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Three basic levels of analysis in organization behavior
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MBA 610
| Question | Answer |
|---|---|
| Three basic levels of analysis in organization behavior | Individual, Group, Organizational |
| Organizational Behavior | Interdisciplinary field dedicated to better understanding and managing people at work |
| Theory X assumption | pessimistic and negative, typical of how managers traditionally perceived employees |
| Theory Y assumption | believed manages could accomplish more through others by viewing them as self-energized, committed, responsible, and creative beings. Trust building is characteristic. |
| Total Quality Management (TQM) | Means that the organization's culture is defined by and supports the constant attainment of tools, techniques, and training. This involves the continuous improvement of organizational processes, resulting in high-quality products and services |
| W. Edwards Deming: How employees should be treated | -85-15 rule (when things go wrong, 85% of the time the system is at fault) -Elimination of fear -Emphasis on TQM -Teamwork -Helpful leadership vs. command and control |
| Management | the process of working with and through others to achieve organizational objectives, efficiently and ethically, in the face of constant change. |
| Contingency approach | Using management concept and techniques in a situational appropriate manner, instead of trying to rely on "one best way" |
| D1 | Low Competence, High Commitment (unwilling and unable; incompetent & unmotivated) |
| D2 | Low-some competence, Low commitment (little ability, occasionally willing; need training) |
| D3 | Moderate-High competence, variable commitment (able but occasionally say no) |
| D4 | High competence, High commitment (able and willing) |
| S1 | directing: low support, high directive |
| S2 | coaching: high support, high directive |
| S3 | supporting: high support, low directive |
| S4 | delegating: low support, low directive |
| Skills Exhibited by effective managers (1-5) | 1. Clarifies goals and objectives, 2. Encourages participation 3. Plans and organizes, 4. Technical and administrative expertise. 5. Facilitates work , |
| Evolution of managers | Past: order giver, privileged, elite, manipulator, controller Future: facilitator, team member, teacher, advocate, sponsor, coach (see slide for more information) |
| The Magnificent Seven: General Moral Principals for Managers | 1. Dignity of human life 2. Autonomy 3. Honesty 4. Loyalty 5. Fairness 6. Humaneness 7. The common good |
| How to improve the organization's Ethical Climate | -Behave ethically yourself -Screen potential employees -Develop a meaningful code of ethics -Provide ethics training -Reinforce ethical training -Create positions, units, and other structural mechanisms to deal with ethics |
| Walk the Talk | Improves Organization's Ethical Climate: employees are more likely to behave ethically when management/leadership behaves in an ethical way, sets the example, walks the talk |
| Five Sources of OB Research Insights | -Meta analysis: A meta-analysis is a statistical pooling technique that permits behavioral scientists to draw general conclusions about certain variables from many different studies |
| Five Sources of OB Research Insights | -Field studies: In OB, a field study probes individual or group processes in an organizational setting. Because field studies involve real-life situations, their results often have immediate and practical relevance for managers |
| Five Sources of OB Research Insights | -Laboratory studies: In a laboratory study, variables are manipulated and measured in contrived situations. |
| Five Sources of OB Research Insights | -Sample surveys: In a sample survey, samples of people from specified populations respond to questionnaires. The researchers then draw conclusions about the relevant population |
| Five Sources of OB Research Insights | -Case studies: A case study is an in-depth analysis of a single individual, group, or organization. Because of their limited scope case studies yield realistic but not very generalizable results |
| Skills Exhibited by effective managers (6-11) | 6. Provides feedback 7. Keeps things moving, 8. Controls details 9. Pressure for goal accomplishment, 10. Empowers and delegates 11. Recognizes good performers |
| Carroll's Global Corporate Social Responsibility Pyramid | Economic responsibility--> legal responsibility--> ethical responsibility--> philanthropic responsibility |
| Organizational Culture | the set of shared, taken-for granted implicit assumptions that a group holds and that determines how it perceives, things about, and reacts to its various environments |
| Layers of Organizational Culture | 1. Observable artifacts 2. Espoused Values 3. Basic Assumptions |
| Observable artifacts | -consists of the physical manifestation of an org's culture -acronyms, manner of dress, awards, myths and stories, published lists of values, observable rituals and ceremonies, special parking spaces, and decorations |
| Values | concepts or beliefs that pertain to desirable end states, transcend situation, guide selection of behavior and are ordered by relative importance |
| Espoused values | -represent the explicitly stated values and the norms that are preferred by an organization -effective goal achievement when in alignment with employee's personal values |
| Enacted values | represent the values and norms that actually are exhibited or converted into employee behavior based on observable behavior |
| Basic Assumptions | Constitute organizational values that have become so take for granted over time that they become assumptions that guide organizational behavior |
| Completing Values Framework (see diagram in PPT) | Based on internal focus and integration, flexibility and discretion, and stability and control (clan, adhocracy, hierarchy, market) |
| Clan | -Thrust: Collaborative -Means: cohesion, participation, communication, empowerment -Ends: morale, people development, commitment |
| Hierarchy | -Thrust: control -Means: capable processes, consistency, process control, measurement -Ends: efficiency, timeliness, smooth functioning |
| Adhocracy | -Trust: Create -Means: Adaptability, creativity, agility -Ends: Innovation, growth, cutting edge output |
| Market | -Thrust: Compete -Means: customer focus, productivity, enhancing competitiveness -Ends: market share, profitability, goal achievement |
| Outcomes associated with Organizational Culture (1-3) | 1. Clearly related to measure of org. effectiveness 2. Employees are more stratified & commited to orgs w/clan cultures 3. Inovation & quality can be increased by building characteristics associated w/ clan, adhocracy, & market cultures into the org. |
| Outcome associated with Organizational Culture (4-5) | 4. An organization's financial performance in very strongly relate to organizational culture (book) 5. Companies with market cultures ten to have more positive organizational out comes. |
| Organizational Socialization (see slides for a model of this) | process by which a person learns the values, norms, and required behaviors which permit him to participate as a member of the organization |
| Anticipatory Socialization-1(Outsider) | -Learning that occurs prior to joining organization -Anticipating realities about the organization and the new job, anticipating org.'s needs for one's skills and abilities, anticipating organization's sensitivity to one's needs and values |
| Encounter-2 (Outsider) | -Values, attitudes, and skills start to shift as new recruit discovers what org. is truly like -Managing lifestyle vs. work concepts and intergroup role conflicts, seeking role definition and clarity, becoming familiar with task and group dynamics |
| Change and Acquisition-3- (Outsider) | -Recruit masters skills and roles and adjust to work group's values and norms -competing role demands are resolved, critical tasks are mastered, group norms and values are internalized |
| Socialized Insider-Behavioral Outcomes | performs role assignments, remains with organization, spontaneously innovates and cooperates |
| Socialized Insider- Affective Outcomes | generally satisfied, internally motivated to work, high job involvement |
| Mentoring | The process of forming and maintaining developmental relationships between a mentor and a junior person |
| Branden's Six Pillars of Self-Esteem | -Live consciously -Be self-accepting -Take personal responsibility -Be self-assertive -Liver purposefully -Have personal integrity |
| Self Efficacy Beliefs | -Higher experience -Behavior models -Persuasion from others -Assessment of physical/emotional state High: I know I can do this job Low: I don't think I can get the job done |
| Managerial Implications of Self Efficacy | -on-the-job research evidence encourages managers to nurture self efficacy, both in themselves and in others -Significant positive correlation between self-efficacy and job performance |
| Self-Monitoring | the extent to which a person observes his or her own self-expressive behavior and adapts it to the demands of the situation |
| High Self Monitoring | Responsive to social and interpersonal cues of appropriate behavior |
| Low Self Monitoring | lack ability or motivation to regulate their expressive behavior which includes being reflective on their own inner state or attitude |
| Organizational Identification | Occurs when one comes to integrate beliefs about one's organization into one's identity |
| Personality | the combination of stable physical and mental characteristics that give the individual his or her identity |
| Big Five Personality Dimensions | Extraversion, agreeableness, conscientiousness, emotional stability, openness to experience |
| Big Five Personality Dimensions: Agreeableness | Trusting, good-natured, cooperative, softhearted |
| Big Five Personality Dimensions: Extraversion | outgoing, talkative, sociable, assertive |
| Big Five Personality Dimensions: Conscientiousness | dependable, responsible, achievement oriented, persistent |
| Big Five Personality Dimensions: Emotional stability | relaxed, secure, unworried |
| Big Five Personality Dimensions: Openness to experience | intellectual, imaginative, curious, broad-minded |
| Conscientiousness in job performance | has the strongest positive correlation with job and training performance |
| Extraversion in job performance | is associated with success for managers and salespeople |
| Internal Locus of Control | I control my destiny |
| External Locus of Control | They control my destiny |
| Ability | a person's talent to perform a mental or physical task |
| Skill | -a learned talent that a person has acquired to perform a task -specific capacity to physically manipulate objects (i.e. drive a car) |
| Key Abilities | Tacit knowledge, emotional intelligence, mental ability |
| Performance | depends on the right combination of effort, ability, and skill -effort is key ingredient |
| Intelligence | capacity for constructive thinking, reasoning, and problem solving |
| Gardner's Multiple Intelligences | -linguistic, logical-mathematical, musical, body kinesthetic, spatial, interpersonal, intrapersonal, naturalist -interpersonal and intrapersonal are very related to leadership |
| Emotional Intelligence | The ability to recognize and understand emotions, and the ability to use the awareness to manage your behavior and your relationships |
| Self Awareness (personal competence) | -Accurately perceive your emotions -Understand your tendencies in situations |
| Self-Management (personal competence) | -What happens when you act or don't -Dependent on your self awareness |
| Social Awareness (social competence) | -Accurately perceive emotions in others -Understand what is going on with them |
| Relationship management (social competence) | -Product of first 3 skills (self awareness, self management, social awareness) -Use aware of your emotion and those of other to manage interactions successfully |
| Human Capital | -The productive potential of one's knowledge and actions -A present or future employee with the right combination of knowledge, skills, and motivation to excel |
| Social capital | the production potential of strong, trusting, and cooperative relationships |
| Motivation | -psychological processes cause the arousal, direction, and persistence of voluntary actions that are goal directed |
| Two theories of motivation | Content theories and Process theories |
| Content theories of Motivation | focus on identifying internal factors such as instincts, needs, satisfaction, & job characteristics that energize employee motivation -Maslow's Need Heirarchy -Alderfer's ERG -McClelland's Need Theory -Hertzberg;s Motivator-Hygeine |
| Process theories of Motivation | focus on explaining the process by which internal factors and cognitions influence employee motivations -Adam's equity theory -Vroom's expectancy theory -Goal setting theory |
| Needs | Physiological or psychological deficiencies that arouse behavior |
| Maslow's Need Hierarchy | physiological-->safety-->love-->esteem-->self actualization |
| Alderfer's ERG Theory | Existence<---->relatedness<---->growth |
| McClelland's Theory | Vendiagram of: need for affiliation, need for achievement, need for power |
| Equity Theory | -Motivation model -Explains HOW people strive for fairness in work and life -Mo matter how fair management thinks the organization's policies, procedures, and reward system are, each employee's perception of the equity of those factors is what counts |
| Vroom's Expectancy Theory | -Holds that people are motivated to behave in ways that produce desired combinations of expected outcomes |
| Factors that Influence an employee's perceptions (on Vroom's Expectancy Theory Slide) | self-esteem, self-efficacy, pervious success at the task, help received from others, info necessary to complete the task, good material and equipment to work with |
| Goal | -what an individual is trying to accomplish -Object or aim of an action |
| Goal Setting | -goals direct attentions and effort towards activities -Goals regulate effort -Goals increase persistence -Goals foster development and application of strategies and action plans -Identify the goal-->make a plan-->see if it is working-->take action |
| External Forces that Create Change | Demographic characteristics- change in health care needs, tech advancements, shareholder, customer and market changes, social and political pressures |
| Internal Forces that Create Change | as low job satisfaction, or can manifest in outward signs, such as low productivity, conflict, or strikes |
| A Generic Typology of Organizational Change (see slide) | Low: Adaptive change: reintroduce a familiar practice Mid: Innovative change: introducing a practice new to the organization High: Radically innovative change: introducing a practice new to the industry |
| Lewin's Change Model | unfreeze---> change---->refreeze |
| Systems model of change | - notion that any change has cascade effect thru out org. -Take "big picture" perspective of org. change -System of deciding what needs to change. Focus on imputs, strategic plans, specific elements of change, & outputs or desired results. |
| Target elements of Change | -organizational arrangements -social factors -methods -people |
| Why do change efforts fail? (1-4) | -allowing too much complacency=resistance -insufficiently powerful guiding coalition -under estimating the power of vision -under communicating the vision |
| Why do change efforts fail? (5-8) | -permitting obstacles -failing to create short-term wins -declaring victory too soon -neglecting to firmly anchor changes in corporate culture |
| Kotter's 8 Steps to Change (1-4) | 1. Establish a sense of urgency 2. Create a guiding coalition 3. Develop a vision and an strategy 4. Communicate the change vision |
| Kotter's 8 Steps to Change (5-8) | 5. Empower broad based action 6. Create short-term wins 7. Consolidating gains and producing more change 8. Anchor the new approach to the culture |
| Systems model of Change (see slide) | Inputs--> strategic plans--> target elements of change (0ranaization arrangements, people, methods, social factors)--> outputs |
| Applying the Systems model of Change | -Two ways to apply: -Aid during the strategic planning process -Using the model as a diagnostic framework to determine the causes of an organizational problem and to process solutions |
| Organizational Development (OD) | Consists of planned efforts to help persons work and live together more effectively, over time, in their organizations |
| The OD Process (see OD process diagram slide) | 1. Diagnosis: what is the problem & its cause? 2. Intervention: What can be done to solve problem? 3. Evaluation: Is the intervention working? 4. Feedback: what does the eval suggest about the dx & effectiveness of how the intervention was implemented |
Created by:
courtneyjustine