The document provides an overview of the foundations of individual behavior in organizational behavior, including biographical characteristics, abilities, learning theories, personality traits, values, attitudes, and job satisfaction. It discusses key concepts related to each topic and provides examples to illustrate important theories and models. The document lays the groundwork for understanding individual level factors that influence behavior in organizational settings.
4. WHAT IS OB??
The multidisciplinary field that seeks knowledge of behavior,
attitudes, & motivation in organizational settings by
systematically studying individual, group, and organizational
processes
4
5. Characteristics of the Field of OB
OB applies the scientific method to practical managerial
problems
OB focuses on three levels of analysis: individuals, groups, and
organizations
OB is multidisciplinary in nature
OB seeks to improve organizational effectiveness and the
quality of life at work
OB is more than common sense
5
6. Meaning & nature of management
Management is the act of getting people together to
accomplish desired goals and objectives using available resources
efficiently and effectively.
Management comprises planning, organizing, staffing, leading or
directing, and controlling an organization (a group of one or
more people or entities) or effort for the purpose of
accomplishing a goal.
Resourcing encompasses the deployment and manipulation of
human resources, financial resources, technological resources
and natural resources.
6
10. Contributing discipline to OB
Psychology
Social psychology
Anthropology
Sociology
Political science
Engineering
10
11. Challenges of OB
Increasing number of global organizations
Utilizing IT & E-commerce
Building a competitive advantage
Maintaining a diverse workforce
11
13. Biographical Characteristics
Biographical Characteristics
- Age
- Gender
- Marital status
- Length of service with an organization
13
14. Ability, Intellect, and Intelligence
Ability
An individual’s capacity to perform
the various tasks in a job.
Intellectual Ability
The capacity to do mental activities.
Multiple Intelligences
Intelligence contains four subparts:
cognitive, social, emotional, and cultural.
2–
14
17. Nine Physical Abilities
Strength Factors
1. Dynamic strength
2. Trunk strength
3. Static strength
4. Explosive strength Flexibility Factors
5. Extent flexibility
6. Dynamic flexibility
Other Factors
7. Body coordination
Source: Adapted from
8. Balance HRMagazine published by
the Society for Human
Resource Management,
9. Stamina Alexandria, VA.
2–
17
18. The Ability-Job Fit
Ability-Job
Employee‟s Fit Job‟s Ability
Abilities Requirements
2–
18
19. Learning
Learning
Any relatively permanent change in behavior
that occurs as a result of experience.
Learning
• Involves change
• Is relatively permanent
• Is acquired through experience
2–
19
20. Theories of Learning
Classical Conditioning
A type of conditioning in which an individual
responds to some stimulus that would not
ordinarily produce such a response.
Key Concepts
• Unconditioned stimulus
• Unconditioned response
• Conditioned stimulus
• Conditioned response
2–
20
22. Theories of Learning (cont‟d)
Operant Conditioning
A type of conditioning in which desired voluntary
behavior leads to a reward or prevents a punishment.
Key Concepts
• Reflexive (unlearned) behavior
• Conditioned (learned) behavior
• Reinforcement
2–
22
23. Theories of Learning (cont‟d)
Social-Learning Theory
People can learn through observation
and direct experience.
Key Concepts
• Attentional processes
• Retention processes
• Motor reproduction processes
• Reinforcement processes
2–
23
24. Theories of Learning (cont‟d)
Shaping Behavior
Systematically reinforcing each successive step that
moves an individual closer to the desired response.
Key Concepts
• Reinforcement is required to change behavior.
• Some rewards are more effective than others.
• The timing of reinforcement affects learning speed and
permanence.
2–
24
25. Types of Reinforcement
Positive reinforcement
◦ Providing a reward for a desired behavior.
Negative reinforcement
◦ Removing an unpleasant consequence when the
desired behavior occurs.
Punishment
◦ Applying an undesirable condition to eliminate an
undesirable behavior.
Extinction
◦ Withholding reinforcement of a behavior to
cause its cessation.
2–
25
26. Schedules of Reinforcement
Continuous Reinforcement
A desired behavior is reinforced
each time it is demonstrated.
Intermittent Reinforcement
A desired behavior is reinforced
often enough to make the
behavior worth repeating but not
every time it is demonstrated.
2–
26
27. Schedules of Reinforcement (cont‟d)
Fixed-Interval Schedule
Rewards are spaced at
uniform time intervals.
Variable-Interval Schedule
Rewards are initiated after a
fixed or constant number of
responses.
2–
27
32. Values
Values represent basic convictions that-
A specific mode of conduct or end-state of existence is
personally or socially preferable to an opposite or
converse mode of conduct or end-state of existence.
Value is a judgmental element of what is right, good, or
desirable.
32
33. Importance of Values
1 2 3
Values lay the Individuals enter
foundation for the organizations with
understanding of notions of what is Values generally
attitudes and right and wrong influence
motivation because with which they attitudes and
they influence our interpret behaviors behavior.
perceptions. or outcomes
33
34. Types of Values
Rokeach Value Survey…
VALUES
Terminal Instrumenta
Values l Values
34
35. Terminal Values
Desirable end-states of
existence; the goals that
a person would like to
achieve during his or her
lifetime.
35
37. Attitude
Attitude is defined as “a learned
predisposition to respond in a
consistently favorable or unfavorable
manner with respect to a given
object.” That is, attitudes affect
behavior at a different level than do
values…
37
38. COMPONENTS OF ATTITUDES
Cognitive component of an attitude
◦ The opinion or belief segment of an attitude
Affective component of an attitude
• The emotional or feeling segment of an attitude
Behavioral component of an attitude
• An intention to behave in a certain way toward someone or
something
38
39. Job satisfaction
Job satisfaction essentially reflects the extent to
which an individual likes his or her job. Formally
defined, job satisfaction is an affective or
emotional response toward various facets of
one’s job…
39
40. Causes of Job Satisfaction
Discrepancies
B
Need
A C Value
Fulfillment Attainment
Causes
Dispositional/ E D Equity
Genetic
Components
40
41. Factors contributing Job Satisfaction
- Mentally challenging work
- Personality job-fit
- Equitable rewards
- Supportive working conditions
- Supportive colleagues
- Whistle blowing
- Social responsibility
41
42. Types of Managerial ethics
- Immoral management
- Moral management
- Amoral management
- Intentional
- Unintentional
42
44. What is Personality?
When we talk of personality, we don‟t mean that a
person has charm, a positive attitude toward life, a
smiling face, or is a finalist for “ Happiest and
Friendliest” in this year‟s Miss America contest.
When psychologists talk of personality, they mean a
dynamic concept describing the growth and
development of a person‟s whole psychological system.
Rather than looking at parts of the person, personality
looks at some aggregate whole that is greater than the
sum of the parts.
4–44
46. What is Personality ?
The specific qualities, attributes, traits,
factors, and mannerisms that distinguish
one individual from other individuals is
known as personality.
In other words, "those inner psychological
characteristics that both determine
and reflect how a person responds to his
or he environment.
46
47. Personality Determinants
• Heredity
• Environment
• Situation
Heredity: refers to those factors that were determined at conception.
Physical structure, facial attractiveness, gender, temperament, energy level
etc.
Environment: Among the factors that exert pressures on our personality
formation are the culture in which we are raised, our early conditioning,
the norms among our family, friends and social groups etc.
Situation: A third, the situation, influences the effects of heredity and
environment on personality. An individual‟s generally stable and
consistent, does change in different situations.
4–47
48. Brain
Biofeedback
Physical features
Family factors
Social factors
Situational factors
48
50. Personality and Consumer Behavior
Nature of Personality
Three distinct properties of central
importance are as follows:-
Personality reflects individual differences.
For e.g.: high in venture, low in venture
Personality is consistent and enduring .
For e.g.: newly available brands may cause
change
Personality can change.
For e.g.: marriage, birth of a child, change in
job
50
51. Theories of Personality
Freudian theory
◦ Unconscious needs or drives are at the heart
of human motivation
Neo-Freudian personality theory
◦ Social relationships are fundamental to the
formation and development of personality
Trait theory
◦ Quantitative approach to personality as a set
of psychological traits
51
52. Freudian Theory
Id
◦ Warehouse of primitive or instinctual needs for
which individual seeks immediate satisfaction
Superego
◦ Individual‟s internal expression of society‟s moral and
ethical codes of conduct
Ego
◦ Individual‟s conscious control that balances the
demands of the id and superego
52
53. Neo-Freudian /Social Cultural Theory
◦ Sensing-thinking
◦ Sensing Feeling
◦ Intuiting-thinking
◦ Intuiting-Feeling
53
54. Trait Theory
Personality theory with a focus on
psychological characteristics
Trait - any distinguishing, relatively
enduring way in which one individual
differs from another
Personality is linked to how consumers
make their choices or to consumption of
a broad product category - not a specific
brand
54
55. Role of Personality in understanding
Consumer Diversity
◦ Optimal Stimulation Level
◦ Need for Cognition
◦ Dogmatism
◦ Susceptibility to the Influence
◦ Self-Monitoring Behavior
Emotion
◦ Major Dimensions are PAD(Pleasure, Arousal
and Dominance)
55
56. Trait Theory
Innovativeness The degree to which
Dogmatism consumers are
Social character receptive to new
products, new services,
Need for uniqueness
or new practices
Optimum stimulation
level
Variety-novelty seeking
56
57. Trait Theory
Innovativeness A personality trait that
Dogmatism reflects the degree of
Social character rigidity a person displays
toward the unfamiliar and
Need for uniqueness
toward information that is
Optimum stimulation contrary to his or her
level own established beliefs
Variety-novelty seeking
57
58. Trait Theory
Innovativeness Ranges on a continuum for
Dogmatism inner-directedness to other-
directedness
Social character
Inner-directedness
Need for uniqueness
◦ rely on own values when
Optimum stimulation level evaluating products
Variety-novelty seeking ◦ Innovators
Other-directedness
◦ look to others
◦ less likely to be innovators
58
59. Trait Theory
Innovativeness Consumers who avoid
Dogmatism appearing to conform
Social character to expectations or
standards of others
Need for uniqueness
Optimum stimulation
level
Variety-novelty seeking
59
60. Trait Theory
Innovativeness A personality trait that
Dogmatism measures the level or amount
of novelty or complexity that
Social character
individuals seek in their
Need for uniqueness personal experiences
Optimum stimulation level High OSL consumers tend to
Variety-novelty seeking accept risky and novel
products more readily than low
OSL consumers.
60
61. Trait Theory
Innovativeness Measures a consumer‟s
Dogmatism degree of variety seeking
Social character Examples include:
Need for uniqueness ◦ Exploratory Purchase
Behavior
Optimum stimulation
◦ Use Innovativeness
level
◦ Vicarious Exploration
Variety-novelty seeking
61
63. Major Personality Attributes
Influencing OB
Locus of control
Machiavellianism
Self-esteem
Self-monitoring
Propensity for risk taking
Type A personality
4–63
67. Risk-Taking
High Risk-taking Managers
◦ Make quicker decisions.
◦ Use less information to make decisions.
◦ Operate in smaller and more entrepreneurial
organizations.
Low Risk-taking Managers
◦ Are slower to make decisions.
◦ Require more information before making decisions.
◦ Exist in larger organizations with stable environments.
Risk Propensity
◦ Aligning managers‟ risk-taking propensity to job
requirements should be beneficial to organizations.
4–67
70. Achieving Personality-Job Fit
Personality Types
• Realistic
• Investigative
• Social
• Conventional
• Enterprising
• Artistic
4–70
71. Relationships
among
Occupational
Personality
Types
4–71
72. Emotions- Why Emotions Were
Ignored in OB
The “myth of rationality”
◦ Organizations are not emotion-free.
Emotions of any kind are disruptive to
organizations.
◦ Original OB focus was solely on the effects of
strong negative emotions that interfered with
individual and organizational efficiency.
4–72
73. What Are Emotions?
Affect
A broad range of emotions that people
experience.
Emotions Moods
Intense feelings that are Feelings that tend to be
directed at someone or less intense than emotions
something. and that lack a contextual
stimulus.
4–73
75. “ WE DON’T SEE THINGS AS THEY ARE,
WE SEE THINGS AS WE ARE.”
75
76. Perception
“ The study of perception is concerned with identifying the process
through which we interpret and organize sensory information to
produce our conscious experience of objects and object relationship.”
“ Perception is the process of receiving information about and making sense of
the world around us. It involves deciding which information to notice, how to
categorize this information and how to interpret it within the framework of
existing knowledge.
“ A process by which individuals organize and interpret their sensory
impressions in order to give meaning to their environment.
76
78. The Perceptual Process
1. Sensation 3. Organization
◦ An individual‟s ability to ◦ The process of placing
detect stimuli in the selected perceptual
immediate environment. stimuli into a framework
2. Selection for “storage.”
◦ The process a person 4. Translation
uses to eliminate some ◦ The stage of the
of the stimuli that have perceptual process at
been sensed and to which stimuli are
retain others for further interpreted and given
processing. meaning.
78
81. Factors influencing perception
In the perceiver
In the object/target being perceived
In the context of the situation in which the
perception is made.
Characteristics of the perceiver:
1. Attitudes
2. Moods
3. Motives
4. Self-concept
5. Interest
6. Expectations
81
82. Characteristics of the target:
- Physical appearance
- Verbal communication
- Non-verbal communication
Characteristics of the situation:
82
83. Factors influencing Perception
Factors in the perceiver
• Attitudes
• Motives
• Interests
• Experience
• Expectations
Factors in the situation
Perception
• Time
• Work Setting
• Social Setting
Factors in the Target
• Motion
• Sounds
• Size
• Background
• Proximity
• Similarity
83
84. Shortcuts in judging others/barriers to perception
Selective Perception :
People selectively interpret what they see on the basis of their interests,
background, experience and attitudes.
Halo Effect :
Drawing a general impressions about an individual on the basis of a single
characteristics.
84
85. Contrast Effect :
Evaluation of a person‟s characteristics that are effected by comparisons with
other people recently encountered who rank higher or lower on the same
characteristics.
First-impression error
Projection :
Attributing one's own characteristics to other people.
Stereotyping :
Judging someone on the basis of one‟s perception of the group to which that
persons belongs.
85
87. Kelley‟s Attribution theory
Consistency
Distictiveness Consensus Does this person
Does this person Do other person behave
behave in Behave in the in this same
this manner Same manner? manner at other
in other situation times ?
No Yes
YES Low High Internal
Low Consensus Consistency Attribution
Distinctiveness
NO No
Yes Low External
High High Attributi
Distinctiveness Consistency on
Consensus
87
92. Motivation factors
Job security
Sympathetic help with personal problems
Personal loyalty to employees
Interesting work
Good working condition
Tactful discipline
Good wages
Promotion & growth in the organisation
Feelings of being in on things
Full appreciation of work done.
92
93. Maslow’s Need Hierarchy
Self-Actualization
Self-Esteem Needs
Social Needs
Safety Needs
Physiological Needs
93
94. Herzberg
Herzberg proposed the Motivation-Hygiene Theory,
also known as the Two factor theory (1959) of job
satisfaction. According to his theory, people are
influenced by two sets of factors:
Motivator Factors
Achievement
Recognition
Work Itself
Responsibility
Promotion
Growth
94
95. Hygiene Factors
Pay and Benefits
Company Policy and Administration
Relationships with co-workers
Supervision
Status
Job Security
Working Conditions
Personal life
95
97. McClelland theory of needs
The need for authority and power (n-pow)
Basically people for high need for power are inclined towards influence and
control. They like to be at the center and are good orators. They are
demanding in nature, forceful in manners and ambitious in life. They can be
motivated to perform if they are given key positions or power positions.
The need for affiliation (n-affil)
In the second category are the people who are social in nature. They try to
affiliate themselves with individuals and groups. They are driven by love and
faith. They like to build a friendly environment around themselves. Social
recognition and affiliation with others provides them motivation.
The need for achievement (n-ach)
People in the third area are driven by the challenge of success and the fear
of failure. Their need for achievement is moderate and they set for
themselves moderately difficult tasks. They are analytical in nature and take
calculated risks. Such people are motivated to perform when they see
atleast some chances of success.
97
99. Application of motivational
concept
Job enlargement – workers being given a
greater variety of tasks to perform (not
necessarily more challenging) which should make
the work more interesting.
Job enrichment - involves workers being given
a wider range of more complex, interesting and
challenging tasks surrounding a complete unit of
work. This should give a greater sense of
achievement.
Empowerment means delegating more power
to employees to make their own decisions over
areas of their working life
Job rotation
99
100. Employee involvement programme
Employee involvement teams
Participative management
Representative participation
Quality circles
Creating effective reward system in
organization
100
103. Defining and Classifying Groups
Group
Two or more individuals, interacting and interdependent,
who have come together to achieve particular objectives.
103
104. Formal Groups
- A designated work group defined by the organization‟s structure.
- They are created and maintained to fulfill specific needs related to the
overall organizational mission:
a. Designed by Top management for achieving organizational goals
b. Concentrates more on the performance of job
c. People are placed in hierarchy and their status determined accordingly
d. Co-ordination of members are controlled through process, procedures
etc
Command Group
A command group is composed of subordinates who report directly to a common manager
e.g. a production manager & his subordinates in his department
Task Group
Those working together to completes a job task.
104
105. Informal Groups
A group that is neither formally structured nor
organizationally determined; appears in response to the
need for social contract.
Interest Group
Those working together to complete a job task.
Friendship Group
Those brought together because they share one or more
common characteristics.
Reference group
Membership group
Cliques :permanent informal group
105
106. Stages of Group Development
The Five-Stage Group-Development Model
The five distinct stages groups go through: forming,
storming, norming, performing, and adjourning.
106
107. Stages of group development
Bruce Tuckman (1965) developed a 4-stage model of
group development. He labelled the stages, Dr Suess-
style:
107
109. Stage I: Forming
The group comes together and gets to initially know one other and
form as a group.
The first stage in group development, characterized by much
uncertainty about the group‟s purpose, structure, and leadership.
Stage II: Storming
The second stage in group development, characterized by intragroup
conflict.
Stage III: Norming
Eventually agreement is reached on how the group operates
(norming)
The third stage in group development, characterized by close
relationships and cohesiveness.
109
110. Stage IV: Performing
The fourth stage in group development, when the group is fully
functional.
Tuckman added a 5th stage 10 years later:
Stage V: Adjourning
The fifth stage in group development for temporary groups,
characterized by concern with wrapping up activities rather than task
performance.
110
112. Role
A set of expected behavior patterns attributed to
someone occupying a given position in a special unit.
112
113. Role Identity
Certain attitudes and behaviors consistent with a role.
Role Perception
An individual‟s view of how he or she is supposed to act in a
given situation.
Role Expectations
How others believe a person should act in a given situation.
Role Conflict
A situation in which an individual is confront by divergent
role expectations.
113
114. Norms
Acceptable standards of behavior within a group that are
shared by the group‟s members.
- Types
1. Performance – related processes: how
hard they should work, how to get the
job done, their output level.
2. Appearance factors: formal dress code
3. Allocation of resources: pay, assignment
of difficult jobs.
114
115. Status
A socially defined position or rank given to groups or
group members by others.
Formal status:
- Formally imposed by org through position & titles
- High pay
Informal status
- Education, age, gender, skill & experience
115
116. Size
Size – 3-13 depending on objective
3-5 for high decision making
Smaller groups are effective
Large grp member have better chance of finding people they like to
work with.
As grp increases satisfaction goes down
116
119. Obstacles to group productivity
Breakdown in role development
a. Role ambiguity
b. Role conflict: person role conflict, intra-role , inter role
c. Role overload
Groupthink: deterioration(declining) of mental efficiency,
moral judgment resulting from in-group pressures.
- This hinders decision –making & becomes an obstacles to
group productivity
Social loafing: the tendency for individuals to expend
(spend) less effort when working collectively than when
working individually
- Identifiable individual contributions to the group product
- Member self evaluation system
119
120. Production blocking: limiting persons
output
- Occurs when too many employees are
trying to work in a given amount of
space
- when the organization has poorly
planned the use of its facilities.
- Organization assigns more no. of
employees to one task
120
121. What managers should do to minimize
groupthink?
Monitor group size.
Managers should encourage group leaders to play an
impartial role.
Appoint one group member to play the role of devil‟s
advocate.
Use exercises that stimulate active discussion of
diverse alternatives without threatening the group.
121
122. Work teams
Differentiation:
- It is the extent to which team members
are specialized relative to others in the
organization.
Integration:
- It is the degree to which the team must
co-ordinate with managers, employees,
suppliers & customers outside the team.
122
123. Types of teams
Problem solving teams:
- 5-10 employees from same department
- Meet for few hrs each week to discuss ways of improving quality,
efficiency , investigate causes of problem, & work environment.
- Share ideas / offer suggestions
Self managed work teams:
- Includes collective control over the pace(speed) of work,
determination of work assignments, choice of inspection
procedures
- Select their own members & evaluate each others performance
- Teams do their own scheduling, rotate jobs on their own, establish
production targets, set pay scales that are linked to skills, fire co-
workers & do the hiring
123
124. Cross-functional teams:
- Teams made up of employees from about
the same hierarchical level but from
different work areas, who come together
to accomplish the task
- Effective to exchange information, develop
new ideas, solve problem, co-ordinate
complex projects.
- Takes time to build trust & teamwork
124
125. Application of team work
Advice/involvement
Production/service
Project/development
Action/negotiation
125
128. Interpersonal Skills/
Facilitation Skills
language &
communication
listening
using
feedback
questioning
conflict handling
128
129. IPS enables you to:
- Work harmoniously & efficiently with
others
- Evaluate & accept responsibilities
- Identify methods you use to respond to
conflict
- Work in teams more efficiently.
129
130. Transactional analysis
Transaction defined as unit of social
intercourse/interaction is called as transaction
2 / more people encounter each other sooner or
later one of them will speak or acknowledge is
called as transactional stimulus……. another
person will say or do something which is in some
way related to stimulus is called as transactional
response.
TA is the method for studying interactions between
individuals
130
131. It is a model of people & relationships that was developed during the
1960s by Dr.Eric Berne.
Identification of ego-states behind each and every transaction
This was based on notions:
1. We have three parts or ego-states to our „personality‟.(he called them
parent, adult & child)
2. Definition of Parent Ego State- a set of feelings, thinking, and behavior
that we have copied from parents or guardians.
Focuses on the individual but also one‟s relationship to others.
A model for explaining why and how:
People think like they do
People act like they do
People interact/communicate with others
131
132. Transactional Analysis is a method of
understanding people's behavior by analyzing
the 'transactions' or interactions which
transpire between people.
It was developed in the 1950's using a
framework based on Freud, though it
deviated from his ideas in several areas.
Transactional Analysis was a psychological
research method that focused on social
interactions and analysis of relationships of
individuals.
132
133. TA is about relationship within the mind &
purposes relationships of various kinds between
individuals.
Applied to organisations : in order to understand
the human needs & behaviour & ways
organisation is effective or ineffective in solving
their problems.
Equips the employee with skills in communication
& problem solving.
Helps in enhancing productivity by improving
working climate, by developing more effective
problem-solving strategies & management styles.
133
134. Berne developed three ego states to explain
how the human being is made up and how
he relates to other people. These three ego
states are Parent Ego State, Adult Ego State,
and Child Ego State.
The ideal ego state for Berne is the Adult
Ego state, those who live in the adult ego
state are able to direct responses.
Those in the adult ego state are able to
interact with the world in ways that are not
influenced by our Parent Ego states or our
Child Ego States.
134
137. Eric Berne and Transactional Analysis
Transactional Analysis
People have three ego states: parent, adult, child
Parent:
- Nurturing parent is caring & concerned, offer unconditional love
- Controlling tries to make the child do, as the parents want them to do.
Child:
- Natural child like playing & are open & vulnerable.
- Little professor is the curious & exploring. Together with the natural
child they make up free child.
- Adaptive child reacts to the world arround them, either changing them
to fit in or rebelling against the forces they feel.
- thinking, feeling, behaving as one did as a child
Adult: thoughts, feelings, or behaviors that are a direct result of current
happenings
137
138. The Three Ego States
Parent- “Do as I do”
Child- “What shall I do?”
Adult- “I will be frank with you”
Biological conditions are irrelevant to these ego states.
We shift from one ego state to another in transactions.
Parent- “Why don’t you prepare a time-table?”
Child- “What is the point when one cannot follow it?” –
Becomes an Adult.
138
139. Transactional Analysis
Transactional analysis (TA): a method of understanding behavior in
interpersonal dynamics.
The three ego states
Parent
Critical parent
Sympathetic/nurturing parent
Child
Natural child (affectionate playful)
Adapted child
Adult
The three types of transactions
Complementary
Crossed
Ulterior
139
140. Life positions :
- Persons convictions about himself/herself:
I‟m ok/I‟m not OK
- Persons convictions about others
You are ok/you are not ok
140
141. Life Positions
Attitude toward Oneself
Positive I’m OK — I’m OK —
You’re not OK You’re OK
Negative I’m not OK — I’m not OK —
You’re not OK You’re OK
Negative Positive
Attitude toward Others
141
142. Strokes :
- Unit of recognition, when one person
recognizes another person either verbally
or non-verbally
142
143. Game analysis
I am sure that every one of us must have been in the situation
where we have said, "Why does this always keep happening to me"
or "I always keep meeting people who hurt me and then go off and
leave me".
Sometimes it may be that we like to help people and then it goes
wrong as the person we were trying to help says that we didn't do
it well enough and that we got it wrong. We might think "Well, I
was only trying to help" and feel got at.
When similar situations keep happening over and over again then
the term Transactional Analysis uses for this is a game.
A game is a familiar pattern of behaviour with a predictable
outcome.
143
145. Power & politics in the
organizational
◦ Power – the available force or potential for
achieving desired outcomes
◦ Politics – is the use of power to influence decisions
in order to achieve those outcomes
145
146. Interpersonal sources of Powers :
- Legitimate power
- Reward power
- Coercive power
- Expert power
- Information power
- Connection power
146
147. Structural Sources of Power
Uncertainty reduction:
- Resource control: The departments, groups,
or individuals who can provide essential or
difficult-to-obtain resources acquire more
power in the organization than others.
- Information control: information have power
because they can reduce uncertainty for
others.
- Decision-making control
Substitutability : power of individual
Centrality
147
148. Many organizational conditions encourage
political activity
- Unclear goals
- Autocratic decision making
- Scarce resources
- Uncertainty
148
149. Legitimate political behavior
- Complaining to your supervisor
- Bypassing the chain of command
- Obstructing organizational policies
- Excessive adherence to rules
149
150. Illegitimate political behavior
- Sabotage(damage)
- Whistle –blowing
- Group of employees simultaneously
applying for casual leave.
150
151. Maccoby‟s four political types
The craftsman:
- Driven by achievement
- They are least political
- They are technical specialist
- Person is usually quiet, sincere, modest & practical.
The jungle fighter:
- Active politicians
- Step on others to get ahead
- Believes to go ahead
- 2 types of JH:
Foxes: makes their own nest, play & plan safe
Lions :conquer others territories & build empires
151
152. Company man/women:
- conservative behavior
- Does not exhibit political behaviour
- Concern for humans
- Involved with security than success & may
miss opportunities that arise.
The gamesman:
- Suitable politicians
- View business as a game
- Grows when there is a competition &
challenge
152
153. Leadership
Itis the ability of a manager to induce
subordinates to work with confidence & zeal.
Powers :
- Legitimate power
- Reward power
- Coercive power
- Expert power
- Information power
- Connection power
153
154. Importance
Leaders provide task support
Psychological support
Development of individual
Building the team spirit
Motivation
Provides feedback
Facilitates change
154
155. Qualities of a leader
Intelligence
Personality
Maturity
Vision & foresight
Motivation
Acceptance of responsibility
Self confident
Trustworthy & honest
Risk-taker
Knowledge of human skill
155
156. Nature of leadership
Performance
Communication
Influence
Power base
Interaction
Acceptance
156
158. Leadership skills
Human skill
- Empathy
- Objectivity
- Communication skills
- Teaching skill
- Social skill
Conceptual skills
- Understand the organizational behavior
- Understand the competitors of the firm
- Knowing the financial status of the irm
158
159. Technical skills
Personal skill
- Intelligence
- Emotional maturity
- Personal motivation
- Integrity
- Flexibility of mind
159
160. Theories of leadership
Trait theory of leadership
Behavioral theory of leadership
Management grid/leadership grid
Situational theory of leadership
Path-goal theory
Participation theory of leadership
160
162. Trait theory of leadership
Seeks to determine personal characteristics of effective leaders.
Achievement drive: High level of effort, high levels of ambition,
energy and initiative
Leadership motivation: an intense desire to lead others to
reach shared goals
Honesty and integrity: trustworthy, reliable, and open
Self-confidence: Belief in one‟s self, ideas, and ability
Cognitive ability: Capable of exercising good judgment, strong
analytical abilities, and conceptually skilled
Knowledge of business: Knowledge of industry and other
technical matters
Emotional Maturity: well adjusted
Others: creativity and flexibility
162
164. Limitations of The Trait Theory
There is bound to be some judgment in
determining who is regarded as a „good‟ or
„successful‟ leader
There is also a disagreement over which traits are
the most important for an effective leader
Assumes that leadership is an inborn quality
which is not true.
Leaders may prove successful in one situation due
to some traits but unsuccessful in another
situation.
164
165. Behavioral theory
Behavioral theories of leadership are
based upon the belief that great leaders
are made, not born.
this leadership theory focuses on the
actions of leaders not on mental qualities
or internal states.
According to this theory, people can learn
to become leaders through teaching and
observation.
Behavior of good leader motivates people.
165
166. Ohio state university studies
- Goal of research was
1. Determine what affect these behavior had on employee
satisfaction & performance.
2. Identify the best leadership style
- Questionnaire was developed (LBDQ)to assess leadership
styles
- After analysis 2 important leadership behaviours were
drawn:
1. Initiating -structure behavior: clearly define role of leader &
follower, deciding how task to be performed
2. Consideration -behavior: concern for follower & trying to
establish a friendly & supportive work climate based on
mutual trust.
166
167. Leader‟s High score IS-
- high producing group & rated highly by
superiors
- Subordinate of those leader have low morale
& higher grievances
Leaders high on C
- Led group with high morale low productivity
- Further concluded that high on both IS & C
highly satisfy their superior(by achieving high
performance) & subordinates by improving
their morale
167
168. University of michigan studies
- Under Rensis likert, researcher conducted interview with
managers & employees who reported them.
- Researcher concluded that 2 leadership styles influence
employee performance & satisfaction.
1. Task centered:
- Pays close attention on work, deeply interested in
performance
1. Employee centered:
- Emphasizes on employee well-being rather than task.
Conclusion:
EC leaders supervised groups with higher morale & productivity
TC leaders supervised groups with low morale & productivity
EC style is the superior style.
168
169. Path goal theory
Path–goal model, is a leadership theory in the field of
organizational studies developed by Robert House, an Ohio
State University graduate, in 1971 and revised in 1996
the manager‟s job is viewed as guiding workers to choose the
best paths to reach their goals, as well as the organizational
goals.
Provides coaching, guidance , support & rewards.
In particular, leaders:
Clarify the path so subordinates know which way to go.
Remove roadblocks that are stopping them going there.
Increasing the rewards along the route.
169
170. Supportive leadership
Considering the needs of the follower, showing concern
for their welfare and creating a friendly working
environment. This includes increasing the follower's self-
esteem and making the job more interesting.
Directive leadership
Telling followers what needs to be done and giving
appropriate guidance along the way. This includes giving
them schedules of specific work to be done at specific
times. Rewards may also be increased as needed
170
171. Participative leadership
Consulting with followers and taking their ideas into
account when making decisions and taking particular
actions. This approach is best when the followers are
expert and their advice is both needed and they expect
to be able to give it.
Achievement-oriented leadership
Setting challenging goals, both in work and in self-
improvement (and often together). High standards are
demonstrated and expected. The leader shows faith in
the capabilities of the follower to succeed. This
approach is best when the task is complex.
171
172. Situational Theory:
Situational theories propose that leaders choose
the best course of action based upon situational
variables.
Different styles of leadership may be more
appropriate for certain types of decision-making.
There is no best style of leadership, leader has to
change his style from situation to situation
Recent research suggests that managers should
diagnose the situation, select a leadership &
implement it.
172
173. 3 general factors that affect the appropriate leadership style.
Subordinate considerations:
- Reflect the leader‟s awareness of subordinates expertise, experiences, job
knowledge etc.
Supervisor considerations: Reflects the leader‟s degree of upward
influence.
Task considerations: reflects the degree of time urgency, amount of
physical danger, permissible error
173
174. Fiedler‟s contingency theories
- Oldest & most controversial theory & also known as
contingency /situational leadership
- In order to classify leadership styles he has developed a index
called as least preferred coworker scale.
- Relationship motivated & task motivated.
- A high LPC score suggests that the leader has a human
relations orientation, while a low LPC score indicates a
task orientation.
174
175. Participative Theories:
Participative leadership theories suggest that
the ideal leadership style is one that takes
the input of others into account.
These leaders encourage participation and
contributions from group members and help
group members feel more relevant and
committed to the decision-making process.
In participative theories, however, the leader
retains the right to allow the input of others.
175
178. Forms of change
Planned change:
- Deliberately done
- Goal oriented activity
- Goals are:
Seeks to increase ability of the organisation &
its employee.
Unplanned change:
- Change agent: individual/group that
undertakes the task of introducing &
managing a change in an organization is
known as a change agent.
178
179. 1. Internal change agents:
- Managers / employees who are appointed
to oversee the change process.
Advantages are:
- They know the past history
- They are very careful because they must
live with the results
Disadvantages:
- Easily accused of favouritism
179
180. External change agent:
- Such as outside consultant
- They bring an outsiders view to the organization.
Advantages:
- May be preferred by employee because of
impartiality
- They have more power in directing changes, if
employees perceive them trustworthy.
Disadvantages:
- Can face problem including their limited
knowledge of the organizational history
180
181. Resistance to change
Individual
- Insecurity
- Social factors
- Lack of knowledge about the change
- Lack of faith in managers
- Not aware of benefits of change
- Peer pressure
Organizational
- Resource constraints
- Sunk cost
- Cost
- Organizational commitment
- Threat to expertise
181
182. Overcoming resistance to change
- Education & communication
- Participation & involvement
- Support
- Negotiation
- Guarantee job security
- Manipulation
182
183. Steps in mgmt of change
Perceive a situation for change
Analyse the existing situation
Prepare a plan for change
Try the plan
Overcome resistance to change
Implement the change
Review the change
183
185. OD
There is no single definition of "Organizational
Development." If we were to break it into its parts
we can discover one meaning: "Organization" has
come to mean the coming together of people and
resources to form a unit. "Development" in its
simplest form suggests change and growth.
So OD could be defined as "the practice of changing
people and organizations for positive growth."
185
186. Organizational development (OD)
Definition
Theory and practice of planned, systematic change in
the attitudes, beliefs, and values of the employees
through creation and reinforcement of long-term
training programs. OD is action oriented.
O. D. is a systemic and systematic change effort, using
behavioural science knowledge and skill, to transform
an orgn. to a new state.
Its objective is to enable the organization in adopting-
better to the fast-changing external environment of
new markets, regulations, and technologies.
186
187. Goals of OD
- To improve the functioning of individuals,
teams & the total organization
- To teach organization members how to
continuously improve their own
functioning
- Decision making on the basis of
competence
187
188. Objectives
OBJECTIVES OF ORGANIZATIONAL DEVELOPMENT
PROGRAMME
1. To build and enhance interpersonal trust, communication, co-operation &
support among all individuals & groups through the organization.
2. Individual and group development.
3. Sense of belonging of individuals to the organisation so that individual &
organisational goals are synchronized
4. Development of organization culture and processes by constant
interaction between members irrespective of levels of hierarchy.
5. Inculcating team spirit.
6. Empowerment of social side of employees.
188
189. 6. Focus of value development.
7. Employee participation, problem-solving and decision-making
at various levels.
8. Evaluate present systems and introduction of new systems
thereby achieving total system change if required.
9. Transformation and achievement of competitive edge of the
organization.
10. Achieve organization growth by total human inputs by way of
research and development, innovations, creativity and
exploiting human talent.
189
191. Implications:
1.For Individuals
a) Most individuals believe in their personal growth which can be attained in a
supportive & challenging work situation.
b) Majority of the people are desirous of making greater contributions to the
organizations they are serving.
191
192. This leads to adopt the following organization strategy for development:
• Ask questions to resolve doubts.
• Listen to superior‟s advice.
• Support employees
• Accept challenge.
• Leaders to encourage creativity and promote risk taking.
• Give additional responsibility to subordinates.
• Set high standards of quality.
• Empower employees.
• Initiate suitable reward system that should be compatible, if not more
than the industry norms.
192
193. 2. For Groups
a) One of the most important factors in the organization is the „work group‟
around whom the organization functions. This includes the peer group and the
leader (boss)
b) More people prefer to be part of the group because the group accepts them.
c) Most people are capable of making higher contributions to the group‟s
effectiveness.
d) Most people interact co-operatively
e) Satisfy social & emotional needs at work.
193
194. Following strategy is required to be adopted for group development based on the
above assumptions:
a) Invest in training and development of the group. Money and time spent on this is
an investment for the organization.
b) Leaders should also invest in development of skills and thus help create a
position organizational climate.
c) Let the team flourish. Teams are the best approach to get the work done. Apart
from the above teams enjoy emotional and job satisfaction when they work in
groups.
d) Leaders should adopt team leadership style and not autocratic leadership style.
e) Jobs should be allotted to the team and not to the individual.
194
195. d) It is not possible for one individual (leader) to perform both, the leadership
and maintenance functions. It is therefore necessary for team members to
assist leader in performance of his duties.
e) Group should be trained in conflict management, stress management, group
decision-making, collaboration, and effective interpersonal communication.
This will improve organizational effectiveness.
f) Leaders should pay particular attention to the feelings of the employees. It
should be understood that suppressed feeling and attitudes adversely affect
problem-solving, personal growth and job satisfaction.
g) Development of group cohesiveness.
195
196. 3. For Organizations
a) Create learning organization culture.
b) Adopt win-win strategy for sustained growth.
c) Create cooperative dynamics rather than competitive organizational dynamics
in the organization.
d) Needs and aspirations of the employees in the organization must be met.
e) This leads to greater participation of the employees.
f) Organizations should adopt developmental outlook and seek opportunities in
which people can experience personal and professional growth. Such
orientation creates a self-fulfilling prophecy.
g) Individuals goals are integrated with organizational goal.
196
197. f) People must be treated with due respect and considered important.
The credit of success must be given to the employees unconditioned.
g) Promote organizational citizenship.
197
198. Types of OD activities
For individual:
- Sensitivity training/T-groups: It is about making people understand
about themselves and others reasonably, which is done by
developing in them social sensitivity and behavioral flexibility.
- An unstructured group of 10-15 people is formed.
- Brought together in free environment, participant discuss freely
aided by facilitator.
- Facilitators creates an opportunity for members to express their
ideas, beliefs & attitudes.
For two/ three people:
- Transaction analysis
- It is act of communication or interaction between 2 people.
- Concentrates on styles & content of communication between
people.
- Teaches people to send messages that are clear & responsible.
198
199. Parent ("exteropsyche"):
a state in which people behave, feel, and think in response to an
unconscious mimicking of how their parents (or other parental
figures) acted, or how they interpreted their parent's actions.
Adult ("neopsyche)
Child ("archaeopsyche"):
- a state in which people behave, feel and think similarly to how they
did in childhood.
- For example, a person who receives a poor evaluation at work may
respond by looking at the floor, and crying or pouting, as they used
to when scolded as a child.
- Conversely, a person who receives a good evaluation may respond
with a broad smile and a joyful gesture of thanks. The Child is the
source of emotions, creation, recreation, spontaneity and intimacy.
199
200. Personality consist of 3 ego states
- Ego state: Parent, adult & child
Complementary transactions:
Reciprocal or Complementary transactions
A simple, reciprocal transaction occurs when both partners are
addressing the ego state the other is in. These are also called
complementary transactions.
Example 1:
A: "Have you been able to write the report?"
B: "Yes - I'm about to email it to you.
Example 2:
A: "Would you like to skip this meeting and go watch a film with
me instead?"
B: "I'd love to - I don't want to work anymore, what should we go
and see?"
200
201. Student: I don't understand what you are saying. Teacher: What exactly do you not understand?
The student's transaction is ulterior, while the teacher feels that she has explained things
clearly. The student may seem to be talking from their Adult Ego State, however, the
message is coming from their Negative Controlling Parent. The best way for the teacher to
respond is in a calm, assertive manner, keeping the idea of Adult Ego State, and hoping to
return the transaction to complementary.
201
202. Thus Parental figures are often either more nurturing
(permission-giving, security-giving) or more criticizing
(comparing to family traditions and ideals in generally negative
ways);
202
203. Crossed transactions
Communication failures are typically caused by a 'crossed transaction'
where partners address ego states other than that their partner is in.
Example 1:
A: "Have you been able to write that report?"
B: "Will you stop hassling me? I'll do it eventually!"
This is a crossed transaction likely to produce problems in the workplace.
For instance:
Example 2:
A: "Is your room tidy yet?"
B: "I'm just going to do it, actually."
This is a more positive crossed transaction. There is however the risk that
A will feel aggrieved that B is acting responsibly and not playing their role,
and the conversation will develop into:
203
204. Duplex or Covert or ulterior transactions
Student: I don't understand what you are saying. Teacher: What exactly do you
not understand? The student's transaction is ulterior, while the teacher feels
that she has explained things clearly. The student may seem to be talking
from their Adult Ego State, however, the message is coming from their
Negative Controlling Parent.
The best way for the teacher to respond is in a calm, assertive manner,
keeping the idea of Adult Ego State, and hoping to return the transaction
to complementary
For instance:
A: "I need you to stay late at the office with me." (Adult words), body
language indicates bad intention (flirtatious Child) B: "Of course." (Adult
response to Adult statement), winking or grinning (Child accepts the
hidden motive).
204
205. Transactional Analysis
Game analysis – understanding transactions
that lead to bad feelings
Script analysis – understand a person‟s life
plan
Script analysis: detailing of specific life drama
- Pay-off/curse
- Stoppers: unfair negative comments
- Counter scripts: messages are in form of
slogan.
- Programme: it is what parent teaches to
child
205
206. For teams/groups:
- Teams, work teams, problem-solving
teams, virtual teams, team building.
For intergroup relations:
- Seeks to change attitude, perceptions that
group have of each other
For total organization
206
207. OD interventions & techniques
- They are sets of structured activities in which
selected organizational units (target group
or individuals) engage in a task or a
sequence
1. Sensitivity training/laboratory training/T-
groups/encounter group
2. Survey feedback
3. Process consultation
4. Team building
5. Inter-group development
207
210. Organizational culture
Schein -It has also been defined as "the
specific collection of values and norms
that are shared by people and groups in
an organization and that control the way
they interact with each other and with
stakeholders outside the organization.
210
211. Elements of culture
Schein's model of organizational culture
originated in the 1980s. Schein (2004)
identifies three distinct levels in organizational
cultures
Artifacts
Espoused values
Basic assumptions
211
212. Artifacts:
- It include any tangible or verbally identifiable elements in an organization.
- Architecture, furniture, dress code, office jokes, and history all exemplify
organizational artifacts.
- Artifacts are the visible elements in a culture and they can be recognized by
people not part of the culture.
Espoused values:
- EV are the organization's stated or desired cultural elements.
- This is most often a written or stated tone that the CEO or President hope to
exude throughout the office environment.
- Examples of this would be employee professionalism, or a "family first" mantra.
- Trouble may arise if espoused values by leaders are not in line with the general
assumptions of the culture.
Assumptions :
- They are the actual values that the culture represents, not necessarily correlated
to the values.
- It's a true reflection of the culture.
- These assumptions are typically so well integrated in the office dynamic that they
are hard to recognize from within
212
213. Creating & sustaining culture
A. How organizational culture begins:
- A single person has an idea for a new
enterprise.
- Founder‟s creation of core group
- Indoctrinate socialize
- Build a common history
B. Sustaining a culture:
- Selection
- Top management
- Socialization: pri-arrival stage, encounter
stage, metamorphosis stage.
213
218. Conflict is “an
--expressed struggle
--between at least two interdependent
parties
--who perceive incompatible goals, scare
resources, and
--interference from others in achieving
their goals”
Conflicts exist whenever incompatible
activities occur.
218
219. Conflict management involves implementing strategies to limit the
negative aspects of conflict and to increase the positive aspects of conflict
at a level equal to or higher than where the conflict is taking place.
Furthermore, the aim of conflict management is to enhance learning and
group outcomes (effectiveness or performance in organizational setting)
It is not concerned with eliminating all conflict or avoiding conflict.
Conflict can be valuable to groups and organizations. It has been shown to
increase group outcomes when managed properly
219
220. Conflicts may originate from a number of different
sources, including:
Differences in information, beliefs, values, interests,
or desires.
A scarcity of some resource.
Rivalries in which one person or group competes
with another.
220
221. Conflict is the result of a situation
wherein the needs or ideas of one person
are at odds or in opposition to the needs
or ideas of another.
Conflict is an expressed struggle between
at least two interdependent parties who
perceives incompatible goals, scarce
rewards and interference
221
222. Conflict is a problem when it:
1. Hampers productivity.
2. Lowers morale.
3. Causes more and continued conflicts.
4. Causes inappropriate behaviors.
222
223. Outcomes of conflict
Functional conflict
Dysfunctional conflict
Sources of OC:
- Line & staff competition
- Organization-individual disagreement
- Overlapping responsibilities
- Functional interdependence
- Personality clashes
- Disagreement over goals
- Bottlenecks in the flow of work
223
225. Levels of conflict or forms of
conflict
Intra-individual or intrapersonal conflict:
- Cognitive conflict
- Affective conflict
Inter-individual conflict
Individual-group
Inter-group conflict
Organizational level
225
226. CONFLICT MANAGEMENT:
Five conflict management modes/strategies
Withdrawal/Avoidance.
Smoothing/Accomodating.
Compromising
Forcing/Competing.
Problem solving/collaboration
226
227. CONFLICT APPROACHES:
Competing/forcing.
Attempt to win with presumption that
others will lose
The issue is trivial and others don‟t really
care what happens.
You‟re sure you‟re right, and being right
matters more than preserving
relationships.
Low on assertiveness & cooperativeness
227
228. Accommodating
- Attempts to satisfy another person‟s
objectives.
- It is cooperative but unassertive
Avoiding
- Low on both Assertiveness &
cooperativeness
- Stay out of a conflict situation
228
229. COLLABORATING:
Co-operation is important.
Seeks to make everyone winner
Discussion & arrive to satisfactory solution
It is a win-win style
High on both assertiveness & cooperativeness
229
231. Stress
Stress is the body's reaction to a change that requires a
physical, mental or emotional adjustment or response.
Stress can come from any situation or thought that
makes you feel frustrated, angry, nervous, or anxious.
Stress is caused by an existing stress-causing factor or
"stressor.“ (The situations and pressures that cause
stress are known as stressors).
Dealing with a serious illness or caring for someone
who is can cause a great deal of stress.
231
236. General Adoption Syndrome(GAS)
General adaptation syndrome, or GAS, is
a term used to describe the body's short-
term and long-term reactions to stress.
Stressors in humans include such physical
stressors as starvation, being hit by a car.
Originally described by Hans Selye (1907–
1982), an Austrian-born physician who
emigrated to Canada in 1939, the general
adaptation syndrome represents a three-
stage reaction to stress.
236
238. Stage 1: alarm reaction (ar)
The first stage of the general adaptation
stage, the alarm reaction, is the immediate
reaction to a stressor.
In the initial phase of stress, humans exhibit
a "fight or flight" response, which prepares
the body for physical activity.
This initial response can also decrease the
effectiveness of the immune system, making
persons more susceptible to illness during
this phase.
238
239. Stage 2: stage of resistance (sr)
Stage 2 might also be named the stage of
adaptation, instead of the stage of
resistance.
During this phase, if the stress continues,
the body adapts to the stressors it is
exposed to.
Changes at many levels take place in
order to reduce the effect of the stressor.
239
240. Stage 3: stage of exhaustion (se)
At this stage, the stress has continued for some time.
The body's resistance to the stress may gradually be
reduced, or may collapse quickly.
Generally, this means the immune system, and the
body's ability to resist disease, may be almost totally
eliminated.
Patients who experience long-term stress may
succumb to heart attacks or severe infection due to
their reduced immunity.
For example, a person with a stressful job may
experience long-term stress that might lead to high
blood pressure and an eventual heart attack.
240
241. Approaches to stress
The homeostatic /medical approach:
- Walter canon medical psychologist who discovered
stress & called it “the emergency response” or the
militaristic response”
- According to him stress results when environmental
demand upset the person‟s natural balance referred to
as homeostasis.
- He called stress response as fight/flight response
- He believed the body was designed with natural defense
mechanisms.
241
242. Cognitive Appraisal approach: (Richard Lazarus (1977)
- Stress evoked by an event depends on how people interpret the event &
what they can do about it.
- He saw stress as a result of a person-environment interaction.
- What is stressful for one person may not be stressful for another.
Person-environment fit approach:(Robert Kahn)
- How confusing & conflicting expectations of a person in a social role create
stress for a person.
- Stress occurs when role expectations are confusing & conflicting or when
person‟s skills & abilities are not able to meet the demand of the social
role
Psychoanalytic approach: Harry Levenson believes that two elements of
the personality interact to cause stress:
- Ego ideal
- Self image
242
243. Causes of stress
Internal stimuli for stress:
- Inner conflicts
- Perceptual influences
- Thresholds of stress
- Motivational level
Environmental stressors
Task demand:
- Are related to person’s job
- Includes individual’s job, working conditions & the physical work layout.
- Changes & lack of control are 2 stressful demands people face at work.
Role demand:
1. Inter-role conflict: conflicting expectations between 2 separate roles
2. Intra-role conflict: conflicting expectations between single role
3. Person-role conflict: violating ethics, values, beliefs or principles.
243
244. Inter-personal demands:
- Pressures created by other employees.
- Lack of social support from colleagues & poor interpersonal
relations can cause stress.
1. The abrasive person: may be an able & talented employee, but
one who creates emotional waves.
2. Sexual harassment
3. Leadership styles
244
245. Individual response to stress
Life events
Type A behavior pattern:
- Behavior pattern is of complex of personality
- Includes competitiveness
- They set a high standards, push themselves to achieve & worry
about time pressures
- They try to get more & more in less & less time.
- Managers should assign Type A person‟s to difficult projects.
Type B behavior pattern:
- Never suffer from time urgency
- Feel no need to display & discuss their achievement
- Ability to relax without guilt.
245
246. Negative affectivity: people tend to focus on negative
side
- They perceive them under stress & poor health.
Self-reliance(Reliance on one's own capabilities,
judgment, or resources; independence)
- Counter dependence:
• it is unhealthy, leads to separation in relationship,
counter dependent people exhibit a fearless, aggressive
& actively powerful response to challenges.
- Over dependence
246
247. Managing stress
Individual level
- Time management
- physical exercise
- Relaxation & biofeedback
- Development of social support
- Adjustment of perception
- Leisure time activities
- Diet
247
248. Organizational level
- Job redesigning: give more responsibility, More
meaningful work, Increased feedback reduce stress as
have greater control on work activities.
- Goal setting: reducing degree of role-conflict
- Organizational communication
- Employee wellness programme
- Social support system at the work place
248
249. Crisis Management
Three elements are common to most definitions of crisis: (a) a threat to
the organization, (b) the element of surprise, and (c) a short decision time.
Crisis management is the nature of activities to respond to a major threat
to a person, group or organization.
Crisis management is a relatively new field of management.
Typically, proactive crisis management activities include forecasting
potential crises and planning how to deal with them
Crisis management involves:
Identifying potential crisis
Develop policies to minimize crisis situations
Develop crisis management teams
Crisis communication planning
249
Perception & attributionThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from Dr.Don Wicker
Video on Perceptual ProcessThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from Wondershare software by Roville Daniels & Natasha dalve
Motivation in organizationThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from E-training modules by Gerald Quinn
MCcelland theoryThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from Xtranormal
Foundation of Group BehaviourThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from
Stages of group developmentThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from (Anonymous)
Interpersonal communication skillsThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from Bluemoon communications
Video on Transactional analysisThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from Walt Whitman
Video on Transactional analysis-3 EGO STATESThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from Walt Whitman
Video on Leadership theoriesThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from Craig J Smith
Video on Workplace stressThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from Dr.Don Wicker
Video on Crisis managementThis video is not for any commercial purpose & has been put for educating MBA students. Copyrights & reserved from (Anonymous)