1. ORGANIZATIONAL BEHAVIOR Ace Institute of Management M-B-A-e Term IV, Spring Trimester 2011 Module 2: The Individual Module 2: Organizational Behavior & Leadership – Ace Institute of Management PowerPoint Compilation by Course Moderator Satish Jung Shahi

2. © 2003 Prentice Hall Inc. All rights reserved. 2–22–2 Determinants of Individual Behavior It is said that "managers, unlike parents, must work with used, not new, human being" – whom others have already used first. So when individuals enter an organization, they are a bit like used cars. Each is different. Some have "low mileage" with a little exposure and others are "well worn" having been driven over some rough roads.

3. © 2003 Prentice Hall Inc. All rights reserved. 2–32–3 Determinants of Individual Behavior (cont’d) Similarly, people enter organizations with certain values & characteristics that will influence their behavior at work. The more obvious of them are: a) Biographical Characteristics. b) Personal Characteristics.

4. © 2003 Prentice Hall Inc. All rights reserved. 2–42–4 Biographical Characteristics

5. © 2003 Prentice Hall Inc. All rights reserved. 2–52–5 Personal Characteristics

6. © 2003 Prentice Hall Inc. All rights reserved. 2–62–6 Number aptitude – Ability to do speedy and accurate arithmetic. E.g: Accountants. Verbal comprehension – Ability to understand what is read or heard and the relationship of words to each other. E.g: Plant Manager following corporate policies on hiring. Perceptual speed – Ability to identify visual similarities and differences quickly and accurately. E.g: Fire Investigator identifying clues to support a charge of arson. Number aptitude – Ability to do speedy and accurate arithmetic. E.g: Accountants. Verbal comprehension – Ability to understand what is read or heard and the relationship of words to each other. E.g: Plant Manager following corporate policies on hiring. Perceptual speed – Ability to identify visual similarities and differences quickly and accurately. E.g: Fire Investigator identifying clues to support a charge of arson. Dimensions of Intellectual Ability E X H I B I T 2-1

7. © 2003 Prentice Hall Inc. All rights reserved. 2–72–7 Inductive reasoning – Ability to identify a logical sequence in a problem and then solve the problem. E.g: Market Researcher. Deductive reasoning – Ability to use logic and assess the implications of an argument. E.g: Supervisor. Spatial visualization – Ability to imagine how an object would look if its position in space were changed. E.g: Interior Designer. Memory – Ability to retain and recall past experiences. E.g: Salesperson. Inductive reasoning – Ability to identify a logical sequence in a problem and then solve the problem. E.g: Market Researcher. Deductive reasoning – Ability to use logic and assess the implications of an argument. E.g: Supervisor. Spatial visualization – Ability to imagine how an object would look if its position in space were changed. E.g: Interior Designer. Memory – Ability to retain and recall past experiences. E.g: Salesperson. Dimensions of Intellectual Ability (...Cont.) E X H I B I T 2-1

8. © 2003 Prentice Hall Inc. All rights reserved. 2–82–8 Physical Ability

9. © 2003 Prentice Hall Inc. All rights reserved. 2–92–9 Other Factors Body coordination – Coordinate actions from various parts. Balance – Equilibrium despite forces pulling off balance. Stamina – Prolonged effort over time. Other Factors Body coordination – Coordinate actions from various parts. Balance – Equilibrium despite forces pulling off balance. Stamina – Prolonged effort over time. Nine Physical Abilities Strength Factors Dynamic strength – Exert muscular force continuously. Trunk strength - Muscular force from abdominal muscle. Static strength – Exert force against external objects. Explosive strength – Maximum energy in one or series. Strength Factors Dynamic strength – Exert muscular force continuously. Trunk strength - Muscular force from abdominal muscle. Static strength – Exert force against external objects. Explosive strength – Maximum energy in one or series. Flexibility Factors Extent flexibility – Move trunk and back muscles afar. Dynamic flexibility – Rapid, repeated flexing movements. Flexibility Factors Extent flexibility – Move trunk and back muscles afar. Dynamic flexibility – Rapid, repeated flexing movements. E X H I B I T 2-2

10. © 2003 Prentice Hall Inc. All rights reserved. 2–10 Ability-Job Fit The Ability-Job Fit Employee’s Abilities Job’s Ability Requirements

11. © 2003 Prentice Hall Inc. All rights reserved. 2–11 Food for thought: What impact does the following key personal & biographic variables have on productivity: –Age. –Gender. –Marital Status. –Length of Service.

12. ORGANIZATIONAL BEHAVIOR Ace Institute of Management M-B-A -e Term IV, SPring Trimester 2011 Module 2: The Individual Module 2: Organizational Behavior & Leadership – Ace Institute of Management PowerPoint Compilation by Course Moderator Satish Jung Shahi

13. © 2003 Prentice Hall Inc. All rights reserved. 2–13 Values

14. © 2003 Prentice Hall Inc. All rights reserved. 2–14 Types of Values – Rokeach Value Survey

15. © 2003 Prentice Hall Inc. All rights reserved. 2–15 Values in the Rokeach Survey E X H I B I T 3-1a

16. © 2003 Prentice Hall Inc. All rights reserved. 2–16 Values in the Rokeach Survey (cont’d) E X H I B I T 3-1b

17. © 2003 Prentice Hall Inc. All rights reserved. 2–17 Hofstede’s Framework for Assessing Cultures Power Distance. Individualism versus Collectivism. Masculinity versus Feminity Quantity of Life versus Quality of Life. Uncertainty Avoidance. Long-term versus Short-term Orientation.

18. © 2003 Prentice Hall Inc. All rights reserved. 2–18 Dominant Work Values in Today’s Workforce SNStageJob Entry InfluenceDominant Work ValuesTerminal Values 1Protestant Work Ethics 1940 - 1950 Great Depression – W-W II. Hard work, conservative, & org. loyalty. Comfortable life & family security. 2Existential1960 - 1970 J-F-K, The Beatles, Vietnam War. Quality of Life, non- confirming, seeking autonomy, & self loyalty. Freedom, equality (Hippie ethics). 3Pragmatic1970 - 1980 Reagan & conservative policy. Success, achieve, ambition, hard work, loyalty to career. Accomplish & social recognition. 4Gen XSince 1990 M-T-V, AIDS, I- T & Global Village. Flexibility, Job satisfaction, leisure time & loyal to relationships. True friendship, pleasure & happiness. 5NextersNowGlobal Warming FlexibilitySuccess, Happy Life

19. © 2003 Prentice Hall Inc. All rights reserved. 2–19 Attitudes Attitudes are evaluative statements or judgments that are either favorable or unfavorable concerning objects, people, or events. It comes to all organizations with every individual and each may be different as each person is raised in different social backgrounds. A negative attitude can hamper a sound-working environment. In organizations, attitudes are important because they affect job behavior. Attitudes are not the same as values, but the two are interrelated. In contrast to values, your attitudes are less stable. Therefore, advertisements are directed at changing your attitudes and are often successful.

20. © 2003 Prentice Hall Inc. All rights reserved. 2–20 Three levels of attitude: Cognitive or Informational. It is the opinion or belief segment of an attitude. Cognition is the knowledge a person presumes to have about something. It consists of beliefs and information of certain objects, people or events. However, this ‘knowledge’ may be true, partially true or totally false. E.g.: George Bush believes all Muslims are terrorists. Affective or Emotional. It involves the person’s feelings or affect – positive, neutral or negative – about an object. It is something over which we have little or no conscious control. E.g.: George Bush believes all Muslims are terrorists so George Bush hates them. Behavioral or Intentional. It is the intention to behave in a certain way toward someone or something, which can be directly observed. E.g.: George Bush believes all Muslims are terrorists so he hates them and he stays away from Muslims.

21. © 2003 Prentice Hall Inc. All rights reserved. 2–21 Three job-related attitudes: Job Satisfaction. A person with a high level of job satisfaction holds positive (+ve) attitude towards the job and vice versa. Influential factors: The work itself, pay, promotions, supervision, work group, working condition, personal factors likes fulfillment of needs and aspirations, co-workers, compensation, policies, etc. Job Involvement. It is the degree to which a person identifies with one's own job, actively participates in it and considers one's performance importance to self worth. Organizational Commitment. A highly committed person will probably see oneself as a true member of the firm. This overlooks minor sources of dissatisfaction. E.g.: Referring to the organization in personal terms such as "we make high-quality products" or "we have a good library."

22. © 2003 Prentice Hall Inc. All rights reserved. 2–22 The Effect of Job Satisfaction on Employee Performance Satisfaction and Productivity – Satisfied workers aren’t necessarily more productive. – Worker productivity is higher in organizations with more satisfied workers. Satisfaction and Absenteeism – Satisfied employees have fewer avoidable absences. Satisfaction and Turnover – Satisfied employees are less likely to quit. – Organizations take actions to cultivate high performers and to weed out lower performers.

23. © 2003 Prentice Hall Inc. All rights reserved. 2–23 How Employees Can Express Dissatisfaction

24. © 2003 Prentice Hall Inc. All rights reserved. 2–24 Responses to Job Dissatisfaction E X H I B I T 3-6

25. © 2003 Prentice Hall Inc. All rights reserved. 2–25 The Theory of Cognitive Dissonance Leon Festinger, in the late 1950s, proposed the Cognitive Dissonance Theory, seeking to explain the linkage between first attitudes and then behavior. He argued that any form of inconsistency is uncomfortable and that individuals will attempt to reduce the dissonance. No individual can completely avoid dissonance. However, if the elements creating the dissonance are relatively unimportant, the pressure to correct this imbalance will be low. If the dissonance is perceived as an uncontrollable result, they are less likely to be receptive to attitude change. The inherent tension in high dissonance tends to be reduced with high rewards. E.g.: Sardarjis jokes, one believes Sardarjis are stupid.

26. © 2003 Prentice Hall Inc. All rights reserved. 2–26 Self-Perception Theory Self-Perception Theory argues that attitudes are used to make sense out of an action that has already occurred rather than devices that precede and guide action. Contrary to Cognitive Dissonance Theory, attitudes are just casual verbal statements; they tend to create plausible answers for what has already occurred. While the traditional attitude-behavior relationship is generally positive, the behavior- attitude relationship is stronger particularly when attitudes are. E.g.: A helpful Sardarji, makes you believe Sardarjis are honest.