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1、Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-1 Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary
2、Coulter2012 Pearson Education, Inc. publishing as Prentice Hall 14-2 确定组织内个体行为的重点和目标 解释态度在工作绩效中扮演的角色 描述各种不同的人格理论 描述知觉以及对它产生影响的因素 讨论学习理论以及它们与行为塑造的关联 讨论当代的一些组织行为事项Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Edu
3、cation, Inc. publishing as Prentice Hall14-3 组织行为学关注的焦点行为：人们的活动组织行为学：研究人们在工作中的活动Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-4 图表14-1（369页）Copyright2012PearsonEduc
4、ation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-5 组织行为学的目标员工生产率：效率和效果的一种绩效测量工具缺勤：没有在工作岗位上工作离职：自愿或非自愿地永远退出某个组织Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Ed
5、ition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-6 组织行为学的目标（续）组织公民行为：并不属于员工正式工作要求但可以促进组织有效运行的自愿行为Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc.
6、 publishing as Prentice Hall14-7 图表14-2（373页）Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-8 工作满意度工作满意度：员工对自己工作岗位所持的总体态度工作场所不当行为：员工实施的可能会对组织或组织成员产生伤害的故意行为态度：对物体、人物或
7、事件的评价性陈述Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-9 工作满意度（续）认知成分：态度的组成部分，指的是个体所持有的信念、观点、只是或信息情感成分：态度中的情绪或感受部分行为成分：态度的组成部分，指的是个体以某种特定方式对某人或某事采取行动的意向Copyright2012
8、PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-10 图表14-3（375页）Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary
9、Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-11 工作投入和组织承诺工作投入：员工认同自己的工作、积极参与工作以及重视工作绩效的程度组织承诺：员工认同所在组织及其目标并愿意留在该组织中的程度Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishin
10、g as Prentice Hall14-12 组织承诺组织支持感：员工对组织多么重视他们的贡献并关心他们切身利益的总体看法Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-13 员工敬业度员工敬业度：员工对自己的工作感到满意和抱有激情，而且与工作具有非常密切的联系认知失调：态度之间或
11、者态度与行为之间的不协调或不一致态度调查：向员工提出一系列陈述或问题来了解员工如何看待自己的工作、工作群体、上司或组织。Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-14 人格人格：个体情感模式、思维模式和行为模式的独特组合，这些模式会影响该个体如何应对各种情况以及与其他人互动。大
12、五人格模型：一种人格特质模型，其中包括外倾性、随和性、尽责性、情绪稳定性和经验开放性这5种人格特质Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-15 其他人格特质马基雅维利主义：一种人格测量工具，在该维度上得分高的个体注重实效，与他人保持情感距离，而且认为结果可以证明手段的正当性自
13、尊：个体喜爱或不喜爱自己的程度自我监控：根据外部情境因素调整自己行为的能力Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-16 其他人格特质（续）主动性人格：该人格特质描述这样的个体：他们能够发现机会、表现出主动性并且采取行动，直到发生有意义的变化。心理弹性：个体克服挑战并将之转化为
14、机遇的能力Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-17 图表14-4（377页）Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen
15、P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-18 图表14-5（383页）Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-19 情绪和情绪智力情绪：对某人或某事
16、的强烈感受情绪智力：察觉和管理情绪线索和信息的能力Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-20 知觉知觉：个体通过组织和解读自身感觉到的印象而对周围环境赋予意义的过程Copyright2012PearsonEducation,Inc.PublishingasPrenticeH
17、allManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-21 我们如何感知他人？归因理论：解释我们对他人作出的不同判断如何取决于我们对某种特定行为的归因内因导致的行为：处于该个体控制范围之内的行为外因导致的行为：由外部因素引起的行为Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Editio
18、n by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-22 我们如何感知他人？（续）基本归因错误：当判断他人的行为时，我们总是倾向于低估外部因素的影响并高估内部因素的影响自我服务偏见：人们倾向于把自己的成功归于内因，而把自己的失败归咎于外部因素Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins
19、 & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall 14-23 PerceptionExercise知觉实验如果你的眼睛盯着这些旋转的粉红色点，那么这些点的颜色会一直保持为粉红色。不过，如果你盯着图片中央位置的黑色+，那么这些点的颜色会变成绿色。现在，全神贯注地盯着图片中央的黑色+。过一小会之后，所有这些粉红色的点会慢慢消失，你将只会看到一个不停旋转的绿点。Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Elev
20、enth Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-24 图表14-6（384页）Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Ha
21、ll14-25 判断他人时常用的一些捷径假设相似性：假设他人与自己类似刻板印象：根据自己对某一个体所属群体的印象来判断该个体晕轮效应：根据个体的某种单一特征而形成对该个体的总体印象Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-26 图表14-7（385页）Copyright2012
22、PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-27 心理因素：学习学习：通过经历而发生的相对持久的行为变化几乎所有的复杂行为都是习得的学习是一个持续终生的过程学习原则可以用来塑造行为学习理论操作性条件反射社会学习Copyright2012PearsonEducation,Inc.PublishingasPr
23、enticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-28 操作性条件反射操作性条件反射：一种学习理论，认为行为是其结果的函数。操作性行为：自愿的或习得的行为行为所导致的结果是否被强化，会影响该行为重复的倾向获得奖励（正强化）的行为更可能会被重复被惩罚或忽视的行为不太可能被重复Copyright2012PearsonEducation,Inc.PublishingasPrentice
24、HallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-29 社会学系社会学习理论：一种学习理论，认为人们可以通过直接经验以及观察他人来学习注意过程：榜样对自己的吸引程度或者与自己的相似程度保持过程：个体能够多么清楚地记得该榜样复制过程：个体重复该榜样的行为强化过程：由于学习该榜样的行为而获得的奖励Copyright2012PearsonEducation,Inc.PublishingasPren
25、ticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-30 行为塑造：一种管理工具行为塑造：通过使用强化或缺乏强化来循序渐进地指导员工的学习行为塑造的方法：正强化：奖励理想的行为负强化：一旦表现出理想的行为，就为其取消一种不愉快的事情惩罚：对不合意的行为进行处罚忽视：把维持某种行为的所有强化物都予以取消Copyright2012PearsonEducation,Inc.Publishin
26、gasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-31 当代的组织行为事项管理工作场所中的代际差异Y世代：1978年以后出生的个体他们把新的态度带入工作场所，这些态度体现了一系列令人羡慕的经历和机会他们想要工作，但并不希望工作成为自己的全部生活挑战现状在他们的成长过程中，科技也在快速进步Copyright2012PearsonEducation,Inc.Publishi
27、ngasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-32 图表14-8（391页）Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education
28、, Inc. publishing as Prentice Hall 14-33 需要掌握的术语行为组织行为学员工生产率缺勤离职组织公民行为工作满意度工作场所不当行为态度认知成分情感成分行为成分工作投入组织承诺组织支持感认知失调态度调查人格大五人格模型控制点马基雅维利主义Copyright2012PearsonEducation,Inc.PublishingasPrenticeHallManagement, Eleventh Edition by Stephen P. Robbins & Mary Coulter2012 Pearson Education, Inc. publishing as Prentice Hall14-34 作业管理新生代员工时面临的主要挑战是什么？（或者换个角度，面对传统管理者时主要的挑战和冲突是什么？你是如何面对的？）
