and that their cooperation is necessary to implement change. The forces compelling an organization to change can be found both inside and outside the organization. Internal forces toward change can affect changes in job technology, composition of the work force, organization structure, organizational culture, and goals of the organization. There are a variety of external forces that may require managerial action: changes in market conditions, changes in manufacturing technology, changes in laws governing current products or practices, and changes in resource availability. An organization can focus OD change efforts in several areas: changes to structure, technology, and people using a variety of strategies for development. Some of the more common techniques for changing an organization's structure include changes in work design to permit more specialization or enrichment, clarification of job descriptions and job expectations, increase or decrease of the span of control, modification of policies or procedures, and changes in the power or authority structure. Another general approach to planned change involves modifications in the technology used as tools to accomplish work. The assumption behind enhancing technology is that improved technology or work methods will lead to more efficient operations, increased productivity, or improved working conditions. Examples of technological approaches to change include changing processes for doing work, introducing or updating computers or software, and modifying production methods. The third general approach to change focuses on the people in the organization. This approach is intended to improve employee skills, attitudes, or motivation and can take many forms, such as introducing training programs to enhance work skills, increasing communication effectiveness, developing decision-making skills, or modifying attitudes to increase work motivation.
Organizational Behavior & Human Resource Management Interaction. Organizational Behavior and Human Resource Management focuses on the people side of business. Youll learn how to work with the hiring process, monitoring performance and job satisfaction and overall employee relations among other tasks. This is a great field if you like variety! Well-Rounded. At the University of MichiganFlint you will not only receive an excellent business education, but a strong liberal arts background as well! Employers seek out potential employees with varied experience and a broad knowledge base, especially in management. Experience. Get real world experience! The School of Management coordinates an internship program for students looking to gain relevant work experiences and to add an important line to their resume. Internships also provide networking opportunities that are extremely valuable in the job search process. Practical Application. Students in the Organizational Behavior and Human Resource Management major will complete projects in each of their higher level courses to build their portfolio. Not only will this provide valuable practical experience, but a portfolio is a valuable asset to have in the job interview process. Leadership. Get involved outside of the classroom. The University of Michigan Flint boasts an active student life with an organization to match up with any of your interests. Boost your resume with the Society for Human Resource Management, while meeting new friends and making valuable networking contacts. Q. 2 (a)Discuss personality in relation to management? Explain the factors affecting development of personality.
(b)Discuss the nature and importance of perception in relation to administration, with example. Although you may be doing well but personality development implies continually
improving health state and work environment, as well as interpersonal and professional relationships. Personality development comprises of simultaneous efforts to improve every part of personal, business and spiritual life. 'Molding inherent behavior in accordance with existing circumstances' is a simple and powerful way to let go of accumulated behavioral negativities and bad habits that are holding back and robbing of your freedom. 'Molding inherent behavior according to our surrounding conditions' could definitely improve every part of our personal, business and spiritual life. It would also make significant improvements in all areas of our life in a way that, what we dreamed of ideal life may come true. Molding inherent nature in accordance with our surrounding circumstances brings 'emotional equilibrium', obviously, it will swiftly and easily help us let go of accumulated 'negative emotions' that have been holding us back all our life. This type of 'Behavior Management' (-molding inherent nature in accordance with your existing circumstances) implies nothing but a personality development in true sense, can be easily incorporated into your daily life with the help of our simple technique, especially designed for personality development. The results can help you to accelerate your own processes of personality development and discovering the power within you. Factors affecting development of personality. 1. Physique and Personality: Physical differences i.e. differences in height, weight, complexion, bodily form or defects influence personality of the individual. (a) Height: The child who is short statured may develop a feeling of inferiority if other persons tease him.
(b) Weight: Similarly if the person is over weight his playmates, class fellows and friends tease him and he will develop inferiority feelings. (c) Physical defects: Physically handicapped children have no well developed personalities as compared to normal children. For example, blindness or weak
eyesight, deafness or dull hearing directly influences the development of personality. (d) Health and Strength: A person who has good health, strength, energy and vigour generally develops emotionally balanced attitude towards life and takes part in various types of competition. On the other hand, the person who is physically inferior develops an unbalanced personality and generally cannot take part in various competitions. 2. Intelligence: There is definitely some relationship between intelligence and personality. Intelligence is mainly hereditary. Persons who are very intelligent can make better adjustment in home, school and society than those persons who are less intelligent. 3. Sex differences: Boys are generally more assertive, tough minded and vigorous. They have better need to succeed with regard to interest and aptitudes. Boys show interest in machinery and outdoor activities. They prefer adventures. But girls are less vigorous games. They are quieter, and interested in personal appearance. They have better sense of fine art. They are more injured by personal, emotional and social problems. Thus sex differences play a vital role in the development of personality of individual. 4. Nervous System: Nervous system plays a vital role in the development of personality. Mans intellectual ability, motor ability, physical strength and ability to adjust upon the structure and modification of nervous system. Any injury to nervous system will affect the personality of the individual. Nervous system limits ones learning capacity. So it is evident that the development of personality is influenced by the nature of nervous system.
5. Chemical organization: Endocrine glands play an important role in the development of personality of individual. Their malfunctioning leads to various physical and mental defects. a) Adrenal glands: The malfunctioning of adrenal glands causes Addisons Disease which causes the impairing of judgment, loss of sleep, sex, interest and weakness.
The over activity of this gland makes the individual energetic, persistent and vigorous. If this gland is under active the individual becomes indecisive, irritable and neurasthenic b) Thyroid glands: The over activity of thyroid glands makes the individual restless, irritable, worried and unstable. The under activity of this gland causes a disease known as cretinism. It makes the individual dull, sluggish, and lethargic. c) Pituitary glands: Pituitary glands which are sometimes called master glands have their effect on personality and intelligences. They help in the growth of the body. Their under activity causes dwarfness and over activity causes giantness in size; physical and mental activities are impeded. d) Sex glands or gonads: They exert great influence on the sex life of the individual. If they are over active they will make the individual over sexed. On the other hand if they are under active the sex urge becomes weak. In the words of Ogburn and Nimkoof Biological heredity ushers infant actors on the stage of which the physical environment, the group and culture have set. The dramatic actor now begins and new born baby transforms into social person. They further said, Birth is the signal of experience to begin its work of converting the biological individual into social person. B. Environmental Factors: I. Geographical environment and personality: Physical or geographical conditions influence the personality of the individual. People of cold countries are industrious
and hard working. II. Family Environment: Family atmosphere if disruptive will produce disrupted, delinquent, backward and maladjusted personalities. The number of members in the family, birth order of the child, emotional climate of the family, outlook of parents, cultural and economic conditions of the family has an important bearing in personality formation. III. Family life pattern: Family life, aims ambitions, aspirations and attitudes of
parents; their emotional stability or instability; their overprotection or under protection of children- all these factors are important in personality development of the individual. IV. Early childhood experiences and personality: Childhood experiences play a very important role in the development of the individual. Tensions and emotional upsetting of early life influence personality development. Methods of breast feeding and toilet training do play a significant role in the personality development. V. Neighbourhood: If the people in the neighbourhood are cultured and educated then the child may also grow into a good person. VI. Friends and companions: Psychologists like Burt and Kretschmer are of the view that friends and companions greatly affect the personality of the child. Children of labourers go to third rate school and play with half naked children in dirty streets or slums. They live amidst hunger and poverty. This may lead to delinquency. Children of upper class may go to first rate school and their companions also belong to upper class. This may develop in them a superiority feeling for higher social status. VII. School: School plays a vital role in the development of personality: a) Teachers personality, i.e. his attitudes, beliefs, ideas, habits, ambitions, aspirations, sentiments and emotional maturity affect the personality development of
the child. b) Curriculum of school i.e. richness or drabness of curriculum also affects the personality of an individual c) Methods of teaching and co-curricular activities also influence personality development. d) General atmosphere in school: congenial or uncongenial atmosphere influence personality development. VIII. Radio, clubs, cinemas have a significant role to play in the personality development. Children can learn a lot from these agencies of education.
IX. Temples and gurudwars also influence personality development X. Names and personality: impressive names may give us an air of superiority and poor or undesirable names like Mota, Ganda Ram, Pokora Mal are source of resentment. These names shape our ideas of ourselves and hence influence personality development. XI. Clothes and personality: if we wear funny clothes people will laugh at us and as a result we may develop inferiority complex. Our clothes should resemble with great persons whom we admire. XII. Culture and personality: Personality is said to be the image or mirror of culture. Both material and non- material culture play important role in shaping the personality of the individual. Material culture brings about the development of various material needs and goods. Non- material culture brings about the development of various social traditions and culture. Studies have been conducted by Mead, Ruth Benedict, Malinowski, Baldwin, Cooley and many others. Mead found that in the Samoa culture, girls are free from the stress and strain of modern society because early sexual relations are allowed. Similarly Malinowski has reported that adolescent period among Trobrianders also does not involve stress and strain because of the absence of sex taboos. In Mundudumor culture persons are violent and
aggressive, while in Arapesh, they are responsive and mild. In Tchambuli women are aggressive and sexually dominant, while men are submissive. Psychological Factors Psychological factors play a big role in the functioning of the human behaviour and development of ones personality. a) Motives. b) Acquired interests. c) Attitudes. d) Character. e) Intellectual Capacities.
To conclude we can say that psychological factors are affected by hereditary and environment. Hereditary supplies the raw material, culture supplies the design, while family is the craftsman because it is the parents who carry the culture of the society to the child. Thus hereditary and environment both play very important role in the development of the personality of the individual. B) Discuss the nature and importance of perception in relation to administration, with example. Perceptions vary from person to person. Different people perceive different things about the same situation. But more than that, we assign different meanings to what we perceive. And the meanings might change for a certain person. One might change one's perspective or simply make things mean something else day I have been looking back and thinking more about something that still fills
me with wonder, and a little confusion at times. It is to do with the relationship between drawing, and the loose style of watercolor that I really love. Why is it that if I do a drawing loosely with as many mistakes as there are in my paintings it is instantly obvious. Yet with the watercolor, if all the loose elements, tone and color are convincing, with watercolors own natural flow adding to the illusion; drawing mistakes are not only forgiven by the viewer but seem to form part of the charm in some way? I am finding the less I worry about the drawing in my watercolors the better it works. If I try to be very accurate, it seems to form a barrier preventing the movement and sweep of the painting. To coin a phrase from my American friends; go figure. Look at these photographs of sections of my work and see how bad the drawing is. Perception is the automatic integration of sensory stimulus. It is not a form of thinking, in that one's ideas do not affect the process. Perception is automatic and independent of volition.
Perception is an integration of stimulus. It combines different sensory effects over time into a single unified whole. The result is the awareness of entities. We don't see a mass of different colors and brightness. Instead we see a computer monitor, a book, or a cup of grape kool-aid. We see things. This is different then knowing what we see, though. That knowledge is not automatic. An example is a scientist's laboratory. If you walked in, you would see objects of different sizes, shapes, colors, etc. You may have no knowledge about what they are, or what they are used for, but you would perceive them as objects -- as integrated wholes. Perception is the base of all knowledge. We acquire raw information about the world around us through perception. We can then take that information and integrate and try to understand it. All knowledge, though, is derived from this common root. What we perceive. It is our link to the outside world. There is never a question that what we perceive is accurate. The only question is whether we accurately interpret what we perceive. The way to do this is through reason . Q. 3 In an organization, how a manager can motivate employees performance through job design and goal setting, explain your answer with examples Motivating through Job Design An employer may incorrectly assume that money is the sole motivator for their employees. For many people, job design is as important as fair remuneration in motivating employees to be more effective. Job design has an influence on employee motivation, job satisfaction and commitment to their organisation, all of which have a significant impact on the efficiency of your business. Jobs are often designed in a way that encourages specialisation. Work is divided into specific tasks, with the employee assigned to each task becoming very skilled, accurate and efficient at performing it. However, an often overlooked problem with
specialisation is that it generally has a negative impact on employee motivation. Whilst an employee may become very efficient and skilled at completing a repetitive task, the lack of variety in their day can lead to boredom and a feeling of detachment from the overall goals and success of the business. They feel that as long as they complete their job satisfactorily, there is no need to be concerned with any other aspect of the business. A possible solution to this problem involves providing employees with more variety in their work. One technique to do this is introducing job rotation, where employees move between different jobs periodically. Not only will this reduce the monotony of their work, but it will develop a team with a wider range of skills. Another way to improve employee motivation is through job enlargement. This is where employees are gradually provided with more challenging work and greater responsibility. Whilst you may think this would have the opposite effect, many employees enjoy learning new things and will get more fulfilment from their work if they are given extra responsibility. This also helps you to increase the skill level of your team. Job enrichment is another motivational technique that you may want to consider. It involves providing employees with more control over the work they do. By providing them with more authority and responsibility, it may encourage them to seek out better and more efficient ways to accomplish their task, leading to a potential increase in productivity. The more interesting a person's job is, the more likely they will be motivated to apply effort and maximise their productivity. The Job Characteristics Model helps to explain the benefits of job design.[1] Core Job Characteristics:
Skill Variety Task Identity Task significance Autonomy Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1
Feedback
Outcomes:
Motivation Performance Satisfaction Reduced Absenteeism Turnover
Psychological States:
Meaningful Responsibility Knowledge of results
The core job characteristics will enhance employees' job satisfaction and motivation, potentially leading to better outcomes for your business. Well designed jobs that don't invoke boredom and which increase the job satisfaction of your employees may help you to improve efficiency, productivity and morale within your business. In turn, this could lead to less staff turnover, absenteeism and potentially make your business more profitable. Motivation through Goal Setting Goal setting involves establishing specific, measurable, achievable, realistic and time-targeted (S.M.A.R.T ) objectives. Work on the theory of goal-setting suggests that it's an effective tool for making progress by ensuring that participants in a group with a common goal are clearly aware of what is expected from them if an objective is to be achieved. On a personal level, setting goals is a process that allows people to specify then work towards their own objectives most commonly with financial or career-based goals.Goal setting features as a major component of personal
development literature The process of setting goals allows the vision of an organisation to be translated into actions and results. It is able to provide people with a clear statement of their
direction, their tasks and performance measures, and to align the objectives and activities of a team to a common and co-ordinated path. To avoid goals being in effect little more than ideas or a wish list, and potentially either not being achieved or not delivering beneficial results, the process of setting goals should be undertaken in a planned and committed manner and in coordination with both higher levels of strategic planning and day to day task management. Setting of goals becomes most effective within a process of goal management that adopts a number of basic strategies to ensure that goals are well conceived, clearly defined, attainable and finally become achieved The starting point for goal setting is the vision for an organisation, department or team's future. This vision may represent what the organisation would ideally be like at some point in the future. At an organisational level, the strategic vision may incorporate new products, business directions or growth projections and may have a relatively long time horizon, possibly 5 years, while a department or team's vision may be more specific in relation to their performance, capabilities or processes, and have a shorter time horizon. It is clearly important that visions at different levels in an organisation are aligned. Achievements that will allow the vision to be realised may be identified as the basis for organisational goals. Prioritisation of goals is critical to allow sufficient focus and resources to be applied to the most important ones. Pareto's 80/20 principle which proposed that 80% of all effects will result from only 20% of all causes emphasises the importance of selecting and prioritising the goals to be set. The participation of employees in setting goals is considered to be highly beneficial. This allows people to develop a better understanding of their team goals and why they are important. Through early participation, their commitment and motivation to achieve goals that they have contributed to and believe in will be stronger.
Goals should be specific and should be written down. This provides a clear statement of what is expected for everyone. It is important that goals are not set too
high to be achievable, nor too low to be challenging and effective. Goals must be realistic. The effective management of goals requires that they be broken down into specific and measurable objectives, activities and steps, and that it is made clear who is responsible for doing what. It is important that timeframes are set for each activity, fitting into an overall timeline for the main goal. The allocation of necessary resources, tools and training and potential roadblock issues such as time competition from employees' day to day workloads should be carefully considered and addressed. An activity considered essential to successfully achieving team goals is the monitoring of progress. A regular review process should be put in place to track progress and assess and revise activities according to their actual status. The progress meeting provides an opportunity for achievements to be lauded, for difficulties to be raised and for additional activities to be scheduled. It promotes team communication and support, and may be used to maintain focus and motivation. As things progress, goals themselves may need to be revised to suit changing issues and conditions. Setting and achieving goals is an important aspect of an organisation moving forward to successfully achieve its vision. A strong commitment to the process of developing and implementing goals, using established techniques, is needed to convert goals into reality. Motivation through Goal Setting Goal setting has proved to be one of the most simple and effective motivational devices developed for sport within the past three decades. While the concept is not new, today the techniques for effective goal setting have been refined and clarified. Motivation is all about having needs and striving to have those needs met. How can you enhance an athlete's motivation?
1. Provide more time and attention to an athlete when he/she is having difficulty
learning a skill 2. Reward small gains of achievement in skill level 3. Develop other measures of achievement outside of winning 4. Show your athletes that they are important to you 5. Show your athletes that you are proud of them and excited about what they are doing 6. Fill your athletes with self-worth Goals give direction. They tell us what needs to be accomplished. They increase effort, persistence and the quality of performance. Establishing goals also requires that the athlete and coach determine techniques for how to achieve those goals. Measurable and Specific Effective goals are very specific and measurable. Goals stated in the form of "I want to be the best that I can be!" or "I want to improve my performance!" are vague and difficult to measure. It is positive sounding but difficult, if not impossible, to assess whether they have been reached. Measurable goals must establish a baseline of performance recorded during the past one or two weeks for them to be realistic. Difficult, but Realistic Effective goals are perceived as challenging, not threatening. A challenging goal is one perceived as difficult but attainable within a reasonable amount of time and with a reasonable amount of effort or ability. A threatening goal is one perceived as being beyond one's current capacity. Realistic implies that judgment is involved. Goals based upon a baseline of performance recorded during the past one or two weeks are likely to be realistic. Long- versus Short-Term Goals Both long and short-term goals provide direction, but short-term goals appear to have the greatest motivational effects. Short-term goals are more readily attainable and are stepping stones to more distant long-term goals. Unrealistic short-term goals
are easier to recognize than unrealistic long-term goals. Unrealistic goals can then
be modified before valuable practice time has been lost. Positive versus Negative Goal Setting Positive goals direct what to do rather than what not to do. Negative goals direct our attention to the errors we wish to avoid or eliminate. Positive goals also require coaches and athletes to decide how they will reach those specific goals. Once the goal is decided, the athlete and coach must determine specific strategies and techniques which allow that goal to be successfully attained. Set Priorities Effective goals are limited in number and meaningful to the athlete. Setting a limited number of goals requires that athletes and coaches decide what is important and fundamental for continued development. Establishing a few, carefully selected goals also allow athletes and coaches to keep accurate records without becoming overwhelmed with record keeping. Mutual Goal Setting Goal setting becomes an effective motivational device when athletes are committed to achieving those goals. When goals are imposed or established without significant input from the athletes, motivation is unlikely to be enhanced. Set Specific Time Lines Target dates provide urgency to an athlete's efforts. Specific target dates tend to eliminate wishful thinking and clarify what goals are realistic and which are not. Timelines are especially valuable in high-risk sports where fear often promotes procrastination in learning new skills. Formal versus Informal Goal Setting Some coaches and athletes think that goals must be set in formal meetings outside of practice and require long periods of thoughtful evaluation before they are decided upon. Goals are literally progressions which coaches have been using for years but are now expressed in measurable, performance terms rather than as vague, generalized outcomes. Team versus Individual Goals While team goals appear to have great importance for team sports, the reality is that
most team goals can be broken down into individual roles or responsibilities. Each
player must achieve these individual roles or responsibilities for the team to function effectively. Goal Setting Domains When asked to set goals, athletes typically focus on the learning of new skills or performances in competitions. A major role of the coach is to broaden the athlete's perception of those areas, and goal setting can be an effective tool. Goals can be set to enhance fitness, improve attendance, increase intensity, promote sportsmanship, develop team spirit, find more free time, or establish consistency. Q. 4 Discuss the following with examples: (a) Intra individual conflict and Interpersonal conflict (b) Informal groups and Formal work groups
Conflict:Conflict has been defined as "an expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce resources, and interference from the other party in achieving their goals"21. Important concepts in this definition include "expressed struggle," which means the two sides must communicate about the problem for there to be conflict. Another important idea is that conflict often involves perceptions. The two sides may only perceive that their goals, resources, and interference is incompatible with each other's. The difference is found in the prefixes of the words. Inter- means "between" or "among." The word "international" means "occurring between nations." For something to be interpersonal, it occurs between two or more people. The prefix intra-, on the other hand, refers to that which occurs within something. Intraocular (one of the few examples I could find of a word beginning with this prefix), refers to anything located or occurring within the eye. For something to be intrapersonal, it must happen within one individual. As an example, take the Shakespeare play Hamlet. When the title character quarrels
with another character, like the maiden Ophelia, he demonstrates interpersonal Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1 conflict, because the conflict occurs between Hamlet and Ophelia. When Hamlet wrestles with his own intellect, such as in the famous "to be or not to be" soliloquy, he demonstrates intrapersonal conflict, because the conflict occurs within the mind of Hamlet, and involves no one but himself.
Intra individual conflict Two studies are reported on an aspect of goal setting that has not been explicitly researched to date, namely, intra-individual goal conflict. The first study utilized an experimental, laboratory design using student teams in which conflicting goals (quantity vs. quality) were assigned. The second study was a correlational, field study of college professors which measured conflict between teaching and research. In both studies conflict was negatively related to at least one performance outcome. This negative association was not mediated by goal commitment, goal priority, goal level or task strategies in either study. In both cases, the main source of the conflict was pressure. Concern here is with the prediction of the instability or apparent unpredictability of an individual's behavior when faced with the same situation on repeated occasions. A theory is presented that depicts the variable individual in any specific set of situations as a comparatively conflicted one in those situations. 3 corollaries of the theory are tested. These are: (a) that strong conflict produces greater intraindividual instability than weak conflict, (b) that the more variable persons as contrasted to the less variable ones in any given situation will behave as though that situation contained greater conflict, and (c) that the intraindividually unstable person brings into a new situation the instability that was developed in previously experienced similar situations. 4 experiments are reported which provide supportive evidence for the foregoing propositions Interpersonal Conflict
Conflict between people is a fact of life and its not necessarily a bad thing. In fact,
a relationship with frequent conflict may be healthier than one with no observable conflict. Conflicts occur at all levels of interaction at work, among friends, within families and between relationship partners. When conflict occurs, the relationship Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1 may be weakened or strengthened. Thus, conflict is a critical event in the course of a relationship. Conflict can cause resentment, hostility and perhaps the ending of the relationship. If it is handled well, however, conflict can be productive leading to deeper understanding, mutual respect and closeness. Whether a relationship is healthy or unhealthy depends not so much on the number of conflicts between participants, but on how the conflicts are resolved. Sometimes people shy away from conflict, and the reasons for this are numerous. They may, for example, feel that their underlying anger may go out of control if they open the door to conflict. Thus, they may see conflict as an all-or-nothing situation (either they avoid it altogether or they end up in an all-out combative mode, regardless of the real severity of the conflict). Or they may find it difficult to face conflict because they feel inadequate in general or in the particular relationship. They may have difficulty in positively asserting their views and feelings. Children who grow up surrounded by destructive conflict may, as adults, determine never to participate in discord. In this situation, the person may never have learned that there are effective, adaptive ways to communicate in the face of conflict. People adopt a number of different styles in facing conflict. First, it is very common to see a person avoid or deny the existence of conflict. Unfortunately, in this case, the conflict often lingers in the background during interaction between the participants and creates the potential for further tension and even more conflict. A second response style is that of one person getting mad and blaming the other person. This occurs when a person mistakenly equates conflict with anger. This stance does nothing to resolve the conflict and in fact only serves to increase the degree of friction between the two participants by amplifying defensiveness. A third way which some people use to resolve conflict is by using power and influence to
win at the others expense. They welcome conflict because it allows their competitive impulses to emerge, but they fail to understand that the conflict is not really resolved since the loser will continue to harbor resentment. Similarly, some people appear to compromise in resolving the conflict, but they subtly manipulate the other person in the process, and this, again, perpetuates the conflict between the two parties and Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1 compromises the trust between them. There are better ways to handle interpersonal conflict.
(b) Informal groups and Formal work groups What is group? Distinguish between formal and informal group. Explain the importance of group values and norms. What are the characteristics of an effective group? As a manager how would you attempt to develop effective group relationships and performance with reference to your organisation or an organisation for are familiar with. Formal groups Formal groups are created to achieve specific organisational objectives and are concerned with the co-ordination of work activities. People are brought together on the basis of defined roles within the structure of the organisation. The nature of the tasks to be undertaken is a predominant feature of the formal groups. Goals are identified by management, and certain rules, relationships and norms of behaviour established. Formal groups tend to be relatively permanent although there may be changes in actual membership. However, temporary formal groups may also be created by management for example, the use of project teams in a matrix organisation. Formal work groups can be differentiated into team groups task groups and technological groups. Team groups these are fairly autonomous groups with broad terms of reference and limited supervisions. The team designate the positions to be filled and the allocation of members, and instigate changes as necessary.
Task groups jobs are defined clearly and individuals assigned to specific positions. The groups has some flexibility over methods of work and the pace of work, but otherwise limited discretion. Examples could include many administrative
or clerical workers. Informal Groups Within the formal structure of the organisation there will always be an informal structure. The formal structure of the organisation and system of role relationship, rule and procedures, will be augmented by interpretation and development at the informal level. Informal groups are based more on personal relationships and agreement of groups members than on defined role relationships. They serve to satisfy psychological and social needs not related necessarily to the tasks to be undertaken. Groups may devise ways of attempting to satisfy members affiliations and other social motivations which are lacing in the work situation, especially in industrial organizations. The membership of informal groups can cut across the formal structure. They may comprise individuals form different parts of the organizations and/or from different levels of the organization both vertically and diagonally as well as same horizontal level. An informal group could also be the same as the formal group, or it might comprise part only of the formal group. The member of informal group may appoint their own leader who exercises authority by the consent of the members themselves. The informal leader may be chosen as the person who reflects the attitudes and values of the members helps to resolve conflict leads the groups in satisfying its goals or liaises with management or other people outside the groups. The informal leader may often change according to the particular situation facing the groups. Although not usually the case, it is possible for the informal leader to be the same person as the formal leader appointed officially by management. Groups, there fore, help shape the work pattern of organisations and the attitudes
and behaviour of members of their jobs. The formation and operation of work groups, and the behaviour of their members has an important significance for the
manager. Likert, for example, has developed a theory of organisation based on work groups. In his discussion of group processes and organisational performance he concludes that: Group forces are important not only in influencing the behaviour of individual work groups with regard to productivity, waste, absence and the like, they also affect the behaviour of entire organizations . Q. 5 An employee stress results in high absenteeism and low productivity.Critically analyze the statement and also discuss the possible strategies for managing stress in a workplace.
Creating a high performance organization is a popular theme in the training and development field. To survive in these competitive times, companies can't afford anything less. Creating a high performance organization requires understanding what factors influence performance. One of the most significant factors is stress. Historically, stress has been viewed as an inevitable consequence of work life; or at most, a health care issue. Neither view begins to capture just how costly this problem is to employers. Research shows that stress interferes with human intellectual, emotional, and interpersonal functioning. In fact, nearly every popular training and organizational development initiative is directly compromised by the intellectual, emotional, and interpersonal consequences of stress. Initiatives like The Learning Organization, Process Re-engineering, Diversity Training, Collaborative Team Work, and The High Performance Organization are all impacted by the way people are affected by stress. In this article, we will highlight some of the research findings and discuss their implications for today's organization. Stress, Threat, and "Numbing Out" When animals, including human beings, are exposed to potentially life threatening Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com
Organizational Behavior Assignment# 1 situations; their bodies release endorphins, which are nature's pain-killer. This makes sense from a survival perspective. If you are being attacked by a predator and are injured, you don't want to be focusing your attention on how much you hurt. This response doesn't just happen in response to tangible, visible threat; it is also triggered by potential threat. Thus, if we feel threatened or fearful, our body releases endorphins. This sets the stage for serious intellectual and interpersonal consequences; because endorphins dull both our ability to think and our ability to feel. Effective decision-making and interpersonal skills require both. Implications for the Workplace In workplaces where people are constantly afraid and insecure, employees are at risk of "numbing out" to protect themselves. We see it in the blank faces of clerks, the lack of enthusiasm by front line workers, and in the remarkably insensitive ways managers and employees treat each other. The very mechanism which allows a person to survive an emotionally painful environment also makes it difficult for them to respond sensitively and empathetically to others. The organizational conflict and customer service consequences of this are obviously very costly. This numbing process affects far more than the interpersonal realm of organizational performance. It affects all aspects of decision-making, innovation, and safety. With their thinking impaired, people are at greater risk of causing serious mistakes and accidents. They are also obviously less likely to make wise decisions and create process improvements. Stress and the Loss of Creativity Creative and innovative thought are is at the heart of the learning organization. An organization's ability to innovate is perhaps the most important source of competitive advantage. Organizations who know how to stimulate and leverage innovative thought are able to respond more rapidly and resourcefully to market changes and customer requirements than their slower, less innovative competitors. Despite the Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1
tremendous contribution innovative thought makes to organizational survival, most organizations don't realize how they prevent such thought from being exercised in their organization. The typical high stress workplace the physiological and psychological affects of stress on the human brain and mind compromises such creativity and innovation. Studies show that when people are under stress, their thought processes narrow. This narrowing of attention, by definition, prevents divergent thinking, which is the foundation of creativity. Divergent thinking is the ability to see connections between very distantly related ideas and context. It is an important component of "thinking outside the box." When people are stressed, they are able to perceive obvious connections and associations between ideas. When people are in a positive emotional state, their ability to make more distant, novel connections and associations increases. Thus, stress compromises, at the most fundamental neurological level, one of the foundational skills of creativity and innovation. Uncontrollable Stress and the Dumbing Down Process Research by Dr. James Pennebaker of Southern Methodist University has demonstrated a very serious consequence of uncontrollable stress on thought processes. In an experiment performed by Dr. Pennebaker, subjects wrote about whatever was going on in their mind - their "stream of consciousness." One group was subjected to a loud noise in the middle of the exercise and told there was nothing they could do about it; they had to "grin and bear it." The other group was subjected to the same loud noise in the middle of the exercise, but they were told they could have the noise stopped if they chose. The results were both fascinating and disturbing in their implications for organizational performance. The group that had no control demonstrated a significant deterioration in their thought process during and after the noise. Their thinking became unemotional, unimaginative, and dull. It was as if they became temporarily dumb in order to endure the stressful situation. Even more interesting was the other group's Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1
response. "although they were told they could stop the noise if they needed to, not one person chose to do so. Therefore, they experienced the same amount of unpleasant noise as the group which wasn't given that option. Despite being subjected to the same amount of noxious noise, their thought process remained unaffected. They engaged in deep, reflective, creative thought. Thus, it wasn't the negative external situation, but the perceived lack of control, which resulted in a diminished thinking capacity. The operative term here is perceived. This study and others like it show that even if a person's perception is wrong - if in fact they really don't have control, the effect is the same as if they truly had control. It's the perception, the belief, that matters. Closely linked to this sense of perceived control is predictability. "s long as a person (or lab rat for that matter) knows when the next painful situation will occur, they do not suffer the same kind of psychological and physiological harm as those who don't know "when the other shoe will drop." Simply knowing creates a feeling, even if illfounded, of control. Implications For The Workplace One obvious implication of this research is that employee intellectual functioning can be very powerfully influenced by their environment. In workplaces where employees feel helpless and disempowered, they are less likely to think in intelligent, creative ways. Another important implication, and this is born out by other research, is that perceived control plays a major role in whether a person is affected by a potentially stressful workplace. Workers in jobs with similar demands, but different levels of control, exhibit very different psychological and physiological responses. With the same demand level, workers in low control workplaces are significantly more affected by their work. Thus, when workers have little control over their work and feel powerless in general, they are more likely to suffer from the kind of "dumbing down" that Pennebaker's Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1
work demonstrated; and which we see in organizations throughout America. In thinking about organizational implications, we need to realize that the word "perceived" in the term "perceived control" is important. It is important because in reality, there is no way we can create a workplace in which a person has total control over their work and over their destiny. No organization can guarantee lifelong employment, no one can foresee market changes or economic downturns. But, as long as people have open lines of communication and know that they can get the information they need - even if it's "we don't know yet," they experience a sense of control. Thus, organizations which enable open, honest communication create a context in which people are less likely to be stressed out, and because of that, more likely to utilize their capabilities. Strategies for Managing Stress Stress experienced by the employees in their job has negative impact on their health, performance and their behaviour in the organization. Thus, stress needs to be managed effectively so as to set off these harmful consequences. Strategies for managing stress are as followsOrganizational strategies for managing stress 1. Encouraging more of organizational communication with the employees so that there is no role ambiguity/conflict. Effective communication can also change employee views. Managers can use better signs and symbols which are not misinterpreted by the employees. 2. Encourage employees participation in decision-making. This will reduce role stress. 3. Grant the employees greater independence, meaningful and timely feedback, and greater responsibility. 4. The organizational goals should be realistic, stimulating and particular. The employees must be given feedback on how well they are heading towards these Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1 goals.
Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1 5. Encourage decentralization. 6. Have a fair and just distribution of incentives and salary structure. 7. Promote job rotation and job enrichment. 8. Create a just and safe working environment. 9. Have effective hiring and orientation procedure. 10. Appreciate the employees on accomplishing and over-exceeding their targets. Individual strategies for managing stress 1. The employees should make a to-do list daily, prioritize the acts in the list and plan the acts accordingly. Take regular breaks during work to relax you. By effective time management, the employees can achieve their targets timely and can meet work pressures and, thus, avoid stress. 2. Do hard work. Strive to achieve your goals but do not do it to the harm of family, health, or peer. 3. Indulge in physical exercises. It helps in effective blood circulation, keeps you fit, diverts mind from work pressures. 4. Encourage a healthy lifestyle. Take a regular sleep, have plenty of water, have healthy eating habits. Promote relaxation techniques such as yoga, listening music and meditation. 5. The employees should have optimistic approach about their work. They should avoid connections with negative approach employees. 6. The employees should have emotional intelligence at workplace. They should have self-awareness, self-confidence and self-control at workplace. 7. The employees should build social support. They should have close connections with trustworthy peer who can listen to their problems and boost their Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com Organizational Behavior Assignment# 1 confidence level. This social network will help the employees to overcome stress. Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com
Organizational Behavior Assignment# 1 8. Employee counselling is a very good strategy to overcome employee stress. Through counselling, employees can become aware of their strengths and how to develop those strengths; their weaknesses and how to eliminate them; and they can develop strategies for changing their behaviour. Employees are also given career counselling which helps in reducing their ambiguities with regard to career. 9. Find a fun way to release stress, such as, cracking jokes, playing tennis, golf, etc. 10. Do not remain pre-occupied with yourself. Turn your focus outwards. Help others. This will release some stress. Muhammad Faisal Khan Roll No: AH 525552 mfaisalk@hotmail.com

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