Transcript Model of Employee Behavior

Influences on
Employee Behavior
Chapter 2
Human Resource Development
Model of Employee Behavior
Supervisor
Leadership
Performance Expectations

Organization
 Employee 
Culture
Motivation
Rewards
Attitudes
Job Design
KSAs

Coworkers
Norms
Group Dynamics
Behavior  Outcomes
Personal
Organization
Universal Need Based
Theories of Motivation
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Maslow Hierarchy of Needs
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ERG
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Physiological, security, social, achievement,
self actualization
Existence, relatedness, growth
Herzberg

Motivators/satisfiers and
hygiene/dissatisfiers
Cultural Based Need Theories
of Motivation

McClelland
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Achievement, affiliation, power
Hofstede
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Collectivism/individualism,
masculinity/femininity, power distance,
uncertainty avoidance
Expectancy Model
abilities/training

Effort  Performance  Outcomes
role perceptions

Expectancy = Effort  Performance

Instrumentality=PerformanceOutcomes

Valence = Importance of Outcomes
Equity Theory

Social comparisons
SELF
outcomes/inputs
:
OTHER(S)
outcomes/inputs
Outcomes = pay, recognition, use abilities
Inputs = education, performance, effort
Reactions to Inequity
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Reduce inputs – less effort,
absenteeism, play computer games
Increase outcomes – ask for raise,
theft, absenteeism
Decrease outcomes for others
Modify comparison
Leave – find a more equitable job
Distort reality
3.5
Hofstede’s Framework

Power Distance
•

Uncertainty Avoidance
•

Degree to which influence/control are unequally distributed
among individuals within a particular culture
Degree to which members of a society attempt
to avoid ambiguity, risk, and indefiniteness
of future
Individualism / Collectivism
•
•
Extent to which society expects people to take
care of themselves and their immediate families
The degree to which individuals believe
they are masters of their own destiny
3.6
Hofstede’s Framework (cont.)
•

Tendency of group members to focus on the common
welfare and feel loyalty toward one another
Masculinity/Femininity
•
Degree to which acquisition of money
and material things is valued versus
quality of life

Confucian dynamism
•
•
•
Stability of society is based on unequal relationships
Family is the prototype of all organizations
People should treat others as they would like to be
treated
INDIVIDUALISM-COLLECTIVISM
Please indicate you level of agreement or disagreement with each of the following statements
using the following scale:
Strongly Disagree
`
1
Neither Disagree nor Agree
2
3
4
Strongly Agree
5
6
_____ 1. I would rather struggle through a personal problem by myself than discuss it with my
friends.
_____ 2. I do my own things without minding about my colleagues/co-workers, when I am
among them.
______3. I like to live close to my close friends.
______4. I would pay absolutely no attention to my close friends’ views when deciding what
kind of work to do.
______5. We ought to develop the character of independence among students, so that they do
not rely upon other students’ help in their schoolwork.
______6. It is a personal matter whether I worship money or not. Therefore, it is not
necessary for my friends to give my counsel.
______7. There is everything to gain and nothing to lose for classmates to group themselves
together for study and discussion.
______8. Classmates’ assistance is indispensable to getting a good grade at school.
______9. If you work, and you have to choose between (A) getting along very well with your
co-workers, and (B) being very competent and efficient in doing the job, what
combination of the two aspects would you like best? (Use the scale below to
make your response for this question.)
1 = 100% A
4 = 40% A, 60%B
2 = 80% A, 20%B
5 = 20% A, 80%B
3 = 60% A, 40%B
6 = 100% B
_____10. Man is a social animal; he cannot flourish and grow without identifying himself
with some group.
_____11. Some of life’s greatest satisfactions are found in working cooperatively with others.
_____12. Individuals do not really fulfill their human potentials unless they involve themselves
deeply in some group.
_____13. It is often more gratifying to work for the accomplishment of a goal held by a group
to which one belongs than to work for the attainment of a purely personal goal.
_____14. In life an individual should for the most part “go it alone’ assuring oneself of privacy,
having time to oneself, attempting to resist being influenced by others.
_____15. It is just as important to work toward group goals and adhere to the established rules
of the group as it is to gratify one’s individual desires.
COLLECTIVISM SCORING
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ITEMS 1, 2, 4, 5, 6, 9, AND 14 ARE
REVERSED SCORED
6=1
5=2
4=3
3=4
2=5
1=6
CULTURAL VALUES
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Variable
United States
Collectivism
Femininity
Masculinity
Power Distance
Uncertainty
Avoidance
Taiwan
57.72
4.47
4.95
2.19
66.78
4.77
4.65
1.98
3.18
3.56
INDIVIDUALISM
/COLLECTIVISM
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HIGH – United States (1/53), Australia, Great
Britain, New Zealand, Denmark, Sweden,
France
MODERATE – Japan, Iran, Brazil, Arab
Countries, Greece
LOW – Columbia, Venezuela, Panama,
Guatamala
MASCULINITY/FEMININITY
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HIGH – Japan, Austria, Venezuela, Italy,
Mexico, United States (15/53)
MODERATE – Canada, Malaysia,
Pakistan, Brazil, Singapore, Israel
LOW – Denmark, Netherlands, Norway,
Sweden
POWER DISTANCE
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HIGH – Malaysia, Mexico, Venezuela, Arab
Countries, India, Singapore
MODERATE – Thailand, Portugal, Greece,
South Korea, Taiwan, Spain, Japan
LOW – United States (38/53), Finland,
Norway, Sweden, New Zealand, Denmark
UNCERTAINTY AVOIDANCE
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HIGH – Greece, Portugal, Belgium,
Japan, Peru, France
MODERATE – Taiwan, Arab Countries,
Thailand, Iran, Finland
LOW – United States (43/53), India,
Great Britain, Sweden
Classical Conditioning
Food
------------------ Salivation
Unconditioned Stimulus
Unconditioned Response
Bell
Neutral Stimulus
Food (UCS)-------------- Salivation
Bell
------------------- Salivation
Conditioned Stimulus
Conditioned Response
Aversive Conditioning
Loud Noise ---------------- Aversive Reaction
(UCS)
(UCR)
Mouse (NS)
Loud Noise (UCS) --------- Aversive Reaction
Mouse (CS) ----------- Aversive Reaction (CR)
Operant Conditioning
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Skinner
Organism active/goal directed
Stimulus  Response  Reinforcement
|_____+_____|
Thorndike – “Law of Effect”
Reinforcement and
Punishment
Present
Positive
Reinforcer
Positive
Reinforcement
Negative
Reinforcer
Punishment
Withdraw
Punishment
Negative
Reinforcement
Schedules of Reinforcement
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Continuous – every time behavior
occurs
Partial
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Fixed – ratio and interval
Variable – ratio and interval
Punishment

Side Effects
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Temporary suppression
No knowledge of correct behavior
Generalized to inappropriate situations
Punisher associated with punishment
Tendency to be inconsistent
Reducing Side Effects
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Make undesired behavior clear
Make desired behavior clear
Provide reinforcers for desired behavior