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7/27/2019 LS11 CVL2013S1_Ch14 Behavior Part1
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-1
Chapter 14: Foundations of
Individual Behavior
LS11 Principles of Management
August 13, 2013Part 1
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-2
Focus of Organizational Behavior
Behavior - the
actions of people.
Organizational
behavior- the studyof the actions of
people at work.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-3
Freuds Psychoanalysis:
The structure of personality1. Id
- Unconscious
2. Ego-unconscious, preconscious,
conscious
3. Superego- unconscious, preconscious,conscious
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-44
Iceberg model of competencies
Self-Image = attitudes and
valuesTraits = why and how we
behave a certain way
Motives = what drives us, i.e.,
the need to seek achievement,
power/influence, affliliation
Skills = a learned abilityKnowledge = acquiring
information in a particular field
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-6
Iceberg model of organizations
VISIBLE ASPECTSStrategies, Objectives, Policies &
Procedures, Structure, Technology,
Formal Authority, Chain of
command
INVISIBLE ASPECTS
Attitudes, Personality,
Perceptions, Learning; Group
Norms, Informal Interactions;
Organizational Conflict
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-7
Goals of OB
to explain,predict
and influence behavior
1) Employee productivity - a performance measure of bothefficiency and effectiveness.
2) Absenteeism - the failure to show up for work.
3) Turnover - the voluntary and involuntary permanent withdrawal
from an organization.
4) Organizational citizenship (OCB) discretionary behavior that isnot part of an employees formal job requirements, but which
promotes the effective functioning of the organization.
5) Job satisfactionan employees general attitude toward his or
her job.
6) Workplace misbehavior any intentional employee behavior that
is potentially damaging to the organization or to individuals within
the organization.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-8
Psychological Factors Affecting
Employee Behavior
Attitudes
Personality
Perception
Learning
Employee
Productivity
Absenteeism
Turnover
Organizational
Citizenship
Job Satisfaction
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-9
Attitudes
Attitudes
Evaluative statementseither favorable or unfavorable
concerning objects, people, or events.
Components Of An Attitude
Cognitive component: the beliefs, opinions, knowledge, or
information held by a person.
Affective component: the emotional or feeling part of an
attitude.
Behavioral component: the intention to behave in a
certain way.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-10
Negative Workplace Emotions
can lead to negative workplace behavior: Production (leaving early, intentionally working
slowly)
Property (stealing, sabotage) Political (gossiping, blaming co-workers)
Personal aggression (sexual harassment, verbal
abuse)
b l d
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-11
Job Involvement and
Organizational Commitment
Job involvement - the degree to which anemployee identifies with his or her job,
actively participates in it, and considers his or
her job performance to be important to self-worth.
Organizational commitment - the degree to
which an employee identifies with a particularorganization and its goals and wishes to
maintain membership in that organization.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-12
Organizational Commitment
Perceived organizational support -employees general belief that their
organization values their contribution and
cares about their well-being.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-13
Employee Engagement
Employee engagement -when employees areconnected to, satisfied with, and enthusiastic about
their jobs.
Cognitive dissonance -any incompatibility or
inconsistency between attitudes or between behavior
and attitudes.
Attitude surveys - surveys that elicit responses from
employees through questions about how they feelabout their jobs, work groups, supervisors, or the
organization.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-14
Exhibit 14-2: Key Employee
Engagement Factors
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-15
Perceptions
What Is Perception? a process by which we give meaning to our environment by
organizing and interpreting sensory impressions
Why Is It Important?
Because peoples behavior is based on their perception ofwhat reality is, not on reality itself. We dont see reality. We
interpret what we see and call it reality.
The world as it is perceived is the world that is behaviorallyimportant. The attribution process guides our behaviour,
regardless of the truth of the attribution.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-16
Factors that Influence Perception
Perception
The Target
Novelty
Motion
Sounds
Size
Background
Pr oximity
The Perceiver
Attitudes
Motives
Interests
Experience
Expectations
The Situation
Time
W ork setting
Social setting
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-17
Schema Theory
A theory that describes how we create psychologicalrepresentations to perceive and understand reality,
whether it be reality in the outer world of people
and things, or reality in the inner world of the
psyche.
According to this theory, we do not observe any
reality directly, but only through a perceptual
framework. A psychological schema is the perceptualframework we use to make sense of the world
around us.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-18
Attribution Theory
How we judge people differently, depending on what
meaning we attribute to a given behavior;
When individuals observe behavior, they attempt to
determine whether it is internally or externally caused.
Distinctiveness
Does the individual act the same way in other situations?
Consensus
Does the individual act the same as others in same situation?
Consistency
Does the individual act the same way over time?
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-19
Attribution Theory
Fundamental Attribution Error The tendency to underestimate external factors
and overestimate internal factors when makingjudgments about others behaviour.
Self-Serving Bias
The tendency to attribute ones successes tointernal factors while putting the blame forfailures on external factors.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-20
Perceptual Errors
Selective Perception People selectively interpret what they see based on their
interests, background, experience, and attitudes.
Halo Effect
Drawing a general impression about an individual based on asingle characteristic.
Contrast Effects
A persons evaluation is affected by comparisons with other
individuals recently encountered. People must be aware ofthe impact of contrast effects in many work settings.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-21
Perceptual Errors
Projection
Attributing ones own characteristics to otherpeople. Projection can be controlled through ahigh degree of self-awareness and empathy.
Stereotyping Judging someone on the basis of your perceptionof the group to which that person belongs,obscuring individual differences.
Prejudice An unfounded dislike of a person or group based
on their belonging to a particular stereotypedgroup.
Wh D P ti d J d t
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-22
Why Do Perceptions and Judgment
Matter?
Self-Fulfilling Prophecy A concept that proposes a person will behave in
ways consistent with how he or she is perceived
by others.
Also called the Pygmalion effect.
Can have either positive or negative outcomes.
Managers should adopt positive and optimistic
approaches to people at work.
T h i f ff i l i
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-23
Techniques for effectively managing
perceptions and attributions
Be self-aware.
Seek a wide range of differing information.
Try to see a situation as others would.
Be aware of different kinds of schemas.
Be aware of perceptual distortions.
Be aware of self and impression management. Be aware of attribution theory implications.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-24
How can perceptions be managed?
Impression management. A persons systematic attempt to behave in ways
that create and maintain desired impressions in
others eyes.
Successful managers:
Use impression management to enhance their own
images.
Are sensitive to other peoples use of impressionmanagement.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-25
How can perceptions be managed?
Distortion management.
Managers should:
Balance automatic and controlled information
processing at the attention and selection stage.
Broaden their schemas (perceptual framework) at the
organizing stage.
Be attuned to attributions at the interpretation stage.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-26
Perception Exercises
105 Visual Phenomena & Optical Illusions can be seen at
http://www.michaelbach.de/ot/#history
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-27
The Enigma
(1981) by the Israeli
painter Isia Leviant
(19142006).
Stare at the centre
of the figure for a
while. Some
scintillating activity
will build up in the
violet and blueannuli. Some
observers also
report a circular
rotation within these
regions; things will
begin to run around
in circles.
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Copyright 2012 Pearson Education, Inc.Publishing as Prentice Hall
Management, Eleventh Edition, Global Edition by Stephen P. Robbins & Mary Coulter 2012 Pearson Education 14-28
Rotat ing Snake
by
Akiyoshi Kitaoka.
In the image, the
strong (and
beautiful) rotation of
the wheels occurs
in relation to eyemovements. On
steady fixation the
effect vanishes.
http://www.ritsumei.ac.jp/~akitaoka/rotsnake.gifhttp://www.ritsumei.ac.jp/~akitaoka/rotsnake.gifhttp://www.ritsumei.ac.jp/~akitaoka/rotsnake.gifhttp://www.ritsumei.ac.jp/~akitaoka/index-e.htmlhttp://www.ritsumei.ac.jp/~akitaoka/index-e.htmlhttp://www.ritsumei.ac.jp/~akitaoka/rotsnake.gifhttp://www.ritsumei.ac.jp/~akitaoka/rotsnake.gifhttp://www.ritsumei.ac.jp/~akitaoka/rotsnake.gif