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MNGT 5590 Organizational Behavior Week 2: Chapters 2, 3, 4 Dr
MNGT 5590 Organizational Behavior Week 2: Chapters 2, 3, 4 Dr. George Reid
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Chapter 2: Individual Behavior, Personality, and Values
Chapter 3: Perceiving Ourselves and Others in Organizations Chapter 4: Workplace Emotions, Attitudes, and Stress
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Chapter 2: Individual Behavior, Personality, and Values
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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MARS Model of Individual Behavior
Situational factors Personality Values Self-concept Perceptions Emotions & attitudes Stress Motivation Individual behavior and results Ability Role perceptions
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Employee Motivation Internal forces that affect a person’s voluntary choice of behavior direction intensity persistence R BAR S M A
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Employee Ability Aptitudes and learned capabilities required to successfully complete a task Person - job matching selecting developing job redesign R BAR S M A
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Role Perceptions Understand duties expected of us
Role perceptions are clear when we understand tasks and consequences Priorities preferred behaviors Benefits of clear role perceptions: efficient job performance better coordination with others higher motivation R BAR S M A
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Situational Factors Environmental conditions that constrain or facilitate behavior schedules, budget, equipment, tools, physical facilities, R BAR S M A
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Types of Individual Behavior
Task performance Goal-directed behaviors under the individual’s control that support organizational objectives Organizational citizenship Cooperation and helpfulness to others that support the organization’s social and psychological context
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Defining Personality Relatively enduring pattern of thoughts, emotions, and behaviors that characterize a person, along with the psychological processes behind those characteristics External traits and internal states We will look at Myers-Briggs and LSI, as examples – there are numerous classification systems
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Nature vs. Nurture of Personality
Influenced by nature Heredity explains about 50 percent of behavioral tendencies and 30 percent of temperament Research studies – twins had similar personalities Influenced by nurture Personality stabilizes in young adulthood
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Jungian Personality Theory
Swiss psychiatrist Carl Jung Identifies preferences for perceiving the environment and obtaining/processing information Myers-Briggs Type Indicator (MBTI) Measures Jungian types Most widely used personality test in business Good for self and other awareness Poor predictor of performance, leadership, team development
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Your Myers-Briggs Profile http://www.humanmetrics.com/cgi-win/JTypes2.asp
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Myers-Briggs Type Indicator (MBTI)
Extroversion versus introversion (E/I) Perceiving information (S/N) Decision making (T/F) Orientation to the external world (P/J)
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Strength of the preferences %
Dr. Reid’s Type is INTP Introverted Intuitive Thinking Perceiving Strength of the preferences % 56 75 88 22 Qualitative analysis of your type formula You are: moderately expressed introvert distinctively expressed intuitive personality very expressed thinking personality slightly expressed perceiving personality
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Jungian & Myers-Briggs Types
Introversion (I) Quiet Internally-focused Abstract Extraversion (E) Talkative Externally-focused Assertive Getting energy Intuitive (N) Imaginative Future-focused Abstract Sensing (S) Concrete Realistic Practical Perceiving information Thinking (T) Logical Objective Impersonal Feeling (F) Empathetic Caring Emotion-focused Making decisions Judging (J) Organized Schedule-oriented Closure-focus Perceiving (P) Spontaneous Adaptable Opportunity-focus Orienting to the external world
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N S F T Problem Solving What are the What are the possibilities
facts at hand? What are the possibilities or alternatives? F T What are the pros and cons of each option? What are our values and commitments?
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Life Styles Inventory – what motivates your behavior (mindset)
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H M L
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Values in the Workplace
Stable, evaluative beliefs that guide our preferences Exercise: Vision and integrity
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Personal Values and Behavior
Values motivate – guide decisions, behavior, and performance
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Values Congruence Are your values aligned with the stated or actual values expressed by your organization? Does your workplace behavior align with your own deeply held values?
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Three Ethical Principles
Utilitarianism Greatest good for the greatest number of people Absolute values or rights Fundamental rights in society; duty or code of conduct Distributive Justice All people should receive similar benefits and opportunities
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Influences on Ethical Conduct
Moral intensity Degree that issue demands the application of ethical principles Moral sensitivity Person’s ability to recognize presence/importance of an ethical issue Increases with person’s empathy, expertise, experience with dilemmas, mindfulness Situational influences Competitive pressures and other external factors
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Supporting Ethical Behavior
Corporate code of ethics Systems for communicating/investigating wrongdoing Ethics hotlines Ethics council or official Ethical leadership and shared values
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Global Mindset Abilities
Ability to understand and respect other views/practices around the world Ability to empathize and act effectively across cultures Ability to process complex information about novel environments Ability to comprehend and reconcile intercultural matters with multiple levels of thinking
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*Derived from Oyserman et al (2002) meta-analysis
Individualism High Individualism* The degree to which people value personal freedom, self-sufficiency, control over themselves, being appreciated for unique qualities S. Africa USA Japan Denmark Venezuela Taiwan Low Individualism* *Derived from Oyserman et al (2002) meta-analysis
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*Derived from Oyserman et al (2002) meta-analysis
Collectivism High Collectivism* The degree to which people value their group membership and harmonious relationships within the group Taiwan Israel India USA Japan *Derived from Oyserman et al (2002) meta-analysis Low Collectivism*
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Power Distance High power distance Low power distance
Value obedience to authority Comfortable receiving commands from superiors Prefer formal rules and authority to resolve conflicts Low power distance expect relatively equal power sharing view relationship with boss as interdependence, not dependence Malaysia India Japan USA Denmark Israel Low Power Distance
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Uncertainty Avoidance
High U. A. High uncertainty avoidance feel threatened by ambiguity and uncertainty value structured situations and direct communication Low uncertainty avoidance tolerate ambiguity and uncertainty Greece Belgium Norway USA Denmark Singapore Low U. A.
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PDI Power Distance Index IDV Individualism MAS Masculinity
UAI Uncertainty Avoidance Index LTO Long-Term Orientation
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Cultural diversity within the same country
Regional differences due to factors such as Religion Occupations Rural vs urban Ethnicity/national origin Climate Governance
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Chapter 3: Perceiving Ourselves and Others in Organizations
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Self-Concept Defined An individual’s self-beliefs and self- evaluations “Who am I?” and “How do I feel about myself?”
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Self-Concept: Self-Enhancement
Drive to promote/protect a positive self-view competent, attractive, lucky, ethical, valued Self-enhancement outcomes: better personal adjustment and mental/physical health Higher “can-do” attitude Inflates perceived personal causation and chances of success
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Self-Concept: Self-Verification
Motivation to verify/maintain our self-concept Stabilizes our self-concept Prefer feedback consistent with self-concept Self-verification outcomes: More likely to remember information consistent with our self-concept Less likely to accept feedback that differs from our self- concept Motivated to be with those who affirm/reflect our self- concept
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Self-Concept: Self-Evaluation
Self-esteem High self-esteem: less influenced by others, more persistent, more logical thinking Self-efficacy Belief that we can successfully perform a task Perceived support from MARS model elements General self-efficacy – “can-do” belief across situations Locus of control General belief about personal control over life events Higher self-evaluation with internal locus of control
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Perception Defined The process of receiving information about and making sense of the world around us Determining which information gets noticed
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Selective Attention Selecting vs ignoring sensory information
Affected by the perceiver’s characteristics – assumptions, expectations, needs Emotional markers are assigned to selected information Confirmation bias Screening out information contrary to our beliefs/values
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Stereotyping Through Categorization, Homogenization, Differentiation
Social identity and self-enhancement reinforce stereotyping through: Categorization process -- Categorize people into groups Homogenization process -- Assign similar traits within a group; different traits to other groups Differentiation process -- Assign less favorable attributes to other groups
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Problems with Stereotyping
Overgeneralizes – doesn’t represent everyone in the category Basis of systemic and intentional discrimination
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Attribution Process Internal Attribution External Attribution
Perception that behavior is caused by person’s own motivation or ability Perception that behavior is caused by factors beyond person’s control (situation, fate, etc.)
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Attribution Errors Self-Serving Bias Fundamental Attribution Error
Tendency to attribute our successes to internal factors and our failures to external factors Fundamental Attribution Error Tendency to overemphasize internal causes of another person’s behavior, whereas we recognize external influences on our own behavior This error is less common that previously thought
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Self-Fulfilling Prophecy Cycle
Supervisor forms expectations Employee’s behavior matches expectations Expectations affect supervisor’s behavior Supervisor’s behavior affects employee
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Other Perceptual Effects
Halo effect One trait affects perception of person’s other traits False-consensus effect Overestimate how many others have similar beliefs or traits like ours Three causes Primacy effect First impressions are difficult to change Recency effect Most recent information dominates perceptions
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Improving Perceptions
Awareness of perceptual biases Improving self-awareness Applying Johari Window
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Know Yourself (Johari Window)
Feedback Known to Self Unknown to Self Known to Others Open Area Blind Hidden Unknown Open Area Blind Unknown Hidden Disclosure Unknown to Others
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Chapter 4: Workplace Emotions, Attitudes, and Stress
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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Emotions and Stress at Work
Employees are expected to manage their emotions on the job even when faced with significant stressors.
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Emotions Defined Psychological, behavioral, and physiological episodes that create a state of readiness. Most emotions occur without our immediate awareness Two features of all emotions: Evaluation -- something is good/bad Activation – response requires energy and effort
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Types of Emotions
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Attitudes versus Emotions
Judgments about an attitude object Experiences related to an attitude object
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Traditional Model: How Attitudes Influence Behavior
Beliefs Formed from experience, other learning Feelings Composite valences of our multiple beliefs about the attitude object People with same beliefs might form different feelings Behavioral intentions Feelings provide motivation source/direction of intentions People with same feelings might form different behavioral intentions Behavior Influenced by behavioral intentions Effect of intentions on behavior depends on ability, situation, etc.
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Cognitive Dissonance Emotional experience caused by a perception that our beliefs, feelings, and behavior are incongruent Emotions motivate us to increase reestablish consistency Difficult to undo/change behavior Instead, we reduce dissonance by changing our beliefs/feelings about the attitude object
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Example You work over the weekend to finish a report for the boss. You deliver the report to the boss on Monday morning, but he makes no comment and puts it aside. You feel deflated and unappreciated. (dissonance) Throughout the day you rationalize how much you learned doing the report, that the boss, once he opens it, will actually be very impressed, and that you feel a sense of accomplishment in preparing this complex report even without the recognition. Alternatively, you feel the boss is a stupid jerk who doesn’t understand the complex task and how much smarter you are than him– you will get promoted some day and forget this guy!
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Improving Emotional Intelligence
Emotional intelligence is a set of abilities/skills Can be learned, especially through coaching EI increases with age (maturity process), but not always!
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Model of Emotional Intelligence
Self (personal competence) Other (social competence) Ability to know our own emotions Ability to know others’ emotions Recognition of emotions Ability to manage our own emotions Ability to manage others’ emotions Regulation of emotions
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Job Satisfaction A person's evaluation of his or her job and work context An appraisal of the perceived job characteristics, work environment, and emotional experience at work
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EVLN: Responses to Dissatisfaction
Exit • Leaving the situation • Quitting, transferring Voice • Changing the situation • Problem solving, complaining Loyalty • Patiently waiting for the situation to improve Neglect • Reducing work effort/quality • Increasing absenteeism
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Job Satisfaction and Performance
Happy workers are somewhat more productive workers, but relationship is weaker because: General attitude vs specific behaviors
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Service Profit Chain Model
Job satisfaction increases customer satisfaction and profitability because: Job satisfaction affects mood, leading to positive behaviors toward customers Job satisfaction reduces employee turnover, resulting in more consistent and familiar service Organizational practices Employee satisfaction and commitment Employee retention Employee motivation and behavior Service quality Customer satisfaction/perceived value Customer loyalty and referrals Company profitability and growth
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Dates and responsibilities: Prelim Analysis_______Week 2 ________
Plan interviews: _______Week 3 _______ Conduct interviews: ____Week 4_______ Summarize data: _______Week 5_______ Plan for feedback ______Week 6_______ Feedback presentations: ____Week 7____ S-Tech case: Individual assignments due: Individual analysis paper: _____Week 3_____ Final report paper: _________Week 8______
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Case: S-Tech Global Security Systems
Teams of 7 or 8 persons (8 = max) Elect a recorder (+ facilitator, if you want) Share IPO matrices and record best ideas on a combined matrix (20 min) How effective is current level of (1) communication and (2) leadership? Record consensus for each (20 min) Elect a reporter Report answers to questions to large group, w/discussion (6 min each X 5 groups = 30 min). Save matrix – recorder sends to each team member
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Workplace Emotions, Attitudes, and Stress
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