Transcript Understanding Organisational Context

Understanding
Organisational Context 2e
Slides by Claire Capon
Chapter 3
Organisational behaviour
Approaches to organisational behaviour
Individuals in organisations
Groups in organisations
Leadership in organisations
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.1
Approaches to organisational
behaviour
•
•
•
•
•
Frederick Winslow Taylor
Elton Mayo
Peter Drucker
Douglas McGregor
Rosabeth Moss Kanter
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.2
Frederick Winslow Taylor
• Scientific management
• People dislike work, but will
undertake it to earn a living
• Respect fair supervision
• Link pay and productivity
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.3
Elton Mayo
•
•
•
•
Human relations
Hawthorne studies
Extra breaks & time off work
Expected small increases in
productivity
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.4
Elton Mayo
• However productivity
continued to grow due to
attention paid to the workers
by the researchers
• Called the Hawthorne effect
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.5
Peter Drucker
• Management by objectives
• Seven tasks of tomorrow’s
manager:
–manage by objectives
–take more risks
–take strategic decisions
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.6
Peter Drucker
– build an integrated team
– communicate clearly & motivate
– view and understand the
organisation as whole
– understand the external
environment and its impact on the
organisation
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.7
Douglas McGregor
• Theory X :
–dislike work and avoid it
–tight supervision required
–autocratic manager
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.8
Douglas McGregor
• Theory Y:
–regard work as normal
–self motivating
–manager develops cooperative relationship with
staff
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.9
Rosabeth Moss Kanter
• The Change Masters
• Organisations need systems,
practices, culture & rewards which
encourage people to be enterprising
& motivated
• Value people’s problem solving,
enterprising and innovation skills
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.10
Individuals in organisations
• Values
• Attitudes
• Perception
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.11
Values
• Values are guiding principles
which determine whether
behaviour acceptable or not
• Terminal values are desired
outcomes e.g. high quality,
innovation
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.12
Values
• Instrumental values are preferred
types of behaviour, e.g. being
accurate, helpful, creative
• Unwritten values are shared norms,
beliefs and assumptions which
influence relations between staff and
between staff and other stakeholders
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.13
Attitudes
• Job involvement - extent to which an
individual identifies with their job
• Organisational commitment - degree
to which an individual is loyal to their
employer
• Job satisfaction - reflects an
individual’s attitude to their job
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.14
Perception
• Distinctiveness - degree to which
an individual behaves differently
in different situations
• Consensus - extent to which a
collection of individuals agree
• Consistency - similarity in an
individual’s behaviour
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.15
Perception
• Internal attribution is given by
low agreement, high consistency
and low distinctiveness
• External attribution is given if
agreement, consistency and
distinctiveness are all high
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.16
Groups in organisations
• Group membership
• Group development
• Group performance
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.17
Group membership
• Command groups - determined
by the organisation and depend
on hierarchical relationships
• Task groups - determined by the
organisation and do not depend
on hierarchical relationships e.g.
a project team
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.18
Group membership
• Interest groups - informal
group which bands together
to achieve a common goal
• Friendship group - informal
and based on shared /social
activity
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.19
Group development
• Tuckman
• Stage 1 -‘forming’- relationships
within the group, ground rules
established
• Stage 2 -‘storming’- hostility and
conflict rise to the surface,
control & priorities established
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.20
Group development
• Stage 3 - ‘norming’ - co-operation
within the group and tasks allocated
• Stage 4 - ‘performing’- flexibility and
openness help ensure tasks are
completed
• Stage 5 - ‘disbanding’- group
members move onto new projects
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.21
Group performance
• Roles - expected and perceived roles
may overlap
• Status - social worth conferred on an
individual
• Norms - define acceptable behaviour
in the groups, help establish
consistent behaviour and conduct
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.22
Group performance
• Cohesiveness - increases if
group members have
common goals and approach
to work
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.23
Leadership in organisations
• Charismatic leadership
• Visionary leadership
• Team leadership
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.24
Charismatic leadership
• Charismatic leaders will:
– be positive and self
confident in own ability;
–present a clear vision
offering a better future for
the organisation;
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.25
Charismatic leadership
–create an organisational
culture in which staff will be
self motivating and seek to
contribute to the
organisation.
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.26
Visionary leadership
• Visionary leaders will:
–create and communicate a
credible vision for the
organisation beyond its
current situation;
–develop objectives and plan of
action to support the vision.
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.27
Team leadership
• Team leaders will:
–trust their team and share
information with them;
–manage the team’s relationship
with the dept or organisation in
which it is based and with
other stakeholders;
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.28
Team leadership
–help resolve problems and
conflicts within the team if
necessary;
–negotiate for more or different
resources when necessary
Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
3.29