1. Influences on Employee Behavior
Chapter 2
Human Resource Development

2. 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

3. 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

4. Cultural Based Need Theories of Motivation
McClelland
Achievement, affiliation, power
Hofstede
Collectivism/individualism, masculinity/femininity, power distance, uncertainty avoidance

5. Expectancy Model abilities/training Effort  Performance  Outcomes
role perceptions
Expectancy = Effort  Performance
Instrumentality=PerformanceOutcomes
Valence = Importance of Outcomes

6. Equity Theory Social comparisons SELF OTHER(S)
outcomes/inputs : outcomes/inputs
Outcomes = pay, recognition, use abilities
Inputs = education, performance, effort

7. 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

8. 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

9. 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

10. 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. 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.

11. ______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

12. _____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.

13. 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

14. CULTURAL VALUES Variable United States Taiwan Collectivism 57.72 66.78
Femininity
Masculinity
Power Distance
Uncertainty
Avoidance

15. 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

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

17. 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

18. 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

19. Classical Conditioning
Food  Salivation
Unconditioned Stimulus Unconditioned Response
Bell
Neutral Stimulus
Food (UCS)  Salivation
Bell  Salivation
Conditioned Stimulus Conditioned Response

20. Aversive Conditioning
Loud Noise  Aversive Reaction
(UCS) (UCR)
Mouse (NS)
Loud Noise (UCS)  Aversive Reaction
Mouse (CS)  Aversive Reaction (CR)

21. Operant Conditioning Skinner Organism active/goal directed
Stimulus  Response  Reinforcement
|_____+_____|
Thorndike – “Law of Effect”

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

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

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

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