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1、Understanding Individual BehaviorChapterChapter13Management Stephen P. Robbins Mary Coulter tenth edition1Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallLearning OutcomesFollow this Learning Outline as you read and study Follow this Learning Outline as you read and study this chap
2、ter.this chapter.13.1 Focus and Goals of Individual Behavior13.1 Focus and Goals of Individual Behavior Explain why the concept of an organization as an iceberg is Explain why the concept of an organization as an iceberg is important to understanding organizational behavior.important to understandin
3、g organizational behavior. Describe the focus and the goals of organizational behavior.Describe the focus and the goals of organizational behavior. Define the six important employee behaviors that managers Define the six important employee behaviors that managers want to explain, predict, and influe
4、nce.want to explain, predict, and influence.13.2 13.2 Attitudes and PerformanceAttitudes and Performance Describe the three components of an attitude.Describe the three components of an attitude. Explain the four job-related attitudes.Explain the four job-related attitudes. Describe the impact job s
5、atisfaction has on employee behaviorDescribe the impact job satisfaction has on employee behavior. .2Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallLearning Outcomes13.3 13.3 PersonalityPersonality Contrast the MBTIContrast the MBTI and the big five model of and the big five model
6、 of personality.personality. Describe the five personality traits that have proved to Describe the five personality traits that have proved to be most powerful in explaining individual behavior in be most powerful in explaining individual behavior in organizations.organizations. Explain how emotions
7、 and emotional intelligence Explain how emotions and emotional intelligence impact behavior.impact behavior.13.4 13.4 LearningLearning Explain how operant conditioning helps managers.Explain how operant conditioning helps managers. Describe the implications of social learning theory. Describe the im
8、plications of social learning theory. Discuss how managers can shape behavior.Discuss how managers can shape behavior.3Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallLearning Outcomes13.5 13.5 Contemporary OB IssuesContemporary OB Issues Describe the challenges managers face in ma
9、naging Describe the challenges managers face in managing Gen Y workers.Gen Y workers. Explain what managers can do to deal with workplace Explain what managers can do to deal with workplace misbehavior. misbehavior. 4Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallExhibit 13.1Exhib
10、it 13.1 The Organization as an IcebergThe Organization as an Iceberg5Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallThe Focus and Goals of Individual BehaviorOrganizational Behavior (OB)Organizational Behavior (OB)The actions of people at workThe actions of people at workFocus of
11、Organizational BehaviorFocus of Organizational BehaviorIndividual behaviorIndividual behaviorv vAttitudes, personality, perception, learning, and motivationAttitudes, personality, perception, learning, and motivationGroup behaviorGroup behaviorv vNorms, roles, team building, leadership, and conflict
12、Norms, roles, team building, leadership, and conflictOrganizationalOrganizationalv vStructure, culture, and human resource policies and practicesStructure, culture, and human resource policies and practices6Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallGoals of Organizational Beh
13、aviorTo explain, predict and influence behavior.To explain, predict and influence behavior.Employee ProductivityEmployee ProductivityA performance measure of both efficiency and A performance measure of both efficiency and effectivenesseffectivenessAbsenteeismAbsenteeismThe failure to report to work
14、 when expectedThe failure to report to work when expectedTurnoverTurnoverThe voluntary and involuntary The voluntary and involuntary permanent withdrawal from permanent withdrawal from an organizationan organization7Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallImportant Employee
15、 Behaviors (contd)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 employees formal job requirements, but which employees formal job requirements, but which promotes the e
16、ffective functioning of the organization.promotes the effective functioning of the organization.Job SatisfactionJob SatisfactionThe individuals general attitude The individuals general attitude toward his or her jobtoward his or her job8Copyright 2010 Pearson Education, Inc. Publishing as Prentice H
17、allImportant Employee Behaviors (contd)Workplace MisbehaviorWorkplace MisbehaviorAny 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 organi
18、zation.within the organization.Types of MisbehaviorTypes of Misbehaviorv vDevianceDeviancev vAggressionAggressionv vAntisocial behaviorAntisocial behaviorv vViolenceViolence9Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallPsychological Factors Affecting Employee BehaviorAttitudesAt
19、titudesPersonalityPersonalityPerceptionPerceptionLearningLearningEmployee Employee ProductivityProductivityAbsenteeismAbsenteeismTurnoverTurnoverOrganizational Organizational CitizenshipCitizenshipJob SatisfactionJob SatisfactionWorkplace Workplace MisbehaviorMisbehavior10Copyright 2010 Pearson Educ
20、ation, Inc. Publishing as Prentice HallPsychological Factors AttitudesAttitudesAttitudesEvaluative statementsEvaluative statementseither favorable or either favorable or unfavorableconcerning objects, people, or events.unfavorableconcerning objects, people, or events.Components of an AttitudeCompone
21、nts of an AttitudeCognitive 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 at
22、titude.of an attitude.Behavioral component:Behavioral component: the intention to behave in a the intention to behave in a certain way.certain way.11Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallJob SatisfactionJob SatisfactionJob satisfaction is affected by level of income earne
23、d 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 ProductivityThe correlation between satisfaction and productivity The correlation between satisfaction and producti
24、vity is fairly strong.is fairly strong.Organizations with more satisfied employees are Organizations with more satisfied employees are more effective than those with fewer satisfied more effective than those with fewer satisfied employees.employees.Psychological Factors Attitudes12Copyright 2010 Pea
25、rson Education, Inc. Publishing as Prentice HallJob Satisfaction and AbsenteeismJob Satisfaction and AbsenteeismSatisfied employees tend to have lower levels of Satisfied employees tend to have lower levels of absenteeism, although satisfied employees are bound absenteeism, although satisfied employ
26、ees are bound to take company approved days off (e.g. sick days)to take company approved days off (e.g. sick days)Job Satisfaction and TurnoverJob Satisfaction and TurnoverSatisfied employees have lower levels of turnover; Satisfied employees have lower levels of turnover; dissatisfied employees hav
27、e 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.v vThe preferential treatment afforded superior employees The preferential treatment afforded superior
28、 employees makes satisfaction less important in predicting their turnover makes satisfaction less important in predicting their turnover decisions.decisions.Psychological Factors Attitudes13Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallJob Satisfaction and Customer SatisfactionJo
29、b Satisfaction and Customer SatisfactionThe 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 custom
30、ers can increase Interaction with dissatisfied customers can increase an employees job dissatisfaction.an employees job dissatisfaction.Actions to increase job satisfaction for customer Actions to increase job satisfaction for customer service workers:service workers:v vHire upbeat and friendly empl
31、oyees.Hire upbeat and friendly employees.v vReward superior customer service.Reward superior customer service.v vProvide a positive work climate.Provide a positive work climate.v vUse attitude surveys to track employee satisfaction.Use attitude surveys to track employee satisfaction.Psychological Fa
32、ctors Attitudes14Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallJob Satisfaction and Organizational Citizenship Job Satisfaction and Organizational Citizenship Behavior (OCB)Behavior (OCB)Relationship between job satisfaction and OCB is Relationship between job satisfaction and OC
33、B is tempered by perceptions of fairnesstempered by perceptions of fairnessIndividual OCB is influenced by work group OCBIndividual OCB is influenced by work group OCBJob Satisfaction and Workplace MisbehaviorJob Satisfaction and Workplace MisbehaviorDissatisfied employees will respond somehowDissat
34、isfied employees will respond somehowNot easy to predict exactly how theyll respondNot easy to predict exactly how theyll respondPsychological Factors Attitudes15Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallJob InvolvementJob InvolvementThe degree to which an employee identifies
35、 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.
36、v vHigh 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.Psychological Factors Attitudes16Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallOrganizational CommitmentOrgan
37、izational CommitmentIs 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 org
38、anization.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 in
39、creases.Psychological Factors Attitudes17Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallPerceived Organizational SupportPerceived Organizational SupportIs the general belief of employees that their Is the general belief of employees that their organization values their contributio
40、n 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
41、of support increases job satisfaction and lower turnover.satisfaction and lower turnover.Psychological Factors Attitudes18Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallExhibit 132 Key Employee Engagement Factors19Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallA
42、ttitudes and ConsistencyPeople 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, individu
43、als:If an inconsistency arises, individuals:Alter their attitudesAlter their attitudesororAlter their behaviorAlter their behaviorororDevelop a rationalization for the inconsistencyDevelop a rationalization for the inconsistency20Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallCogn
44、itive Dissonance TheoryCognitive DissonanceCognitive DissonanceAny incompatibility or inconsistency between attitudes Any incompatibility or inconsistency between attitudes or between behavior and attitudes.or between behavior and attitudes.v vAny form of inconsistency is uncomfortable and individua
45、ls 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 The intensity of the desire to reduce the dissonance is influenced by:is influenced by:v vThe importance of the facto
46、rs creating the dissonance.The importance of the factors creating the dissonance.v vThe 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.v vRewards avail
47、able to compensate for the dissonance.Rewards available to compensate for the dissonance.21Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallAttitude SurveysAttitude SurveysAttitude SurveysA instrument/document that presents employees with A instrument/document that presents employee
48、s 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 Pr
49、ovide management with feedback on employee perceptions of the organization and their jobs.perceptions of the organization and their jobs.22Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallExhibit 133 Sample Employee SurveyTo measure employee attitudes, some KFC and Long John Silvers
50、 restaurants ask employees to react to statements such as: My restaurant is a great place to work. My restaurant is a great place to work. People on my team help out, even if it is not their job. People on my team help out, even if it is not their job. I am told whether I am doing good work or not.
51、I am told whether I am doing good work or not. I understand the employee benefits that are available I understand the employee benefits that are available to me.to me.23Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallThe Importance of AttitudesImplication for ManagersImplication fo
52、r ManagersAttitudes warn of potential behavioral problems: Attitudes warn of potential behavioral problems: v vManagers 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 an
53、d turnover.Attitudes influence behaviors of employees:Attitudes influence behaviors of employees:v vManagers 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
54、will try to reduce dissonance unless:Employees will try to reduce dissonance unless:v vManagers identify the external sources of dissonance.Managers identify the external sources of dissonance.v vManagers provide rewards compensating for the dissonance.Managers provide rewards compensating for the d
55、issonance.24Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallPersonalityPersonalityThe unique combination of emotional, thought and The unique combination of emotional, thought and behavioral patterns that affect how a person reacts behavioral patterns that affect how a person react
56、s and interacts with others.and interacts with others.Psychological Factors Personality25Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallClassifying Personality TraitsMyers Briggs Type Indicator (MBTIMyers Briggs Type Indicator (MBTI ) )A general personality assessment tool that A
57、general personality assessment tool that measures the personality of an individual using four measures the personality of an individual using four categories:categories:v vSocial interaction: Extrovert or Introvert (E or I)Social interaction: Extrovert or Introvert (E or I)v vPreference for gatherin
58、g data: Sensing or Intuitive (S or N)Preference for gathering data: Sensing or Intuitive (S or N)v vPreference for decision making: Feeling or Thinking (F or T)Preference for decision making: Feeling or Thinking (F or T)v vStyle of decision making: Perceptive or Judgmental (P or J)Style of decision
59、making: Perceptive or Judgmental (P or J)26Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallExhibit 13.4Exhibit 13.4 Examples of MBTIExamples of MBTI Types TypesTypeTypeDescriptionDescriptionINFJ (introvert, intuitive, INFJ (introvert, intuitive, feeling, judgmental)feeling, judgmen
60、tal)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
61、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 a
62、re matter-of-fact Blunt and sometimes insensitive. Such people are matter-of-fact and do not run back, worry or hurry. They enjoy whatever comes and do not run back, worry or hurry. They enjoy whatever comes along. They work best with real things that can be assembled or along. They work best with r
63、eal things that can be assembled or disassembled.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 r
64、un back disagreements and will avoid them. strongly dislike run back disagreements and will avoid them. They are loyal followers and quite often are relaxed about They are loyal followers and quite often are relaxed about getting things done.getting things done.ENTJ (extrovert, ENTJ (extrovert, intu
65、itive, 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
66、, 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. 78.27Copyright 2010 Pearson Education, Inc. Publishing as Prentice H
67、allThe Big-Five Model ExtraversionExtraversionSociable, talkative, and Sociable, talkative, and assertiveassertive AgreeablenessAgreeablenessGood-natured, Good-natured, cooperative, and trustingcooperative, and trusting ConscientiousnessConscientiousnessResponsible, dependable, Responsible, dependab
68、le, persistent, and persistent, and achievement orientedachievement oriented Emotional StabilityEmotional StabilityCalm, enthusiastic, and Calm, enthusiastic, and secure or tense, nervous, secure or tense, nervous, and insecureand insecure Openness to ExperienceOpenness to ExperienceImaginative, art
69、istically Imaginative, artistically sensitive, and intellectualsensitive, and intellectual28Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallAdditional Personality Insights Locus of ControlLocus of ControlInternal locus:Internal locus: persons who believe that they control persons w
70、ho 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).uncontroll
71、able 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 powermanipu
72、late powerends can justify means.ends can justify means.29Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallSelf-Esteem (SE)Self-Esteem (SE)The degree to which people like or dislike themselvesThe degree to which people like or dislike themselvesHigh SEsHigh SEsv vBelieve in themselv
73、es and expect success.Believe in themselves and expect success.v vTake more risks and use unconventional approaches.Take more risks and use unconventional approaches.v vAre more satisfied with their jobs than low SEs.Are more satisfied with their jobs than low SEs.Low SEsLow SEsv vAre more susceptib
74、le to external influences.Are more susceptible to external influences.v vDepend on positive evaluations from others.Depend on positive evaluations from others.v vAre more prone to conform than high SEs.Are more prone to conform than high SEs.Additional Personality Insights 30Copyright 2010 Pearson E
75、ducation, Inc. Publishing as Prentice HallSelf-MonitoringSelf-MonitoringAn individuals ability to adjust his or her behavior to An individuals ability to adjust his or her behavior to external, situational factors.external, situational factors.High self-monitors:High self-monitors:v vAre sensitive t
76、o external cues and behave differently in Are sensitive to external cues and behave differently in different situations.different situations.v vCan present contradictory public persona and private Can present contradictory public persona and private selvesimpression management.selvesimpression manag
77、ement.Low self-monitorsLow self-monitorsv vDo not adjust their behavior to the situation.Do not adjust their behavior to the situation.v vAre behaviorally consistent in public and private.Are behaviorally consistent in public and private.Additional Personality Insights 31Copyright 2010 Pearson Educa
78、tion, Inc. Publishing as Prentice HallRisk TakingRisk TakingThe propensity (or willingness) to take risks.The propensity (or willingness) to take risks.v vHigh risk-takers take less time and require less information High risk-takers take less time and require less information than low risk-takers wh
79、en 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 j
80、ob assigned to the the specific demands of the job assigned to the manager.manager.Additional Personality Insights 32Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallPersonality Types in Different CulturesThe Big Five model is used in cross-cultural The Big Five model is used in cro
81、ss-cultural studies. studies. Differences are found in the Differences are found in the emphasisemphasis of dimensions. of dimensions.No common personality types for a given No common personality types for a given countrycountryA countrys culture influences the A countrys culture influences the domi
82、nant dominant personality characteristics of its people.personality characteristics of its people.Global managers need to understand Global managers need to understand personality trait differences from the perspective personality trait differences from the perspective of each culture.of each cultur
83、e.33Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallEmotionsEmotionsEmotionsIntense 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
84、 emotions:v vAngerAngerv vFearFearv vSadnessSadnessv vHappinessHappinessv vDisgustDisgustv vSurpriseSurprise34Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallEmotional IntelligenceEmotional Intelligence (EI)Emotional Intelligence (EI)The ability to notice and to manage emotional cu
85、es The ability to notice and to manage emotional cues and information.and information.Dimensions of EI:Dimensions of EI:v vSelf-awareness: knowing what youre feelingSelf-awareness: knowing what youre feelingv vSelf-management: managing emotions and impulsesSelf-management: managing emotions and impu
86、lsesv vSelf-motivation: persisting despite setbacks and failuresSelf-motivation: persisting despite setbacks and failuresv vEmpathy: sensing how others are feelingEmpathy: sensing how others are feelingv vSocial skills: handling the emotions of othersSocial skills: handling the emotions of others35C
87、opyright 2010 Pearson Education, Inc. Publishing as Prentice HallImplications for ManagersEmployee selectionEmployee selectionHollands Personality-Job Fit Theory Hollands Personality-Job Fit Theory Helps in understanding employee behavior(s)Helps in understanding employee behavior(s)By understanding
88、 others behavior(s), can work By understanding others behavior(s), can work better with thembetter with them36Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallUnderstanding Personality DifferencesPersonality Job Fit Theory (Holland)Personality Job Fit Theory (Holland)An employees jo
89、b satisfaction and likelihood of An employees job satisfaction and likelihood of turnover depends on the compatibility of the turnover depends on the compatibility of the employees personality and occupation.employees personality and occupation.Key points of the theory:Key points of the theory:v vTh
90、ere are differences in personalities.There are differences in personalities.v vThere are different types of jobs.There are different types of jobs.v vJob satisfaction and turnover are related to the match Job satisfaction and turnover are related to the match between personality and job for an indiv
91、idual.between personality and job for an individual.37Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallExhibit 13.5Exhibit 13.5 Hollands Typology of Personality and Hollands Typology of Personality and Sample OccupationsSample OccupationsSource: Based on J. L. Holland, Making Vocati
92、onal Choices: A Theory of Vocational Personalities and Work Environments (Odessa, FL: Psychological Assessment Resources, 1997).38Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallPerceptionPerceptionA process by which individuals give meaning (reality) A process by which individuals
93、 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 perceivers personal characteristicsThe perceivers pers
94、onal characteristicsinterests, interests, biases and expectationsbiases and expectationsThe targets characteristicsThe targets characteristicsdistinctiveness, contrast, distinctiveness, contrast, and similarityand similarityThe situation (context) factorsThe situation (context) factorsplace, time, p
95、lace, time, locationlocationdraw attention or distract from the targetdraw attention or distract from the targetPsychological Factors Perception39Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallExhibit 13.6Exhibit 13.6 Perception Challenges: What Do You Perception Challenges: What
96、Do You See? See?40Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallHow We Perceive PeopleAttribution TheoryAttribution TheoryHow the actions of individuals are perceived by How the actions of individuals are perceived by others depends on what meaning (causation) we others depends o
97、n what meaning (causation) we attribute to a given behavior.attribute to a given behavior.v vInternally caused behavior: under the individuals controlInternally caused behavior: under the individuals controlv vExternally caused behavior: due to outside factorsExternally caused behavior: due to outsi
98、de factorsDetermining the source of behaviors:Determining the source of behaviors:v vDistinctiveness: different behaviors in different situationsDistinctiveness: different behaviors in different situationsv vConsensus: behaviors similar to others in same situationConsensus: behaviors similar to othe
99、rs in same situationv vConsistency: regularity of the same behavior over timeConsistency: regularity of the same behavior over time41Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallExhibit 13.7Exhibit 13.7 Attribution TheoryAttribution Theory42Copyright 2010 Pearson Education, Inc.
100、 Publishing as Prentice HallHow We Perceive People (contd)Attribution Theory errors and biases (contd)Attribution Theory errors and biases (contd)Fundamental attribution errorFundamental attribution errorv vThe tendency to underestimate the influence of external The tendency to underestimate the inf
101、luence 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 biasv vThe tendency of individuals to attribute their successes to The tendency of individuals to attri
102、bute their successes to internal factors while blaming personal failures on external internal factors while blaming personal failures on external factors.factors.43Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallShortcuts Used in Judging OthersAssumed SimilarityAssumed SimilarityAs
103、suming that others are more like us than they Assuming that others are more like us than they actually are.actually are.StereotypingStereotypingJudging 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 pa
104、rt of.Halo EffectHalo EffectForming a general impression of a person on the Forming a general impression of a person on the basis of a single characteristic of that person.basis of a single characteristic of that person.44Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallImplications
105、 for ManagersEmployees react to perceptionsEmployees react to perceptionsPay close attention to how employees perceive Pay close attention to how employees perceive their jobs and management actionstheir jobs and management actions45Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallL
106、earningLearningAny 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.v vAlmost all complex behavior is learned.Almost all complex behavior is learned.v vLearning is a continuous, life-long p
107、rocess.Learning is a continuous, life-long process.v vThe principles of learning can be used to shape behavior.The principles of learning can be used to shape behavior.Theories of learning:Theories of learning:Operant conditioningOperant conditioningSocial learningSocial learningPsychological Factor
108、s Learning46Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallLearning (contd)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 experien
109、ce.consequences and is learned through experience.Operant behavior: voluntary or learned behaviorsOperant behavior: voluntary or learned behaviorsv vBehaviors are learned by making rewards contingent to Behaviors are learned by making rewards contingent to behaviors. behaviors. v vBehavior that is r
110、ewarded (positively reinforced) is likely to be Behavior that is rewarded (positively reinforced) is likely to be repeated.repeated.v vBehavior that is punished or ignored is less likely to be Behavior that is punished or ignored is less likely to be repeated.repeated.47Copyright 2010 Pearson Educat
111、ion, Inc. Publishing as Prentice HallLearning (contd)Social LearningSocial LearningThe 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.A
112、ttributes of models that influence learning:Attributes of models that influence learning:v vAttentional:Attentional: the attractiveness or similarity of the model the attractiveness or similarity of the modelv vRetention:Retention: how well the model can be recalled how well the model can be recalle
113、dv vMotor reproduction:Motor reproduction: the reproducibility of the models the reproducibility of the models actionsactionsv vReinforcement:Reinforcement: the rewards associated with learning the the rewards associated with learning the model behaviormodel behavior48Copyright 2010 Pearson Educatio
114、n, Inc. Publishing as Prentice HallShaping: A Managerial ToolShaping BehaviorShaping BehaviorAttempting 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 beh
115、ave in ways that most benefit the organization.behave in ways that most benefit the organization.Shaping methods:Shaping methods:v vPositive reinforcement:Positive reinforcement: rewarding desired behaviors. rewarding desired behaviors.v vNegative reinforcement:Negative reinforcement: removing an un
116、pleasant removing an unpleasant consequence once the desired behavior is exhibited.consequence once the desired behavior is exhibited.v vPunishment:Punishment: penalizing an undesired behavior. penalizing an undesired behavior. v vExtinction:Extinction: eliminating a reinforcement for an undesired e
117、liminating a reinforcement for an undesired behavior.behavior.49Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallImplications for ManagersIf managers want behavior A but reward If managers want behavior A but reward behavior B, employees will engage in behavior behavior B, employees
118、 will engage in behavior B.B.Employees will look to managers as models. Employees will look to managers as models. Good manager behavior will promote good Good manager behavior will promote good employee behavior.employee behavior.50Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallC
119、ontemporary Issues in OBManaging Generational Differences in the Managing Generational Differences in the WorkplaceWorkplaceGen Y: individuals born after 1978Gen Y: individuals born after 1978v vBring new attitudes to the workplace that reflect wide arrays Bring new attitudes to the workplace that r
120、eflect wide arrays of experiences and opportunitiesof experiences and opportunitiesv vWant to work, but dont want work to be their lifeWant to work, but dont want work to be their lifev vChallenge the status quoChallenge the status quov vHave grown up with technologyHave grown up with technology51Co
121、pyright 2010 Pearson Education, Inc. Publishing as Prentice HallExhibit 13.8Exhibit 13.8 Gen Y WorkersGen Y WorkersSource: Bruce Tulgan of Rainmaker Thinking. Used with permission.52Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallContemporary Issues in OBManaging Negative Behavior
122、in the WorkplaceManaging Negative Behavior in the WorkplaceTolerating negative behavior sends the wrong Tolerating negative behavior sends the wrong message to other employeesmessage to other employeesBoth preventive and responsive actions to negative Both preventive and responsive actions to negati
123、ve behaviors are needed:behaviors are needed:v vScreening potential employeesScreening potential employeesv vResponding immediately and decisively to unacceptable Responding immediately and decisively to unacceptable behaviorbehaviorv vPaying attention to employee attitudesPaying attention to employ
124、ee attitudes53Copyright 2010 Pearson Education, Inc. Publishing as Prentice HallTerms to Know behaviorbehavior organizational behaviororganizational behavior employee productivityemployee productivity absenteeismabsenteeism turnoverturnover organizational citizenship organizational citizenship behav
125、iorbehavior job satisfactionjob satisfaction workplace misbehaviorworkplace misbehavior attitudesattitudes cognitive componentcognitive component affective componentaffective component behavioral componentbehavioral component job involvementjob involvement organizational organizational commitmentcom
126、mitment perceived organizational perceived organizational supportsupport cognitive dissonancecognitive dissonance attitude surveysattitude surveys personalitypersonality Big Five ModelBig Five Model locus of controllocus of control MachiavellianismMachiavellianism54Copyright 2010 Pearson Education,
127、Inc. Publishing as Prentice HallTerms to Know (contd) self-esteemself-esteem self-monitoringself-monitoring impression managementimpression management emotionsemotions emotional intelligence (EI)emotional intelligence (EI) perceptionperception attribution theoryattribution theory fundamental attribu
128、tion 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 behavior55Cop
129、yright 2010 Pearson Education, Inc. Publishing as Prentice HallAll rights reserved. No part of this publication may be reproduced, All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by stored in a retrieval system, or tran
130、smitted, in any form or by any means, electronic, mechanical, photocopying, recording, or any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. otherwise, without the prior written permission of the publisher. Printed in the United States of America.Printed in the United States of America.56Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
