module 2 #foundations of individual behavior
DESCRIPTION
This is the second of ten modules in which I am organizing my delivery of the course on organizational behavior at ICBM-SBE, 2014. Wherever I felt I used copyrighted content, I tried to make sure I gave appropriate credit to the author/source. In case you see that I missed something, please do let me know. I would be happy to improve.TRANSCRIPT
Organizational Behavior
Module 2: Foundations of individual behavior
Vinay Kumar, Ph.D
Vidisha Garg, MBA
ICBM-SBE, 2014
What do you see in these pictures?
Vinay Kumar; Vidisha Garg 2
Diversity
• Individual differences
– Surface level differences
• such as demographics; progressively less important
– Deep level differences
• such as personality and values; progressively more important
• Continuous process of matching and separating
• Handling diversity
– Mutual adjustments at interpersonal level
– Norm-based adjustments at group level (Unit 3)
– Structural adjustments at organizational level (Unit 5)
Vinay Kumar; Vidisha Garg 3
Discrimination
• A form of soft violence
– an act of separation often harmful to employees and/or organization
– Some forms in which people are discriminated include
• Unequal opportunities
• Sexual harassment
• Intimidation / bullying
• Mockery and insult
• Incivility
• Exclusion
– Nepotism
– Cronyism
Vinay Kumar; Vidisha Garg 4
Discrimination
Vinay Kumar; Vidisha Garg 5
Surface-level bases for differentiation
• Biographical characteristics
• Physical and intellectual capacities
Vinay Kumar; Vidisha Garg 6
Biographical characteristics
• Age
• Gender
• Ethnicity
• Disability
• Religion
• Sexual orientation
Vinay Kumar; Vidisha Garg 7
Read more @ http://knowledge.wharton.upenn.edu/article/indias-new-hr-challenge-managing-multigenerational-workforce/
Biographical characteristics
• Age
• Gender
• Ethnicity
• Disability
• Religion
• Sexual orientation
• Visit: http://glassceiling.info
Vinay Kumar; Vidisha Garg 8
Read more @ http://thediplomat.com/2014/07/japanese-women-fight-to-break-the-bamboo-ceiling/
Read more @ http://www.theprovince.com/news/Whitecaps+female+shatters+glass+ceiling+business+sports/10026898/story.html
Biographical characteristics
• Age
• Gender
• Ethnicity
• Disability
• Religion
• Sexual orientation
Vinay Kumar; Vidisha Garg 9
Read more @ http://www.businessinsider.in/Indo-American-Identity-Difficult-Combination-At-Work/articleshow/37962756.cms
Read more @ http://www.theroot.com/articles/culture/2014/07/white_privilege_extends_to_the_poor.html
Biographical characteristics
• Age
• Gender
• Ethnicity
• Disability
• Religion
• Sexual orientation
Vinay Kumar; Vidisha Garg 10
Read more @ http://www.outlookindia.com/news/article/HC-Reserves-Order-on-Implementation-of-Handicapped-Quota/848002
Read more @ http://www.mid-day.com/articles/students-with-learning-disability-in-mumbai-stuck-with-only-3-testing-centres/15431174
Biographical characteristics
• Age
• Gender
• Ethnicity
• Disability
• Religion
• Sexual orientation
Vinay Kumar; Vidisha Garg 11
Read more @ http://host.madison.com/wsj/news/opinion/mailbag/hobby-lobby-ruling-sounds-like-discrimination----lisa/article_f9872f61-1903-54ab-b40b-264fcd822fee.html
Read more @ http://www.sikh24.com/2014/07/american-sikhs-and-muslims-outraged-by-official-documents-using-term-raghead/#.U8P4hPmSySp
Biographical characteristics
• Age
• Gender
• Ethnicity
• Disability
• Religion
• Sexual orientation
Vinay Kumar; Vidisha Garg 12
Read more @ http://www.business-standard.com/article/news-ani/lgbt-community-celebrates-five-years-of-delhi-court-s-historic-judgement-114070300284_1.html
Physical capacities
Vinay Kumar; Vidisha Garg 13
Source: Robbins, S. P., & Judge, T. A. (2013). Organizational Behavior,15th Edition. Pearson: New Jersey.
Intellectual capacities
Vinay Kumar; Vidisha Garg 14
Source: Robbins, S. P., & Judge, T. A. (2013). Organizational Behavior,15th Edition. Pearson: New Jersey.
Just Imagine !!
Vinay Kumar; Vidisha Garg 15
Dealing with diversity—Mutual adjustments
• Being civil
• Deciphering facts from opinions
• Involving in continuous process of reflection
• Willing to share / participate in a give-and-take process
• Learning to collaborate and co-exist
Vinay Kumar; Vidisha Garg 16
Dealing with diversity—Mutual adjustments
Vinay Kumar; Vidisha Garg 17
Kolb’s learning cycle
CE: Where the learner is gaining real experience Example: Retaliation in response to aggression
RO: Where the learner is reflecting over experience Example: Finding the cause for aggression/retaliation
AC: Where the learner is trying to abstract/conceptualize Example: Trying to generalize the new understanding; such as showing aggression to strong people is not good; may be it works with weak ones
AE: Where the learner is testing his new theory Example: When you find the chance, shout at weak people, and gauge their response
Picture source: http://www.d.umn.edu/~kgilbert/educ5165-731/Readings/experiential-learning-theory.pdf
Kolb’s learning cycle
• Can be entered and exited at any point
– In the case of formal education, for example, students enter at AC and get an
opportunity for AC through their field projects. That makes formal education
cater to only quarter-circle.
• Think about where the other three-quarters can be coursed!
– In the case of vocational training, for example, apprentice enters at CE and
keep tracking back to AE to gain expertise in handling equipment.
• Both clockwise and counter-clockwise movements possible
• Full cycle represents comprehensive learning
• Guide for learning ‘how we learn things’
Vinay Kumar; Vidisha Garg 18
One block in learning process—Stereotyping
Vinay Kumar; Vidisha Garg 19
• A widely held, but fixed and
oversimplified, image or idea of a
particular type of person or thing. This
could include one’s own self.
• Problems with stereotyping:
– Obstructs reflective capacity
– Deteriorates the capacity to decipher facts
from opinions
– Often see in how people justify or explain
their case for discrimination
Other blocks in learning process
• Fixation / Parable of boiling frog
• Constraints
– Roles
– Situations
– Boundaries
• Opportunities to get things done without learning
– For example, a monkey investing randomly has almost an equal chance
of making profits as an experienced speculator.
Vinay Kumar; Vidisha Garg 20
Exercise
• Write a reflective note on your learning from the experience of
going through the recently concluded EDP workshop.
– Use as many words as you can describe your experience
– Try to avoid over simplifying or exaggerating
– Decipher facts from your feelings or someone’s opinions
– Denote the sources from where you have gained your learning
– Write simple sentences; confounding and clarity don’t go together
– Do not worry about the length of the write up. Feel free to write as long
or as short as you like. But try to spend at least fifteen minutes to
reflect on the experience.
Vinay Kumar; Vidisha Garg 21
For discussion
• Hard choices
– Experience vs. Talent
– Wisdom vs. Dynamism
– Safety vs. Speed
– Incremental change vs. Radical innovation
– Personal morals vs. Organizational values
– Social ethics vs. Business ethics
– Freedom for expression vs. Freedom for silence
– Should you allow employees to develop personal relationships?
Alternatively, should you consider hiring employees who are related?
Vinay Kumar; Vidisha Garg 22
End of module 2.
Please post your feedback for this session to [email protected] / [email protected]
Do not forget to mention the ‘session date/section’ details
Upcoming
Module 3: Personality and attitude