organizational behavior learning
TRANSCRIPT
Organizational BehaviorPGDM 1234
Rajarata University of Sri Lanka
POST GRADUATE DIPLOMA IN MANAGEMENT
RJT/PGDM/2014/29 Hanitha Vijeyaratnam
RJT/PGDM/2014/42 Perinpanathan Rajkumar
RJT/PGDM/2014/57 Samanthy Sivapirahash
RJT/PGDM/2014/58 R.P.R.K.Dissanayake
GROUP MEMBERS
Ability
Intellectual Ability
Physical abilities
Ability-JobFit
Employee’sEmployee’sAbilitiesAbilities
Job’s AbilityJob’s AbilityRequirementsRequirements
Dimensions of Intellectual Ability
• Number aptitude
• Verbal comprehension
• Perceptual speed
• Inductive reasoning
• Deductive reasoning
• Spatial visualization
• Memory
Physical Abilities
Strength Factors
1. Dynamic strength
2. Trunk strength
3. Static strength
4. Explosive strength
Strength Factors
1. Dynamic strength
2. Trunk strength
3. Static strength
4. Explosive strength
Flexibility Factors
5.Extent flexibility
6.Dynamic flexibility
Flexibility Factors
5.Extent flexibility
6.Dynamic flexibility
Other Factors
7. Body coordination
8. Balance
9. Stamina
Other Factors
7. Body coordination
8. Balance
9. Stamina
Objective and easily obtained personal characteristics.
•Age– Older workers bring experience, judgment, a strong
work ethic, and commitment to quality.•Gender– Few differences between men and women that affect
job performance.•Race (the biological heritage used to identify oneself)– Contentious issue: differences exist, but could be
more culture-based than race-based.
TenurePeople with job tenure (seniority at a job) are more
productive, absent less frequently, have lower turnover, and are more satisfied.
ReligionIslam is especially problematic in the workplace in
this post-9/11 world.Sexual Orientation
Federal law does not protect against discrimination (but state or local laws may).
Domestic partner benefits are important considerations.
Gender IdentityRelatively new issue – transgendered employees.
LearningAny relatively permanent change in behavior that occurs as a result of experience
Learning components:Involves ChangeIs Relatively PermanentIs Acquired Through Experience
Theories of LearningClassical ConditioningA type of conditioning in which an individual responds to some stimulus that would not ordinarily
produce such a response
• Pavlov’s Dog Drool• Key Concepts:
– Unconditioned stimulus• A naturally occurring phenomenon.
– Unconditioned response• The naturally occurring response to a natural
stimulus.– Conditioned stimulus
• An artificial stimulus introduced into the situation.
– Conditioned response• The response to the artificial stimulus.
This is a passive form of learning. It is reflexive and not voluntary – not the best theory for OB learning.
Operant ConditioningA type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment.
• B. F. Skinner’s concept of Behaviorism: behavior follows stimuli in a relatively unthinking manner.
• Key Concepts:– Conditioned behavior: voluntary behavior that is learned, not
reflexive.– Reinforcement: the consequences of behavior which can
increase or decrease the likelihood of behavior repetition.– Pleasing consequences increase likelihood of repetition.– Rewards are most effective immediately after performance.– Unrewarded/punished behavior is unlikely to be repeated.
Social-Learning TheoryPeople can learn through observation and direct experience.
• Based on the idea that people can also learn indirectly: by observation, reading, or just hearing about someone else’s – a model’s – experiences.
• Key Concepts:– Attentional processes
• Must recognize and pay attention to critical features to learn.– Retention processes
• Model’s actions must be remembered to be learned.– Motor reproduction processes
• Watching the model’s behavior must be converted to doing.– Reinforcement processes
• Positive incentives motivate learners.
Shaping: A Managerial ToolSystematically reinforcing each successive step that moves an individual closer to the desired response.
•Four Methods of Shaping Behavior:– Positive reinforcement
• Providing a reward for a desired behavior (learning)– Negative reinforcement
• Removing an unpleasant consequence when the desired behavior occurs (learning)
– Punishment• Applying an undesirable condition to eliminate an undesirable behavior
(“unlearning”)– Extinction
• Withholding reinforcement of a behavior to cause its cessation (“unlearning”)
Basic Consequences of Behavior…
Reinforcement vs. Punishment
Reinforcement Punishment
Positive Reinforcement
A stimulus is ...
Presented
Behavior...
Increases
Negative Reinforcement
Negative Punishment
Positive Punishment
Removed Presented Removed
Behavior... Behavior... Behavior...
Increases Decreases Decreases
A stimulus is ... A stimulus is ...A stimulus is ...
Behavior Modification (OB Mod)The application of reinforcement concepts to individuals in the work setting.
Follows the Five-Step Problem-Solving Model:Identify critical behaviorsDevelop baseline dataIdentify behavioral consequencesDevelop and apply interventionEvaluate performance improvement
GROUP
Two or more people with common interests, objectives, and continuing
interaction
WORK TEAM
A group of people with complementary skills who are committed to a common
mission, performance goals, and approach for which they hold themselves
mutually accountable
The Dynamics of Group Formation
Theories of Group Formation
Classic theory of George HomansTheodore Newcomb’s classic balance theory
Exchange theory
Types of Groups
Primary GroupsCoalitionsOther Types of GroupsMembership Reference groups Primary Groups In-groups Out-groups
Key Components of Effective Teams
ContextComposition
Work Design
Process Variables
Adequate ResourcesNeed the tools to complete the job
Effective Leadership and StructureAgreeing to the specifics of work and
how the team fits together to integrate individual skills
Even “self-managed” teams need leadersLeadership especially important in multi-
team systemsClimate of Trust
Members must trust each other and the leader
Performance and Rewards Systems that Reflect Team ContributionsCannot just be based on individual effort
Abilities of MembersNeed technical expertise, problem-solving,
decision-making, and good interpersonal skills
Personality of MembersConscientiousness, Openness to Experience,
and Agreeableness all relate to team performance
Allocating Roles and DiversityMany necessary roles that must be filledDiversity can often lead to lower
performanceSize of Team
The smaller the better: 5-9 is optimalMember’s Preference for Teamwork
Do the members want to be on teams?
ContextComposition Work Design Process
Variables
• Freedom and Autonomy– Ability to work independently
• Skill Variety – Ability to use different skills and
talents• Task Identity
– Ability to complete a whole and identifiable task or product
• Task Significance– Working on a task or project that
has a substantial impact on others
ContextCompositi
onWork Design Process
Variables
Commitment to a Common PurposeCreate a common purpose that provides directionHave reflexivity: willing to adjust plan if necessary
Establishment of Specific Team GoalsMust be specific, measurable, realistic, and
challengingTeam Efficacy
Team believes in its ability to succeedMental Models
Have an accurate and common mental map of how the work gets done
A Managed Level of ConflictTask conflicts are helpful; interpersonal conflicts
are notMinimized Social Loafing
Team holds itself accountable both individually and as a team
Context Composition Work DesignProcess
Variables
The Dynamics of Informal Groups
Norms and Roles in Informal Groups1. Aid in group survival and provision of benefits2. Make predictable the behavior expected of group members3. Help the group avoid embarrassing interpersonal problems4. Express the central values or goals of the group and clarify what is distinctive about the group’s identity.
The Informal Organization The informal organization has both functions and
dysfunctions.
Practical benefits 1. Makes for a more effective total system 2. Lightens the workload on management 3. Fills in gaps in a manager’s abilities 4. Provides a safety valve for employee
emotions 5. Improves communication
The Dysfunctions of Groups and Teams
Norm Violation- limited research support
Role Ambiguity and ConflictThe Groupthink, Conformity Problem
Risky Shift PhenomenonSocial Loafing
The Dysfunctions of Groups and Teams
Cross-Functional TeamsEmployees from about the same hierarchical level, but from different work areas, who come together to accomplish a task
Virtual TeamsTeams that use computer technology to tie together physically dispersed members in order to achieve a common goal
Self-Managed TeamsGroups of 10 to 15 people who take on the responsibilities of their former supervisors