Influences on Employee Behavior Chapter 2 Human Resource Development

Model of Employee Behavior Supervisor Leadership Performance Expectations    Organization  Employee  Behavior  Outcomes Culture Motivation Personal Rewards Attitudes Organization Job Design KSAs Coworkers Norms Group Dynamics

Universal Need Based Theories of Motivation Maslow Hierarchy of Needs Physiological, security, social, achievement, self actualization ERG Existence, relatedness, growth Herzberg Motivators/satisfiers and hygiene/dissatisfiers

Cultural Based Need Theories of Motivation McClelland Achievement, affiliation, power Hofstede 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 OTHER(S) outcomes/inputs : outcomes/inputs Outcomes = pay, recognition, use abilities Inputs = education, performance, effort

Reactions to Inequity 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

Hofstede’s Framework Power Distance Uncertainty Avoidance 3.5 Hofstede’s Framework Power Distance Degree to which influence/control are unequally distributed among individuals within a particular culture Uncertainty Avoidance 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

Hofstede’s Framework (cont.) 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

using the following scale: INDIVIDUALISM-COLLECTIVISM   Please indicate you level of agreement or disagreement with each of the following statements using the following scale: Strongly Disagree Neither Disagree nor Agree Strongly Agree ` 1 2 3 4 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 2 = 80% A, 20%B 3 = 60% A, 40%B 4 = 40% A, 60%B 5 = 20% A, 80%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 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 Variable United States Taiwan Collectivism 57.72 66.78 Femininity 4.47 4.77 Masculinity 4.95 4.65 Power Distance 2.19 1.98 Uncertainty Avoidance 3.18 3.56

INDIVIDUALISM /COLLECTIVISM 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 HIGH – Japan, Austria, Venezuela, Italy, Mexico, United States (15/53) MODERATE – Canada, Malaysia, Pakistan, Brazil, Singapore, Israel LOW – Denmark, Netherlands, Norway, Sweden

POWER DISTANCE 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 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 Skinner Organism active/goal directed Stimulus  Response  Reinforcement |_____+_____| Thorndike – “Law of Effect”

Reinforcement and Punishment Present Withdraw   Positive Positive Punishment Reinforcer Reinforcement Negative Punishment Negative Reinforcer Reinforcement

Schedules of Reinforcement Continuous – every time behavior occurs Partial Fixed – ratio and interval Variable – ratio and interval

Punishment Side Effects Temporary suppression No knowledge of correct behavior Generalized to inappropriate situations Punisher associated with punishment Tendency to be inconsistent

Reducing Side Effects Make undesired behavior clear Make desired behavior clear Provide reinforcers for desired behavior