Organizational Behavior
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Transcript of Organizational Behavior
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 1–2
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Define organizational behavior (OB).2. Describe what managers do.3. Explain the value of the systematic study of
OB.4. List the major challenges and opportunities
for managers to use OB concepts.5. Identify the contributions made by major
behavioral science disciplines to OB.L E
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© 2003 Prentice Hall Inc. All rights reserved. 1–3
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Describe why managers require a knowledge of OB.
7. Explain the need for a contingency approach to the study of OB.
8. Identify the three levels of analysis in this book’s model.
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What Managers Do
Managerial Activities• Make decisions• Allocate resources• Direct activities of others
to attain goals
© 2003 Prentice Hall Inc. All rights reserved. 1–5
Where Managers Work
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Management Functions
ManagementManagementFunctionsFunctions
PlanningPlanning OrganizingOrganizing
LeadingLeadingControllingControlling
© 2003 Prentice Hall Inc. All rights reserved. 1–7
Management Functions (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 1–8
Management Functions (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 1–9
Management Functions (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 1–10
Management Functions (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 1–11
E X H I B I T 1-1a
Mintzberg’s Managerial Roles
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E X H I B I T 1-1b
Mintzberg’s Managerial Roles (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 1–13
E X H I B I T 1-1c
Mintzberg’s Managerial Roles (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 1–14
Management Skills
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Effective Versus Successful Managerial Activities (Luthans)
1. Traditional management• Decision making, planning, and controlling
2. Communications• Exchanging routine information and processing
paperwork
3. Human resource management• Motivating, disciplining, managing conflict, staffing,
and training
4. Networking• Socializing, politicking, and interacting with others
© 2003 Prentice Hall Inc. All rights reserved. 1–16
E X H I B I T 1-2
Allocation of Activities by Time
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Enter Organizational Behavior
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Contributing Disciplines to the OB Field
E X H I B I T 1-3a
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Contributing Disciplines to the OB Field (cont’d)
E X H I B I T 1-3b
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Contributing Disciplines to the OB Field (cont’d)
E X H I B I T 1-3c
© 2003 Prentice Hall Inc. All rights reserved. 1–21
Contributing Disciplines to the OB Field (cont’d)
E X H I B I T 1-3d
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Contributing Disciplines to the OB Field (cont’d)
E X H I B I T 1-3f
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There Are Few Absolutes in OB
ContingencyContingencyVariablesVariablesx y
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Challenges and Opportunity for OB
Responding to Globalization Managing Workforce Diversity Improving Quality and Productivity Responding to the Labor Shortage Improving Customer Service
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Challenges and Opportunity for OB (cont’d)
Improving People Skills Empowering People Coping with “Temporariness” Stimulation Innovation and Change Helping Employees Balance Work/Life Conflicts Improving Ethical Behavior
© 2003 Prentice Hall Inc. All rights reserved. 1–26
E X H I B I T 1-6
Basic OB Model, Stage I
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The Dependent Variables
x
y
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The Dependent Variables (cont’d)
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The Dependent Variables (cont’d)
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The Dependent Variables (cont’d)
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The Dependent Variables (cont’d)
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The Independent Variables
IndependentIndependentVariablesVariables
Individual-Level Individual-Level VariablesVariables
OrganizationOrganizationSystem-LevelSystem-Level
VariablesVariables
Group-LevelGroup-LevelVariablesVariables
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 2–34
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Define the key biographical characteristics.2. Identify two types of ability.3. Shape the behavior of others.4. Distinguish between the four schedules of
reinforcement.5. Clarify the role of punishment in learning.6. Practice self-management7. Exhibit effective discipline skills.
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Biographical Characteristics
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Ability
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• Number aptitude• Verbal comprehension• Perceptual speed• Inductive reasoning• Deductive reasoning• Spatial visualization• Memory
Dimensions ofIntellectual Ability
E X H I B I T 2-1
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Physical Ability
© 2003 Prentice Hall Inc. All rights reserved. 2–39
Other Factors• Body coordination• Balance• Stamina
Nine Physical Abilities
Strength Factors• Dynamic strength• Trunk strength• Static strength• Explosive strength Flexibility Factors
• Extent flexibility• Dynamic flexibility
E X H I B I T 2-2
© 2003 Prentice Hall Inc. All rights reserved. 2–40
Ability-JobFit
The Ability-Job Fit
Employee’sEmployee’sAbilitiesAbilities
Job’s AbilityJob’s AbilityRequirementsRequirements
© 2003 Prentice Hall Inc. All rights reserved. 2–41
Learning
Learning• Involves change• Is relatively permanent• Is acquired through experience
© 2003 Prentice Hall Inc. All rights reserved. 2–42
Theories of Learning
Key Concepts• Unconditioned stimulus• Unconditioned response• Conditioned response
© 2003 Prentice Hall Inc. All rights reserved. 2–43
Theories of Learning (cont’d)
Key Concepts• Reflexive (unlearned) behavior• Conditioned (learned) behavior• Reinforcement
© 2003 Prentice Hall Inc. All rights reserved. 2–44
Theories of Learning (cont’d)
Key Concepts• Attention processes• Retention processes• Motor reproduction processes• Reinforcement processes
© 2003 Prentice Hall Inc. All rights reserved. 2–45
Theories of Learning (cont’d)
Key Concepts• Reinforcement is required to change behavior.• Some rewards are more effective than others.• The timing of reinforcement affects learning
speed and permanence.
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Schedules of Reinforcement
© 2003 Prentice Hall Inc. All rights reserved. 2–47
Schedules of Reinforcement (cont’d)
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E X H I B I T 2-4
Schedules of Reinforcement
Fixed-ratio
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Intermittent Schedules of Reinforcement
E X H I B I T 2-5a
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Intermittent Schedules of Reinforcement (cont’d)
E X H I B I T 2-5b
© 2003 Prentice Hall Inc. All rights reserved. 2–51
Behavior Modification
Problem-solving Model• Identify critical behaviors• Develop baseline data• Identify behavioral consequences• Apply intervention• Evaluate performance improvement
© 2003 Prentice Hall Inc. All rights reserved. 2–52
OB MOD Organizational Applications
Well Pay versus Sick Pay– Reduce absenteeism by rewarding attendance,
not absence. Employee Discipline
– The use of punishment can be counter-productive.
Developing Training Programs– OB MOD methods improve training
effectiveness. Self-management
– Reduces the need for external management control.
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 3–54
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Contrast terminal and instrumental values.2. List the dominant values in today’s workforce.3. Identify the five value dimensions of national
culture.4. Contrast the three components of an attitude.5. Summarize the relationship between attitudes
and behavior.6. Identify the role consistency plays in attitudes.
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© 2003 Prentice Hall Inc. All rights reserved. 3–55
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. State the relationship between job satisfaction and behavior.
8. Identify four employee responses to dissatisfaction.
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© 2003 Prentice Hall Inc. All rights reserved. 3–56
Values
© 2003 Prentice Hall Inc. All rights reserved. 3–57
Types of Values –- Rokeach Value Survey
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Values in the
Rokeach Survey
E X H I B I T 3-1a
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Values in the
Rokeach Survey(cont’d)
E X H I B I T 3-1b
© 2003 Prentice Hall Inc. All rights reserved. 3–60
Mean Value Rankings of Executives, Union
Members, and Activists
E X H I B I T 3-2
© 2003 Prentice Hall Inc. All rights reserved. 3–61
Dominant Work Values in Today’s Workforce
E X H I B I T 3-3
© 2003 Prentice Hall Inc. All rights reserved. 3–62
Values, Loyalty, and Ethical Behavior
Ethical Climate inEthical Climate inthe Organizationthe Organization
Ethical Values Ethical Values and Behaviors of and Behaviors of
LeadersLeaders
© 2003 Prentice Hall Inc. All rights reserved. 3–63
Hofstede’s Framework for Assessing Cultures
© 2003 Prentice Hall Inc. All rights reserved. 3–64
Hofstede’s Framework (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 3–65
Hofstede’s Framework (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 3–66
Hofstede’s Framework (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 3–67
Hofstede’s Framework (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 3–68
The GLOBE Framework
for Assessing
Cultures
• Assertiveness• Future Orientation• Gender differentiation• Uncertainty avoidance• Power distance• Individual/collectivism• In-group collectivism• Power orientation• Humane orientation
E X H I B I T 3-4
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Attitudes
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Types of Attitudes
© 2003 Prentice Hall Inc. All rights reserved. 3–71
The Theory of Cognitive Dissonance
Desire to reduce dissonance• Importance of elements creating dissonance• Degree of individual influence over elements• Rewards involved in dissonance
© 2003 Prentice Hall Inc. All rights reserved. 3–72
Measuring the A-B Relationship
Recent research indicates that the attitudes (A) significantly predict behaviors (B) when moderating variables are taken into account.
Moderating Variables• Importance of the attitude• Specificity of the attitude• Accessibility of the attitude• Social pressures on the individual• Direct experience with the attitude
© 2003 Prentice Hall Inc. All rights reserved. 3–73
Self-Perception Theory
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An Application: Attitude Surveys
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Sample Attitude Survey
E X H I B I T 3-5
© 2003 Prentice Hall Inc. All rights reserved. 3–76
Job Satisfaction
Measuring Job Satisfaction– Single global rating– Summation score
How Satisfied Are People in Their Jobs?– Job satisfaction declined to 50.7% in 2000– Decline attributed to:
• Pressures to increase productivity• Less control over work
© 2003 Prentice Hall Inc. All rights reserved. 3–77
The Effect of Job Satisfaction on Employee Performance
Satisfaction and Productivity– Satisfied workers aren’t necessarily more
productive.– Worker productivity is higher in organizations with
more satisfied workers. Satisfaction and Absenteeism
– Satisfied employees have fewer avoidable absences. Satisfaction and Turnover
– Satisfied employees are less likely to quit.– Organizations take actions to cultivate high
performers and to weed out lower performers.
© 2003 Prentice Hall Inc. All rights reserved. 3–78
Responses to Job Dissatisfaction
E X H I B I T 3-6
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How Employees Can Express Dissatisfaction
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Job Satisfaction and OCB
Satisfaction and Organizational Citizenship Behavior (OCB)– Satisfied employees who feel fairly treated by
and are trusting of the organization are more willing to engage in behaviors that go beyond the normal expectations of their job.
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 4–82
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Explain the factors that determine an individual’s personality.
2. Describe the MBTI personality framework.3. Identify the key traits in the Big Five
personality model.4. Explain the impact of job typology on the
personality/job performance relationship.5. Differentiate emotions from moods.6. Contrast felt versus displayed emotions.
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© 2003 Prentice Hall Inc. All rights reserved. 4–83
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. Read emotions.8. Explain gender-differences in emotions.9. Describe external constraints on emotions.10. Apply concepts on emotions to OB issues.
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© 2003 Prentice Hall Inc. All rights reserved. 4–84
What is Personality?
E X H I B I T 4-1
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Personality Traits
Personality Determinants• Heredity• Environment• Situation
© 2003 Prentice Hall Inc. All rights reserved. 4–86
The Myers-Briggs Type Indicator
Personality Types• Extroverted or Introverted (E or I)• Sensing or Intuitive (S or N)• Thinking or Feeling (T or F)• Perceiving or Judging (P or J)
© 2003 Prentice Hall Inc. All rights reserved. 4–87
Sixteen Primary Traits
E X H I B I T 4-2
© 2003 Prentice Hall Inc. All rights reserved. 4–88
The Big Five Model
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Major Personality Attributes Influencing OB
Locus of control Machiavellianism Self-esteem Self-monitoring Propensity for risk taking Type A personality
© 2003 Prentice Hall Inc. All rights reserved. 4–90
Locus of Control
© 2003 Prentice Hall Inc. All rights reserved. 4–91
Machiavellianism
Conditions Favoring High Machs• Direct interaction• Minimal rules and regulations• Distracting emotions
© 2003 Prentice Hall Inc. All rights reserved. 4–92
Self-Esteem and Self-Monitoring
© 2003 Prentice Hall Inc. All rights reserved. 4–93
Risk-Taking
High Risk-taking Managers– Make quicker decisions.– Use less information to make decisions.– Operate in smaller and more entrepreneurial
organizations. Low Risk-taking Managers
– Are slower to make decisions.– Require more information before making decisions.– Exist in larger organizations with stable
environments. Risk Propensity
– Aligning managers’ risk-taking propensity to job requirements should be beneficial to organizations.
© 2003 Prentice Hall Inc. All rights reserved. 4–94
Personality Types
© 2003 Prentice Hall Inc. All rights reserved. 4–95
Personality Types
© 2003 Prentice Hall Inc. All rights reserved. 4–96
Achieving Personality-Job Fit
Personality Types• Realistic• Investigative• Social• Conventional• Enterprising• Artistic
© 2003 Prentice Hall Inc. All rights reserved. 4–97
Holland’s Typology of Personality
andCongruent
Occupations
E X H I B I T 4-3
© 2003 Prentice Hall Inc. All rights reserved. 4–98
Relationships among
Occupational Personality
Types
E X H I B I T 4-4
© 2003 Prentice Hall Inc. All rights reserved. 4–99
Emotions- Why Emotions Were Ignored in OB
The “myth of rationality”– Organizations are not emotion-free.
Emotions of any kind are disruptive to organizations.– Original OB focus was solely on the effects of
strong negative emotions that interfered with individual and organizational efficiency.
© 2003 Prentice Hall Inc. All rights reserved. 4–100
What Are Emotions?
MoodsMoodsFeelings that tend to be Feelings that tend to be less intense than less intense than emotions and that lack a emotions and that lack a contextual stimulus.contextual stimulus.
EmotionsEmotionsIntense feelings that are Intense feelings that are directed at someone or directed at someone or something.something.
AffectAffectA broad range of emotions A broad range of emotions
that people experience.that people experience.
© 2003 Prentice Hall Inc. All rights reserved. 4–101
What Are Emotions? (cont’d)
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Felt versus Displayed Emotions
© 2003 Prentice Hall Inc. All rights reserved. 4–103
Emotion Dimensions
Variety of emotions– Positive– Negative
Intensity of emotions– Personality– Job Requirements
Frequency and duration of emotions– How often emotions are exhibited.– How long emotions are displayed.
© 2003 Prentice Hall Inc. All rights reserved. 4–104
Facial Expressions Convey Emotions
E X H I B I T 4-5
© 2003 Prentice Hall Inc. All rights reserved. 4–105
Emotion Continuum
The closer any two emotions are to each other on the continuum, the more likely people are to confuse them.
E X H I B I T 4-6
© 2003 Prentice Hall Inc. All rights reserved. 4–106
Gender and Emotions
Women– Can show greater emotional expression.– Experience emotions more intensely.– Display emotions more frequently.– Are more comfortable in expressing emotions.– Are better at reading others’ emotions.
Men– Believe that displaying emotions is inconsistent
with the male image.– Are innately less able to read and to identify with
others’ emotions.– Have less need to seek social approval by
showing positive emotions.
© 2003 Prentice Hall Inc. All rights reserved. 4–107
External Constraints on Emotions
OrganizationalOrganizationalInfluencesInfluences
CulturalCulturalInfluencesInfluences
IndividualIndividualEmotionsEmotions
© 2003 Prentice Hall Inc. All rights reserved. 4–108
OB Applications of Understanding Emotions
Ability and Selection– Emotions affect employee effectiveness.
Decision Making– Emotions are an important part of the decision-
making process in organizations. Motivation
– Emotional commitment to work and high motivation are strongly linked.
Leadership– Emotions are important to acceptance of
messages from organizational leaders.
© 2003 Prentice Hall Inc. All rights reserved. 4–109
OB Applications of Understanding Emotions
Interpersonal Conflict– Conflict in the workplace and individual
emotions are strongly intertwined. Deviant Workplace Behaviors
– Negative emotions can lead to employee deviance in the form of actions that violate established norms and threaten the organization and its members.
• Productivity failures• Property theft and destruction• Political actions• Personal aggression
© 2003 Prentice Hall Inc. All rights reserved. 4–110
Ability and Selection
Emotional Intelligence (EI)– Self-awareness– Self-management– Self-motivation– Empathy– Social skills
Research Findings– High EI scores, not high
IQ scores, characterize high performers.
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 5–112
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Explain how two people can see the same thing and interpret it differently.
2. List three determinants of attribution.3. Describe how shortcuts can assist in or
distort our judgment of others.4. Explain how perception affects the decision-
making process.5. Outline the six steps in the rational decision-
making model.
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© 2003 Prentice Hall Inc. All rights reserved. 5–113
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Describe the action of a boundedly rational decision maker.
7. Identify the conditions in which individuals are most likely to use intuition in decision making.
8. Describe four styles of decision making.9. Define heuristics and explain how they bias
decisions.10. Contrast the three ethical decision criteria.
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© 2003 Prentice Hall Inc. All rights reserved. 5–114
What Is Perception, and Why Is It Important?
• People’s behavior is People’s behavior is based on their based on their perception of what perception of what reality is, not on reality is, not on reality itself.reality itself.
• The world as it is The world as it is perceived is the world perceived is the world that is behaviorally that is behaviorally important.important.
© 2003 Prentice Hall Inc. All rights reserved. 5–115
Factors ThatInfluence
Perception
E X H I B I T 5-1
© 2003 Prentice Hall Inc. All rights reserved. 5–116
Person Perception: Making Judgments About Others
Distinctiveness: shows different behaviors in different situations.
Consensus: response is the same as others to same situation.
Consistency: responds in the same way over time.
© 2003 Prentice Hall Inc. All rights reserved. 5–117
Attribution TheoryE X H I B I T 5-2
© 2003 Prentice Hall Inc. All rights reserved. 5–118
Errors and Biases in Attributions
© 2003 Prentice Hall Inc. All rights reserved. 5–119
Errors and Biases in Attributions (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 5–120
Frequently Used Shortcuts in Judging Others
© 2003 Prentice Hall Inc. All rights reserved. 5–121
Frequently Used Shortcuts in Judging Others
© 2003 Prentice Hall Inc. All rights reserved. 5–122
Frequently Used Shortcuts in Judging Others
© 2003 Prentice Hall Inc. All rights reserved. 5–123
Specific Applications in Organizations
Employment Interview– Perceptual biases affect the accuracy of
interviewers’ judgments of applicants. Performance Expectations
– Self-fulfilling prophecy (pygmalion effect): The lower or higher performance of employees reflects preconceived leader expectations about employee capabilities.
Performance Evaluations– Appraisals are subjective perceptions of
performance. Employee Effort
– Assessment of individual effort is a subjective judgment subject to perceptual distortion and bias.
© 2003 Prentice Hall Inc. All rights reserved. 5–124
The Link Between Perceptions and Individual Decision Making
Perceptions of the
decision maker
Outcomes
© 2003 Prentice Hall Inc. All rights reserved. 5–125
Assumptions of the Rational Decision-Making Model
1. Problem clarity2. Known options3. Clear preferences4. Constant
preferences5. No time or cost
constraints6. Maximum payoff
© 2003 Prentice Hall Inc. All rights reserved. 5–126
Steps in the Rational Decision-Making Model
E X H I B I T 5-3
© 2003 Prentice Hall Inc. All rights reserved. 5–127
The Three Components of Creativity
E X H I B I T 5-4
© 2003 Prentice Hall Inc. All rights reserved. 5–128
How Are Decisions Actually Made in Organizations
© 2003 Prentice Hall Inc. All rights reserved. 5–129
How Are Decisions Actually Made in Organizations (cont’d)
How/Why problems are identified– Visibility over importance of problem
• Attention-catching, high profile problems• Desire to “solve problems”
– Self-interest (if problem concerns decision maker) Alternative Development
– Satisficing: seeking the first alternative that solves problem.
– Engaging in incremental rather than unique problem solving through successive limited comparison of alternatives to the current alternative in effect.
© 2003 Prentice Hall Inc. All rights reserved. 5–130
Making Choices
© 2003 Prentice Hall Inc. All rights reserved. 5–131
Making Choices
© 2003 Prentice Hall Inc. All rights reserved. 5–132
Decision-Style Model
E X H I B I T 5-5
© 2003 Prentice Hall Inc. All rights reserved. 5–133
Organizational Constraints on Decision Makers
Performance Evaluation– Evaluation criteria influence the choice of actions.
Reward Systems– Decision makers make action choices that are
favored by the organization. Formal Regulations
– Organizational rules and policies limit the alternative choices of decision makers.
System-imposed Time Constraints– Organizations require decisions by specific
deadlines. Historical Precedents
– Past decisions influence current decisions.
© 2003 Prentice Hall Inc. All rights reserved. 5–134
Cultural Differences in Decision Making
Problems selected Time orientation Importance of logic and rationality Belief in the ability of people to solve problems Preference for collect decision making
© 2003 Prentice Hall Inc. All rights reserved. 5–135
Ethics in Decision Making
Ethical Decision Criteria– Utilitarianism
• Seeking the greatest good for the greatest number.– Rights
• Respecting and protecting basic rights of individuals.
– Justice• Imposing and enforcing rules fairly and impartially.
© 2003 Prentice Hall Inc. All rights reserved. 5–136
Ethics in Decision Making
Ethics and National Culture– There are no global ethical standards.– The ethical principles of global organizations
that reflect and respect local cultural norms are necessary for high standards and consistent practices.
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 6–138
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Outline the motivation process.2. Describe Maslow’s need hierarchy.3. Contrast Theory X and Theory Y.4. Differentiate motivators from hygiene factors.5. List the characteristics that high achievers
prefer in a job.6. Summarize the types of goals that increase
performance.
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© 2003 Prentice Hall Inc. All rights reserved. 6–139
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. State the impact of underrewarding employees.
8. Clarify key relationships in expectancy theory.9. Explain how the contemporary theories of
motivation complement each other.
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© 2003 Prentice Hall Inc. All rights reserved. 6–140
Defining Motivation
Key Elements1. Intensity: how hard a person tries2. Direction: toward beneficial goal3. Persistence: how long a person tries
© 2003 Prentice Hall Inc. All rights reserved. 6–141
Hierarchy of Needs Theory
© 2003 Prentice Hall Inc. All rights reserved. 6–142
Maslow’s Hierarchy of Needs
E X H I B I T 6-1
© 2003 Prentice Hall Inc. All rights reserved. 6–143
Theory X and Theory Y (Douglas McGregor)
© 2003 Prentice Hall Inc. All rights reserved. 6–144
Holland’s Typology of Personalityand Congruent Occupations
E X H I B I T 6-2
© 2003 Prentice Hall Inc. All rights reserved. 6–145
Two-Factor Theory (Frederick Herzberg)
© 2003 Prentice Hall Inc. All rights reserved. 6–146
Comparison of Satisfiers and Dissatisfiers
E X H I B I T 6-3
Factors characterizing events on the job that led to extreme job dissatisfaction
Factors characterizing events on the job that led to extreme job satisfaction
© 2003 Prentice Hall Inc. All rights reserved. 6–147
Contrasting Views of Satisfactionand Dissatisfaction
E X H I B I T 6-4
Presence Absence
© 2003 Prentice Hall Inc. All rights reserved. 6–148
ERG Theory (Clayton Alderfer)
Core NeedsExistence: provision of basic material requirements. Relatedness: desire for relationships.Growth: desire for personal development.
Concepts:More than one need can be operative at the same time.If a higher-level need cannot be fulfilled, the desire to satisfy a lower-level need increases.
© 2003 Prentice Hall Inc. All rights reserved. 6–149
David McClelland’s Theory of Needs
nAch
nPow
nAff
© 2003 Prentice Hall Inc. All rights reserved. 6–150
Matching Achievers and Jobs
E X H I B I T 6-5
© 2003 Prentice Hall Inc. All rights reserved. 6–151
Cognitive Evaluation Theory
© 2003 Prentice Hall Inc. All rights reserved. 6–152
Goal-Setting Theory (Edwin Locke)
© 2003 Prentice Hall Inc. All rights reserved. 6–153
Reinforcement Theory
Concepts:Behavior is environmentally caused.Behavior can be modified (reinforced) by providing (controlling) consequences.Reinforced behavior tends to be repeated.
© 2003 Prentice Hall Inc. All rights reserved. 6–154
Flow and Intrinsic Motivation Theory
© 2003 Prentice Hall Inc. All rights reserved. 6–155
Ken Thomas’s Model of Intrinsic Motivation
Employees are intrinsically motivated when rewards an employee gets from work result from:– Choice– the ability to freely self-select and
perform task activities.– Competence– the sense of accomplishment
from skillfully performing chosen tasks or activities.
– Meaningfulness– pursuing a task that matters in the larger scheme of things.
– Progress– the feeling of significant advancement in achieving the task’s purpose.
© 2003 Prentice Hall Inc. All rights reserved. 6–156
Equity Theory
Referent Comparisons:Self-insideSelf-outsideOther-insideOther-outside
© 2003 Prentice Hall Inc. All rights reserved. 6–157
Equity Theory (cont’d)
E X H I B I T 6-7
© 2003 Prentice Hall Inc. All rights reserved. 6–158
Equity Theory (cont’d)
Choices for dealing with inequity:1. Change inputs (slack off)2. Change outcomes (increase output)3. Distort/change perceptions of self4. Distort/change perceptions of others5. Choose a different referent person6. Leave the field (quit the job)
© 2003 Prentice Hall Inc. All rights reserved. 6–159
Equity Theory (cont’d)
Propositions relating to inequitable pay:1. Overrewarded employees produce more
than equitably rewarded employees.2. Overrewarded employees produce less, but
do higher quality piece work.3. Underrewarded hourly employees produce
lower quality work.4. Underrewarded employees produce larger
quantities of lower-quality piece work than equitably rewarded employees
© 2003 Prentice Hall Inc. All rights reserved. 6–160
Equity Theory (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 6–161
Expectancy Theory
E X H I B I T 6-8
© 2003 Prentice Hall Inc. All rights reserved. 6–162
Performance Dimensions
E X H I B I T 6-9
© 2003 Prentice Hall Inc. All rights reserved. 6–163
Integrating Contemporary Theories of Motivation
E X H I B I T 6-10
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 7–165
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Identify the four ingredients common to MBO programs.
2. Explain why managers might want to use employee involvement programs.
3. Contrast participative management with employee involvement.
4. Define quality circles.5. Explain how ESOPs can increase employee
motivation.
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© 2003 Prentice Hall Inc. All rights reserved. 7–166
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Contrast gain-sharing and profit-sharing.7. Describe the link between skill-based pay
plans and motivation theories.8. Explain how flexible benefits turn benefits into
motivators.9. Contrast the challenges of motivating
professional employees versus low-skilled employees.
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© 2003 Prentice Hall Inc. All rights reserved. 7–167
What is MBO?
Key Elements1. Goal specificity2. Participative decision making3. An explicit time period4. Performance feedback
© 2003 Prentice Hall Inc. All rights reserved. 7–168
Why MBO’s Fail
Unrealistic expectations about MBO results Lack of commitment by top management Failure to allocate reward properly Cultural incompatibilities
© 2003 Prentice Hall Inc. All rights reserved. 7–169
Cascading of Objectives
E X H I B I T 7-1
© 2003 Prentice Hall Inc. All rights reserved. 7–170
Employee Recognition Programs
Types of programs– Personal attention– Expressing interest– Approval– Appreciation for a job well done
Benefits of programs– Fulfills employees’ desire for recognition.– Encourages repetition of desired behaviors.– Enhances group/team cohesiveness and
motivation.– Encourages employee suggestions for improving
processes and cutting costs.
© 2003 Prentice Hall Inc. All rights reserved. 7–171
What is Employee Involvement?
© 2003 Prentice Hall Inc. All rights reserved. 7–172
Examples of Employee Involvement Programs
© 2003 Prentice Hall Inc. All rights reserved. 7–173
Examples of Employee Involvement Programs (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 7–174
Examples of Employee Involvement Programs (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 7–175
How a Typical Quality Circle Operates
E X H I B I T 7-4
© 2003 Prentice Hall Inc. All rights reserved. 7–176
Examples of Employee Involvement Programs (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 7–177
Variable Pay Programs
© 2003 Prentice Hall Inc. All rights reserved. 7–178
Variable Pay Programs (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 7–179
Skill-Based Pay Plans
Benefits of Skill-based Pay Plans:1. Provides staffing flexibility.
2. Facilitates communication across the organization.
3. Lessens “protection of territory” behaviors.
4. Meets the needs of employees for advancement (without promotion).
5. Leads to performance improvements.
© 2003 Prentice Hall Inc. All rights reserved. 7–180
Skill-Based Pay Plans (cont’d)
Drawbacks of Skill-based Pay Plans:1. Lack of additional learning opportunities that will
increase employee pay.
2. Continuing to pay employees for skills that have become obsolete.
3. Paying for skills which are of no immediate use to the organization.
4. Paying for a skill, not for the level of employee performance for the particular skill.
© 2003 Prentice Hall Inc. All rights reserved. 7–181
Flexible Benefits
Flexible Spending Plans: allow employees to use their tax-free benefit dollars to purchase benefits and pay service premiums.
Modular Plans: predesigned benefits packages for specific groups of employees.
Core-plus Plans:a core of essential benefits and a menu-like selection of other benefit options.
© 2003 Prentice Hall Inc. All rights reserved. 7–182
Special Issues in Motivation
Motivating Professionals– Provide challenging projects.– Allow them the autonomy to be productive.– Reward with educational opportunities.– Reward with recognition.– Express interest in what they are doing.– Create alternative career paths.
Motivating Contingent Workers– Provide opportunity for permanent status.– Provide opportunities for training.– Provide equitable pay.
© 2003 Prentice Hall Inc. All rights reserved. 7–183
Special Issues in Motivation (cont’d)
Motivating the Diversified Workforce– Provide flexible work, leave, and pay schedules.– Provide child and elder care benefits.– Structure working relationships to account for
cultural differences and similarities. Motivating Low-Skilled Service Workers
– Recruit widely.– Increase pay and benefits.– Make jobs more appealing.
© 2003 Prentice Hall Inc. All rights reserved. 7–184
Special Issues in Motivation (cont’d)
Motivating People Doing Highly Repetitive Tasks– Recruit and select employees that fit the job.– Create a pleasant work environment.– Mechanize the most distasteful aspects of the
job.
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 8–186
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Differentiate between formal and informal groups.
2. Compare two models of group development.3. Explain how group interaction can be
analyzed.4. Identify the key factors in explaining group
behavior.5. Explain how role requirements change in
different situations.
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© 2003 Prentice Hall Inc. All rights reserved. 8–187
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Describe how norms exert influence on an individual’s behavior.
7. Define social loafing and its effect on group performance.
8. Identify the benefits and disadvantages of cohesive groups.
9. List the strengths and weaknesses of group decision making.
10. Contrast the effectiveness of interacting, brainstorming, nominal and electronic meeting groups.
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© 2003 Prentice Hall Inc. All rights reserved. 8–188
Defining and Classifying Groups
© 2003 Prentice Hall Inc. All rights reserved. 8–189
Defining and Classifying Groups (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 8–190
Why People Join Groups
• Security• Status• Self-esteem• Affiliation• Power• Goal Achievement
E X H I B I T 8-1
© 2003 Prentice Hall Inc. All rights reserved. 8–191
Stages of Group Development
© 2003 Prentice Hall Inc. All rights reserved. 8–192
Stages of Group Development (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 8–193
Stages of Group Development
E X H I B I T 8-2
© 2003 Prentice Hall Inc. All rights reserved. 8–194
An Alternative Model: For Temporary Groups with Deadlines
Sequence of actions:1. Setting group direction2. First phase of inertia3. Half-way point transition4. Major changes5. Second phase of inertia6. Accelerated activity
© 2003 Prentice Hall Inc. All rights reserved. 8–195
The Punctuated-Equilibrium Model
E X H I B I T 8-3
© 2003 Prentice Hall Inc. All rights reserved. 8–196
Group Behavior Model
E X H I B I T 8-4
© 2003 Prentice Hall Inc. All rights reserved. 8–197
External Conditions Imposed on the Group
Imposed Conditions:• Organization’s overall strategy• Authority structures• Formal regulations• Resource constraints• Selection process• Performance and evaluation system• Organization’s culture• Physical work setting
© 2003 Prentice Hall Inc. All rights reserved. 8–198
Group Member Resources
Knowledge, Skills, and Abilities– Interpersonal skills
• Conflict management and resolution• Collaborative problem solving• Communication
– Personality Characteristics• Sociability• Initiative• Openness• Flexibility
© 2003 Prentice Hall Inc. All rights reserved. 8–199
Group Structure - Roles
Formal Leadership– Leadership that is imposed on the group by the
organization.– Leaders who derive their power from the
positions they occupy in the organizational structure.
– Formal leaders may or may not also be the informal leaders of the groups in which they function.
© 2003 Prentice Hall Inc. All rights reserved. 8–200
Group Structure - Roles (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 8–201
Group Structure - Roles (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 8–202
Group Structure - Norms
Classes of Norms:• Performance norms• Appearance norms• Social arrangement norms• Allocation of resources
norms
© 2003 Prentice Hall Inc. All rights reserved. 8–203
Group Structure - Norms (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 8–204
Group Structure - Norms (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 8–205
Examples of Cards Used in Asch’s Study
E X H I B I T 8-5
© 2003 Prentice Hall Inc. All rights reserved. 8–206
Typology of Deviant Workplace Behavior
E X H I B I T 8-6
© 2003 Prentice Hall Inc. All rights reserved. 8–207
Group Structure - Status
Group NormsGroup Norms
Status Equity Status Equity
CultureCulture
Group MemberGroup MemberStatusStatus
© 2003 Prentice Hall Inc. All rights reserved. 8–208
Group Structure - Size
Group Size
PerformanceExp
ected
Actual (due to
loafing)
Other conclusions:• Odd number groups do
better than even.• Groups of 7 or 9 perform
better overall than larger or smaller groups.
© 2003 Prentice Hall Inc. All rights reserved. 8–209
Group Structure - Composition
© 2003 Prentice Hall Inc. All rights reserved. 8–210
Group Structure - Cohesiveness
Increasing group cohesiveness:1. Make the group smaller.2. Encourage agreement with group goals.3. Increase time members spend together.4. Increase group status and admission difficultly.5. Stimulate competition with other groups.6. Give rewards to the group, not individuals.7. Physically isolate the group.
© 2003 Prentice Hall Inc. All rights reserved. 8–211
Relationship Between Group Cohesiveness, Performance Norms, and Productivity
E X H I B I T 8-7
© 2003 Prentice Hall Inc. All rights reserved. 8–212
Group Processes
© 2003 Prentice Hall Inc. All rights reserved. 8–213
Effects of Group Processes
E X H I B I T 8-8
+
–
=
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Group Tasks
Decision-making– Large groups facilitate the pooling of
information about complex tasks.– Smaller groups are better suited to coordinating
and facilitating the implementation of complex tasks.
– Simple, routine standardized tasks reduce the requirement that group processes be effective in order for the group to perform well.
© 2003 Prentice Hall Inc. All rights reserved. 8–215
Group Decision Making
Strengths– More complete
information– Increased
diversity of views– Higher quality of
decisions– Increased
acceptance of solutions
Weaknesses– More time
consuming– Increased
pressure to conform
– Domination by one or a few members
– Ambiguous responsibility
© 2003 Prentice Hall Inc. All rights reserved. 8–216
Group Decision Making (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 8–217
Group Decision-Making Techniques
© 2003 Prentice Hall Inc. All rights reserved. 8–218
Evaluating Group Effectiveness
E X H I B I T 8-10
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 9–220
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Explain the popularity of teams in organizations.
2. Contrast teams with groups.3. Identify four types of teams.4. Describe conditions when teams are preferred
over individuals.5. Specify the characteristics of effective teams.6. Explain how organizations can create team
players.
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© 2003 Prentice Hall Inc. All rights reserved. 9–221
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. Describe the advantages and disadvantages of diversity for work teams.
8. Explain how management can keep teams from becoming stagnant and rigid.
L E
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© 2003 Prentice Hall Inc. All rights reserved. 9–222
Why Have Teams Become So Popular
Teams typically outperform individuals. Teams use employee talents better. Teams are more flexible and responsive to
changes in the environment. Teams facilitate employee involvement. Teams are an effective way to democratize an
organization and increase motivation.
© 2003 Prentice Hall Inc. All rights reserved. 9–223
Team Versus Groups: What’s the Difference
© 2003 Prentice Hall Inc. All rights reserved. 9–224
Comparing Work Groups and Work Teams
E X H I B I T 9-1
© 2003 Prentice Hall Inc. All rights reserved. 9–225
Types of Teams
© 2003 Prentice Hall Inc. All rights reserved. 9–226
Types of Teams (cont’d)
•Task forces•Committees
© 2003 Prentice Hall Inc. All rights reserved. 9–227
Types of Teams (cont’d)
Team Characteristics1. The absence of paraverbal and nonverbal cues2. A limited social context3. The ability to overcome time and space constraints
© 2003 Prentice Hall Inc. All rights reserved. 9–228
Beware: Teams Aren’t Always the Answer
Three tests to see if a team fits the situation:– Is the work complex and is there a need for
different perspectives?– Does the work create a common purpose or set
of goals for the group that is larger than the aggregate of the goals for individuals?
– Are members of the group involved in interdependent tasks?
© 2003 Prentice Hall Inc. All rights reserved. 9–229
Creating Effective Teams
© 2003 Prentice Hall Inc. All rights reserved. 9–230
Creating Effective Teams (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 9–231
Creating Effective Teams (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 9–232
Creating Effective Teams (cont’d)
© 2003 Prentice Hall Inc. All rights reserved. 9–233
A Team-Effectiveness
Model
E X H I B I T 9-3
© 2003 Prentice Hall Inc. All rights reserved. 9–234
Key Rolesof Teams
E X H I B I T 9-4
© 2003 Prentice Hall Inc. All rights reserved. 9–235
Turning Individuals Into Team Players
The Challenges– Overcoming individual resistance to team
membership.– Countering the influence of individualistic cultures.– Introducing teams in an organization that has
historically valued individual achievement. Shaping Team Players
– Selecting employees who can fulfill their team roles.
– Training employees to become team players.– Reworking the reward system to encourage
cooperative efforts while continuing to recognize individual contributions.
© 2003 Prentice Hall Inc. All rights reserved. 9–236
Contemporary Issues in Managing Teams
Team Effectiveness and Quality Management Requires That Teams:1. Are small enough to be efficient and effective.2. Are properly trained in required skills.3. Allocated enough time to work on problems.4. Are given authority to resolve problems and
take corrective action.5. Have a designated “champion” to call on when
needed.
© 2003 Prentice Hall Inc. All rights reserved. 9–237
Team and Workforce Diversity:Advantages and Disadvantages of Diversity
E X H I B I T 9-5
© 2003 Prentice Hall Inc. All rights reserved. 9–238
Reinvigorating Mature Teams
Problems of Mature Teams– Becoming stagnant and complacent as
cohesiveness increases.– Developing groupthink.– Confronting more difficult issues.
Reinvigorating Teams1. Prepare members to deal with problems of
maturity.2. Offer refresher training.3. Offer advanced training.4. Encourage teams to treat their development as
a constant learning experience.
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 10–240
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Describe the communication process.2. Contrast the advantages and disadvantages of
oral versus written communication.3. Compare the effectiveness of the chain,
wheel, and all-channel networks.4. Identify the factors affecting the use of the
grapevine.5. Discuss how computer-aided technology is
changing organizational communication.
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© 2003 Prentice Hall Inc. All rights reserved. 10–241
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
6. Explain the importance of channel richness to improving communication effectiveness.
7. Identify common barriers to effective communication.
8. List behaviors related to effective active listening.
9. Contrast the meaning of talk for men versus women.
10. Describe the potential problems in cross-cultural communication.
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© 2003 Prentice Hall Inc. All rights reserved. 10–242
Functions of Communication
Communication Functions1. Control member behavior.2. Foster motivation for what is to be done.3. Provide a release for emotional expression.4. Provide information needed to make
decisions.
© 2003 Prentice Hall Inc. All rights reserved. 10–243
The Communication Process Model
E X H I B I T 10-1
© 2003 Prentice Hall Inc. All rights reserved. 10–244
Direction of Communication
Upward
Downward
Lateral
© 2003 Prentice Hall Inc. All rights reserved. 10–245
Interpersonal Communication
Oral Communication– Advantages: Speed and feedback.– Disadvantage: Distortion of the message.
Written Communication– Advantages: Tangible and verifiable.– Disadvantages: Time consuming and lacks
feedback. Nonverbal Communication
– Advantages: Supports other communications and provides observable expression of emotions and feelings.
– Disadvantage: Misperception of body language or gestures can influence receiver’s interpretation of message.
© 2003 Prentice Hall Inc. All rights reserved. 10–246
Intonations: It’s the Way You Say It!
E X H I B I T 10-2
© 2003 Prentice Hall Inc. All rights reserved. 10–247
Three Common Formal Small-Group Networks
E X H I B I T 10-3
© 2003 Prentice Hall Inc. All rights reserved. 10–248
Small-Group Networks and Effectiveness Criteria
E X H I B I T 10-4
© 2003 Prentice Hall Inc. All rights reserved. 10–249
Grapevine
Grapevine Characteristics– Not controlled by management.– Perceived by most employees as being more
believable and reliable than formal communications.
– Largely used to serve the self-interests of those who use it.
– Results from:• Desire for information about important situations• Ambiguous conditions• Conditions that cause anxiety
© 2003 Prentice Hall Inc. All rights reserved. 10–250
Suggestions for Reducing the Negative Consequences of Rumors
E X H I B I T 10-5
© 2003 Prentice Hall Inc. All rights reserved. 10–251
Computer-Aided Communication
E-mail– Advantages: quickly written, sent, and stored; low
cost for distribution.– Disadvantages: information overload, lack of
emotional content, cold and impersonal. Intranet
– A private organization-wide information network. Extranet
– An information network connecting employees with external suppliers, customers, and strategic partners.
Videoconferencing– An extension of an intranet or extranet that permits
face-to-face virtual meetings via video links.
© 2003 Prentice Hall Inc. All rights reserved. 10–252
Emoticons: Showing Emotion in E-Mail
E X H I B I T 10-6
© 2003 Prentice Hall Inc. All rights reserved. 10–253
Choice of Communication Channel
Characteristics of Rich Channels1. Handle multiple cues simultaneously.2. Facilitate rapid feedback.3. Are very personal in context.
© 2003 Prentice Hall Inc. All rights reserved. 10–254
Information Richness of Communication Channels
E X H I B I T 10-7
Low channel richness High channel richness
Routine Nonroutine
© 2003 Prentice Hall Inc. All rights reserved. 10–255
Barriers to Effective Communication
© 2003 Prentice Hall Inc. All rights reserved. 10–256
Barriers to Effective Communication (cont’d)
emotionsemotionsHow a receiver feels at the How a receiver feels at the time a message is received time a message is received will influence how the will influence how the message is interpreted.message is interpreted.
languagelanguageWords have different Words have different meanings to different meanings to different people.people.
© 2003 Prentice Hall Inc. All rights reserved. 10–257
Communication Barriers Between Men and Women
Men talk to:– Emphasize status,
power, and independence.
– Complain that women talk on and on.
– Offer solutions.– To boast about
their accomplishments.
Women talk to:– Establish
connection and intimacy.
– Criticize men for not listening.
– Speak of problems to promote closeness.
– Express regret and restore balance to a conversation.
© 2003 Prentice Hall Inc. All rights reserved. 10–258
Cross-Cultural Communication
Cultural Barriers– Barriers caused by semantics– Barriers caused by word connotations– Barriers caused by tone differences– Barriers caused by differences among
perceptions
© 2003 Prentice Hall Inc. All rights reserved. 10–259
Hand Gestures Mean Different Things in Different Countries
E X H I B I T 10-10a
© 2003 Prentice Hall Inc. All rights reserved. 10–260
Hand Gestures Mean Different Things in Different Countries (cont’d)
E X H I B I T 10-10b
© 2003 Prentice Hall Inc. All rights reserved. 10–261
Communication Barriers and Cultural Context
© 2003 Prentice Hall Inc. All rights reserved. 10–262
High-vs.
Low-Context Cultures
E X H I B I T 10-11
© 2003 Prentice Hall Inc. All rights reserved. 10–263
A Cultural Guide
Cultural Context Communication Rules:1. Assume differences until similarity is proven.2. Emphasize description rather than
interpretation or evaluation.3. Practice empathy.4. Treat your interpretations as a working
hypothesis.
ORGANIZATIONAL BEHAVIORS T E P H E N P. R O B B I N S
W W W . P R E N H A L L . C O M / R O B B I N S
T E N T H E D I T I O N
© 2003 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook
© 2003 Prentice Hall Inc. All rights reserved. 11–265
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
1. Contrast leadership and management.2. Summarize the conclusions of trait theories.3. Identify the limitations of behavioral theories.4. Describe Fiedler’s contingency model.5. Explain Hersey and Blanchard’s situational
theory.6. Summarize leader-member exchange theory.L
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© 2003 Prentice Hall Inc. All rights reserved. 11–266
AFTER STUDYING THIS CHAPTER,YOU SHOULD BE ABLE TO:
7. Describe the path-goal theory.8. Identify the situational variables in the leader-
participation model.
L E
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© 2003 Prentice Hall Inc. All rights reserved. 11–267
What Is Leadership?
managementUse of authority inherent in designated formal rank to obtain compliance from organizational members
© 2003 Prentice Hall Inc. All rights reserved. 11–268
Trait Theories
Leadership TraitsLeadership Traits::• Ambition and energyAmbition and energy• The desire to leadThe desire to lead• Honesty and Honesty and
integrityintegrity• Self-confidenceSelf-confidence• IntelligenceIntelligence• Job-relevant Job-relevant
knowledgeknowledge
© 2003 Prentice Hall Inc. All rights reserved. 11–269
Trait Theories
LimitationsLimitations::
• No universal traits that predict leadership No universal traits that predict leadership in all situations.in all situations.
• Traits predict behavior better in “weak” Traits predict behavior better in “weak” than “strong” situations.than “strong” situations.
• Unclear evidence of the cause and effect Unclear evidence of the cause and effect of relationship of leadership and traits.of relationship of leadership and traits.
• Better predictor of the appearance of Better predictor of the appearance of leadership than distinguishing effective leadership than distinguishing effective and ineffective leaders.and ineffective leaders.
© 2003 Prentice Hall Inc. All rights reserved. 11–270
Behavioral Theories
• Trait theory:Trait theory:Leaders are born, not made.Leaders are born, not made.
• Behavioral theory:Behavioral theory:Leadership traits can be taught.Leadership traits can be taught.
© 2003 Prentice Hall Inc. All rights reserved. 11–271
Ohio State Studies
© 2003 Prentice Hall Inc. All rights reserved. 11–272
University of Michigan Studies
© 2003 Prentice Hall Inc. All rights reserved. 11–273
The Managerial
Grid
E X H I B I T 11-1
© 2003 Prentice Hall Inc. All rights reserved. 11–274
Scandinavian Studies
© 2003 Prentice Hall Inc. All rights reserved. 11–275
Contingency Theories: Fiedler’s Model
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Fiedler’s Model: Defining the Situation
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E X H I B I T 11-2
Findings from Fiedler Model
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Cognitive Resource Theory
Research Support:• Less intelligent individuals
perform better in leadership roles under high stress than do more intelligent individuals.
• Less experienced people perform better in leadership roles under low stress than do more experienced people.
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Hersey and Blanchard’s Situational Leadership Theory
Follower readiness: ability
and willingness
Follower readiness: ability
and willingness
Leader: decreasing need for support and supervisionLeader: decreasing need for support and supervision
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Leader–Member Exchange Theory
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Leader-Member Exchange Theory
E X H I B I T 11-3
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Path-Goal Theory
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The Path-Goal Theory
E X H I B I T 11-4
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Leader-Participation Model
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Contingency Variables in the Revised Leader-Participation Model
E X H I B I T 11-5