1. Organizational Behavior
By : Anubha

2. ORGANIZATION BEHAVIOUR AND FOUNDATION COMPETENCIES
McGraw-Hill/Irwin
Contemporary Management, 5/e
Copyright © 2008 The McGraw-Hill Companies, Inc. All rights reserved.

3. ORGANIZATION BEHAVIOUR AND FOUNDATION COMPETENCIES
Self competency
Communication competency
Diversity competency
Across culture competency
Teams competency
Change competency

4. 15
Communication

5. Software Testing Help

6. WHAT MAKES A GOOD COMMUNICATOR?
An Active Listener,
An Effective Presenter,
A Quick Thinker.
A Win-Win Negotiator.
Software Testing Help

7. Effective Quicker problem solving Improved Stakeholder response
Stronger Decision Making
Enhanced Professional Image
Increased
Productivity
Effective
Clear Promotional Material
Steadier
Workflow
Stronger Business Relation

8. Usuage of Business Channel
Sending
Receiving

9. PROCESS OF COMMUNICATION
Software Testing Help

10. PROCESS OF COMM…(cntd…)
Source:
Why to communicate?
What to communicate?
Usefulness of the communication.
Accuracy of the Information to be communicated.
Encoding:
The process of transferring the information you want to communicate into a form that can be sent and correctly decoded at the other end.
Ability to convey the information.
Eliminate sources of confusion. For e.g. cultural issues, mistaken assumptions, and missing information.
Knowing your audience.

11. PROCESS OF COMM…(cntd…)
Verbal Communication Channels
Face-To-Face meetings,
Telephones,
Video Conferencing.
Written Communication Channels
Letters, s,
Memos,
Reports.
Software Testing Help

12. PROCESS OF COMM…(cntd…)
Strengths and Weaknesses
Verbal Communication:
Strength - Role of Body Language.
Weakness - Not possible to give long list of directions
Written Communication:
Strength - A proof of a communication
Weakness - Written words does not show a person’s actual feelings.

13. PROCESS OF COMM…(cntd…)
EFFECTIVE DECODING:
Listen actively,
Reading information carefully,
Avoid Confusion,
Ask question for better understanding.
The audience or individuals to whom we are sending the information.
THE INFLUENCE FOR RECEIVER:
The prior knowledge can influence the receiver’s understanding of the message.
Blockages in the receiver’s mind.
The surrounding disturbances.

14. Listening Skills Look beyond the speaker style Fight Distraction
Provide feedback
Listen Actively
Improving Non-Verbal Communication
Facial Expression, Gesture and Posture, Vocal Characteristics, Personal Appearance, Touching Behavior, Use of Time and Space

15. PROCESS OF COMM…(cntd…)
FEEDBACK:
Feedback can be:
Verbal Reactions and Non-Verbal Reactions.
Positive feedback and Negative feedback.

16. Constructive Feedback
Focus on particular behavior
Keep feedback impersonal
Use “I” Statement
Keep feedback Goal Oriented
Make Feedback Well timed
Ensure Understanding

17. Contd.. Intentional-Unintentional Communication
The arc of distortion is the gap between what we intend to communicate and what is actually received
Effective feedback should
be clear and understandable,
come from a trusted person, and
be as immediate as possible.

18. WHAT DID WE LEARN?
Only verbal communication can create chaos while it reaches the last person.
Every person’s thought process influences the individual understanding.
So be an active listener......

19. Few tips towards Active Listening:
Understand your own communication style.
Be an active listener.
Use normal communication.
Give Feedback
Software Testing Help

20. ACTIVE LISTENING…(cntd…)
1. Understand your own communication style:
High level of self-awareness to creating good & long lasting impression on others.
Understand how others perceive you.
Avoid being CHAMELEON by changing with every personality you meet.
Make others comfortable by selecting appropriate behavior that suits your personality while listening. (Ideally nodding your head).
Software Testing Help

21. ACTIVE LISTENING…(cntd…)
2. Be An Active Listener:
People 100 to 175 WPM but can listen 300 WPM.
One part of human mind pays attention, so it is easy to go into mind drift.
Listen with a purpose.
Purpose can be to gain information, obtain directions, understand others, solve problems, share interest, see how another person feels, show support, etc.
If it is difficult to concentrate then repeat the speakers words in your mind.

22. ACTIVE LISTENING…(cntd…)
4. Give Feedback
Remember that what someone says and what we hear can be amazingly different.
Repeat back or summarize to ensure that you understand.
Restate what you think you heard and ask, "Have I understood you correctly?"

23. SIX WAYS OF USING NON-VERBAL COMMUNICATION SKILLS EFFECTIVELY
Some major areas of nonverbal behaviors to explore are:
Eye contact
Facial expressions
Gestures
Posture and body orientation
Proximity
Paralinguistic
Humor
Meaning in next slide

24. EYE CONTACT: SIX WAYS OF …(cntd…)
Eye is an direct and most expressive part of our body.
Different ways of Eye Contact
Direct Eye Contact: (Shows confidence)
Looking downwards (Listening carefully or Guilty)
Single raised eyebrow (Doubting)
Both raised eyebrows (Admiring)
Bent eyebrows (Sudden focus)
Tears coming out (Emotional either happy or hurt)
………and many more time for exercise

25. SIX WAYS OF …(cntd…) FACIAL EXPRESSION:
Smile covers the most part of facial expression:
Smiling is a powerful cue that transmits:
Happiness
Friendliness
Warmth
Liking
Affiliation

26. SIX WAYS OF …(cntd…) GESTURES:
If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated.
A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment.
Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.

27. POSTURE AND BODY ORIENTATION:
SIX WAYS OF …(cntd…)
POSTURE AND BODY ORIENTATION:
You communicate numerous messages by the way you walk, talk, stand and sit.
Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly.
Furthermore, interpersonal closeness results when you and your students face each other.
Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.

28. SIX WAYS OF …(cntd…) PROXIMITY:
Cultural norms dictate a comfortable distance for interaction with audience.
You should look for signals of discomfort caused by invading young audience‘s space.
Some of these are:
Rocking,
Leg swinging,
Tapping,
Gaze aversion
To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.

29. SIX WAYS OF …(cntd…)
Paralinguistic : This facet of nonverbal communication includes such vocal elements as: - Tone - Pitch - Rhythm - Timbre - Loudness - Inflection (Modulation)

30. FEW FACTS
- You have over 630 muscles in your body. - Eye muscles are the busiest muscles in the body. Scientists estimate they may move more than 100,000 times a day. - You have over 30 muscles in your face to help you smile or frown. It takes 17 muscles to smile and 43 to frown. SO SMILE EVERYTIME YOU SEE SOMEONE. - The strongest muscle in your body is your tongue. USE IT EFFECTIVELY. - It takes the interaction of 72 different muscles to produce human speech.

31. EFFECTIVE PRESENTATION SKILLS
Presentation Skills while appearing for an interview.
Your Dressing sense (Males & Females),
Documents needed to be carried,
Your body language (while standing, while sitting, while walking),
Your attitude (Soberness, Soft words, avoid western accent),
Your Confidence (while talking, body movements, aggression, etc).

32. Dangers of Ineffective Communication
Managers spend most of their time communicating so both they and the subordinates must be effective communicators. To be effective:
Select an appropriate medium for each message.
There is no one “best” medium.
Consider information richness: the amount of information a medium can carry.
Medium with high richness can carry much information to aid understanding.
Is there a need for a paper/electronic trail to provide documentation?

33. Communication Skills for Managers as Senders
Send clear and complete messages.
Encode messages in symbols the receiver understands.
Select a medium appropriate for the message AND monitored by the receiver.
Avoid filtering (holding back information) and distortion as the message passes through other workers.
Ensure a feedback mechanism is included in the message.
Provide accurate information to avoid rumors.

34. Communication Skills for Managers as Receivers
Pay Attention to what is sent as a message.
Be a good listener: don’t interrupt.
Ask questions to clarify your understanding.
Be empathetic: try to understand what the sender feels.
Understand linguistic styles: different people speak differently.
Speed, tone, pausing all impact communication.
This is particularly true across cultures.
Managers should expect and plan for this.

35. Organization Communication Networks
Organization chart depicts formal reporting channels.
Communication is informal and flows around issues, goals, and projects.
Vertical Communication: goes up and down the corporate hierarchy.
Horizontal Communication: between employees of the same level.Informal communications can span levels and departments.
Grapevine: informal network carrying unofficial information through the firm.

36. Organizational Communications Network
Figure 15.4
Formal
Communication
Informal

37. Communication Networks in Groups & Teams
Wheel Network
Circle Network
Chain Network
All Channel Network
Figure 15.3

38. Barriers to Communication
Intrapersonal factor
Interpersonal factor
Organizational factor
Technological factor
** Ineffective communication

39. Intrapersonal Communication
Elements within the individual’s personality which act as barrier in receiving, analyzing, interpreting
Selective perception : People have tendency to see and hear what they are emotionally prepared to see and hear. Seek fav message and ignore unpleasant ones

40. Individual indifferences: Differ in their ability to develop and apply basic comm. Some are capable of expressing themselves, but cannot write clear and concise mess. Effective listener but poor speaker
Emotions: A state of a person/manager at the time of sending or receiving the messages has a profound impact.

41. Frame of reference: People often perceive the same things differently but assume that other person perceive it the same way.
Preconceived idea: Interpretation of mess is influenced by receivers preconceived opinion about the content of the messages.

42. Interpersonal Factor 2 individual comm in org
Climate : Lack of climate can easily lead to a restricted flow of comm. Relationship b/w superior and subordinate. Lack of climate leads to restricted flow of comm, games of manipulation, distrust, antagonism.
Trust : transaction b/w sender and receiver and have reciprocal effect. It’s a major characteristic. Eg lack of trust b/w superior and subordinate make comm ineffective

43. Credibility : Honesty, Expertise, Dynamism, open-mindness, intention, general reputation.
Sender-receiver dissimilarity: The accuracy of comm b/w two communicators is directly related to the extent to which they perceive themselves to be similar

44. Interpersonal sensitivity: Messages communicated in appropriate manner may not be able to motivate receiver.
Selective listening: People have a tendency to hear what they want to hear and tune out what they don’t want to hear.
Semantic Problem: Words have different meanings for different people and this leads to problem in understanding comm.

45. ORGANISATIONAL FACTOR
Status: The person ‘s status in an org depends largely upon the prestige associated with the position occupied.
Hierarchical Transmission: Although the transfer of info through an org chain of command is necessary, it does give rise to numerous comm difficulties.

46. Group Size : Interpersonal comm becomes increasingly difficult as the size of the work group increase.
Spatial Constraints: The more the distance b/w 2 empl, the lesser will be the frequency of interaction and more likely that they will encounter problems of mutual coordination due to miscomm.

47. TECHNOLOGICAL FACTOR Some elements passed for Eff Com
Language and meaning: A major determinant of comm accuracy is the extent to which comm assign similar meaning. Eg live (adjective and verb), to, two, too or here and hear
Non verbal ques : Body language
Channel Effectiveness: : Written, Oral,

48. Overcoming Barrier to Comm
Set the goal of comm in advance
Use proper language
Improves sender credibility
Encourage feedback
Develop a trusting climate
Selecting appropriate channel
Listening skills

49. Cross culture communication
DIVERSITY COMPETENCY

50. Diversity
Diversity is defined as mutual acceptance and value placed on differences among people with respect to age, class, ethnicity, physical and mental ability, race, spiritual practice, and other human attributes.

51. Inter-culture Communication
Allows the transfer of information between people whose culture background lead them to interpret verbal and non verbal signals differently
To be successful in global marketplace culture, language barrier must be minimised.
GOING GLOBAL HAS ITS BARRIER
Changing Individual Behavior – 69%
Culture difference – 65%
Business Practice difference – 52%
Accounting and Tax difference – 36%

52. Culture Diversity
Workforce is increasingly made up of people who differ in race, age, culture, family structure, religion, education background and contributes to importance of inter-culture communication.
It affects how business messages are conceived, planned, sent, received, and interpreted in the workplace.
Be senstitive to culture difference as you communicate with people in the world.

53. Culture
A shared system of symbols, beliefs, attitudes, values, expectations and norms of behavious.
Its important to treat people the expect way they expect to be treated
How to improve Interculture senstivity
Culture Contextual Difference
Legal and Ethical Difference
Social Difference
Non Verbal Difference

54. Low Context Vs High Context
Low Context Culture which rely heavily on explicit verbal communication
Workers relay on detailed background information
Information is centralized and controlled
Business and Social relationship are discrete
High Context Culture rely on implicit non verbal action and environmental setting to convey meaning
Don’t want detail information
Information is shared with everyone
Business and social relationship overlap

55. Low Context Vs High Context
Objective data are valued over subjective relationships
Competencies is valued as much as position and status.
Meetings have fixed agenda and plenty of advance notice
Subjective relationships are valued over obj data
Position and status are valued much more than competences
Meetings are often called at short notice and key people always accept.
German
Scandi-navian
North America
English
French
Italian
Spanish
Mexican
Greek
Arab
Chinese
Japan- ese
Lower Context Culture
High Context Culture

56. Legal and Ethical difference
Lower context culture tends to value written agreement and interpret laws strictly
High context culture view laws as being more flexible
Keep your messages ethical by
- Actively seeking Mutual ground
Send and receive messages without judgment
- Send message that are honest
Show respect for culture difference

57. Clear expression of Joy and sorrow Ambiguous of joy and sorrow
Cultural Difference between Japanese and American Individual
lifestyles
American
A Culture of self-expression
Japanese
A Culture of Self restrain
Cultural
Background
Clear expression of Joy
and sorrow
Ambiguous of joy and sorrow
Reticence
Unequivocal expression
of “Yes/No”.
Equivocal expression
of “Yes/No”.
Modesty
Strong self-assertion
Weak self-assertion
Reserve
Strong Personality
Weak Personality
Punctiliousness
Excellent Negotiating skill
Poor Negotiating skill
Politeness
Priority of harmony
with others
Priority of self-interest
Obligation

58. Cultural Difference between Japanese and American Social Life
American Society
Japanese Society
Dignity of Individuals
“In the same boat” concept
Dignity of individuals
Human relation oriented
Individuals work ethic
Dependence on the group
Great individuals freedom
Lack of individuals freedom
Respect for rules
Low regard for rules
A open and transparent
A close society, lacking in
society
transparency
Multi-cultural society
Mono-cultural society
A society excelling in creativity
An orderly and uniform
and versatility
society
Individual decisions over consensus
Dependence on consensus
A society which pursue that ideal
A society which pursue harmony
with reality

59. Cultural Differences between Japanese and American Business
Japanese Business
Game concept: Business is a game in pursuit of profits under the rules of laws and contracts
Mutual trust-oriented business: business is based on trusting relationship among people rather than the rules of game
Highly precision-oriented and perfectionism-high dependency on human awareness
Efficiency-oriented and approximate accuracy simplicity, clarity, and quickness
Quantity-oriented
Quality-oriented
Short-term performance evaluation
Mid-to-long term evaluations
Easy layoffs, dismissals of employees, and selling of businesses
Job security
SOURCE : Norihiko Shimizu, “Today’s Taboos may be gone tomorrow,’ Tokyo Business, February 1995, p.51.

60. Cultural Differences between Japanese and American Business
Japanese Business
Top down management
Heavy dependence on human resources bottom-up management and teamwork
Low mutual dependence between employers and employees
High mutual dependence between employers and employees
Control of business by stockholders and the management
Joint management of business by Employees and Employees
Management by “force”
Management by “motivation”
Heavy dependence on machinery and technology, vs. Light dependence on human resources
Heavy dependence on human resources
Limited loyalty and incentive-oriented work ethics
Strong loyalty and fewer incentives
Excellent software-based technology development
Inadequate software development ability
SOURCE : Norihiko Shimizu, “Today’s Taboos may be gone tomorrow,’ Tokyo Business, February 1995, p.51.

61. Improving Comm Across Culture
Assume differences until similarity is proved
Take Responsibility of communication
Withhold Judgment
Show Respect
Empathize
Tolerate ambiguity
Look beyond the Superficial
Be patient and persistent
Recognise your own culture biases
Be flexible
Emphasise common ground
Send Clear Message
Deal with the individual
Learn when to be direct

62. Dealing with Diverse Work team
Contact – A good manager in an org attempts to create contact with the team members
Super-ordinate goal – This relates to the use of super ordinate goals, which are the goals larger than self
Blending of categories and function – Work teams are often structure in such a way that roles within the team are correlated with identity group.

63. Evolution of Group in team
Supportive org condition – an org needs to provide a conducive (fav) environment to help a group evolve into a team
Skilled Team member – The team success depends upon the complementary skills possessed by the individual member

64. Leading to the feeling of Dependency, Inadequacy, Avoidance
I M NOT OK – U R OK
Get away from me
Leading to the feeling of Dependency, Inadequacy, Avoidance
Feel inferior, lack of confidnc
I M not Ok U R Not OK
Get nowhere with
Leading to the feeling
Self distrust, Distrust for others, Inability to coupe up, Needing external help
I M OK – U R Not OK
Get Rid of
Leading to feeing of Controlling others and discounting others
Believes others are worthless
I M Ok - U R OK
Get along With
Leading to high trust
Interdependence, Self confidence, Resoursefulness

65. TA Analysis
Transactional analysis: TA is a method that helps two persons communicate and behave on the job in a mature manner by understanding each others motives
Comprises of 3 ego state
Parent Ego state (mimic parents, teacher)
Adult ego state (problem solving analysis)
Child ego state (beh, thought replayed from childhood)

66. Life positions – TA theory
Thomas Harris – 1969 – way of understanding behaviour
Conceptual framework for understanding people in term of whether they see themselves and others either OK or Not OK
OK means feeling of power, capability, wellbeing, and personal worth.
Not Ok- opp of Ok, feeling of weakness, incompetence, helplessness, worthless

67. Transactional Analysis
Three Basic Concepts: Parent, Adult and Child
Transactions: Among P, A and C
P < -- > P
A < -- > A
C < -- > C
There are 9 possible transactions
Eric Berne M.D. Games People Play, Penguin Books, 1964

68. Transactional Basis Id – Pleasure Principle Ego- Realistic Principle
Super-Ego- Ethical Principle

69. The Three Ego States Parent- “Do as I do” Child- “What shall I do?”
Adult- “I will be frank with you”

70. We Are Child Adult Parent in our Transactions.
Biological conditions are irrelevant to these ego states.
We shift from one ego state to another in transactions.

71. Shift in Ego States Parent- “Why don’t you prepare a time-table?”
Child- “What is the point when one cannot follow it?” – Becomes an Adult.

72. Transactional Stimulus and Response
The initiator of the transaction is called the transactional stimulus.
The response of the respondent is called transactional response.

73. Types of Transactions
Complementary Transactions: Appropriate and Expected Transactions indicating healthy human relationships.
Communication takes place when transactions are complementary. A stimulus invites a response; this response becomes a stimulus inviting further response and so on.

74. Types of Transactions (Con..)
Crossed Transaction: This causes most difficulties in social situations.
“May be, you should improve your teaching”.
“You always find fault with me whatever I do” Parent-Child interaction.

75. TEAM COMPETENCY

76. Effective Team
Effective team of an individual in an org have shared purpose , do collective work, discuss, decide, and do, believe in shared leadership, have problem solving approach, practice individual and mutual accountability and directly evaluate work.

77. Diff in Work Group and Teams
Purpose is same as org
Individual effort
Discuss, Decide, Delegate
Single leader
Accountability is individual
Indirect evaluation - financial
TEAM
Specific purpose
Collective effort
Discuss, decide, do
Shared
A/ctability is mutual
Direct evaluation-collective effort

78. Special-interest pleading
Importance in Individualistic
Individual Roles
Aggressing
Blocking
Recognition seeking
Self-confessing
Acting the playboy
Dominating
Help seeking
Special-interest pleading

79. Initiating-contributing Assisting on procedure
Group Dynamics
Group Task Roles
Initiating-contributing
Information seeking
Opinion seeking
Information giving
Opinion giving
Elaborating
Coordinating
Orienting
Evaluating
Energizing
Assisting on procedure
Recording

80. FIVE WAY OF DEVELOPING TEAM
Stage
Theme
Task outcome
Relationship outcome 1
Awareness
Commitment
Acceptance 2
Conflict
Clarification
Belonging 3
Cooperation
Involvement
Support 4
Productivity
Achievement
Pride 5
Separation
Recognition
Satisfaction

81. Roles of Team Creator – Initiates Ideas Promoter – Champions ideas
Assessors – Offers insightful analysis of option
Organizer – Provide Structure
Producer – Provide direction and follow
Controller – Examine details and enforce
Maintainer - Fight external battle
Adviser – Encourage search for more info
Linker – Coordinate and integrates

82. Self-Disclosure The Johari Window
The Johari window classifies an individual’s relating to others according to four quadrants (or windowpanes).
Quadrant 1, the open quadrant
Quadrant 2, the blind quadrant
Quadrant 3, the hidden area
Quadrant 4, the area of the unknown 82

83. Self-Disclosure The Johari Window
Luft advocates changing the shape of the window so that quadrant 1 enlarges while all the others become smaller. 83

84. Self-Disclosure The Johari Window
Source: Joseph Luft. Group Processes: An Introduction to Group Dynamics, by permission
of Mayfield Publishing Company. Copyright © 1963, 1970 by Joseph Luft. 84

86. The Johari Window is a communication model that can be used to improve understanding between individuals.
Developed by Joseph Luft and Harry Ingham (the word “Johari” comes from Joseph Luft and Harry Ingham).

87. Two key ideas behind the tool:
Individuals can build trust between themselves by disclosing information about themselves.
They can learn about themselves and come to terms with personal issues with the help of feedback from others.

88. Using the Johari model, each person is represented by their own four-quadrant, or four-pane, window. Each of these contains and represents personal information - feelings, motivation - about the person, and shows whether the information is known or not known by themselves or other people.

90. The four quadrants are:
Quadrant 1: Open Area
What is known by the person about him/herself and is also known by others.

91. Quadrant 2: Blind Area, or "Blind Spot"
What is unknown by the person about him/herself but which others know. This can be simple information, or can involve deep issues (for example, feelings of inadequacy, incompetence, unworthiness, rejection) which are difficult for individuals to face directly, and yet can be seen by others.

92. Quadrant 3: Hidden or Avoided Area
What the person knows about him/herself that others do not.

93. Quadrant 4: Unknown Area
What is unknown by the person about him/herself and is also unknown by others.

95. Key Points:
In most cases, the aim in groups should be to develop the Open Area for every person.
Working in this area with others usually allows for enhanced individual and team effectiveness and productivity. The Open Area is the ‘space’ where good communications and cooperation occur, free from confusion, conflict and misunderstanding.
Self-disclosure is the process by which people expand the Open Area vertically. Feedback is the process by which people expand this area horizontally.
By encouraging healthy self-disclosure and sensitive feedback, you can build a stronger and more effective team.

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