3.1 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.2 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Approaches to organisational behaviour Frederick Winslow Taylor Elton Mayo Peter Drucker Douglas McGregor Rosabeth Moss Kanter

3.3 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Frederick Winslow Taylor Scientific management People dislike work, but will undertake it to earn a living Respect fair supervision Link pay and productivity

3.4 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Elton Mayo Human relations Hawthorne studies Extra breaks & time off work Expected small increases in productivity

3.5 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Elton Mayo However productivity continued to grow due to attention paid to the workers by the researchers Called the Hawthorne effect

3.6 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Peter Drucker Management by objectives Seven tasks of tomorrow’s manager: –manage by objectives –take more risks –take strategic decisions

3.7 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.8 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Douglas McGregor Theory X : –dislike work and avoid it –tight supervision required –autocratic manager

3.9 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Douglas McGregor Theory Y: –regard work as normal –self motivating –manager develops co- operative relationship with staff

3.10 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.11 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Individuals in organisations Values Attitudes Perception

3.12 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Values Values are guiding principles which determine whether behaviour acceptable or not Terminal values are desired outcomes e.g. high quality, innovation

3.13 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.14 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.15 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.16 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.17 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Groups in organisations Group membership Group development Group performance

3.18 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.19 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Group membership Interest groups - informal group which bands together to achieve a common goal Friendship group - informal and based on shared /social activity

3.20 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.21 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.22 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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

3.23 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Group performance Cohesiveness - increases if group members have common goals and approach to work

3.24 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Leadership in organisations Charismatic leadership Visionary leadership Team leadership

3.25 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Charismatic leadership Charismatic leaders will: – be positive and self confident in own ability; –present a clear vision offering a better future for the organisation;

3.26 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Charismatic leadership –create an organisational culture in which staff will be self motivating and seek to contribute to the organisation.

3.27 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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.

3.28 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 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;

3.29 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Team leadership –help resolve problems and conflicts within the team if necessary; –negotiate for more or different resources when necessary