Transcript Presentation Management Foundation of Behavior udah

Foundation of Behavior
Why look at Individual Behavior?

To understand issues that aren’t obvious.

It has small visible dimension and larger hidden
portion.
Focus of Organizational Behavior
Attitudes
Cognitive Component
◦ Refer to beliefs, opinions, knowledge, or
Information.
 Affective Component
◦ Emotional
 Behavioral Component
◦ How to deal with something

Job Satisfaction
Is it satisfying between what we get and
what we do?
 Global Job Satisfaction
◦ The general Satisfaction of one particular country

Satisfaction and Productivity
◦ If we satisfied with our job, do our productivity
increasing?

Satisfaction and Absenteeism
◦ If we satisfied with our job, do we like to go to work?
Job Satisfaction (Cont’d)

Job satisfaction and Costumer Satisfaction
◦ If costumer satisfied, do we satisfied also?

Job satisfaction and Workplace
Misbehavior
◦ If we satisfied, will we goof of?
Job Involvement and Organizational
Commitment

Job Involvement
◦ How participate are they in a job?

Organizational Commitment
◦ How Loyal are we to the organization?
Attitudes and Consistency
Individuals try to reconcile differing
attitudes and align their attitudes and
behavior so they appear rational and
consistent.
Cognitive Dissonance Theory
Any incompatibility or inconsistency between
attitudes or between behavior and attitudes
Attitude Surveys
Consist of a set of statements or questions
that ask employees how they feel about their
jobs, work groups, supervisors, or the
organization
Sample Attitude Survey
Source: Based on T. Lammers, “The Essential Employee Survey,” Inc., December 1992, pp. 159–161.
© 2007 Prentice Hall, Inc. All
rights reserved.
14–11
Implication for Managers
Managers should be interested in employee’s
attitudes because they influence behavior.
Satisfied and committed employees, for
instance, have lower rates of turnover and
absenteeism.
PERSONALITY
Unique combination of emotional, thought,
and behavioral patterns that affect how a
person reacts and interacts with others
MBTI®
Consist of more than a hundred questions
asking people how they usually act or feel in
different situations
The way you respond to these question puts
you at one end or another of four
dimensions:
1. Social interaction
Extrovert
-Someone who is outgoing, dominant, and
often aggressive and who wants to change the
world
Introvert
-Individual who’s shy and withdrawn and
focuses on understanding the world
2. Preference for gathering data:
Sensing
-The types dislike new problems unless there
are standard ways to solve them.
Intuitive
-The types are individuals who like solving
new problems, dislike doing same thing again
and again.
3. Preference of Decision Making
Feeling
-Individual who are feeling types are aware of
other people and their feelings.
Thinking
-The types are unemotional and uninterested
in people’s feeling.
4. Style of making decisions
Perceptive
-The types are curious, spontaneous, flexible,
adaptable, and tolerant
Judgmental
-The types are decisive, good planners,
purposeful, and exacting
Examples of MBTI® Personality
Types
Types
Description
INFJ (introvert, intuitive, feeling, judgmental)
Quietly forceful, conscientious, and concerned for
others. Such people succeed by perseverance,
originality, and the desire to do whatever is
needed or wanted. They are often highly
respected for their uncompromising principles.
ESTP (extrovert, sensing, thinking, perceptive)
Blunt and sometimes insensitive. Such people are
matter-of-fact and do not worry or hurry. They
enjoy whatever comes along. They work best with
real things that can be assembled or
disassembled.
ISFP (introvert, sensing, feeling, perceptive)
Sensitive, kind, modest, shy, and quietly friendly.
Such people strongly dislike disagreements and
will avoid them. They are loyal followers and quite
often are relaxed about getting things done.
ENTJ (extrovert, intuitive, thinking, judgmental)
Warm, friendly, candid, and decisive; also usually
skilled in anything that requires reasoning and
intelligent talk, but may sometimes overestimate
what they are capable of doing.
The Big Five Model
Extraversion
 sociable, talkative, and assertive
 Agreeableness
good-natured, cooperative, and trusting
 Conscientiousness
responsible, dependable, persistent, and
achievement oriented
 Emotional stability
calm, enthusiastic, and secure (positive) or tense,
nervous, depressed, and insecure (negative)
 Openness to experience
imaginative, artistically sensitive, and intellectual

Additional Personality Insight
Locus of control
 External Locus of Control
Individual believes that his/her behavior is guided
by fate, luck, or other external circumstances
 Internal Locus of Control
Individual believes that his/her behavior is guided
by his/her personal decisions and efforts.
 Machiavellianism

The degree to which an individual is pragmatic, maintains
emotional distance, and seeks to gain and manipulate
power—ends can justify means.
Additional Personality Insight
(Cont’d)
Self-Esteem
the degree to which people like or dislike
themselves.

High SEs
o Believe in themselves and expect success.
o Take more risks and use unconventional
approaches.
o Are more satisfied with their jobs than Low SEs.
Low SEs
o Are more susceptible to external influences.
o Depend on positive evaluations from others.
o Are more prone to conform than high SEs.
Additional Personality Insight
(Cont’d)
Self-Monitoring
Individual’s ability to adjust his/her behavior to
external, situational factors.

High self-monitors:
o Are sensitive to external cues and behave
differently in different situations.
o Can present contradictory public persona and
private selves—impression management.
Low self-monitors
o Do not adjust their behavior to the situation.
o Are behaviorally consistent in public and private.
Additional Personality Insight
(Cont’d)
Risk Taking
people’s willingness to take chances,
people’s propensity to assume or to avoid
risk.

Personality Types in Different
Cultures
China
 Germany
 Japan
 Spain
 Nigeria
 United States
 etc ..

Emotions and Emotional Intelligence
Emotions
intense feelings (reactions) that are directed at
specific objects (someone or something)
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
Emotional Intelligence (EI)
The ability to notice and to manage emotional
cues and information
Emotions and Emotional Intelligence
(Cont’d)
Dimensions of EI:
 Self-awareness: knowing what you’re feeling
 Self-management: managing emotions and
impulses
 Self-motivation: persisting despite setbacks
and failures
 Empathy: sensing how others are feeling
 Social skills: handling the emotions of others
Implication For Manager

High performance of employee can be
reached if the personality match with the
job.
Perception

Is a process by which individuals give
meaning to their environment by
organizing and interpreting their sensory
impression
Factors That Influence Perception

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The perceiver’s personal characteristics include.
Attitudes , interests, personality, motives and
expectations.
The target’s characteristics include
distinctiveness, contrast, and similarity.
The situation factors can influence attention like
place, time, location, draw attention or distract
from the target.
Attribution Theory
Attribution Theory
A theory that explains how we judge people
differently depending on the meaning we
attribute to a given behavior.
 Internal cause behavior are those that are
believed to under the personal control of the
individual.
 Externally cause behavior results from outside
factors; that is, the person is forced into the
behavior by the situation.

Distinctiveness
◦ Different behavior in different situation

Consensus
◦ Everyone who face similar situation respond
the same way.

Consistency
◦ Does the person respond the same way
overtime?
Fundamental attribution error :
The tendency to underestimate of external
factors and overestimate the influence of internal
factors when judging other’s behavior.
Self-serving bias:
The tendency for individual to attribute their own
successes to internal factors while putting the
blame for failures on external factors.
Shortcuts Frequently Used in
Judging Others
Assumed Similarity
Assuming that others are more like us than they
actually are.
Stereotyping
Judging someone on the basis of our perception of
a group he or she is a part of.
Halo Effect
Forming a general impression of a person on the
basis of a single characteristic of that person.
Implication for Manager
Make a clear communication to
employee.
 Don’t let until there is a controversial.
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Learning

The last individual behavior concept we’re
going to introduce is learning. It’s included for
the obvious reason that almost all complex
behavior is learned.

What is learning?
LEARNING—Any relatively permanent change
in behavior that occurs as a result of experience.
How do people learn?
There are two learning theories relevant to
understand how and why Individual behavior occurs:
Operant conditioning and social learning.
 Operant conditioning
A type of learning in which desired voluntary
behavior leads to a reward or prevents a punishment.
 Social learning
A theory of learning that says people can learn
through observation and direct experience
OPERANT CONDITIONING
Operant behavior describes voluntary or
learned behavior in contrast to reflexive or
unlearned behavior.
 The tendency to repeat learned behavior is
influenced by reinforcement or lack of
reinforcement that happens as a result of the
behavior.

SOCIAL LEARNING
The influence of others is central to the social learning
viewpoint. The amount of influence that these model
will have on an individual is determined by four
processes.
 Attention



processes
Retention processes
Motor reproduction processes
Reinforcement processes
Shaping: A Managerial Tool
Shaping behavior—The process of systematically
reinforcing each successive step that moves an
individual close to the desired behavior.
There are four ways to shape behavior:
 Positive reinforcement
Praising an employee for a job well done.
 Negative reinforcement
Rewarding a response with the elimination or
withdrawal of something unpleasant.
Both Positive and Negative reinforcement result in
learning. They strengthen a desired behavior and
increased the probability that the desired behavior
will be repeated.
Four ways to shape behavior(cont’d)
Punishment
Penalizing undesirable behavior and will
eliminate it.
 Extinction
Eliminating any reinforcement that’s
maintaining a behavior.
Both punishment and extinction also result
in learning; however, they weaken an undesired
behavior and tend to decrease its frequency.
CONTEMPORARY OB ISSUES

Having two important point, they are:
• Managing Generational Differences in the
Workplace
• Managing Negative Behavior in the Workplace
Managing Generation Differences in
the Workplace
Have different generation, they are:
 Older Americans born up to 1945
 Baby Boomers born between 1946 to 1964,
 Generation Xers born between 1965 and 1980,
 and Generation Y/Millennials born in 1981 and later.
Gen Y Workers
High expectations of self
they aim to work faster and better than other
workers.
 High expectations of employers
They want fair and direct managers who are
highly engaged in their professional
development

Gen Y Workers (Cont’d)
Ongoing Learning
they seek out creative challenges and view colleagues
as vast resources from whom to gain knowledge.
 Immediate Responsibility
They want to make impact an important on day 1
 Goal oriented
they want small goals with tight deadlines so they can
build up ownership on tasks

Dealing with the managerial challenges
How flexible must an organization be in terms of
what appropriate office attire is??
 What about technology?
 What about managing gen Y?

Managing Negative Behavior in
the Workplace
The main thing is to recognize that it’s there.
 Preventing negative behaviors by carefully screening
potential employees for certain personality traits and
responding immediately ad decisively to unacceptable
negative behaviors can go a long way toward
managing negative workplace behaviors.
 it’s also important to pay attention to employee
attitudes since negativity will show up there as well.

Thank you for
your attention ..