PMBFU Motivating Employees Case Flight Case Study Questions

Case Study Analysis (Individual Assignment)
Total Marks-5+5=10
Due date: 21.03.23
Please read the case studies below and answer the questions using your lecture slides and text
book. You are allowed to use any other resources/common senses/lectures/examples/internet
but make sure you use the references and provide a separate reference list at the end.
MOTIVATING EMPLOYEES Case Flight 001
All retail jobs are not created equal. Just ask Amanda Shank. At a previous job, a storeowner bluntly told
her, ―You‘re just a number. You can be replaced at any time. Shank said, ―When you‘re told something
like that, why would you want to put any effort in? That sort of callous treatment is hardly an incentive.
Luckily, after landing a job at Flight 001, Shank started to feel motivated again. Flight 001 co-founder Brad
John frequently visits his New York stores to talk with staff about what ‘s happening. While visiting Shank‘s
Brooklyn store, where she had recently been promoted to assistant store manager, John asked if
customers were shopping differently after the airlines had added new fees for checked luggage. Shank
confirmed John‘s suspicions and gave him a full report along with recommendations for how they might
make adjustments in inventory and merchandising. Shank is thrilled to have found a place where she can
make a contribution and be challenged. ―At this company they make an effort to show you you‘re
appreciated; you have a say in what goes on. You‘re given compliments and feedback about what you
could be better at,‖ she explained. Although growth opportunities might seem limited in retail, store
leader Claire Rainwater involves crew members in projects that use their strengths. If someone excels at
organization and operations, she asks that person to identify and implement an improvement that excites
him or her. She gives visually talented associates free reign to create new merchandising displays.
Rainwater could easily provide direction on how to approach these tasks, but she allows her crew
members the autonomy to determine how they want to approach and execute tasks, which ultimately
creates a greater sense of empowerment and engagement.
Although retail offers careers, crew development chief Emily Griffin says that the industry is temporary
for many people. Most associates just want to make some money while pursuing other interests as
students, photographers, musicians, etc. Usually Griffin can tell which associates are passing through and
who might stick around. What is interesting is that when she started at Flight 001, Griffin thought she was
passing through.
Questions
1. According to Maslow’s hierarchy, which basic needs did Shank’s old boss fail to meet and how?
2. How might feeling underpaid affect the work of a Flight 001 associate?
3. Speculate the possible reasons Griffin stayed at Flight 001 to pursue a career.
EQUAL OPPORTUNITY AT CREPAWAY
Crepaway was founded in 1985 by two brothers, Charles and Claude Thoumy. It is a Lebanese diner chain,
set up as a limited liability company in 2003. There are nine outlets located in different areas of Lebanon,
and franchises have been established in parts of the Middle East, including Egypt, Qatar, and Saudi Arabia.
Crepaway understand that employees are the elements that keep the operation alive.
All local and regional outlets have the same organizational structure, which is directly related to the
company’s strategy. Crepaway believes in equal employment opportunity. Job application forms contain
the following statement: “We employ on the basis of equal opportunities for all and we do not and will
not discriminate on the basis of race, religion, national origin, sex, age or handicap.” Consequently,
management plans for the workforce to be formed with an equal percentage presence of males/ females
and Christians/Muslims, and so on.
Once recruited, employees undergo training in Lebanon and then join the location in the country in which
they will be working. In addition, to enhance productivity and motivate employees, Crepaway offers both
financial and non-financial incentives such as bonuses and employee of the month’ awards. Moreover,
employee safety is of great importance to the management of Crepaway and, thus, employees must be
trained in first aid and the safety of the environment, such as fire fighting. Why? This tells employees that
management cares about their wellbeing, which is a motivational factor.
Questions
1. From the information you have read, what kind of organizational behavior exists?
2. How does Crepaway manage workforce diversity? (use the lecture slides to answer diversity)
3. How does the concern for wellbeing motivate employees? (Link your answer with any motivational
theory we have covered in our lectures).
GOOD LUCK!!
Chapter 3
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1. Explain the basic sources of personality formation
2. Identify a set of personality dimensions that affect
performance
3. Describe the attitudes that affect performance
4. Explain how emotions impact employees’
performance
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.1
Personality is a very frequently used word but still there is no
consensus about its meaning. There is a great deal of controversy
about the meaning of the word personality. A few definitions of
personality are as given as:
Personality is the dynamic organization within the individual of
those psychological systems that determine his unique adjustment
to his environment.
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3:
If individuals are products of biology, life
would have no higher meaning and purpose.
It is personality that gives individuals
meaning and purpose. Personality is what
makes individuals different.
Haruki Murakami, Author,
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.4
Personality
Environment
Heredity
ü Culture
ü Family
ü Group Membership
ü Life Experiences
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.3
This “Heredity Approach” argues that genes
are the:
• source of personality
• Attractiveness
• Physical structure
• Energy level
• As much as 50 to 55 percent of personality
traits may be inherited.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.5
• Culture is the values, beliefs, behavior and material
objects that together form a people’s way of life.
Religion also considered
as value
Chapter 3: PowerPoint 3.
q Individualism-Collectivism
Cultural
perspective/
dimensions
q Power Distance
q Uncertainty Avoidance
q Gender role Orientation
q Long term and short term orientation
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.6
Culture
Dimension
One Extreme
The Other Extreme
Identity
Individualism
Collectivism
Power
High Power Distance
Low Power Distance
Gender
Masculinity
Femininity
Time
Long-Term Orientation
Short-Term Orientation
Uncertainty
Uncertainty Avoidance
Uncertainty Tolerance
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Identity focuses on the degree the society
reinforces individual or collective
achievement and interpersonal
relationships.
• Individualism
Core value: individual freedom
Core distinction: me/others
Key element: direct concepts are preferred
in communication
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Collectivism
Core value: group harmony
Core distinction: in/outgroup
Key element: relationships are
more important than the task
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Power distance focuses on the degree of
equality or inequality between people in
the country or society.
High Power Distance
Core value: respect for status
Core distinction: powerful/dependent
Key element: centralization (under a
single authority)
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Low Power Distance
‫ ﻣﺎﻓﻲ‬،‫ ﯾﻣوﻧون‬،‫ﯾﻧﺎدون ﺑﻌض ﻋﺎدي ﺑﺄﺳﻣﺎﺋﮭم‬
‫اﺣﺗرام‬
Core value: people’s equality
Core distinction: whether or not
responsible for certain task
Key element: decentralization
(several authorities rather than one)
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Gender focuses on the degree of
traditional gender role of achievement,
control, and power.
Masculinity
Core value: Men are dominant
Core distinction: man/woman
Key element: material success is a
dominant value
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Femininity
‫ ﻟﻣن ﺑﻧت ووﻟد ﯾﺗوظﻔون وھم ﻋﻧدھم ﻧﻔس‬:‫ﯾﻌﻧﻲ ﻣﺛﺎل‬
‫ اﻟوﻟد ﯾﺄﺧذ ﺑﺄﻛﺛر ﻣﻧﮭﺎ‬،‫اﻟﻣؤھﻼت‬
Core value: caring for others
Core distinction: No distinction in men
& women
Key element: caring for others is
dominant
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Time focuses on the degree the society embraces long- or
short-term devotion to traditional forward thinking values.
•
Long-Term Orientation
Core value: long-term benefits
Core distinction: serve goals
Key element: focus on future
Long-term orientation tends to be characterized by a focus on
the future, a focus on perseverance, and delays in short-term
benefit.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Short-Term Orientation
Core value: saving face
Core distinction: proper or not
Key element: quick results are expected
Short-term orientation tends to be
characterized by a pursuit of immediate
gratification, fulfilling social obligations, and
concern with social hierarchy.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Uncertainty focuses on the level of
avoidance or tolerance for uncertainty
and ambiguity within the society.
Uncertainty Avoidance
Core value: certainty
Core distinction: true/false
Key element: what is different is
dangerous
We do not believe that
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Uncertainty Tolerance
Core value: exploration
Core distinction: urgent or not
Key element: what is different causes
curiosity
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Collectivism
Individualism
§ Focus on “we” versus “I”
§ Non-conformists; individuals
pursue own goals
§ Emphasis on belonging to an
organization
§ Emphasis on individual
initiative and achievement
§ Avoid pointing out mistakes
to “save face”
§ Everybody has a right to a
private life and opinion
Adapted from G. Hofstede and G.J. Hofstede. Cultures and Organizations:
Software of the Mind. New York: McGraw-Hill, 2005.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.7
LOW (SMALL)
POWER DISTANCE
HIGH (LARGE)
POWER DISTANCE
§ Inequality in society should be § Employees should be
minimized
submissive to leaders
§ All should have equal rights
§ Power holders are entitled to
privileges and status
§ Status and titles are of less
importance than knowledge
§ Employees should follow chain
of command
Adapted from G. Hofstede and G.J. Hofstede. Cultures and Organizations:
Software of the Mind. New York: McGraw-Hill, 2005.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.8
LOW (WEAK)
UNCERTAINTY AVOIDANCE
HIGH (STRONG)
UNCERTAINTY AVOIDANCE
§ The uncertainty inherent in life § The uncertainty inherent in life
is accepted and each day is
is a threat. Rules and laws
taken as it comes.
reduce uncertainty.
§ Conflict and competition can
be used constructively.
§ Conflict and competition can
and should therefore be
avoided in favor of orderliness.
§ Opinion is accepted.
§ There is need for consistency.
Uncertainty avoidance deals with how comfortable or uncomfortable individuals in a society are
with the unknown. When faced with decisions that can have unknown outcomes, do they try to
control the situation or do they take risks? Cultures with high uncertainty avoidance take fewer
risks and have more laws and principles governing them. Cultures with a low uncertainty avoidance
take
more
risks
and
areMay
more
opencopied
toorchange.
©2011 Cengage
Learning.
All Rights
Reserved.
not be scanned,
duplicated, or posted to a publicly accessible website, in whole or in part.
Masculinity
• Men are assertive
• Material success is prized
and valued
• Work roles should be clear
Femininity
• Men and women should
be concerned with the
quality of life
• Caring for others is prized
and valued
• No distinction in work
roles for men and women
Adapted from G. Hofstede and G. J. Hofstede. Cultures and Organizations:
Software of the mind. New York: McGraw-Hill, 2005.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.10
Short-Term
Long-Term
§ Respect for bottom line
§ Respect for work ethic
§ Efforts should produce
quick results
§ Perseverance, sustained
efforts toward results over
time are valued
§ Leaders and employees
view each other as
distinct groups
§ Willingness to subordinate
oneself for a broader
societal purpose
Adapted from G. Hofstede and G.J. Hofstede. Cultures and Organizations:
Software of the Mind. New York: McGraw-Hill, 2005.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.11
§ Family
– socioeconomic level
§ Group membership
– family
– social groups
– organization
§ Life experiences
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.12
Learning Insights
§Culture shapes personality
§Leaders should minimize status distinctions
§A leader’s personality greatly impacts an
organization
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.13
Emotional Stability/Neuroticism
(Nervous, self-doubting, moody)
(Stable, confident, effective)
Agreeableness
(Independent, cold, rude)
(Warm, tactful, considerate)
Extraversion
(Shy, unassertive, withdrawn)
(energetic, self-dramatizing)
Conscientiousness
(Careful, neat, dependable)
(Impulsive, careless, irresponsible)
Openness
(Imaginative, curious, original)
(Dull, unimaginative, literal-minded)
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.14
Low
High
§ Choose conventional
occupations
§ Risk takers
§ Swayed by opinions of
others
§ Prioritize their work to
accomplish tasks
§ Set goals that they
can achieve
§ Set challenging goals
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.15
• Locus of Control refers to an individual’s
perception about the underlying main causes
of events in his/her life.
• For example, students with an internal locus
of control might blame poor grades on their
failure to study, whereas students with an
external locus of control may blame an unfair
teacher or test for their poor performance.
Chapter 3: PowerPoint 3.
Extent to which people believe they can control
events affecting them
Internal locus of
control
External locus of
control
Belief that one’s life
is determined
(controlled) primarily
by one’s own
behavior and
actions.
Belief that one’s own
life is determined
(controlled) primarily
by chance, fate or
other people.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.16
v Internals control their own behavior better, are more
active politically and socially than externals
v Externals appear to prefer a more structured,
directive style of supervision than internals
v Internals are often more achievement oriented than
externals
v Internals and externals perform equally well when
work is simple
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.17
Self-awareness—recognizing one’s emotions, strengths
& capabilities and how these affect
others
Social empathy—sensing what others need in order for
them to develop
Self-motivation—being results oriented and pursuing
goals beyond what is required
Social skills—the ability of a person to influence others
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.18
Learning Insights
§ Starbuck’s hires based on personality
§ Success is determined by the team
§ Customer service is important
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.19
In psychology, an attitude refers to a set of
emotions, beliefs, and behaviors toward a
particular object, person, thing, or event.
Attitudes are often the result of experience or
upbringing.
They can have a powerful influence over
behavior and affect how people act in various
situations.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.20
• Three components of an attitude:
1. Affective – The emotional or feeling segment of an
attitude
2. Cognitive – The opinion or belief segment of an attitude
3. Behavioral – An intention to behave in a certain way
toward someone or something
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.
q Set clear goals so employees can track their progress
q Break overall, long-term goals into small subgroups or
steps
q Helping employees figure out how to motivate
themselves
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.21
Job satisfaction means good or positive
attitude or feeling towards one’s job.
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter
3: PowerPoint 3.
§ Reduces turnover and absenteeism
§ Attracts people to work for the organization
§ Challenges employees to learn and grow
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.22
q Work is challenging and interesting but not
tiring
q Rewards are equitable and provide feedback
q Working conditions match physical needs and
promote goal attainment
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.23
q Self-esteem is high
q Others hold similar views and facilitate reward
attainment
q Policies and procedures are clear, don’t
conflict, and aid goal attainment
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.24
Learning Insights
§German engineers trained employees to work in
teams
§Workers jobs are satisfying, reducing
absenteeism and employee turnover
§Workers have a voice in decision making
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.25
Ø Support and acceptance of the organization’s goals
and values
Ø Willingness to exert considerable effort on behalf of
the organization
Ø Desire to remain with the organization
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.26
Learning Insights
§Employees value flexible work assignments
§Employees value a balanced work life
§Recruiting college seniors with different ethnic
backgrounds is valued
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.27
Negative Emotions
Anger
Frig
Positive Emotions
Happiness/
Joy
ht/A
n xi
ety
Guilt/Shame
ess
n
sy
d
a
u
S
lo
a
e
J
/
vy
n
E
Disgust
Pride
Love/Affection
Relief
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.28
Goal
Anticipatory
emotions
Behaviors
Goal
attainment
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Outcome
emotions
Chapter 3: PowerPoint 3.29
https://www.google.com/search?q=steve+jobs+speech+you
tube&rlz=1C1GCEU_enSA970SA970&oq=steve+&aqs=chr
ome.1.69i57j69i59j46i131i433i512j46i433i512j0i131i433i51
2j46i512j46i131i433i512j46i433i512l2j0i512.3981j0j15&sou
rceid=chrome&ie=UTF8#fpstate=ive&vld=cid:34486ee9,vid:UF8uR6Z6KLc
1. Copy paste the above link to see the feature showing
Steve Jobs deliver a speech. How does this speech
illustrate the factors in the Big Five personality profile?
2. How might the values of a culture impact the
development of a person’s personality? What cultural
dimensions seem to have the most influence on this
development process?
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.30
1. According to your perception of your culture,
what values are most important in your culture?
2. How do these values influence the behaviors of
individuals?
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 3: PowerPoint 3.33
Thanks for Listening!!!
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
13th Edition
John W. Slocum, Jr. & Don Hellriegel
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
1. Explain basic motivational processes
2. Describe two basic human needs approaches to
motivation
3. Explain how to design motivating jobs
4. Describe how expectations can lead to high
performance
5. Explain how treating individuals fairly influences
their motivation to work
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.1
Learning Insights
▪ Starbucks understands Gen Y (venture capitalist)
partners
▪ Starbucks has good fringe benefits
▪ Starbucks uses mentoring programs to increase
partners retention
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.2
❖Meeting basic human needs
❖Designing jobs that motivate people
❖Enhancing the belief that desired rewards can
be achieved
❖Treating people equitably
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.3
Motivation means identification of need
and want and conducting instrumental
behaviour to reach the goal. Motivation
is the most important factor that most
organizations try to adopt in the work
place. It refers to the drive and effort to
reach the goal.
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Diagrammatically,
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
❑ Attracted to join
the organization
and encouraged
to remain in it
Plus
❑ Allowed to
perform the
tasks for which
they were hired
Plus
❑ Stimulated to go
beyond routine
performance and
become creative
and innovative
in their work
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.4
1. Employee
identifies
needs
2. Employee
searches for
ways to satisfy
these needs
3. Employee
selects goaldirected
behaviors
6. Employee
reassesses
need
deficiencies
5. Employee
receives either
rewards or
punishments
4. Employee
performs
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.5
All human being are running by motivation to satisfy
his/her need. Motivation is a temporal and dynamic
state that should not be confused with personality
or emotion. In 1960 a number of psychologists (like
Maslow, Herzberg, McGregor etc.) were advocating
that managers should place a greater emphasis on
the higher order need of individual (Wilson, Richard
M.S and Chua Wai Fong, 1994: 265)
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Maslow’s motivational theory is perhaps the widely used
one among the motivational approaches. Here he has
mentioned five different levels of motivational stages
(physiological, security, social, esteem and selfactualizing) and also showed how people try to reach to
the next stage after getting fulfillment from the previous
stage.
Here no one can reach to the next stage until he/ she
satisfies the previous one.
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• Motivation
– The set of forces that cause people to behave in
certain ways.
– The goal of managers is to maximize desired
behaviors and minimize undesirable behaviors.
• The Importance of Motivation in the Workplace
– Individual Performance is determined by three things:
• Motivation (the desire to do the job).
• Ability (the capability to do the job).
• Work environment (the resources needed to do the
job).
12
NEEDS
General Examples
Achievement
Status
Friendship
Organizational Examples
Selfactualization
Challenging
job
Esteem
Job
title
Belongingness
Stability
Security
Food
Physiology
Friends
at work
Pension
plan
Base
salary
13
Very few people can reach to self actualization
stage. If a person becomes self actualized, he
cannot produce anything more. So it is better to
have a feeling of dissatisfaction in one’s core of the
heart.
The persons whom we view as great leaders may
have a feeling of dissatisfaction and thus may also
possess an urge to create something new.
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Abraham Maslow in 1943 argues that every is
born with a set of basic needs such as
physiological needs, and needs of safety,
belonging, and self esteem. Once a basic needs
such as hunger is satisfied, than the higher and
higher needs such as self actualization will
emerge.
Maslow defined self actualization as:
“man’s desire for self-fulfillment……the desire to
become more and more what one is, to become
everything that one is capable o becoming”
Prepared by Argie Butler, Texas A&M University
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
• The Need Hierarchy Approach (Maslow)
– People must, in a hierarchical order, satisfy five
needs:
• Physiological needs for basic survival and biological
function.
• Security needs for a safe physical and emotional
environment.
• Belongingness needs for love and affection.
• Esteem needs for positive self-image/self-respect
and recognition and respect from others.
• Self-actualization needs for realizing one’s potential
for personal growth and development.
16
• The Need Hierarchy Approach
– Weaknesses of Maslow’s theory
• Five levels of need are not always present.
• Ordering or importance of needs is not always
the same.
• Cultural differences.
17
▪ They set their own goals
▪ Exercise self-control over their own behaviors
▪ Avoid setting goals that can be reached only by
luck or chance
▪ Seek jobs that provide immediate feedback
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.10
➢ Provide periodic performance feedback to employees
➢ Provide good role models
➢ Help employees modify self-images
➢ Guide employee aspirations in setting and attaining
realistic goals → ً،‫ الًاعطيًشخصًيسويًعملًاكثرًمنًطاقتهًاوًموًتخصصه‬:‫مث ًلا‬
ً‫النًماًراحًأوصلًللهدف‬
➢ Communicate that managerial success is related more
to power than to affiliation
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.12
▪ Motivator factors are intrinsic to the job and lead to
job satisfaction: Examples of intrinsic rewards in the
workplace include pride in your work, feelings of respect from
supervisors and/or other employees, personal growth, gaining
more trust from managers, doing work that is enjoyable, feelings
of accomplishment, learning something new etc.
▪ Hygiene factors are extrinsic to the job and can only prevent
job dissatisfaction: Example are customer loyalty discounts,
completing work for money etc.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.13
– Assumptions:
• If performance in an organization results in equitable and fair
rewards, people will be more satisfied.
• High performance can lead to rewards and high satisfaction.
– Types of rewards:
• Extrinsic rewards—outcomes set and awarded by external parties
(e.g., pay and promotions).
• Intrinsic rewards—outcomes that are internal to the individual
(e.g., self-esteem and feelings of accomplishment).
21
• The Two-Factor Theory (Herzberg)
– People’s satisfaction and dissatisfaction are influenced
by two independent sets of factors—motivation
factors and hygiene factors.
– Theory assumes that job satisfaction and job
dissatisfaction are on two distinct continuums:
• Motivational factors (work content) are on a
continuum that ranges from satisfaction to no
satisfaction.
• Hygiene factors (work environment) are on a
separate continuum that ranges from dissatisfaction
to no dissatisfaction.
22
Motivator factors
✓ Work itself
✓ Recognition
✓ Advancement
✓ Responsibility
✓ Intrinsic to the job
✓ Internal to the
individual
Hygiene factors
✓ Company policy and
administration
✓ Technical supervision
✓ Salary
✓ Working conditions ً،‫فيًمكيف‬
ً‫لس‬
✓ Interpersonal relations
✓ Extrinsic to the job
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.14
• Hygiene factors: factors that eliminate job
dissatisfaction, but don’t motivate
• Motivators: factors that increase job satisfaction
and motivation
The extrinsic factors that create job dissatisfaction
were called hygiene factors. When these factors are
adequate, people won’t be dissatisfied, but they
won’t be satisfied (or motivated) either. To motivate
people,
Herzberg
suggested
emphasizing
motivators, the intrinsic factors having to do with
the job itself.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Core job
Characteristics
Skill variety
Task identity
Task significance
Critical
Psychological States
Personal and
Work Outcomes
Experienced
meaningfulness of
the work
High internal
work motivation
Autonomy
Experienced
responsibility for
outcomes of the work
Job Feedback
Knowledge of the
actual results of the
work
High quality
work performance
High satisfaction
with the work
Low absenteeism
and turnover
Individual Differences
▪ Knowledge and skill ▪ Growth-need strength ▪ Satisfaction with contextual factors
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.15
• Victor Vroom developed the expectancy
theory, which suggests that individual‘s
expectations about their ability to accomplish
something will affect their success in
accomplishing it.
• The expectancy theory is based on an
individual‘s effort and performance, as well as
the desirability of outcomes associated with
high performance.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.
➢A combination of forces determines behavior
➢Individuals decide their own behaviors in
organizations
➢Different individuals have different needs and goals,
and want different rewards
➢Individuals decide among alternatives based on their
perceptions
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.18
❑ First-level outcomes—results of doing the job
❑ Second-level outcomes—positive or negative
events produced by first-level outcomes
❑ Expectancy—effort-performance belief
❑ Instrumentality—relationship between first-level and
second-level outcomes
❑ Valence—preference for a second-level outcome
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.19
Self-confidence
Effort
Attend class
Study
Take notes
Prepare for exams
Performance:
Grade in Class
Self-esteem
A B C D F
Personal happiness
Overall GPA
Expectancy
Approval of others
Instrumentality
Respect of others
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.20
➢ Accurate measurement of effort is difficult
➢ Importance of second-level outcomes hard to
determine
➢ Assumption that motivation is a conscious choice
process
➢ Works best in cultures that emphasize internal
attribution (e.g., Canada, U.S.A., U.K.) rather than
fatalism (e.g., Brazil, Iran, China)
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.21
• The equity theory focuses on individual‘s
perceptions of how fairly they are treated in
comparison to other.
• It was developed by J. Stacy Adams, who
found that equity exists when people consider
their compensation equity by comparing
inputs (such as education, experience).
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
▪ People strive to balance inputs and outputs
▪ Motivation is achieved when people are treated
equitably
▪ Individuals compare their inputs and outputs to
similar others to assess equitable treatment
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.25
Chapter 6: PowerPoint 6.
INPUTS
OUTCOMES
❖ Age
❖ Challenging job assignments
❖ Attendance
❖ Fringe benefits
❖ Job effort (long hours)
❖ Job security
❖ Past experience
❖ Promotion
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.26
INPUTS
OUTCOMES
❖ Performance
❖ Recognition
❖ Seniority
❖ Salary
❖ Social status
❖ Seniority benefits
❖ Training
❖ Working conditions
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.27
➢ Treat employees fairly
➢ People make decisions concerning equity after
comparing themselves with others
➢ Procedural justice influences perceptions of
organizational fairness
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 6: PowerPoint 6.32
??????????????
Chapter 6: PowerPoint 6.
Lecture – 3
Foundation of Individual Behavior
Values
Attitudes
Components of Work Attitudes
Diversity in the workplace
Values:
◼
Start rec 7 Feb,
Tuesday
Values decide what is right and what is wrong and it
is inspired by moral.
Formation of values are rely on family, organization,
school, religious, institutes and self justification.
About types of values we can say there are –
theoretical, economical, aesthetic, social, political,
religious etc. values which depends on person’s
environment.
Values:
◼
Values generally influence attitude and behaviour. For
example, you have entered an organization with a
view that allocating pay on the basis of performance
is right while allocating pay on the basis of seniority
is wrong.
‫ لمن هي كانت تشتغل بمطعم وتشوف االكل ينقط وتقول هم اعطوا االكل‬:‫مثال‬
‫ كذا الفاليو تؤثر على اسلوبها واخالقياتها‬،‫للفقراء‬
◼
How are you going to react when you find that the
organization that you have just joined rewards
seniority and not performance? You are likely to be
disappointed- and this can lead to job dissatisfaction.
Attitude
◼
‫ مثل لمن‬،‫طريقة الكالم تفرق‬
‫المانجر يقول اقعدوا نخلص‬
‫الشغل‬
Attitude is psychological aspects which remain a person
inside. Attitudes are also like values and come from person’s
environment. Attitude develops thorough experience also. In
simplest term attitudes evaluate statement or judgments
concerning objects, people or event.
The collection of feelings, beliefs and predispositions to
behave in one’s job or organization Attitudes do not cause
behavior, behavior causes attitudes.
If workers believe that their superiors, bosses are all in
conspiracy to make employee work harder for same or less
money that it make sense to try to understand how these
attitudes were formed , their relationship to actual job
behaviour and how they might be changed.
Attitude
Attitude
Important Work Attitude
◼
Job involvement:
The degree to which a person identifies psychologically
with his/her job and considers his/her perceived
performance level important to self-worth. Employee
with a high level of job involvement strongly identify
with and really care about the kind of work they do.
Examples of high job involvement include employees working
overtime, increasing their productivity, and having high
morale. Examples of low job involvement, which is the
opposite, include employees who aren’t motivated, cannot
complete their work on time, and are consistently tardy.
Important Work Attitude
◼
Organizational commitment:
A state in which an employee identifies with a
particular organization and its goals, and wishes to
maintain membership in the organization.
Organizational commitment refers to the connection or bond
employees have with their employer (the organization). This
is based on industrial-organizational psychology (I/O
psychology) and describes the individual’s psychological
attachment to the organization.
Types of Organizational
Commitment
Components of Work Attitudes
◼
Contrast the three components
of an attitude:
Cognitive component: The opinion or
belief segment of an attitude.
Affective component: The emotional or
feeling segment of an attitude
Behavioral component: An intention to
behave in a certain way toward
someone or something
Factors Influencing Work Attitudes
Personality
The enduring ways a person has
of feeling, thinking and behaving
Work situation
Attitudes to work
Values
The work itself
Coworkers,
supervisors and
subordinates
Physical working
conditions
Working hours, pay
and job security
The collection of feelings,
beliefs and predispositions to
behave in one’s job or
organisation
Intrinsic work
values
Social influence
Coworkers
Groups
Culture
Extrinsic work
values
Diversity
◼
Diversity is having a workforce comprising of
two or more groups of employees with various
racial, ethnic, gender, cultural, national origin,
handicap, age, and religious backgrounds.
‫مهم بالشغل الن يبون يكون فيه تنوع الن كل دوله لها تعليمها‬
‫وتفكيرها الخاص وبالشغل هذا مطلوب‬
◼
According to a number of international business studies
there are differences in organisations and management
practices between companies in different countries and
difficulties in international business caused by what has
been designated as “culture” have frequently been
discussed (Hofstede, 1980). Therefore, leaders need to
manage the culture to cope with the different management
practices.
Continued…
◼
Within any large company there might be sparring sub cultures. Each
department, division, profession or geographic division may be embodied
with different manners, meaning, histories and values that might force
managers to know different sub cultures within the company. Because of
globalization, organizations have no choice but to manage the multicultural
people.
◼
Susan S Elliot, president and founder of System service enterprises, a St.
Louis computer consultancy company, expressed her view saying that “I
can’t come up with a plan and then ask those who manage the accounts to
give me their accounts. They have information I don’t have. Without their
inputs I’d be operating in an ivory tower.” (Rosener, 1990h)
Continued…
Claire Rothman, general manager of the Great Western Forum,
a large sports and entertainment arena in Los Angeles,
expressed the similar opinion when she spoke about the value of
open disagreement. She says “When I know ahead of time that
someone disagrees with a decision, I can work especially
closely with that person to try to get his or her support”
(Rosener, 1990i).
◼ In a recent research it has been found that Mr Hayward, head of
the executive of energy giant BP (British Petroleum) criticises
their leadership approach and commented that BP has a
leadership style that is too directive. She again added that the
top of the organization does not listen sufficiently to what the
bottom is saying (Anon, 2007c).
◼
Continued…
Although some people think that diversity does
nothing but create problems and challenges, yet it
offers remarkable benefits. Among the benefits are
variety in ideas, styles, forms of devotion, vision,
creativity, innovation, histories, and lifestyles (Parvis,
2003).
◼ Therefore, managing diversified workforce is crucial
to business success when customers and business are
culturally diversified, investments in research,
development and manufacturing must also be
diversified for the business to have customer
credibility.
◼
Continued…
Although there are cultural differences within the same
firm, these differences are not necessarily a handicap. On
the contrary, cultural diversity represents one of the most
valuable assets in an Multi national Corporations (MNC)
as each culture has some contribution to offer (Ekstedt et
al, 1994).
◼ However, cultural differences must be handled in such a
way that they do not create too many problems in the
organization.
◼
Continued…
◼
The business must learn how to cope with the cultural
differences that exists. Therefore, Kaminsky 2002 further
says if properly managed, culturally diverse workplaces
can be more dynamic, more creative and more productive
than a homogeneous one, but without cultural awareness,
those results will never be attained (Kaminsky 2002).
Continued…
◼
Cary Cooper further argues that in the past 20 years the
nature of work has dramatically changed. Britain has
developed American style of management and a
corresponding workplace. Therefore, recruiting and
managing diversified workforce has become a major
challenge for many organizations (Harvard Business
School Press, 2002).
Five strategies for successfully increasing
diversity of the workforce
Diversity
Diversity can produce behavioral barriers that undermine
work team cooperation. Understanding the underlying
reasons for not having a diverse environment may be
stemming from the following behaviors of employees
within the environment.
◼ These behaviors must be identified and eliminated
(employing those that are open to diverse work
environments) and the work environment must be trained.
For example:
◼
Diversity Management and
Affirmative Action
◼Stereotyping
◼Prejudice
◼Discrimination
◼Tokenism
◼ Ethnocentrism
Diversity Management
◼
◼
◼
◼
◼
Stereotyping is a process in which someone ascribes specific behavioral traits to
individuals based on their apparent membership in a group.
Prejudice means bias toward prejudging someone based on that person’s traits.
Discrimination is prejudice in action. This would also include gender-role stereotypes
(tendency to associate women with certain jobs).
Tokenism is discrimination that occurs when companies make diversity and inclusion
mistakes. It can manifest in the workplace in a couple of ways, like: Hiring a small number of
diverse applicants to show they are an inclusive organization. Tokenism occurs when a company
appoints a small group of women or minorities to high-profile positions, rather than more
aggressively seeking full representation for that group. (sexual or racial equality)
Ethnocentrism is the tendency to view members of other social groups less favorably than one’s
own. Ethnocentrism is a tenacious belief that your culture is superior to the rest. It is the
inclination to look at the world primarily from the perspective of one’s own culture.
Top-Down Diversity
Management Programs
Typically, with diversity management, the effort starts at
the top. Diversity expert says five activities are at the
heart of the typical companywide diversity management
program. They are as follows:
Provide strong leadership
◼Assess the situation
◼Provide diversity training and education
◼Change culture and management systems
◼Evaluate the diversity management program
Discriminative Employment
Practices
◼Equal Employment Opportunity versus Affirmative
Action
Equal Employment Opportunity aims to ensure that
anyone, regardless of race, color, disability, sex,
religion, national origin, or age, has an equal chance
for a job based on his or her qualifications.
Affirmative action goes well beyond equal employment
opportunity. It requires employers to make an extra
effort to hire and promote those in a protected group.
◼
◼
Discriminative Employment
Practices
◼
Affirmative action thus requires taking actions to eliminate the
present effects of past discrimination. It concerns employers to have
written policies indicating that employers have EEO (Equal
Employment Opportunity); appoint a top official to direct the
program; survey present minority and female employment to
determine where Affirmative Action (AA) is desirable; develop goals
and timetables; develop and implement specific recruitment,
selection, training, and promotion; and to establish internal audits.
Youtube link
◼
◼
https://www.youtube.com/watch?v=Pn6WzHw7
gHY&t=58s
The Intern – Watch this movie (Old is Gold)
Any Questions???
◼
Thanks for Listening
Robbins & Judge
Organizational Behavior
13th Edition
Chapter 1: What Is Organizational
Behavior?
Bob Stretch
Southwestern College
© 2009 Prentice-Hall Inc. All rights reserved.
1-0
Chapter Learning Objectives
• After studying this chapter you should be able to:
– Demonstrate the importance of interpersonal skills in the
workplace.
– Describe the manager’s functions, roles, and skills.
– Define organizational behavior (OB).
– Show the value to OB of systematic study.
– Identify the major behavioral science disciplines that
contribute to OB.
– Demonstrate why there are few absolutes in OB.
– Identify the challenges and opportunities managers have
in applying OB concepts.
© 2009 Prentice-Hall Inc. All rights reserved.
1-1
What is OB?
Organizational behavior is a field of study that
investigates the impact that individuals, groups and
structure have on behavior within organization for the
purpose of applying such knowledge toward improving
an organization’s effectiveness (result, outcome, performance). Stephen P. Robbins
Organizational behavior can be defined as the
understanding; prediction and management of the
human behavior affect the performance of the
organizations.
– Luthans
What is OB?
Why it is important?
In brief organizational behavior is concerned with
the study of what people do in an organization
and how their behavior affects the performance
of the organizations. Organizational behavior is a
scientific discipline in which a large number of
research is conducted which improve its
knowledge base.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Why learning OB is important?
Organizational behavior provides opportunity to
management to analyze human behavior and prescribe
means for shaping it to a particular direction.
Organizational behavior helps to analyze ‘why’ and
‘how’ an individual behaves in a particular way. Human
behavior is a complex phenomenon and is affected by a
large number of factors including the psychological,
social and cultural implications. Organizational behavior
integrates these factors to provide simplicity in
understanding the human behavior.
Mulite cultural, yes it impact on HB
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
The Importance of Interpersonal Skills
• Understanding OB helps determine manager
effectiveness: why we are studying OB?
-Human behavior can be understood at the level of
interpersonal interaction.
-Organizational behavior provides means for understanding
the interpersonal relationships in an organization.
• Organizational benefits of skilled managers. What are
these benefits? I have to know the meaning of turnover
– Lower turnover (…. )of quality employees
– Higher quality applications for recruitment
– Better financial performance
© 2009 Prentice-Hall Inc. All rights
1-2
reserved.
1–7
Who is a Manager?
Someone whose primary responsibility is to
carry out the management process.
What do they do?
Plans and makes decisions, organizes, leads, and
controls human, financial, physical, and information
resources.
What Managers Do
They get things done through other people.
• Management Activities: what are the activities managers do?
– Make decisions
– Allocate resources
– Direct activities of others to attain goals
• Work in an organization
– A consciously coordinated social unit composed of
two or more people that functions on a relatively
continuous basis to achieve a common goal or set of
goals.
© 2009 Prentice-Hall Inc. All rights reserved.
1-3
What are
they?
Four Management Functions
• PLAN
– A process that includes defining goals, establishing
strategy (presuder), and developing plans to
coordinate activities.
• ORGANIZE
– Determining what tasks are to be done, who is to
do them, how the tasks are to be grouped, who
reports to whom, and where decisions are to be
made.
© 2009 Prentice-Hall Inc. All rights reserved.
1-4
Four Management Functions
• LEAD
– A function that includes motivating employees,
directing others, selecting the most effective
communication channels, and resolving conflicts.
How does the manager (communication channel)? Chire, dean,
• CONTROL
– Monitoring performance, comparing actual
performance with previously set goals, and
correcting any deviation.
© 2009 Prentice-Hall Inc. All rights reserved.
1-5
The Management Process
• Planning and Decision
Making: Determining
goals and courses of
action.
• Organizing:
Coordinating activities
and resources
• Leading:
Motivating
and managing people
• Controlling: Monitoring
and evaluating activities
Kinds of Managers by Level and Area
Levels of Management
Top managers
Middle managers
First-line managers
Areas of Management
Kinds of Managers by Level
Top Managers
They have goals and vision, write their thought (supervisor)
are the small group of executives who manage the overall
organization. They create the organization’s goals, overall
strategy, and operating policies.
Middle Managers
are primarily responsible for implementing the policies and
plans of top managers. They also supervise and coordinate
the activities of lower level managers.
First-Line Managers
supervise and coordinate the activities of operating
employees.
1–13
1–14
Basic Managerial Roles and Skills
Regardless of level or area, all managers must play certain roles and
exhibit specific skills in order to be successful.
Managers:
Do certain things.
Meet certain needs.
Have certain responsibilities.
Lights, Roll Camera, Manage !!!
Interpersonal
Roles
Able to communicate
verbal and nonverbal
Informational
Roles
Managerial
Roles
Decisional
Roles
1–15
What Skills Do Managers
They have to be
Need?
mulity tasking
Technical
Solve problem
Conceptual
Interpersonal
Fundamental
Management
Skills
Diagnostic
Decision
Making
Communication
Time
Management
Mintzberg’s Managerial Roles
Ten roles in three groups
• Interpersonal
Example: – Figurehead, Leader, and Liaison
• Informational
Example: – Monitor, Disseminator, Spokesperson
• Decisional
Example: – Disturbance Handler, Resource Allocator, and
Negotiator. Who is going to do this?
© 2009 Prentice-Hall Inc. All rights reserved.
1-6
1.2 Ten Basic Managerial Roles
Category
Role
Sample Activities
Interpersonal
Figurehead
Attending ribbon-cutting ceremony for new plant
Leader
Encouraging employees to improve productivity
Liaison
Coordinating activities of two project groups
Monitor
Scanning industry reports to stay abreast of
developments
Disseminator
Sending memos outlining new organizational initiatives
Spokesperson
Making a speech to discuss growth plans
Entrepreneur
Developing new ideas for innovation
Disturbance
handler
Resolving conflict between two subordinates
Resource
allocator
Reviewing and revising budget requests
Negotiator
Reaching agreement with a key supplier or labor union
Informational
Decisional
1–17
Katz’s Essential Management Skills
• Technical Skills → very important skill
– The ability to apply specialized knowledge or expertise
• Human Skills
– The ability to work with, understand, and motivate
other people, both individually and in groups
• Conceptual Skills
– The mental ability to analyze and diagnose complex
situations. Like COVID-19
© 2009 Prentice-Hall Inc. All rights reserved.
1-7
Luthans’ Study of Managerial Activities
Four types of managerial activity: What are they?
– Traditional Management
Decision-making, planning, and controlling
– Communication
Exchanging routine information and processing
paperwork
– Human Resource Management
Motivating, disciplining, managing conflict, staffing and
training.
– Networking
Socializing and interacting with others.
© 2009 Prentice-Hall Inc. All rights reserved.
1-8
❑Leadership
What is the different between them?
The process of developing ideas and a vision,
living by values that support those ideas and
that vision, influencing others to embrace them
in their own behaviors, and making hard
decisions about human and other resources
❑Manager
Directs, controls, and plans the work of others
and is responsible for results
*They have to have the leadership model → T/F
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 1 : PowerPoint 1.4
➢ Authority: the right to make decisions,
➢ Responsibility: assignment for achieving a goal,
and
➢ Accountability: acceptance of success or failure
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 1 : PowerPoint 1.5
The different between
leader and manager
CATEGORY
Model the Way
LEADERSHIP
▪ Leads by example
▪ Aligns values with actions
▪ Understands your personal
values
Inspire a Shared
Vision
MANAGEMENT
▪ Imagines exciting
possibilities
▪ Appeals to shared aspirations
Leads by remote control
Tells people what to do
Taking the responsivity
Focuses on day-to-day
activities
Does things right
▪ Paints big picture of what
we aspire to be
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 1 : PowerPoint 1.6
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CATEGORY
Challenge the
Process
LEADERSHIP
▪ Takes risks and learns
from mistakes
▪ Searches for opportunities to
change, grow, and improve
MANAGEMENT
Goes by the book
Tight controls
▪ Asks “What can we learn?”
Enable Others
to Act
▪ Fosters collaboration by
building trust
▪ Shares power and decision
making
Makes all decisions
Directs and controls
▪ Actively listens to diverse
points of view
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 1 : PowerPoint 1.7
CATEGORY
LEADERSHIP
MANAGEMENT
Encourage from
the Heart
▪ Recognizes contributions
from others
Little recognition of
others’ accomplishments
▪ Celebrate victories
▪ Is passionate about helping
others grow
Rewards not aligned
with results
‫يبغون الشغل يخلص من قبل االخرين‬
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 1 : PowerPoint 1.8
Organizational Behavior’s Key
competencies
Organizational behavior strives to understand
and improve people-organization
relationships in terms of the individual, team,
organization, and broader social system.
©2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Intuition and Systematic Study
• Intuition ‫حدس‬
– Gut feelings
– Individual observation
– Common sense
• Systematic Study
– Looks at relationships
– Scientific evidence
– Predicts behaviors
• The two are complementary means of predicting
behavior.
© 2009 Prentice-Hall Inc. All rights reserved.
1-10
An Outgrowth of Systematic Study
Evidence-Based Management (EBM)
– Basing managerial decisions on the best
available scientific evidence.
– Must think like scientists:
• Pose a managerial question
• Search for best available evidence
• Apply relevant information to case
They have to ask questions, and they take the
decision when something happened
© 2009 Prentice-Hall Inc. All rights reserved.
1-11
Managers Should Use All Three Approaches
The trick is to know when to go with your gut.
– Jack Welsh
• Intuition is often based on inaccurate information
• Systematic study can be time-consuming
Use evidence as much as possible to inform your
intuition and experience. That is the promise of
OB.
© 2009 Prentice-Hall Inc. All rights reserved.
1-12
Four Contributing Disciplines
• Psychology
The science that seeks to measure, explain, and
sometimes change the behavior of humans and
other animals.
– Unit of Analysis:
• Individual
– Contributions to OB:
• Learning, motivation, personality, emotions, perception
• Training, leadership effectiveness, job satisfaction → intangible
things
• Individual decision making, performance appraisal, attitude
measurement
• Employee selection, work design, and work stress
© 2009 Prentice-Hall Inc. All rights reserved.
1-13
Four Contributing Disciplines
• Social Psychology
An area within psychology that blends concepts
from psychology and sociology and that focuses
on the influence of people on one another.
– Unit of Analysis:
• Group/ how we act
– Contributions to OB:
• Behavioral change
• Attitude change
• Communication
• Group processes
• Group decision making
School of thought
© 2009 Prentice-Hall Inc. All rights reserved.
1-14
Four Contributing Disciplines
• Sociology
The study of people in relation to their fellow
human beings.
– Unit of Analysis:
– Organizational System
– Group
– Contributions to OB:
– Group dynamics
– Work teams
– Communication
– Power
– Conflict
– Intergroup behavior
© 2009 Prentice-Hall Inc. All rights reserved.
– Formal organization theory
– Organizational technology
– Organizational change
– Organizational culture
1-15
Four Contributing Disciplines
• Anthropology
The study of societies to learn about human
beings and their activities.
– Unit of Analysis:
— Organizational System
— Group
– Contributions to OB:
– Organizational culture
– Organizational environment
© 2009 Prentice-Hall Inc. All rights reserved.
– Comparative values
– Comparative attitudes
– Cross-cultural analysis
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Challenges and Opportunities for OB
Important points
•
•
•
•
•
•
•
•
•
•
What are they?
Responding to Globalization
Managing Workforce Diversity
Improving Quality and Productivity
Improving Customer Service
Improving People Skills
Stimulating Innovation and Change
Working in Networked Organizations
Helping Employees Balance Work-Life Conflicts
Creating a Positive Work Environment
Improving Ethical Behavior
© 2009 Prentice-Hall Inc. All rights reserved.
1-18
Two most important Challenges and Opportunities
for OB
• Responding to Globalization
– Increased foreign assignments
– Working with people from different cultures
– Coping with anti-capitalism backlash
– Overseeing movement of jobs to countries with low-cost
labor
– Managing people during the war on terror
• Managing Workforce Diversity
– The people in organizations are becoming more
heterogeneous demographically (disability, gender, age,
national origin, differing religion, race, and domestic
partners)
– Embracing diversity
.‫ جانوري‬٢٦ ‫ ريكورد‬..(‫ هوية‬،‫ مثل لمن اتصل عىل خذمة عمالء (بطاقة إئتمان‬:‫مثال‬
1-19
How?
Developing an OB Model
• A model is an abstraction of reality: a
simplified representation of some real-world
phenomenon.
• Our OB model has three levels of analysis:
– Each level is constructed on the prior level
• Individual
• Group
• Organizational Systems
© 2009 Prentice-Hall Inc. All rights reserved.
(Exhibit 1-5)
1-20
Types of Study Variables
Independent (X)
Dependent (Y)
– The presumed cause of the
change in the dependent
variable (Y).
– This is the variable that OB
researchers manipulate to
observe the changes in Y.
X
→
– This is the response to X (the
independent variable).
– It is what the OB researchers
want to predict or explain.
– The interesting variable!
Y →Predictive Ability
Cause and effect I think
EX:
Employee is the dependent
© 2009 Prentice-Hall Inc. All rights reserved.
1-21
Interesting OB Dependent Variables
• Productivity
– Transforming inputs to outputs at lowest cost.
Includes the concepts of effectiveness
(achievement of goals) and efficiency (meeting
goals at a low cost).
• Absenteeism
– Failure to report to work – a huge cost to employers.
• Turnover →
– Voluntary and involuntary permanent
withdrawal from an organization.
© 2009 Prentice-Hall Inc. All rights reserved.
1-22
The Independent Variables
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The independent variable (X) can be at any of these three
levels in this model:
• Individual
– Biographical characteristics, personality and emotions, values
and attitudes, ability, perception, motivation, individual learning
and individual decision making. –> EX: religion, culture
• Group
– Communication, group decision making, leadership and trust,
group structure, conflict, power and politics, and work teams.
• Organization System
– Organizational culture, human resource policies and practices,
and organizational structure and design.
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29 Jan
1-24
Summary and Managerial Implications
• Managers need to develop their interpersonal skills to
be effective.→ such as communication
• OB focuses on how to improve factors that make
organizations more effective.
• The best predictions of behavior are made from a
combination of systematic study and intuition
‫احساس‬.
• Situational variables moderate cause-and-effect
relationships – which is why OB theories are
contingent (depends on other factors).
• There are many OB challenges and opportunities for
managers today.
• The textbook is based on the contingent OB model.
© 2009 Prentice-Hall Inc. All rights reserved.
1-26
Thanks
Questions????