Download UNIVERSITI TEKNOLOGI MARA Faculty of Architecture, Planning

UNIVERSITI TEKNOLOGI MARA
Faculty of Architecture, Planning & Surveying
Building Department
MGT 515 - SUMMARY
Prepared by:
SHARIFAH NOR FAIRUZ BINTI SYED HUSIN
2007122629
SUHAIDAH BINTI MOHD SALLEH
2007126923
NORASHIKIN BINTI ABDUL HAMID
2007126919
NOOR IZZA BINTI SURATMIN
2007149123
AP226/3C
Prepared for:
EN. AHMAD MUSLIM ALI
1
2: INDIVIDUAL DIFFERENCES: - PERSONALITY AND ABILITY
The Nature of Personality:• Develops over a person’s
lifetime
• Generally stable in the
context of work
• Can influence career choice,
job satisfaction, stress,
leadership, and even
performance.
b) ABILITY
What people capable of doing
thing.
INDIVIDUAL DIFFERENCES
NURTURE – Life experiences
a) PERSONALITY
Pattern of relatively enduring ways
that a person feels, thinks, and
behaves.
The other 50% reflects the
influence of nurture or life
experiences.
Interaction
NATURE - biological heritage
About half of the variation we
observe
in
employees’
personalities in organizations
reflects the distinctive ways
of
thinking,
feeling,
PERSONALITY
FEELINGS
THOUGHTS
ATTITUDES
BEHAVIOURS
SITUATIONAL
FACTOR
and
behaving they inherited.
2
 Personality trait that predisposes
Extraversion
Positive emotion/
gregariousness/ warmth
Neuroticism
Anxiety/ selfconsciousness/
vulnerability

individuals to experience positive
emotional states and feel good about
themselves and the world around
them.
EXTRAVERTS - INTROVERTS
 The tendency to experience negative

emotional states and view oneself
and the view oneself and world
around one negatively.
HIGH – LOW

 The tendency to get along well with
others.
THE BIG FIVE
MODEL OF
PERSONALITY
Agreeableness
trust/straightforwardness/
tender-mindedness
 Personality trait that captures the

distinction between individuals who
get along well with other people and
those who do not.
HIGH – LOW
 The extent to which a person is
careful, scrupulous and preserving.
Conscientiousness
Competence/ order/ self
discipline
 HIGH – LOW
 Conscientiousness has been found to
be a good predictor of performance
in many jobs in a wide variety of
organizations.
 Which person is original, has broad
interests, and willing take risk.
Openness to Experience
Fantasy/ actions/ ideas
 Individuals who are open to
experience may have an advantage
in jobs that change frequently,
require innovation, or involve
considerable risk.
3
ORGANIZATIONALLY
RELEVANT
PERSONALITY TRAITS
1. Locus of control
 Internal:
Describes people who
believe that ability, effort, or their
own actions determine what happens
to them. ( more motivated )
 External:
Describes people who
believe that fate, luck, or outside
forces are responsible for what
happens to them.
2. Self monitoring
 Self-monitoring is the extent to which
people try to control the way they
present themselves to others.
 HIGH- for socially acceptable behavior
and are good at impression management
 LOW- guided by their own attitudes and
beliefs and is not concerned with what
others think.
4. Types A and B personality
 Type A individuals have an intense
desire to achieve, are extremely
competitive, have a sense of urgency,
are impatient, and can be hostile
 Type B individuals are more relaxed and
easygoing
5. Needs for achievement
 desire to perform challenging task well
and
to
meet
ones
standards.(manager)
own
high
6. Needs for affiliation
 Need for Affiliation - the desire to
establish and maintained goods relations
with other.
7. Needs for power
3. Self-esteem
 Self-esteem is the extent to which
people have pride in themselves and
their capabilities.
 High self-esteem feels capable,
confident, and worthy.
 Low self-esteem has questionable
self-worth, doubt, and apprehension
about their ability to succeed.
 Need for Power – the desire to exert
emotional and behavioral control
influence over other.(manager)
4
or
INDIVIDUAL DIFFERENCES
b) ABILITY
What people capable of doing
thing.
MANAGEMENT OF ABILITY:-
a) COGNITIVE ABILITY – mental
 NATURE – Biological heritage

TYPES: Verbal ability

Numerical ability

Reasoning ability

Deductive ability

Ability to see relationships

Ability to remember

Spatial ability

Perceptual ability
b) PLACEMENT
 Once individuals are selected and
become part of an organization,
managers must accurately match
each employee to a job that will
capitalize on his or her abilities.
b) PHYSICAL ABILITY – motor
skill / physical skill
 NURTURE – Education,
practice, exercise.
a) SELECTION
Managers can control ability in
organizations
by
selecting
individuals who have the abilities
the organization needs. To do this,
managers must identify the tasks
they want the employee to
accomplish and then identify which
abilities are needed to accomplish
these tasks.

c) TRAINING
Training acknowledges nurture while
selection
and
placement
are
concerned with the nature aspects
of ability. Job-appropriate training
is effective in increasing employees’
skills and abilities, and job
performance. Training can even be
use to increase employees’ levels of
emotional intelligence.
5
CHAPTER 3 :- VALUES, ATTITUDES, MOODS AND EMOTIONS
The Nature of Values
One’s personal convictions about what
one should strive for in life and how
one should behave.
WORK VALUE
Personal convictions about
what outcomes one should
expect from work and how one
should behave at work.
Intrinsic Work Values
 Values that are related to
the nature of the work
itself.
 Employees who desire to be
challenged,
learn
new
things, make important
contributions, and reach
their full potential on their
jobs have intrinsic work
values.
Extrinsic Work Values
 Values that are related to
the consequences of work.
 Employees whose primary
reason for working is to earn
money, for example, have
extrinsic work values. They
see work primarily as means
of
providing
economic
security for themselves and
their families.
Intrinsic Values
 Interesting work
 Challenging work
 Learning new
things
 Making important
contributions
 Responsibility and
autonomy
 Being creative
Extrinsic Values
 High pay
 Job security
 Job benefits
 Status in wider
community
 Social contacts
 Time with family
 Time for hobbies
ETHICAL VALUES
Ethical values are one’s
personal convictions about
what is right and wrong.
Justice Values
Decisions should allocate benefits
and harms among those affected by
the decision in a fair and equitable
manner.
Utilitarian Values
Decisions should produce the
greatest good for the greatest
number of people.
Moral Rights Values
Decisions should protect the
fundamental rights and privileges of
those affected.
6
WORK
ATTITUDES
C
O
M
P
O
N
E
N
T
Work attitudes are collections of
feelings, beliefs, and thoughts
about how to behave that people
currently hold about their jobs and
organizations.
JOB SATISFACTION
ORGANIZATIONAL COMMITMENT
The collection of feelings and beliefs
that people have about their current
jobs.
The collection of feelings and
beliefs that people have about their
organizations as a whole.
Affective Component -:
FEELS
WORK
MOODS
Cognitive Component-:
BELIEVES
 How people feel at
the time they
actually perform
their jobs.
 Determining factors:
– Personality
– Work situation
– Circumstances
outside of work
Behavioral Component-:
HOW TO BEHAVE
POSITIVE
 Excited
 Enthusiastic
 Active
 Strong
 Peppy
 Elated
NEGATIVE
 Distressed
 Fearful
 Scornful
 Hostile
 Jittery
 Nervous
7
EMOTION
Intense,
short-lived
feelings that are linked
to specific cause or
antecedent.
EMOTION LABOUR
Feeling Rules
Let employees know what
feelings are appropriate in
different situations.
Expression Rules
Dictate how those feelings
can be expressed in different
situations.
EMOTIONAL DISSONANCE
 Occurs when employees are
expected to express feelings that are
at odds with how the employees are
actually feeling.
 Source of stress for employees.
8
PERSONALITY
– Extroverts tend to have higher
levels of job satisfaction than
introverts.
JOB SATISFACTION
THEORIES
 The Facet Model
 Herzberg’s MotivatorHygiene Theory
 The Discrepancy Model
 The Steady-State Theory
VALUES
– A person with strong intrinsic
work values is more likely than
one with weak intrinsic work
values to be satisfied with a job
that is meaningful but requires
long hours and offers poor pay.
WORK SITUATION
– Tasks a person performs .
– People a jobholder interacts
with .
– Surroundings in which a person
works .
– The way the organization treats
the jobholder.
SOCIAL INFLUENCE
Influence that individuals or
groups have on a person’s
attitudes and behavior
– Coworkers
– Family
– Other reference groups
(unions, religious groups,
friends)
– Culture
9
Motivator needs - are
associated with the actual work
itself and how challenging it is.
The related job facets are
interest level of work,
autonomy, and responsibility.
2) HERZBERG’S MOTIVATORHYGIENE THEORY
Focuses on the effects of certain
types of job facets
Hygiene needs- are associated
with the physical and
psychological context in which
the work is performed. The
related job facets are physical
working conditions, pay, and
security.
1) THE FACET MODEL
Focuses primarily on work
situation factors by breaking a
job into its component elements,
or job facets, and looking at how
satisfied workers are with each
Fact.
THEORIES
4) THE STEADY-STATE THEORY
Each worker has a typical or characteristic
level of job satisfaction, called the steady
state or equilibrium level.
 Advancement
 Authority
 Company policies and
practices
 Compensation
 Co-workers
 Creativity
 Independence
 Moral values
 Recognition
 Responsibility
 Security
 Social service
 Social status
 Human relations
supervision
3) THE DISCREPANCY MODEL
To determine how satisfied they are
with their jobs, workers compare their
job to some “ideal job.”
When employees’ expectations about
their ideal job are high, and when
these expectations are not met,
employees will be dissatisfied.
Different situational factors or events at work
may move a worker temporarily from this
steady state, but the worker will eventually
return to his or her equilibrium level.
10
CONSEQUENCES OF JOB
SATISFACTION
ABSENTEEISM
 Motivation to attend work
is affected by:– Job satisfaction
– Organization’s absence
policy
– Other factors
 Ability to attend work is
affected by:– Illness and accidents
– Transportation problems
– Family responsibilities
Affective commitment - exists when
employees are happy to be members
of an organization believe in and feel
good about the organization and what
it stands for, are attached to the
organization, and intend to do what is
good for the organization.
Affective commitment is more positive
for organizations than continuance
commitment.
TURNOVER
PERFORMANCE
– The permanent withdrawal
of an employee from
employing organization.
CONSEQUENCES OF JOB SATISFACTION
Organizational Citizenship
Behavior (OCB)
OCB is behavior that is above
and beyond the call of duty.
The behavior is not required
of organizational members but
is nonetheless necessary for
organizational effectiveness
and survival.
Employee Well-Being
How happy, healthy, and
prosperous employees
are.
ORGANIZATIONAL COMMITMENT
Continuance commitment- exists when
employees are committed not so much
because they want to be but because
they have to be.
Occurs when costly for employees to
leave an organization.
11
CHAPTER 4:- PERCEPTION, ATTRIBUTION, AND THE MANAGEMENT OF DIVERSITY
PERCEPTION
Perception is the process by which we receive and interpret information from the world around
us. The world consists of various kinds and levels of physical energy. Our knowledge to the
world comes through our sense organs, which react to these energies. The sense organs
change the various environmental energies in to nerve impulses, which go to the brain and
become known as objects, people, events, etc. The process of perception does not reveal
objects or events. Together, the sense organs and the brain transform physical energy from the
environment into information. Stimulation of the sense organs alone doesn't determine the
nature of what is perceived. Perception is the dynamic "working on" sensory data to produce
perceptual objects and events.
Component of Perception
selective
coherent
Perceive
Target
r
Situation or context in which perception takes place
creative
personal
How do we organize certain sensations so that we perceive the poster that hangs on our wall or
others so that we perceive a symphony? The term perception describes the process by which
sensations are organized, as well as the product of this organization: an internal representation
of some external stimulus. The fundamental task of perception is the recognition of and
discrimination between different configurations of stimuli, a process known as pattern
perception. Research converges to characterize the process and product as selective, coherent,
creative, personal, and cultural.
12
Characteristics of the Perceiver that affect Perception
Schemas
Motivational state
Perceiver
Perception of a
target
Mood
Schemas
-
Responsible for the organization and interpretation of
information about targets of perception. It based on past
experiences and knowledge. The schemas are resistant to
change.
Motivational state
-
The needs, values, and desires of a perceiver at the time of
perception
Mood
-
How a perceiver feels at the time of perception.
Factors That Influence Perception
Characteristics of the
Characteristics of the
Characteristics of the
Perceiver
Target
Situation
Schemas
Ambiguity
Additional information
Motivational state
Social status
Salience
Mood
Use of impression
management
13
ATTRIBUTION
Attribution refers to how people in situations like the workplace construct explanations of other
people's behavior. People are not exactly rocket scientists: these explanations can be highly
simplified and strongly biased. What is interesting and helpful is that people's biases tend to be
systematic and predictable.
Types of Attributions
Attributions
Internal attribution
External attribution
Assigns the cause of behavior to
some characteristic of the person
Assigns the cause of behavior to
factors external to the person
Ability
Task difficulty
Personality
Luck
Motivation
Attributional Biases
Bias
Description
Fundamental attribution error
The tendency to overattribute behavior to internal rather
than to external causes.
Actor-observer effect
The tendency to attribute the behavior of others to internal
causes and to attribute one’s own behavior to external
causes.
Self-serving attributon
The tendency to take credit for successes and avoid blame
for failures.
14
MANAGEMENT OF DIVERSITY
Objectives of Diversity Programs:
Making explicit and breaking down organizational members’ stereotypes.
-
Result in inaccurate perceptions and attributions.

Making members aware of different kinds of backgrounds, experiences, and values.

Showing members how to deal effectively with diversity-related conflicts and tensions.

Generally improving members’ understanding of each other.
Diversity Training

Role-playing

Self-awareness activities

Awareness activities

Education

Mentoring
–
Formal
–
Informal
Sexual Harassment
Quid Pro Quo Sexual
Harassment
Hostile Work
Environment Sexual
Harassment
15
CHAPTER 5: LEARNING AND CREATIVITY
Learning Objectives
Learning is described what learning is and why it is so important for all kinds of jobs and
organizations. It’s to understand how to effectively use reinforcement, extinction, and
punishment to promote the learning of desired behaviors and curtail ineffective behaviors. It’s
also describing the conditions necessary to determine if vicarious learning has taken place.
Learning will appreciate the importance of self-control and self-efficacy for learning on your own.
It will describe how learning takes place continuously through creativity, the nature of the
creative process, and the determinants of creativity. We were will understand what it means to
be a learning organization.
Learning in Organizations
Learning is a relatively permanent change in knowledge or behavior that results from practice or
experience
–
With learning comes change.
–
Change must be relatively permanent.
–
Learning takes place as a result of practice or through experience.
Operant Conditioning
Operant conditioning describes how learning takes place when the learner recognizes the
connection between a behavior and its consequences.
16
Reinforcement in Operant Conditioning
The process by which the probability that a desired behavior will occur is increased by applying
consequences that depend on the behavior in question
Step 1: identify desired behaviors to be encouraged
Step 2: decide how to reinforce the behavior
17
Learning Desired Behaviors
Positive Reinforcement
Negative Reinforcement
Reinforcement that increases the
probability of a desired behavior by
administering positive consequence
to employees who perform the
behavior.
Reinforcement that increases the
probability of a desired behavior by
removing a negative consequence
when an employee performs the
behavior.
Shaping
Shaping is the reinforcement of successive and closer approximations to a desired behavior
–
Powerful for complicated sequences.
–
Gradual acquisition of skills.
Discouraging Undesired Behaviors
Extinction
Punishment
The lessening of undesired
behavior by removing the
source of reinforcement.
The administration of a
negative consequence when
undesired behavior occurs.
Negative Reinforcement vs. Punishment:
Negative Reinforcement

Punishment reduces the probability of
Punishment

an undesired behavior.

Punishment involves administering a
Negative reinforcement increases the
probability of a desired behavior.

Negative reinforcement entails
negative consequence when an
removing a negative consequence
undesired behavior occurs.
when a desired behavior occurs.
18
Organizational Behavior Modification
Organizational behavior modification (OB MOD) is the systematic application of the principles of
operant conditioning for teaching and managing organizational behavior.
Step in Organizational Behavior Modification
Must be
 Observable
Identify
 Measureble
Behavior for change
 Task related
 Critical to the task
Use
 Direct observation
Measure
 Archival data
Frequency of behavior
 Historical data
Analyze
Antecedents --> Behaviors --> Consequences
Antecedent and
consequences
Antecedents
Positive reinforcement
Intervene
Extinction
Punishment
Evaluate
Yes
For performance
improvement
Yes
Maintain intervention
19
Social Cognitive Theory
A learning theory that takes into account the fact that thoughts and feelings influence learning.
It’s necessary components include vicarious learning, Self-control and Self-efficacy.
Vicarious Learning
Learning that occurs when one person (the learner) learns a behavior by watching another
person (the model) perform the behavior. Examples, role playing, demonstrations, training films,
shadowing.
Self-Efficacy
Self-efficacy is a person’s belief about his or her ability to perform a particular behavior
successfully. Sources of Self-Efficacy:

Past performance

Vicarious experience

Verbal persuasion

Individuals’ readings of their internal physiological states
20
The Creative Process
Recognition of a
problem or opportunity
Information gathering
Production of creative
ideas
Selection of creative
idea(s)
Implementation of
creative ideas
Determinants of Creativity
Characteristics of the
Characteristics of
organizational situation
employees
Level of
autonomy
Individual
differences
Form of
evaluation
Task-relevant
knowledge
Reward system
Creativity
Intrinsic
motivation
Importance of
a risk
21
The Learning Organization
Organizational Learning
Knowledge Management
The process through which
managers instill in all members
of an organization a desire to
find new ways to improves
organizational effectiveness.
Being able to capitalize on the
knowledge members of the
organization have that might
not be written down or codified
in formal documents.
Central Activities in a Learning Organization

Encouragement of personal mastery or high self-efficacy.

Development of complex schemas to understand work activities.

Encouragement of learning in groups and teams.

Communication of a shared vision for the organization as a whole.

Encouragement of systematic thinking.
22
CHAPTER 10 : THE NATURE OF WORK GROUPS AND TEAMS
SUMMARY
1. Group is a set of two or more people who interact with each other to achieve
certain goals.
2. Work groups are establishing to help organization achieve its goals. There are two
types of work groups which are formal work groups (command group, task force,
teams and self-managed work teams) and informal works group (friendship groups
and interest group).
3. Tuckman’s Five-Stage Model are descried the group development. In this model there
have five stage of development where are forming (group members try to understand
each other), storming (group in conflict, members resist being controlled by the group
and disagreements arise concerning leadership in that group), norming (feeling of
friendship and group members share a common purpose), performing (group members
work toward achieving their goals) and adjourning (the group disband after having
accomplished its goals).
4. The characteristic can divide into five, which are :
i. Group size – the number of full-time members who work together to achieve the
goals.
ii. Group composition – the characteristics of members of a group such as
gender, race, socioeconomic background, cultural origin, age, educational
background, personality traits, ability, attitudes, belief and so on.
iii. Group function – every group have their own function and this will help to
contributes to achieve of organizational goals.
iv. Group status – the importance of what a group does in organization. It also
important because it determines how it will achieve the goals. Members of
groups with high status are likely to be motivated to perform at high levels
because they see their works is important for the success of the organizational.
23
v. Group efficacy – the share of belief group members have about the ability of the
group to achieve its goals and objective.
5. Social facilitation is the effect the physical presence of others has on an individual’s
performance. The effect social facilitation is audience effects (effects of passive
spectators on individuals performance) and co-action effects (effects of the presence of
other group members on the performance of an individual when the other group
members are performing the same task as the individual).
6. Three mechanisms through which groups control their members’ behavior are :
i.
Roles – set of behaviors or tasks that a person is expected to perform by
desirable quality of holding a position in a group or organization. Roles have right
and responsibilities attached them. Role relationships are the ways in which
group and organizational members interact with each other to perform their
specific roles. Group members acquire roles through role making and through
role taking.
ii. Rules – Written rules specify behavior that are required of a group member or
forbidden. They also specific how particular tasks should be performed.
iii. Norms – Group norms are shared expectation for behavior within a group.
Compliance, identification and internalization are three bases for conformity
to group norms.
7. By balancing of conformity and deviance, the goals of the organization can achieve and
can make sure the group members can perform at a high level.
8. In order to facilitate goal alignment, group members should benefit or be rewarded when
the group performs at high level and contributes to achievement of organizational goals.
9. The ability of a group to control its members’ behaviors depends on the extent to which
newcomers learn the group’s roles, rules and norms. The process which newcomers
learn the roles, rules and norms is socialization.
10. The socialization wills influences the role orientation (the characteristic way in which
members of a group respond to various situation) of newcomers adopts.
11. Van Mannen and Schein identified six pairs of contrasting socialization tactics that
influence a newcomer’s learning and role orientation. The use of different combinations
of the tactics lead two different role orientation which are :
24
i.
Institutionalized role orientation – newcomers are taught to respond to
situations in the same way that existing group members respond to similar
situation.
ii. Individualized role orientation – individuals are taught that is acceptable and
desirable to be creative and to experiment with changing how the group does
things. Members with this role tend to engage more in role making rather than
role thinking.
25
CHAPTER 11 : EFFECTIVE WORK GROUPS AND TEAMS
SUMMARY
1. Potential performance is the highest levels of performance that the group can
achieve at a given point in time. Managers and work group need to try hard to ensure
a group’s actual performance comes as close as possible to its potential performance.
2. Process losses cause performance difficulties that a group experiences because
of coordination and motivation problems. To meet the challenge of ensuring that a
group’s actual performance equals its potential performance, managers must try to
eliminate as many process losses as possible.
3. Process gains cause the potential performance of a group to rise and they improve
group effectiveness. This process can lead to groups being more creative and coming
up with innovative solution to problems which they willing to take the risks.
4. Social loafing is the tendency of individual to exert less effort when they work in a
group than when they work alone and this also a motivation problem. This problem
can lower group performance because some not motivated to work hard. Social loafing
can occur for two main reasons and impact work-group effectiveness and lead to
process losses. The reason are :

Individual in a group think that they will not receive positive outcomes for
performing at a high level or negative outcomes for not substandard performance
because individual level of performance cannot easily be identified and
evaluated.

The employees who are performing in a group sometimes think that their own
efforts are unimportant or not really needed. This make lowers their levels of
motivation.
5. This type of process loss is a resulted sucker effect. Sucker effect is a condition in
which some group members not wishing to be considered suckers, reduce their
own efforts when they see social loafing by other group members.
26
6. Group tasks can be characterized in terms of the nature of interdependence between
group members. There are three types of task interdependence, where are :

Pooled task interdependence – The task interdependence that results when
each member of a group makes a separate and independent contribution to
group performance.
A
B
C
Group Performance
A
B
+

C
+
Sequential task interdependence – The task interdependence that results
when group members must perform specific behaviors in a predetermined order.
A

B
C
Group
Performance
Reciprocal task interdependence – The task interdependence that results
when the activities of all work-group members are fully depend on one another
Group Performance
A
B
C
7. Group cohesiveness is the attractiveness of a group to its members. The are five
factors which contribute to group cohesiveness, which are :

Group size

Similarity/diversity of group members

Competition between groups
27

Success

Exclusiveness
8. Consequences of group cohesiveness are the level of participation and
communication within a group, the level of conformity to group norms, and group
accomplishment. When group goals are aligned with organizational goals, group
cohesiveness is dysfunctional for an organization.
9. The top management team is the team of managers who report to chief executive
officer
(CEO).
The top management
teams greatly affect
organizational
performance because they decide which overall goals should be pursued and
establish the plan of action or means to achieve these goals.
10. Four kind of work groups that have the potential to affect organizational performance
dramatically are top management teams, self-managed work teams, research and
development teams and virtual teams.
28
CHAPTER 13 :- POWER, POLITICS, CONFLICT AND NEGOTIATION
POWER, POLITICS, CONFLICT, AND NEGOTIATION
1. The Nature of
Power and Politics
2. 1.Sources of
Individual Power
a. Power
b. Organizational
Politics
c. Political Decision
Making
d. Coalition
a. Legitimate
Power
b. Reward Power
c. Coercive Power
d. Information
Power
2.2. Sources of
Informal Individual
Power
a. Informal
Individual Power
b. Expert Power
c. Referent Power
d. Charismatic
Power
3. Sources of
Functional and
Divisional Power
a. Ability to Control
Uncertain
Contingencies
b. Irreplaceability
c. Centrality
d. Ability to Control
and Generate
Resources
4. Political Tactics
for Increasing
Individual Power
5. What is
Organizational
Conflict - Sources
6. Pondy’s Model
of Organizational
Conflict
7. Negotiation:
Resolving Conflict
a. Tapping The
Sources Of
Functional And
Divisional Power
b. Recognizing Who
Has A Power
c. Controlling The
Agenda
d. Bringing In An
Outside Expert
e. Building
Coalition and
Alliances
a. Differentiation
i. Differentiation
in functional
orientation
ii. Status
inconsistencies
b. Task Relationship
i. Overlapping
authority
Stage 1Latent Conflict
Stage 2Perceived Conflict
Stage 3Felt Conflict
Stage 4Manifest Conflict
Stage 5Conflict
Aftermath
a. Individual-Level
Conflict
Management
b. Group-Level
Conflict
Management
c. Promoting
Compromise
i. Emphasize
common goals
ii. Focus on the
Problem
iii. Focus on
interests
iv. Create
opportunities
for joint gain
v. Focus on what
is fair
vi. Union29
management
negotiations
Power- in order to influence the behavior of a other person to act accordance with the
organizational requirement or the wishes of the person who has the power. Generally it is seen
that the subordinate depends on his superior for some favors in work allotment, work schedules,
job security, transfers, promotions, information etc. therefore the superior has power over his
subordinates and can control his behavior.
Reward Power

Influenced based on
the ability to reward
(Money can be a source
of power)
Expert Power

Coercive Power

Influence based on the
ability to punish
(Might makes right)
Influence based on the
ability to convince
others to follow your
good advice
(Information is power)
POWER
Legitimate Power
Referent Power


Influence based on the
legitimate right of
someone to influence
others
(Often embedded in
position, always
complex)
Influence by example,
peer pressure power
(I want to be like Mike)
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Sources of Individual Power - Self-interested struggle that arises when the goal directed
behavior of one person or group blocks the goal-directed behavior of another person or group.
 Formal power

-Legitimate power
-Reward power
-Coercive power
-Information power
Informal power
-Expert power
SOURCES OF
INDIVIDUAL
POWER
-Referent power
-Charismatic
power
Sources of Functional and Divisional Power – is the primary source of power is
organizations; a division of function becomes powerful when the tasks that it performs give it the
ability to control the behavior or other division or functions.
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
Ability to control uncertain
contingencies
-to forecast demand reduces the
uncertainty manufacturing faces
by enabling it to plan production
runs so as to minimize cost.
 Ability to control and generate
resources
SOURCES OF
FUNCTIONAL AND
DIVISIONAL POWER
-this ability is important because the
more money a division is given, the
more people it can hire and the more
advanced facilities it can build so that it
increase its chances of success.

Centrality
-central functions, whose activities
are needed by many other
functions, have access to a lot of
information, which gives them
power in their dealings with
others.

Irreplaceability
-a function or division gains power
when it is irreplaceability-that is,
when no others functions or
division can perform its activities
Political Tactics for Increasing Individual Power – managers can use many kinds of political
tactics to increase their power, become experts at political decision making, and increase their
chances of obtaining their goals.
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 Using permanent transfers or
dismissals when necessary
(move or fire the problem)
 Increasing awareness of the
sources of conflict
POLITICAL TACTICS FOR INCREASING
INDIVIDUAL POWER
 Practicing job rotation (forcing
them to walk in each other’s
shoes)
 Increasing diversity awareness
and skills
What is Organizational Conflict – Sources – Self-interested struggle that arises when the
goal-directed behavior of one person or group blocks the goal-directed behavior of another
person or group.
1. Changing an organization’s
unacceptable)
2. Altering the source of conflict
structure
or
culture(make
conflict
unpopular
or
Negotiation - A method of conflict resolution in which two parties of equal power try to find an
acceptable solution by considering various alternatives to allocate resources to each other.
1. Third-party negotiator
-an impartial expert who helps parties in conflict reach an acceptable solution
2. Mediator
- facilitates negotiations but has no authority to impose a solution
3. Arbitrator
- facilitates discussion, but can then impose a fair solution that both parties
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CHAPTER 14 :- COMMUNICATING EFFECTIVELY IN ORGANIZATIONS
Communications- Poor communications is costly. It increases stress and decrease productivity
and cooperation. For organizations looking to constantly improve their productivity, effective
communication skills are a must for everyone.
Functions of Communication- effective communication is important in organization because it
affects practically every aspect of organizational behavior.
4 types of work
1. Providing knowledge
-about company goals, how to perform a job, standards for acceptable behavior, needed
changes, and so on
2. Motivating organizational members
-for example by determining valences, raising expectancies and instrumentalities,
assigning specific and difficult goals, and giving feedback
3. Controlling and coordinating group activities
-for example by reducing social loafing: communicating roles, rules, and norms; and
avoiding duplication of effort
4. Expressing feeling
-and emotions such as positive and negative moods, excitement, and anger
Communication Process
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Verbal Communication
1. Face to face oral
2. Oral via telephone
3. Write via memo/ letter / report / email
Non Verbal Communication
1. Facial expression
2. Body language
3. Mode or dress
Feedback, expectations & subjectivity1
2
3
One of the initial modifications of the simple ‘one way’ model was to add a feed-back
loop.
In human communication theory, feedback refers to the receiver’s responde to a
message
Human feedback is much more irregular and un predictable
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Linear model of communication with feedback:
Persuasive Communication- is use of information and massage to influence others to act in
the way desired by the slender
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