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105 Cards in this Set
- Front
- Back
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Organizational Behavior
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systematicstudy and application ofknowledge about howindividuals and groupsact in org
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Human Resource Management
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Policies, practices, and systems designed to
impact employees’ behaviors and attitudes
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HRM-Covers |
Mergers &Acquisitions Recruitment& Selection Health,Safety, &Legal LaborRelations Compensation& Benefits Performance Training |
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Three Levels of Analysis |
Individual:manager's personality Group :manager's personality effects the team Organization :organization’sculture affects amanager’s behavior |
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NACE Survey ResultsWhatMatters to Employers? |
CommunicationSkills Honesty &Integrity InterpersonalSkills Motivation &Initiative Strong WorkEthic |
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OB Research Methods |
•create hypotheses based on observa@ons, readings, and informa@on from individuals within organizations • Based on these qs |
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The scientific method |
Interviews Case studies Observation Theory Hypotheses Data Verification grounded in scientific research |
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The scientific method 2 |
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What get measured, get manage |
• Numbers help us understand abstract concepts or artifacts which are otherwise hard to relate to, such as job satisfaction, emotions, or fairness •relationships between or among variables • We want to generalize the research to other situations and contexts |
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Effects of job satisfaction on job performance |
JobSatisfacion---->+JobPerformance |
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Field Studies |
•Often involveexperimental design •A particularpopulation will bedivided into atreatment group anda control group |
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Evaluating training and development |
• Posttest only – The simplest way to evaluate training. After the training is done, you test or survey respondents. Not very useful. • Pretest / posttest-Better than posttest only. measure the trainees before the training and after. Compare • Posttest only w/ comparison group-no measure before and compare training group with none training • Time series - measure the trainees before the training, as well as several @mes after the training. More $+time, but =med-strong design • Pre/posttest+group comparison-strongest |
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Reliability and Validity |
provide reliable results V provide valid results V The results can be generalized to apply to other contexts or the larger population |
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Reliability |
• 2 components: “true score” ± “random error” • There will always be some random error • generates consistent results • We use correlation coefficients to assess |
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Increasing the reliability |
Use of closed-item answer forms. Examples: • Multiple choice, single response • Likert scale (5-point scale or 7-point scale) |
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Validity |
Criterion-related validity: showing a correla@on between the test and the aEtudes/behaviors it is supposed to measure (concurrent or predic@ve) Predictive:Test Applicants--->Measure Performance of Those Hired Concurrent:Test Exis5ng Employees+Measure their Performance |
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Increasing validity |
• Ensure all respondents understand the ques@on • Ask the person possessing knowledge about the answer (factual ques@ons) • Make the ques@ons as reliable as possible. Subjec@ve measures that are unreliable are not valid • Use a scale that shows clear precision of discrimina@on • Ask mul@ple ques@ons and combine them for a scale |
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Challenges &Opportunities |
Outsourcing Ethics AgingWorkforce TripleBottomLine: eco,soc,envir. Lack ofEmployeeEngagement FlatteningWorld Technology |
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Chapter 2 |
Chapter 2 |
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What is diversity? |
Diversity is theway in whichpeople aresimilar ordifferent fromeach other. |
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Employment Law in the USA |
• Age Discrimina4on Act of 1975 • Title VII of the Civil Rights Act of 1964 • 1990 Americans with Disabili4es Act/ ADAAA of 2008 • Pregnancy Discrimina4on Act of |
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Equal Employment Opportunity |
equal opportunity regardless of race, color, religion, na4onal origin, sex, age, disability. EEOC is responsible for enforcing most EEO laws. |
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Challenges of Diversity
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Similarity-attractionphenomenon: Thetendency to be moreattracted to individualswho are similar to us.Mentoring programs –formal or informal. Organizationsshould:- Have formalmentoringprograms- Train managers- Strive forconsistency andequal treatment |
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Challenges of Diversity |
A faultline is anattribute alongwhich a group issplit intosubgroups. |
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Challenges of Diversity |
Stereotypes aregeneralizationsabout a particulargroup of people. Men -Assertive,Active Women - Relationshiporiented ,Passive |
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Specific Diversity Issues |
Sexual OrientationDiversity• No current Federal Law Gender Diversity• Earnings Gap (EqualPay Act of 1963)• Glass Ceiling (Title VII) Race Diversity• Earnings Gap andGlass Ceiling (TitleVII) Employees withDisabilities• ADA 1990/ ADAAA2008• Reasonableaccommodation Religious Diversity• Title VII of CRA(1964)• Reasonableaccomodation Age Diversity• Age Discrimination inEmployment Act(1967)• Generationaldifferences |
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Managing Cultural Diversity |
DiverseOrganization DiversityTrainingPrograms Makemanagersaccountablefor diversity Build aculture ofrespectingdiversity ReviewRecruitmentPractices AffirmativeActionPrograms |
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Cultural Diversity |
Culture refers tovalues, beliefs,and customs thatexist in a society. |
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Hofstede’s culture framework |
Hofstede’s cultureframework is auseful tool tounderstand thesystematicdifferences acrosscultures. |
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Individualism |
Cultures in which people definethemselves as individuals andform looser ties with their groups. • USA• Australia• UK• Canada• Hungary |
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Collectivism |
• Guatemala• Ecuador• Indonesia• Pakistan• China |
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Low Power Distance |
A society that views an unequaldistribution of power asrelatively unacceptable. • Austria• Denmark• Israel• Ireland• New Zealand• Sweden |
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High Power Distance |
A society that views an unequaldistribution of power asrelatively acceptable. • Malaysia• Slovakia• Philippines• Russia• Mexico• Thailand• Turkey |
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Low Uncertainty Avoidance |
Cultures where individuals arecomfortable in unpredictablesituations and have a hightolerance for ambiguity. • Denmark• Jamaica• Singapore• China• Sweden• Russia |
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High Uncertainty Avoidance |
Cultures where individuals preferpredictable situations and have alow tolerance for ambiguity. • Belgium• El Salvador• Greece• Guatemala• Portugal• Germany |
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Masculinity |
Cultures where individualsvalue achievement,competitiveness, as well asacquisition of money and othermaterial objects. • Slovakia• Japan• Hungary• Austria• Venezuela |
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Femininity |
Cultures where individualsvalue maintaining goodrelationships, quality of life, andcaring for the weak. • Norway• Netherlands• Sweden• Costa Rica• Chile |
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Suggestions for managing diversity:Build Cultural Intelligence |
Cultural intelligence is the capability tounderstand how a person’s cultural backgroundinfluences behavior. |
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Suggestions for managing diversity:Avoid Ethnocentrism |
Ethnocentrism isthe belief that one’sown culture issuperior to othercultures. |
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Chapter 3 |
Chapter 3 |
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Person-Job fit |
The degree towhich a person’sknowledge, skills,abilities, and othercharacteristics(KSAOs) matchthe job demands. |
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Person-OrganizationFit |
The degree to which aperson’s values,personality, goals, andother characteristicsmatch those of theorganization.** |
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Values |
Values refer to stable lifegoals that people have,reflecting what is mostimportant to them.How we go about livingour lives.Values are terminal orinstrumental. |
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Rokeach (1973) Value Survey Terminal Values |
A world of beauty An exciting life Family security Inner harmony Self respect |
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Rokeach (1973) Value Survey InstrumentalValues |
Broad minded Clean Forgiving Imaginative Obedient |
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Personality |
Personality encompasses therelatively stable feelings,thoughts, and behavioralpatterns a person has.Personality captures whatpeople are like. |
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Openness |
Curious, original, intellectual, creative,and open to new ideas. |
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Conscientiousness |
Organized, systematic, punctual,achievement-oriented, and dependable. |
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Extraversion |
Outgoing, talkative, sociable, and enjoysbeing in social situations. |
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Agreeableness |
Nice, tolerant, sensitive, trusting, kind,and warm. |
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Neuroticism |
Anxious, irritable, aggressive,temperamental, and moody. |
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ExtraversionversusIntroversion |
Extraversion: Those who derive their energy from other people and objects. Introversion: Those who derive their energy from inside |
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SensingversusIntuition |
Sensing: Those who rely on their five senses to perceive the external environment. Intui3on: Those who rely on their intui3on and hunches to perceive the external environment. |
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ThinkingversusFeeling |
Thinking: Those who use their logic to arrive at solu3ons. Feeling: Those who use their values and ideas about what is right and wrong to arrive at solu3ons. |
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JudgingversusPerceiving |
Judgment: Those who are organized, systema3c, and would like to have clarity and closure. Percep3on: Those who are curious, open minded, and prefer to have some ambiguity. |
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Other Personality Traits |
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Personality Testing in EmployeeSelection |
•Personality is a poten3ally important predictor of work behavior. •Best trait predic3ng performance? •Personality tes3ng in selec3on is controversial: some experts believe that personality tests predict performance and other important criteria. •However, how a personality test is used influences its validity |
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Perception |
Perception is howindividuals detectand interpretenvironmentalstimuli. What we (choose to) see in theenvironment may be objectivelywrong.What we see depends on ourpersonality, values, or emotions |
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Self Perception |
Self enhancementbias Self-effacementbias Falseconsensuserror |
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Social Perception
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Our perceptionsof theenvironment areinfluenced by ourvalues, emotions,feelings, andpersonalities,which in turninfluence ouractions.
Values,emotions,feelings, andpersonality Perceptions Actions Informationfrom theenvironment |
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Social Perception |
Stereotypes Selffulfillingprophecy Selectiveperception |
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Social Perception |
First impressions areinitial thoughts andperceptions we form aboutpeople, which tend to bestable and salient tocontrary information. |
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Our Beliefs and PrejudicesAre Resistant to Change |
Stereotypes:Create subcategories We discountevidence to thecontrary |
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Attributions |
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Attributions |
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Faulty attributions |
• The fundamental a+ribu/on error argues that we have a tendency to judge others’ behaviors as due to internal factors. • The self-serving biasoccurs when we aQribute our own failures to external factors and our own successes to internal factors. |
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Chapter 4 |
Chapter 4 |
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Work Attitudes |
Job Satisfaction OrganizationalCommitment Attitudes --> Behaviors? |
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Factors contributing toPositive Work Attitudes |
• Personality (PA/NA)• Person-Environment(job/org) Fit• Job Characteristics• Psychological Contract• Organizational Justice• Work Relationships• Stress• Work-Life Balance =JobSatisfactionOrganizationalCommitment |
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Assessing Work Attitudes |
AttitudeSurveys• Confidential• Credibility ofmgmt =SystematicAttitudeTracking Exit Interview• HR dept |
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Work Behaviors |
Job (in-role/task)Performance Turnover(involuntary vs.voluntary) OrganizationalCitizenshipBehavior Absenteeism |
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chapter 5 |
chapter 5 |
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Performance |
Performance=Motivation x Ability x Environment |
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Maslow Hierarchy of Needs |
Self Actualization Esteem Social Safety Physiological |
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ERG Theory |
Existence(M: physiologicaland safety) Growth(M: esteem andself-actualization) Relatedness(M: social needs) |
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Two-Factor Theory |
Hygiene Factors: • Companypolicy• Supervisionandrelationships• Workingconditions• Salary• Security Motivators: • Achievement• Recognition• Interesting work• Increasedresponsibilities• Advancementand growth |
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Acquired-Needs Theory |
Need forachievement Need foraffiliation Need forpower |
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Equity Theory |
Person Outcomes = Referent Other Outcomes Inputs Inputs |
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Procedural Justice |
The degree towhich fairdecisionmakingproceduresare used toarrive at adecision |
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Interactional Justice |
The degree towhich peopleare treatedwith respect,kindness, anddignity ininterpersonalinteractions |
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Distributive Justice |
The degree towhichoutcomesreceived fromtheorganizationare fair |
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Expectancy Theory |
Expectancy:Effort-1) Will my effortlead to highperformance? Instrumentality:Performance - 2) Will performancelead tooutcomes? Valence :Rewards -3) Do I find theoutcomesdesirable? |
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Expectancy |
• Make sureemployees haveproper skills,abilities, andknowledge • Ensure that theenvironmentfacilitatesperformance • Encourageemployees sothey believe theireffort makes adifference |
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Instrumentality |
• Reward employeeperformance • Inform people inadvance about therewards • Try to eliminatenon-performanceinfluence overrewards |
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Valence |
• Find rewards thatare desirable toemployees • Make sure thatrewards areviewed as fair • Give employeeschoice overrewards |
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Reinforcement Theory |
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Organizational Behavior Modification(OB Mod) |
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Motivation and Ethics |
UnethicalBehavior+Reward=MoreUnethicalBehavior Reinforcement theory hasbeen particularly successfulin explaining ethicalbehavior |
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Chapter 14? |
14? |
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Org Culture |
A system of sharedassumptions,values, and beliefsthat show peoplewhat is appropriateand inappropriatebehavior Culture is byand largeinvisible toemployees,but becomemoreobvious ifyou areasked todescribe it orcompare itto anotherorganization’s culture. |
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Why Does Organizational Culture Matter? |
Organizationalculture is aneffective controlmechanismdictating employeebehavior V Anorganization’sculture may beone of itsstrongest assetsor its biggestliability Culture, or sharedvalues within the ^ organization, may berelated to increasedorganizationalperformance |
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Three Levels of Organizational Culture |
Basic assumptionslie belowawareness.Assumptions aretaken for granted;they reflect beliefsabout human natureand reality At the second level,values exist. Valuesare sharedprinciples,standards, and goals Artifacts are on thesurface, or arevisible, tangibleaspects oforganizationalculture |
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Innovative |
• Cultures that are flexible, adaptable, and experiment withnew ideas; flat hierarchies where employees are empowered |
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Aggressive |
• Cultures that value competitiveness and outperformingcompetitors |
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Outcome Oriented |
• Cultures that emphasize achievement, results, and action asimportant values |
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Stable |
• Cultures that are predictable, rule oriented, and bureaucratic(centralized decision making) |
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People Oriented |
• Cultures that value fairness, supportiveness, and respectingindividual rights |
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Team Oriented |
• Cultures that are collaborative and emphasize cooperationamong employees |
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Detail Oriented |
• Cultures that emphasize precision and paying attention todetails |
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A Strong Culture |
One that is shared by (all) organizationalmembers Employees show consensus regarding theshared values |
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Challenges of a Strong Culture |
Difficult to change Can be a liability during amerger as each separate culturemust merge together |
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Creating |
Foundervalues andpreferences Industrydemands V Successfulvalues, goals,assumptions,and responsesto industry,“stick” in theculture |
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Culture Maintenance |
Attraction selection-attrition New employeeon boarding Leadership(role modeling) Reward systems(rating/ranking;behaviors/results) V OrganizationalCulture |
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Visual elements of culture Signs ofCulture |
Mission statement: A statement of purpose, describing who the company is and what it does Rituals: Repetitive activities within an organization that have symbolic meaning Rules and policies: They direct acceptable and unacceptable behaviors and thus signal what the organiza9on values Physical layout: Buildings, office layouts, and status symbols Stories: Communica9ng values through stories |
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How Do Cultures Change? |
1. Create asense ofurgency 2. Change leadersand other keyplayers 3. Rolemodel 4. Train 5. Change thereward system 6. Createnewstories andsymbols |
