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Transcript of Robbins9 ppt14
ninth editionninth edition
STEPHEN P. ROBBINSSTEPHEN P. ROBBINS
© 2007 Prentice Hall, Inc. © 2007 Prentice Hall, Inc. All rights reserved.All rights reserved.
PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie CookThe University of West AlabamaThe University of West Alabama
MARY COULTERMARY COULTER
Foundations Foundations of Behaviorof Behavior
ChapterChapter
1414
© 2007 Prentice Hall, Inc. All rights reserved. 14–2
L E A R N I N G O U T L I N E L E A R N I N G O U T L I N E Follow this Learning Outline as you read and study this chapter.Follow this Learning Outline as you read and study this chapter.
Why Look at Individual Behavior?Why Look at Individual Behavior?• Explain why the concept of an organization as an iceberg Explain why the concept of an organization as an iceberg
is important to understanding organizational behavior.is important to understanding organizational behavior.
• Describe the focus and the goals of organizational Describe the focus and the goals of organizational behavior.behavior.
• Define the six important employee behaviors that Define the six important employee behaviors that managers want to explain, predict, and influence.managers want to explain, predict, and influence.
AttitudesAttitudes• Describe the three components of an attitude.Describe the three components of an attitude.
• Discuss three job-related attitudes.Discuss three job-related attitudes.
• Describe the impact job satisfaction has on employee Describe the impact job satisfaction has on employee behavior.behavior.
© 2007 Prentice Hall, Inc. All rights reserved. 14–3
L E A R N I N G O U T L I N E (cont’d) L E A R N I N G O U T L I N E (cont’d) Follow this Learning Outline as you read and study this chapter.Follow this Learning Outline as you read and study this chapter.
Attitudes (cont’d)Attitudes (cont’d)• Explain how individuals reconcile inconsistencies Explain how individuals reconcile inconsistencies
between attitudes and behavior.between attitudes and behavior.
•PersonalityPersonality• Contrast the MBTI and the big-five model of personality.Contrast the MBTI and the big-five model of personality.
• Describe the five personality traits that have proved to be Describe the five personality traits that have proved to be most powerful in explaining individual behavior in most powerful in explaining individual behavior in organizations.organizations.
• Explain how emotions and emotional intelligence impact Explain how emotions and emotional intelligence impact behavior.behavior.
© 2007 Prentice Hall, Inc. All rights reserved. 14–4
L E A R N I N G O U T L I N E (cont’d) L E A R N I N G O U T L I N E (cont’d) Follow this Learning Outline as you read and study this chapter.Follow this Learning Outline as you read and study this chapter.
PerceptionPerception• Explain how an understanding of perception can help Explain how an understanding of perception can help
managers.managers.• Describe the key elements of attribution theory.Describe the key elements of attribution theory.• Discuss how the fundamental attribution error and self-Discuss how the fundamental attribution error and self-
serving bias can distort attributions.serving bias can distort attributions.• Name three shortcuts used in judging others.Name three shortcuts used in judging others.
LearningLearning• Explain how operant conditioning helps managers Explain how operant conditioning helps managers
understand, predict, and influence behavior.understand, predict, and influence behavior.• Describe the implications of social learning theory for Describe the implications of social learning theory for
managing people at work.managing people at work.
© 2007 Prentice Hall, Inc. All rights reserved. 14–5
L E A R N I N G O U T L I N E (cont’d) L E A R N I N G O U T L I N E (cont’d) Follow this Learning Outline as you read and study this chapter.Follow this Learning Outline as you read and study this chapter.
Learning (cont’d)Learning (cont’d)• Discuss how managers can shape behavior.Discuss how managers can shape behavior.
Contemporary OB IssuesContemporary OB Issues• Describe the challenges managers face in managing Gen Describe the challenges managers face in managing Gen
Y workers.Y workers.• Explain what managers can do to deal with workplace Explain what managers can do to deal with workplace
misbehavior. misbehavior.
© 2007 Prentice Hall, Inc. All rights reserved. 14–6
Why Look at Individual Behavior?Why Look at Individual Behavior?
• Organizational Behavior (OB)Organizational Behavior (OB) The actions of people at workThe actions of people at work
• Focus of Organizational BehaviorFocus of Organizational Behavior Individual behaviorIndividual behavior
Attitudes, personality, perception, learning, and motivationAttitudes, personality, perception, learning, and motivation
Group behaviorGroup behavior Norms, roles, team building, leadership, and conflictNorms, roles, team building, leadership, and conflict
• Goals of Organizational BehaviorGoals of Organizational Behavior To explain, predict and influence behavior.To explain, predict and influence behavior.
© 2007 Prentice Hall, Inc. All rights reserved. 14–7
Exhibit 14.1Exhibit 14.1 The Organization as an IcebergThe Organization as an Iceberg
© 2007 Prentice Hall, Inc. All rights reserved. 14–8
Important Employee BehaviorsImportant Employee Behaviors
• Employee ProductivityEmployee Productivity A performance measure of both efficiency and A performance measure of both efficiency and
effectivenesseffectiveness
• AbsenteeismAbsenteeism The failure to report to work when expectedThe failure to report to work when expected
• TurnoverTurnover The voluntary and involuntary The voluntary and involuntary
permanent withdrawal from permanent withdrawal from an organizationan organization
© 2007 Prentice Hall, Inc. All rights reserved. 14–9
Important Employee Behaviors (cont’d)Important Employee Behaviors (cont’d)
• Organizational Citizenship Behavior (OCB)Organizational Citizenship Behavior (OCB) Discretionary behavior that is not a part of an Discretionary behavior that is not a part of an
employee’s formal job requirements, but which employee’s formal job requirements, but which promotes the effective functioning of the organization.promotes the effective functioning of the organization.
• Job SatisfactionJob Satisfaction The individual’s general attitude The individual’s general attitude
toward his or her jobtoward his or her job
© 2007 Prentice Hall, Inc. All rights reserved. 14–10
Important Employee Behaviors (cont’d)Important Employee Behaviors (cont’d)
• Workplace MisbehaviorWorkplace Misbehavior Any intentional employee behavior that has negative Any intentional employee behavior that has negative
consequences for the organization or individuals consequences for the organization or individuals within the organization.within the organization.
Types of MisbehaviorTypes of Misbehavior DevianceDeviance
AggressionAggression
Antisocial behaviorAntisocial behavior
ViolenceViolence
© 2007 Prentice Hall, Inc. All rights reserved. 14–11
Psychological Factors Affecting Psychological Factors Affecting Employee BehaviorEmployee Behavior
• AttitudesAttitudes
• PersonalityPersonality
• PerceptionPerception
• LearningLearning
• AttitudesAttitudes
• PersonalityPersonality
• PerceptionPerception
• LearningLearning
• Employee Employee ProductivityProductivity
• AbsenteeismAbsenteeism• TurnoverTurnover• Organizational Organizational
CitizenshipCitizenship• Job SatisfactionJob Satisfaction• Workplace Workplace
MisbehaviorMisbehavior
• Employee Employee ProductivityProductivity
• AbsenteeismAbsenteeism• TurnoverTurnover• Organizational Organizational
CitizenshipCitizenship• Job SatisfactionJob Satisfaction• Workplace Workplace
MisbehaviorMisbehavior
© 2007 Prentice Hall, Inc. All rights reserved. 14–12
Psychological FactorsPsychological Factors
• AttitudesAttitudes Evaluative statementsEvaluative statements—either favorable or —either favorable or
unfavorable—concerning objects, people, or events.unfavorable—concerning objects, people, or events.
• Components Of An AttitudeComponents Of An Attitude Cognitive component:Cognitive component: the beliefs, opinions, the beliefs, opinions,
knowledge, or information held by a person.knowledge, or information held by a person. Affective component:Affective component: the emotional or feeling part the emotional or feeling part
of an attitude.of an attitude. Behavioral component:Behavioral component: the intention to behave in a the intention to behave in a
certain way.certain way.
© 2007 Prentice Hall, Inc. All rights reserved. 14–13
Psychological Factors (cont’d)Psychological Factors (cont’d)
• Job SatisfactionJob Satisfaction Job satisfaction is affected by level of income earned Job satisfaction is affected by level of income earned
and by the type of job a worker does.and by the type of job a worker does.
• Job Satisfaction and ProductivityJob Satisfaction and Productivity For individuals, productivity appears to lead to job For individuals, productivity appears to lead to job
satisfaction.satisfaction. For organizations, those with more satisfied For organizations, those with more satisfied
employees are more effective than those with less employees are more effective than those with less satisfied employees.satisfied employees.
© 2007 Prentice Hall, Inc. All rights reserved. 14–14
Psychological Factors (cont’d)Psychological Factors (cont’d)
• Job Satisfaction and AbsenteeismJob Satisfaction and Absenteeism Satisfied employees tend to have lower levels of Satisfied employees tend to have lower levels of
absenteeism.absenteeism.
• Job Satisfaction and TurnoverJob Satisfaction and Turnover Satisfied employees have lower levels of turnover; Satisfied employees have lower levels of turnover;
dissatisfied employees have higher levels of turnover.dissatisfied employees have higher levels of turnover. Turnover is affected by the level of employee Turnover is affected by the level of employee
performance.performance. The preferential treatment afforded superior employees The preferential treatment afforded superior employees
makes satisfaction less important in predicting their turnover makes satisfaction less important in predicting their turnover decisions.decisions.
© 2007 Prentice Hall, Inc. All rights reserved. 14–15
Psychological Factors (cont’d)Psychological Factors (cont’d)
• Job Satisfaction and Customer SatisfactionJob Satisfaction and Customer Satisfaction The level of job satisfaction for frontline employees is The level of job satisfaction for frontline employees is
related to increased customer satisfaction and loyalty.related to increased customer satisfaction and loyalty.
Interaction with dissatisfied customers can increase Interaction with dissatisfied customers can increase an employee’s job dissatisfaction.an employee’s job dissatisfaction.
Actions to increase job satisfaction for customer Actions to increase job satisfaction for customer service workers:service workers: Hire upbeat and friendly employees.Hire upbeat and friendly employees.
Reward superior customer service.Reward superior customer service.
Provide a positive work climate.Provide a positive work climate.
Use attitude surveys to track employee satisfaction.Use attitude surveys to track employee satisfaction.
© 2007 Prentice Hall, Inc. All rights reserved. 14–16
Psychological Factors (cont’d)Psychological Factors (cont’d)
• Job Satisfaction and Workplace MisbehaviorJob Satisfaction and Workplace Misbehavior Dissatisfied employees will respond somehowDissatisfied employees will respond somehow Not easy to predict exactly how they’ll respondNot easy to predict exactly how they’ll respond
© 2007 Prentice Hall, Inc. All rights reserved. 14–17
Psychological Factors (cont’d)Psychological Factors (cont’d)
• Job InvolvementJob Involvement The degree to which an employee identifies with his The degree to which an employee identifies with his
or her job, actively participates in it, and considers his or her job, actively participates in it, and considers his or her performance to be important to his or her self-or her performance to be important to his or her self-worth.worth. High levels of commitment are related to fewer absences and High levels of commitment are related to fewer absences and
lower resignation rates.lower resignation rates.
© 2007 Prentice Hall, Inc. All rights reserved. 14–18
Psychological Factors (cont’d)Psychological Factors (cont’d)
• Organizational CommitmentOrganizational Commitment
Is the degree to which an employee identifies with a Is the degree to which an employee identifies with a particular organization and its goals and wishes to particular organization and its goals and wishes to maintain membership in the organization.maintain membership in the organization.
Leads to lower levels of both absenteeism and Leads to lower levels of both absenteeism and turnover.turnover.
Could be becoming an outmoded measure as the Could be becoming an outmoded measure as the number of workers who change employers increases.number of workers who change employers increases.
© 2007 Prentice Hall, Inc. All rights reserved. 14–19
Psychological Factors (cont’d)Psychological Factors (cont’d)
• Perceived Organizational SupportPerceived Organizational Support
Is the general belief of employees that their Is the general belief of employees that their organization values their contribution and cares about organization values their contribution and cares about their well-being.their well-being.
Represents the commitment of the organization to the Represents the commitment of the organization to the employee.employee.
Providing high levels of support increases job Providing high levels of support increases job satisfaction and lower turnover.satisfaction and lower turnover.
© 2007 Prentice Hall, Inc. All rights reserved. 14–20
Attitudes and ConsistencyAttitudes and Consistency
• People seek consistency in two ways:People seek consistency in two ways: Consistency among their attitudes.Consistency among their attitudes. Consistency between their attitudes and behaviors.Consistency between their attitudes and behaviors.
• If an inconsistency arises, individuals:If an inconsistency arises, individuals: Alter their attitudesAlter their attitudes
oror Alter their behaviorAlter their behavior
oror Develop a rationalization for the inconsistencyDevelop a rationalization for the inconsistency
© 2007 Prentice Hall, Inc. All rights reserved. 14–21
Cognitive Dissonance TheoryCognitive Dissonance Theory
• Cognitive DissonanceCognitive Dissonance Any incompatibility or inconsistency between attitudes Any incompatibility or inconsistency between attitudes
or between behavior and attitudes.or between behavior and attitudes. Any form of inconsistency is uncomfortable and individuals Any form of inconsistency is uncomfortable and individuals
will try to reduce the dissonance.will try to reduce the dissonance.
The intensity of the desire to reduce the dissonance is The intensity of the desire to reduce the dissonance is influenced by:influenced by: The importance of the factors creating the dissonance.The importance of the factors creating the dissonance.
The degree to which an individual believes that the factors The degree to which an individual believes that the factors causing the dissonance are controllable.causing the dissonance are controllable.
Rewards available to compensate for the dissonance.Rewards available to compensate for the dissonance.
© 2007 Prentice Hall, Inc. All rights reserved. 14–22
Attitude SurveysAttitude Surveys
• Attitude SurveysAttitude Surveys
A instrument/document that presents employees with A instrument/document that presents employees with a set of statements or questions eliciting how they a set of statements or questions eliciting how they feel about their jobs, work groups, supervisors, or feel about their jobs, work groups, supervisors, or their organization.their organization.
Provide management with feedback on employee Provide management with feedback on employee perceptions of the organization and their jobs.perceptions of the organization and their jobs.
© 2007 Prentice Hall, Inc. All rights reserved. 14–23
Exhibit 14.2Exhibit 14.2 Sample Attitude SurveySample Attitude Survey
Source: Based on T. Lammers, “The Essential Employee Survey,” Inc., December 1992, pp. 159–161.
© 2007 Prentice Hall, Inc. All rights reserved. 14–24
The Importance of AttitudesThe Importance of Attitudes
• Implication for ManagersImplication for Managers Attitudes warn of potential behavioral problems: Attitudes warn of potential behavioral problems:
Managers should do things that generate the positive Managers should do things that generate the positive attitudes that reduce absenteeism and turnover.attitudes that reduce absenteeism and turnover.
Attitudes influence behaviors of employees:Attitudes influence behaviors of employees: Managers should focus on helping employees become more Managers should focus on helping employees become more
productive to increase job satisfaction.productive to increase job satisfaction.
Employees will try to reduce dissonance unless:Employees will try to reduce dissonance unless: Managers identify the external sources of dissonance.Managers identify the external sources of dissonance. Managers provide rewards compensating for the dissonance.Managers provide rewards compensating for the dissonance.
© 2007 Prentice Hall, Inc. All rights reserved. 14–25
PersonalityPersonality
• PersonalityPersonality The unique combination of psychological The unique combination of psychological
characteristics (measurable traits) that affect how a characteristics (measurable traits) that affect how a person reacts and interacts with others.person reacts and interacts with others.
© 2007 Prentice Hall, Inc. All rights reserved. 14–26
Classifying Personality TraitsClassifying Personality Traits
• Myers Briggs Type Indicator (MBTIMyers Briggs Type Indicator (MBTI®®))
A general personality assessment tool that A general personality assessment tool that measures the personality of an individual using four measures the personality of an individual using four categories:categories: Social interaction: Extrovert or Introvert (E or I)Social interaction: Extrovert or Introvert (E or I)
Preference for gathering data: Sensing or Intuitive (S or N)Preference for gathering data: Sensing or Intuitive (S or N)
Preference for decision making: Feeling or Thinking (F or T)Preference for decision making: Feeling or Thinking (F or T)
Style of decision making: Perceptive or Judgmental (P or J)Style of decision making: Perceptive or Judgmental (P or J)
© 2007 Prentice Hall, Inc. All rights reserved. 14–27
Exhibit 14.3Exhibit 14.3 Examples of MBTIExamples of MBTI®® Types Types
TypeType DescriptionDescription
INFJ (introvert, intuitive, INFJ (introvert, intuitive, feeling, judgmental)feeling, judgmental)
Quietly forceful, conscientious, and concerned for others. Such Quietly forceful, conscientious, and concerned for others. Such people succeed by perseverance, originality, and the desire to people succeed by perseverance, originality, and the desire to do whatever is needed or wanted. They are often highly do whatever is needed or wanted. They are often highly respected for their uncompromising principles.respected for their uncompromising principles.
ESTP (extrovert, ESTP (extrovert, sensing, thinking, sensing, thinking, perceptive)perceptive)
Blunt and sometimes insensitive. Such people are matter-of-fact Blunt and sometimes insensitive. Such people are matter-of-fact and do notand do not
worry or hurry. They enjoy whatever comes along. They work worry or hurry. They enjoy whatever comes along. They work best with real things that can be assembled or disassembled.best with real things that can be assembled or disassembled.
ISFP (introvert, sensing, ISFP (introvert, sensing, feeling, perceptive)feeling, perceptive)
Sensitive, kind, modest, shy, and quietly friendly. Such people Sensitive, kind, modest, shy, and quietly friendly. Such people strongly dislike strongly dislike
disagreements and will avoid them. They are loyal followers and disagreements and will avoid them. They are loyal followers and quite often are relaxed about getting things done.quite often are relaxed about getting things done.
ENTJ (extrovert, ENTJ (extrovert, intuitive, thinking, intuitive, thinking, judgmental)judgmental)
Warm, friendly, candid, and decisive; also usually skilled in Warm, friendly, candid, and decisive; also usually skilled in anything that requires reasoning and intelligent talk, but may anything that requires reasoning and intelligent talk, but may sometimes overestimate what they are capable of doing.sometimes overestimate what they are capable of doing.
Source: Based on I. Briggs-Myers, Introduction to Type (Palo Alto, CA: Consulting Psychologists Press, 1980), pp. 7–8.
© 2007 Prentice Hall, Inc. All rights reserved. 14–28
The Big-Five ModelThe Big-Five Model
• ExtraversionExtraversion Sociable, talkative, and Sociable, talkative, and
assertiveassertive
• AgreeablenessAgreeableness Good-natured, Good-natured,
cooperative, and trustingcooperative, and trusting
• ConscientiousnessConscientiousness Responsible, dependable, Responsible, dependable,
persistent, and persistent, and achievement orientedachievement oriented
• Emotional StabilityEmotional Stability Calm, enthusiastic, and Calm, enthusiastic, and
secure or tense, nervous, secure or tense, nervous, and insecureand insecure
• Openness to ExperienceOpenness to Experience Imaginative, artistically Imaginative, artistically
sensitive, and intellectualsensitive, and intellectual
© 2007 Prentice Hall, Inc. All rights reserved. 14–29
Other Personality InsightsOther Personality Insights
• Locus of ControlLocus of Control Internal locus:Internal locus: persons who believe that they control persons who believe that they control
their own destiny.their own destiny.
External locus:External locus: persons who believe that what persons who believe that what happens to them is due to luck or chance (the happens to them is due to luck or chance (the uncontrollable effects of outside forces) .uncontrollable effects of outside forces) .
• Machiavellianism (Mach)Machiavellianism (Mach) The degree to which an individual is pragmatic, The degree to which an individual is pragmatic,
maintains emotional distance, and seeks to gain and maintains emotional distance, and seeks to gain and manipulate powermanipulate power—ends can justify means.—ends can justify means.
© 2007 Prentice Hall, Inc. All rights reserved. 14–30
Other Personality Insights (cont’d)Other Personality Insights (cont’d)
• Self-Esteem (SE)Self-Esteem (SE) The degree to which people like or dislike themselvesThe degree to which people like or dislike themselves High SEsHigh SEs
Believe in themselves and expect success.Believe in themselves and expect success. Take more risks and use unconventional approaches.Take more risks and use unconventional approaches. Are more satisfied with their jobs than Low SEs.Are more satisfied with their jobs than Low SEs.
Low SEsLow SEs Are more susceptible to external influences.Are more susceptible to external influences. Depend on positive evaluations from others.Depend on positive evaluations from others. Are more prone to conform than high SEs.Are more prone to conform than high SEs.
© 2007 Prentice Hall, Inc. All rights reserved. 14–31
Other Personality Insights (cont’d)Other Personality Insights (cont’d)
• Self-MonitoringSelf-Monitoring An individual’s ability to adjust his or her behavior to An individual’s ability to adjust his or her behavior to
external, situational factors.external, situational factors. High self-monitors:High self-monitors:
Are sensitive to external cues and behave differently in Are sensitive to external cues and behave differently in different situations.different situations.
Can present contradictory public persona and private selvesCan present contradictory public persona and private selves—impression management.—impression management.
Low self-monitorsLow self-monitors Do not adjust their behavior to the situation.Do not adjust their behavior to the situation. Are behaviorally consistent in public and private.Are behaviorally consistent in public and private.
© 2007 Prentice Hall, Inc. All rights reserved. 14–32
Other Personality Insights (cont’d)Other Personality Insights (cont’d)
• Risk-TakingRisk-Taking The propensity (or willingness) to take risks.The propensity (or willingness) to take risks.
High risk-takers take less time and require less information High risk-takers take less time and require less information than low risk-takers when making a decision.than low risk-takers when making a decision.
Organizational effectiveness is maximized when the Organizational effectiveness is maximized when the risk-taking propensity of a manager is aligned with risk-taking propensity of a manager is aligned with the specific demands of the job assigned to the the specific demands of the job assigned to the manager.manager.
© 2007 Prentice Hall, Inc. All rights reserved. 14–33
EmotionsEmotions
• EmotionsEmotions Intense feelings (reactions) that are directed at Intense feelings (reactions) that are directed at
specific objects (someone or something)specific objects (someone or something) Universal emotions:Universal emotions:
AngerAnger FearFear SadnessSadness HappinessHappiness DisgustDisgust SurpriseSurprise
© 2007 Prentice Hall, Inc. All rights reserved. 14–34
Emotional IntelligenceEmotional Intelligence
• Emotional Intelligence (EI)Emotional Intelligence (EI) An assortment of noncognitive skills, capabilities, and An assortment of noncognitive skills, capabilities, and
competencies that influence a person’s ability to competencies that influence a person’s ability to succeed in coping with environmental demands and succeed in coping with environmental demands and pressures.pressures.
Dimensions of EI:Dimensions of EI: Self-awareness: knowing what you’re feelingSelf-awareness: knowing what you’re feeling
Self-management: managing emotions and impulsesSelf-management: managing emotions and impulses
Self-motivation: persisting despite setbacks and failuresSelf-motivation: persisting despite setbacks and failures
Empathy: sensing how others are feelingEmpathy: sensing how others are feeling
Social skills: handling the emotions of othersSocial skills: handling the emotions of others
© 2007 Prentice Hall, Inc. All rights reserved. 14–35
Implications for ManagersImplications for Managers
• Employee selectionEmployee selection• Helps in understanding employee behavior(s)Helps in understanding employee behavior(s)• By understanding others’ behavior(s), can work By understanding others’ behavior(s), can work
better with thembetter with them
© 2007 Prentice Hall, Inc. All rights reserved. 14–36
Understanding Personality DifferencesUnderstanding Personality Differences
• Personality-Job Fit Theory (Holland)Personality-Job Fit Theory (Holland) An employee’s job satisfaction and likelihood of An employee’s job satisfaction and likelihood of
turnover depends on the compatibility of the turnover depends on the compatibility of the employee’s personality and occupation.employee’s personality and occupation.
Key points of the theory:Key points of the theory: There are differences in personalities.There are differences in personalities. There are different types of jobs.There are different types of jobs. Job satisfaction and turnover are related to the match Job satisfaction and turnover are related to the match
between personality and job for an individual.between personality and job for an individual.
© 2007 Prentice Hall, Inc. All rights reserved. 14–37
Exhibit 14.4Exhibit 14.4 Holland’s Typology of Personality and Sample OccupationsHolland’s Typology of Personality and Sample Occupations
Source: Based on J. L. Holland, Making Vocational Choices: A Theory of Vocational Personalities and Work Environments (Odessa, FL: Psychological Assessment Resources, 1997).
© 2007 Prentice Hall, Inc. All rights reserved. 14–38
PerceptionPerception
• PerceptionPerception A process by which individuals give meaning (reality) A process by which individuals give meaning (reality)
to their environment by organizing and interpreting to their environment by organizing and interpreting their sensory impressions.their sensory impressions.
• Factors influencing perception:Factors influencing perception: The perceiver’s personal characteristicsThe perceiver’s personal characteristics—interests, —interests,
biases and expectationsbiases and expectations The target’s characteristicsThe target’s characteristics——distinctiveness, contrast, distinctiveness, contrast,
and similarity)and similarity) The situation (context) factorsThe situation (context) factors——place, time, locationplace, time, location
——draw attention or distract from the targetdraw attention or distract from the target
© 2007 Prentice Hall, Inc. All rights reserved. 14–39
Exhibit 14.5Exhibit 14.5 Perception Challenges: What Do You See?Perception Challenges: What Do You See?
© 2007 Prentice Hall, Inc. All rights reserved. 14–40
How We Perceive PeopleHow We Perceive People
• Attribution TheoryAttribution Theory How the actions of individuals are perceived by others How the actions of individuals are perceived by others
depends on what meaning (causation) we attribute to depends on what meaning (causation) we attribute to a given behavior.a given behavior. Internally caused behavior: under the individual’s controlInternally caused behavior: under the individual’s control
Externally caused behavior: due to outside factorsExternally caused behavior: due to outside factors
Determining the source of behaviors:Determining the source of behaviors: Distinctiveness: different behaviors in different situationsDistinctiveness: different behaviors in different situations
Consensus: behaviors similar to others in same situationConsensus: behaviors similar to others in same situation
Consistency: regularity of the same behavior over timeConsistency: regularity of the same behavior over time
© 2007 Prentice Hall, Inc. All rights reserved. 14–41
Exhibit 14.6Exhibit 14.6 Attribution TheoryAttribution Theory
© 2007 Prentice Hall, Inc. All rights reserved. 14–42
How We Perceive People (cont’d)How We Perceive People (cont’d)
• Attribution Theory – errors and biases (cont’d)Attribution Theory – errors and biases (cont’d) Fundamental attribution errorFundamental attribution error
The tendency to underestimate the influence of external The tendency to underestimate the influence of external factors and to overestimate the influence of internal or factors and to overestimate the influence of internal or personal factors.personal factors.
Self-serving biasSelf-serving bias The tendency of individuals to attribute their successes to The tendency of individuals to attribute their successes to
internal factors while blaming personal failures on external internal factors while blaming personal failures on external factors.factors.
© 2007 Prentice Hall, Inc. All rights reserved. 14–43
Shortcuts Used in Judging OthersShortcuts Used in Judging Others
• Assumed SimilarityAssumed Similarity Assuming that others are more like us than they Assuming that others are more like us than they
actually are.actually are.
• StereotypingStereotyping Judging someone on the basis of our perception of a Judging someone on the basis of our perception of a
group he or she is a part of.group he or she is a part of.
• Halo EffectHalo Effect Forming a general impression of a person on the Forming a general impression of a person on the
basis of a single characteristic of that personbasis of a single characteristic of that person
© 2007 Prentice Hall, Inc. All rights reserved. 14–44
Implications for ManagersImplications for Managers
• Employees react to perceptionsEmployees react to perceptions• Pay close attention to how employees perceive Pay close attention to how employees perceive
their jobs and management actionstheir jobs and management actions
© 2007 Prentice Hall, Inc. All rights reserved. 14–45
LearningLearning
• LearningLearning Any relatively permanent change in behavior that Any relatively permanent change in behavior that
occurs as a result of experience.occurs as a result of experience. Almost all complex behavior is learned.Almost all complex behavior is learned. Learning is a continuous, life-long process.Learning is a continuous, life-long process. The principles of learning can be used to shape behaviorThe principles of learning can be used to shape behavior
• Theories of learning:Theories of learning: Operant conditioningOperant conditioning
Social learningSocial learning
© 2007 Prentice Hall, Inc. All rights reserved. 14–46
Learning (cont’d)Learning (cont’d)
• Operant Conditioning (B.F. Skinner)Operant Conditioning (B.F. Skinner) The theory that behavior is a function of its The theory that behavior is a function of its
consequences and is learned through experience.consequences and is learned through experience.
Operant behavior: voluntary or learned behaviorsOperant behavior: voluntary or learned behaviors Behaviors are learned by making rewards contingent to Behaviors are learned by making rewards contingent to
behaviors. behaviors. Behavior that is rewarded (positively reinforced) is likely to be Behavior that is rewarded (positively reinforced) is likely to be
repeated.repeated. Behavior that is punished or ignored is less likely to be Behavior that is punished or ignored is less likely to be
repeated.repeated.
© 2007 Prentice Hall, Inc. All rights reserved. 14–47
Learning (cont’d)Learning (cont’d)
• Social LearningSocial Learning The theory that individuals learn through their The theory that individuals learn through their
observations of others and through their direct observations of others and through their direct experiences.experiences.
Attributes of models that influence learning:Attributes of models that influence learning: Attentional:Attentional: the attractiveness or similarity of the model the attractiveness or similarity of the model
Retention:Retention: how well the model can be recalled how well the model can be recalled
Motor reproduction:Motor reproduction: the reproducibility of the model’s the reproducibility of the model’s actionsactions
Reinforcement:Reinforcement: the rewards associated with learning the the rewards associated with learning the model behaviormodel behavior
© 2007 Prentice Hall, Inc. All rights reserved. 14–48
Shaping: A Managerial ToolShaping: A Managerial Tool
• Shaping BehaviorShaping Behavior Attempting to “mold” individuals by guiding their Attempting to “mold” individuals by guiding their
learning in graduated steps such that they learn to learning in graduated steps such that they learn to behave in ways that most benefit the organization.behave in ways that most benefit the organization.
Shaping methods:Shaping methods: Positive reinforcement:Positive reinforcement: rewarding desired behaviors. rewarding desired behaviors.
Negative reinforcement:Negative reinforcement: removing an unpleasant removing an unpleasant consequence once the desired behavior is exhibited.consequence once the desired behavior is exhibited.
Punishment:Punishment: penalizing an undesired behavior. penalizing an undesired behavior.
Extinction:Extinction: eliminating a reinforcement for an undesired eliminating a reinforcement for an undesired behavior.behavior.
© 2007 Prentice Hall, Inc. All rights reserved. 14–49
Contemporary Issues in OBContemporary Issues in OB
• Managing Generational Differences in the Managing Generational Differences in the WorkplaceWorkplace Gen Y: individuals born after 1978Gen Y: individuals born after 1978
Bring new attitudes to the workplace that reflect wide arrays Bring new attitudes to the workplace that reflect wide arrays of experiences and opportunitiesof experiences and opportunities
Want to work, but don’t want work to be their lifeWant to work, but don’t want work to be their life Challenge the status quoChallenge the status quo Have grown up with technologyHave grown up with technology
© 2007 Prentice Hall, Inc. All rights reserved. 14–50
Exhibit 14.7Exhibit 14.7 Gen Y WorkersGen Y Workers
Source: Bruce Tulgan of Rainmaker Thinking. Used with permission.
© 2007 Prentice Hall, Inc. All rights reserved. 14–51
Contemporary Issues in OBContemporary Issues in OB
• Managing Negative Behavior in the WorkplaceManaging Negative Behavior in the Workplace Tolerating negative behavior sends the wrong Tolerating negative behavior sends the wrong
message to other employeesmessage to other employees Both preventive and responsive actions to negative Both preventive and responsive actions to negative
behaviors are needed:behaviors are needed: Screening potential employeesScreening potential employees Responding immediately and decisively to unacceptable Responding immediately and decisively to unacceptable
behaviorbehavior Paying attention to employee attitudesPaying attention to employee attitudes
© 2007 Prentice Hall, Inc. All rights reserved. 14–52
Terms to KnowTerms to Know
• behaviorbehavior• organizational behaviororganizational behavior• employee productivityemployee productivity• absenteeismabsenteeism• turnoverturnover• organizational citizenship organizational citizenship
behaviorbehavior• job satisfactionjob satisfaction• workplace misbehaviorworkplace misbehavior• attitudesattitudes• cognitive componentcognitive component• affective componentaffective component
• behavioral componentbehavioral component• job involvementjob involvement• organizational organizational
commitmentcommitment• perceived organizational perceived organizational
supportsupport• cognitive dissonancecognitive dissonance• attitude surveysattitude surveys• personalitypersonality• big-five modelbig-five model• locus of controllocus of control• MachiavellianismMachiavellianism
© 2007 Prentice Hall, Inc. All rights reserved. 14–53
Terms to Know (cont’d)Terms to Know (cont’d)
• self-esteemself-esteem• self-monitoringself-monitoring• impression managementimpression management• emotionsemotions• emotional intelligence (EI)emotional intelligence (EI)• perceptionperception• attribution theoryattribution theory• fundamental attribution fundamental attribution
errorerror• self-serving biasself-serving bias• assumed similarityassumed similarity• stereotypingstereotyping
• halo effecthalo effect• learninglearning• operant conditioningoperant conditioning• social learning theorysocial learning theory• shaping behaviorshaping behavior