University of the Cordilleras Graduate School ED MGMT 511 Human Behavior in Organizations Prof.

Joy Lumabas-Tio Mondays, 5:30-9:30 PM Assignment No. 6B 1. Think back to your college days and recall a teacher you liked very much and a teacher you equally disliked. Without naming names, describe those teachers in terms of the power they used and the outcomes of using that power on the class as a whole. Thinking back in my college days, there was one teacher that I really like who teaches us most of our major subjects. She gives a lot of freedom and encourages exchange of ideas in the classroom. And, there was one who I really hate because that teacher was rather inconsiderate and does not consider subjective views. Teacher A (who I like) Referent powerthe teacher exhibits good and gregarious character; many of her co-workers trust her and because of this, we develop respect and admiration toward her. Connection powerthe teacher has connections with people in local politics and knows many influential people so the students will think if they are friends with that teacher or close to her, they will feel a sense of exclusivity. Expert powerthe teacher is really smart and has attended many seminars in skills training and teaching. We see her as a credible person. EFFECT TO THE STUDENTS: Commitment (The teacher is nice; I look up to her and respect her because she is an expert in her field. I want to be close to her so I can also feel exclusive just like her friends.) Teacher B (who I dislike) Coercive powerthe teacher uses a punishment system to discipline the class. He does not give much reward and is rather inconsiderate in terms of requirements. Requirements should be passed on time and that is why students fear deadlines. In classes, students feel uneasy when they commit absences because the teacher might call their names in class and humiliate them. Information powermany of what the teacher says in the classroom is believed by the students. The students know that the teacher graduated Magna Cum Laude in his undergrad that makes him credible to the students. EFFECT TO THE STUDENTS: Compliance (I don't like this teacher; he is inconsiderate and does not accept my paper when they are late no matter how valid my excuse is. I am only doing this for my grades and I can't wait till this term finishes.) 2. How would a classroom teacher show the four types of organizational justice? Give specific situations or examples to illustrate the OJ.

Here are the following behaviors that a teacher should exhibit if he/she is to show the four types of organizational justice in the classroom: Distributive Justice Distributive justice is the perceived fairness of the amount and allocation of rewards among individuals. Here, the students may probably say, We got what I deserved. The teacher gives the right amount of reward to the students with good behavior or performance and punishment to those who have misbehaved. He gives the grade that the student deserves based on performance and does not make any consideration. The giving of grades to students because of effort is not appropriate. They should be graded based on their performance or if the basis of their performance is in line with standards. The teacher must also Procedural Justice Procedural justice refers to the perceived fairness of the process used to determine the distribution of rewards. In the classroom, the teacher will be able to show this type of justice with involving the students in making the rules or the policies in the classroom (this is a crucial part of classroom management). And since the students have some control in the determination of classroom rules, they will see that there is fairness and that not only the teacher makes the rules and if the students themselves were involved in the decision making they will feel compelled to follow these rules or policies and have less propensity to break them. Another way that a teacher can show procedural justice is by giving explanations before the expected outcomes. For example in quizzes, if the teacher has already told the students that he does not like cheating in class and she will automatically give zero to the score of anyone he catches cheating I the quiz. If, lets say one student did cheat in the quiz and the teacher catches him, the teacher will not record the quiz. This is a fair act since the teacher has already explained the consequences of misbehavior. The teacher also shows procedural justice if he is consistent and unbiased and makes decisions based on evidence. He does not automatically judge or point fingers or find a scapegoat or even stigmatize students with the same behavior each time the class in chaos or there is misbehavior. Interpersonal Justice Interpersonal justice, one of the two components of interactional justice, is the perceptions of dignity, concern, and respect on how the individual is treated. This is the kind of justice that teachers should really practice especially in the giving of punishments to the students. For example the student is late to pass his requirement and what the teacher did is he did not accept the requirement and to make things even much worse the teacher threw his paper in the trash or humiliated him in front of the class or other people. There is no justice because the teacher did not give respect to the emotion of the student; the student loses his morale. That is why in reprimanding the student because of misbehavior, the teacher must be calm and rather considerate and assess the situation before giving any

judgment to the student. But most importantly he must consider the student as a person who also has frail emotions. Informational Justice Informational justice refers to the adequacy of the explanations given in terms of their timeliness, specificity, and truthfulness. Explanations and information must be fair. If the teacher punishes the whole class because of the misbehavior of a group of students he must give a reasonable explanation to the class why that is so. It must have a basis or otherwise the teacher may be abusing his power and giving punishments that not all of the class deserves. Moreover in terms of the results of the students outputs, the teacher must give them information about how he grades the students and the standards that he uses in giving grades. For instance, after the first grading, some students were disappointed that they have receive low grades which were really surprising since they believe that they have done much effort to receive better grades. This is because of the inability of the teacher to inform them regarding their weekly progress or he did not return their outputs so that they can monitor their performance.