Download Chapter 14

Chapter 14
FOUNDATIONS
OF
BEHAVIOUR
© 2003 Pearson Education Canada Inc.
14.1
LEARNING OBJECTIVES
• You should be able to:
– Define the focus and goals of organizational
behaviour
– Describe the three components of an attitude
– Identify the role that consistency plays in
attitudes
– Explain the relationship between satisfaction
and productivity
– Tell how managers can use the Myers-Briggs
personality type framework and the big-five
model of personality
© 2003 Pearson Education Canada Inc.
14.2
LEARNING OBJECTIVES
(continued)
• You should be able to:
– Define emotional intelligence
– Describe attribution theory and its use in
explaining individual behaviour
– Identify the types of shortcuts managers use in
judging others
– Explain how managers can shape employee
behaviour
© 2003 Pearson Education Canada Inc.
14.3
WHY LOOK AT INDIVIDUAL
BEHAVIOUR?
• Organizational Behaviour (OB)
– Concerned specifically with the actions of
people at work
– Addresses issues that are not obvious
• Focus of OB
– Individual behaviour - attitudes, personality,
perception, learning, and motivation
– Group behaviour - norms, roles, team building,
leadership, and conflict
© 2003 Pearson Education Canada Inc.
14.4
THE ORGANIZATION AS AN
ICEBERG (Exhibit 14.1)
© 2003 Pearson Education Canada Inc.
14.5
WHY LOOK AT INDIVIDUAL
BEHAVIOUR? (continued)
• Goals of OB
– Explain, predict, and influence behaviour
– Manager’s success depends on getting
things done through other people
© 2003 Pearson Education Canada Inc.
14.6
ATTITUDES
• Evaluative statements concerning
objects, people, or events
–
Three components
• cognitive - beliefs, opinions, knowledge, or
information held by a person
• affective - emotion or feeling
• behavioural - intention to behave in a certain
way toward someone or something
© 2003 Pearson Education Canada Inc.
14.7
ATTITUDES (continued)
• Job-Related Attitudes
–
–
–
–
Job satisfaction - employee’s general attitude
toward her or his job
Job involvement - degree to which an
employee identifies with her or his job
Organizational commitment - employee’s
loyalty to, identification with, and involvement
in the organization
Organizational citizen behaviour (OCB) discretionary behaviour that is not part of the
formal job requirements
© 2003 Pearson Education Canada Inc.
14.8
ATTITUDES (continued)
• Attitudes and Consistency
– People seek consistency:
• among their attitudes
• between their attitudes and behaviour
–
Inconsistency gives rise to steps to
achieve consistency
• alter attitudes or behaviour
• develop rationalization for the inconsistency
© 2003 Pearson Education Canada Inc.
14.9
ATTITUDES (continued)
• Cognitive Dissonance Theory
–
–
Cognitive dissonance - any incompatibility between
attitudes or between attitudes and behaviour
Effort to reduce dissonance related to:
• importance of factors causing dissonance
• perceived degree of influence over these factors
• rewards that may be involved in dissonance
• Attitude Surveys
–
–
Present employee with questions that elicit how they feel
about their jobs, work groups, supervisors, or the
organization
Attitude score is the sum of responses to individual items
© 2003 Pearson Education Canada Inc.
14.10
SAMPLE ATTITUDE SURVEY
(Exhibit 14.2)
© 2003 Pearson Education Canada Inc.
14.11
ATTITUDES (continued)
• Satisfaction-Productivity Controversy
– Traditional belief was that happy workers were
productive workers
– Research evidence suggests that if satisfaction has
a positive influence on productivity, it is small
– Contingency factors have clarified the relationship
between satisfaction and productivity
– Research designs do not permit conclusions about
cause and effect
© 2003 Pearson Education Canada Inc.
14.12
PERSONALITY
• The unique combination of the psychological traits
we use to describe a person
• Personality Traits
–
Myers-Briggs Type Indicator (MBTI) - four dimensions
• social interaction: Extrovert or Introvert
• preference for gathering data: Sensing or Intuitive
• preference for decision making: Feeling or Thinking
• style of making decisions: Perceptive or Judgmental
• lack of evidence to support the MBTI’s validity
© 2003 Pearson Education Canada Inc.
14.13
EXAMPLES OF MBTI
PERSONALITY TYPES (Exhibit 14.3)
© 2003 Pearson Education Canada Inc.
14.14
PERSONALITY (continued)
• Personality Traits (continued)
– Big-Five Model of Personality - traits include
degree of:
• extraversion - sociability, talkativeness, assertiveness
• agreeableness - good-natured, cooperative, trusting
• conscientiousness - responsibility, dependability,
persistence, and achievement orientation
• emotional stability - calmness, enthusiasm, security
• openness to experience - imaginativeness, artistic
sensitivity, and intellectualism
© 2003 Pearson Education Canada Inc.
14.15
PERSONALITY (continued)
• Emotional Intelligence (EI)
–
–
Assortment of non-cognitive skills, capabilities, and
competencies that influence a person’s ability to
succeed in coping with environmental demands and
pressures
self-awareness - aware of what you’re feeling
•
•
•
•
–
self-management - ability to manage one’s emotions
self-motivation - persistence in the face of setbacks
empathy - ability to sense how others are feeling
social skills - ability to handle the emotions of others
EI related to performance at all organizational levels
© 2003 Pearson Education Canada Inc.
14.16
PERSONALITY (continued)
• Predicting Behaviour from Personality Traits
– Locus of Control
• internals - believe that they control their own destiny
• externals - believe their lives are controlled by
outside forces
– Machiavellianism
• are pragmatic, maintain emotional distance, believe
that ends can justify the means
• are productive in jobs that require bargaining and
have high rewards for success
© 2003 Pearson Education Canada Inc.
14.17
PERSONALITY (continued)
• Predicting Behaviour from Personality Traits
(continued)
– Self-Esteem - degree of liking for oneself
• related to expectations for success
• high self-esteem individuals
– will take risks in job selection
– more satisfied with their jobs
• low self-esteem individuals susceptible to social
influence
– Self-Monitoring - ability to adjust one’s behaviour to
situational factors
© 2003 Pearson Education Canada Inc.
14.18
PERSONALITY (continued)
• Predicting Behaviour from Personality Traits
(continued)
– Risk-Taking - affects time required to make a
decision
• Personality Types in Different Cultures
–
A country’s culture can influence dominant
personality characteristics of its people
• Implications for managers
–
Must fit personality to the demands of the job
© 2003 Pearson Education Canada Inc.
14.19
PERCEPTION
• Process by which individuals give meaning to their
environment by organizing and interpreting their sensory
impressions
– None of us sees reality--we interpret what we see and
call it reality
• Factors That Influence Perception
– perceiver - individual’s personal characteristics-attitudes, personality, experience, expectations
– target - relationship of target to its background
– situation - time, location, light, color, and other
environmental factors
© 2003 Pearson Education Canada Inc.
14.20
WHAT DO YOU SEE (Exhibit 14.5)
© 2003 Pearson Education Canada Inc.
14.21
PERCEPTION (continued)
• Attribution Theory
–
–
Used to explain how we judge people differently
depending on what meaning we attribute to a given
behaviour
Cause of behaviour determined by:
• distinctiveness - whether person displays a behaviour in
many situations or whether it is particular to one situation
• consensus - behaviour of others in same situation
• consistency - regularity with which person engages in the
behaviour
© 2003 Pearson Education Canada Inc.
14.22
PERCEPTION (continued)
• Attribution Theory (continued)
–
Errors and biases may distort attributions
• fundamental attribution error - tendency to
explain behaviour of others by:
– overestimating the influence of internal factors
– underestimating the influence of external factors
• self-serving bias - personal success attributed to
internal factors
– personal failure attributed to external factors
© 2003 Pearson Education Canada Inc.
14.23
PERCEPTION (continued)
• Shortcuts Frequently Used in Judging Others
–
–
–
–
–
Make perceptual task easier
Selectivity - portions of stimuli bombarding one’s
senses are selected based on interests, background, and
attitudes of the perceiver
Assumed similarity - “like me” effect
Stereotyping - base perceptions of an individual on
one’s impressions of the group to which s/he belongs
Halo effect - general impression about a person is
forged on the basis of a single characteristic
© 2003 Pearson Education Canada Inc.
14.24
LEARNING
• Any relatively permanent change in
behaviour that occurs as a result of
experience
• Operant conditioning
–
–
Argues that behaviour is a function of its
consequences
Describes voluntary or learned behaviour
reinforcement strengthens a behaviour and
increases the likelihood that it will be repeated
© 2003 Pearson Education Canada Inc.
14.25
LEARNING (continued)
• Social Learning Theory
– Learning by observing other people and direct
experience
– Influence of model determined by:
• attentional processes - must recognize and attend to critical
features of the model
• retention processes - must remember the model’s actions
• motor reproduction processes - performing actions
observed in the model
• reinforcement processes - positive incentives necessary to
motivate performance of the model’s actions
© 2003 Pearson Education Canada Inc.
14.26
LEARNING (continued)
• Shaping: A Managerial Tool
–
–
Shape behaviour by systematically reinforcing each
successive step that moves the individual closer to the
desired behaviour
Shaping accomplished by:
• positive reinforcement - desired response is followed by
something pleasant
• negative reinforcement - desired response followed by
eliminating or withdrawing something unpleasant
• punishment - undesirable behavior followed by
something unpleasant
• extinction - no rewards follow undesired response
© 2003 Pearson Education Canada Inc.
14.27
LEARNING (continued)
• Implications for Managers
– Manage employee learning by means of rewards
• positive and negative reinforcement strengthen a
desired behaviour
• punishment and extinction weaken an undesired
behaviour
–
Managers should serve as models
• set examples of the desired behaviour
© 2003 Pearson Education Canada Inc.
14.28