Introduction to Organizational Behaviour (OB) Chapter 1 Organizational Behaviour (OB)  The study of what people, think, feel, and do in and around organizations Why Do We Study OB?  Helps us make sense of and predict our world  Question personal beliefs/assumptions  Adopt more accurate models of workplace behaviour  Knowledge/tools to work with others  OB and the bottom Line  OB practices affect organization’s survival and success Levels of Analysis - OB Organization systems level Group level Individual level Open Systems Perspective The External Environment Supplies •Raw materials •Human resources subsystem Technological subsystem Accounting subsystem Transforming inputs to outputs •Information •Finances •Equipment Managerial subsystem Marketing /Sales subsystem •Products/services •Shareholder dividends •Community support •Waste/pollution Production subsystem Feedback Feedback Today’s Challenges in the Canadian Workplace  Challenges at the Individual Level  Individual differences  Job satisfaction  Motivation  Empowerment  Behaving ethically Today’s Challenges in the Canadian Workplace  Challenges at the Group Level  Working with others  Workforce diversity OB Looks at Consistencies   What is common about behaviour, and helps predictability? What are some of the certain fundamental consistencies underlying the behaviour of all individuals? BUT… For Discussion Develop a list of “organizational puzzles,” that is, behaviour you’ve observed in organizations that seemed to make little sense. As the term progresses, see if you can begin to explain these puzzles, using your knowledge of OB. Next Week   Read chapters 1, 2 Go to http://www.outofservice.com/bigfive/ and complete the ‘Big 5 Personality’ test. Bring a hard copy of your assessment results to class. Individual Behaviour, Personality, Values Chapter 2 Today’s Class     Understand the factors that influence individual behaviour and performance (MARS Model) Describe ‘personality’ and the ‘Big Five’ personality dimensions Understand the impact of different values on behaviour in the workplace Discuss five values commonly studies across national cultures MARS Model of Individual Behaviour Situational factors Personality Motivation Values Self-concept Perceptions Ability Individual behaviour and results Emotions & attitudes Stress Role perceptions p. 28 Employee Motivation  Internal forces that affect a person’s voluntary choice of behaviour  direction  intensity  persistence S M A R BAR Employee Ability   Aptitudes and learned capabilities required to successfully complete a task Person - job matching  Selecting applicants  Developing employees  Redesigning jobs S M A R BAR Role Perceptions   Understand the job duties expected of us Clearer role perceptions (role clarity) when we:  understand our tasks or accountable consequences  understand task/performance priorities S  Understand the preferred M behaviours/procedures A R BAR Situational Factors   Environmental conditions beyond the individual’s short-term control that constrain or facilitate behaviour Constraints – time, budget, facilities, etc S M A R BAR MARS Model of Individual Behaviour - PERSONALITY Situational factors Personality Motivation Values Self-concept Perceptions Ability Individual behaviour and results Emotions & attitudes Stress Role perceptions p. 28 Defining Personality  Relatively enduring pattern of thoughts, emotions, and behaviours that characterize a person, along with the psychological processes behind those characteristics Exhibit 2.3 -Five-Factor Personality Model, p. 35 Conscientiousness Organized, dependable Agreeableness Trusting, helpful, flexible Neuroticism/Emotional Stability Anxious, self-conscious Openness to Experience Creative, nonconforming Extraversion/Introversion Outgoing, talkative, energetic Five-factor Personality and Individual Behaviour  Conscientiousness and emotional stability   Strongest personality predictors of performance Extraversion Higher performance in sales and management performance  Related to social interaction and persuasion   Agreeableness   Effective in jobs requiring cooperation and helpfulness Openness to experience  Linked to higher creativity and adaptability to change MARS Model of Individual Behaviour - VALUES Situational factors Personality Motivation Values Self-concept Perceptions Ability Individual behaviour and results Emotions & attitudes Stress Role perceptions p. 28 Values in the Workplace  Values: Concepts or beliefs that guide how we make decisions about and evaluations of behaviours and events Generational Values Personal Values Ethical Values Cultural Values Personal Values Exercise  Get into a group of 5 people  Individually complete steps 1 and 2  Once everyone has completed steps 1 and 2, as a group, complete step 3  Write results of step 3 on board Values Congruence at VanCity Vancouver City Savings Credit Union (VanCity) is one of Canada’s truly values-driven organizations. It hires staff whose personal values are aligned with financial institution’s values and offers a payout to new staff who discover their values differ from VanCity’s. Ethical Values  Ethics  The study of moral values or principles that guide our behaviour, and inform us whether actions are right or wrong. SNC Lavalin Scandal SNC-Lavalin (SNCL) Motivation, role perceptions, and misguided personal values explain the alleged bribery, money laundering, and other illegal activities by several SNC-Lavalin executives and employees. Ethical Dilemma Vignettes   Read Case 1 and Case 2 on p. 52 of your text and determine the extent to which the company’s action in each case was ethical. Does the case represent an ethical dilemma? Submit one answer per group with first and last names – 1% in-class assignment Values Across Cultures     Focuses specifically on work-related values Developed in 1980 with data over 116,000 employees in 40 countries and then expanded upon Average scores for each country used to develop national profiles to explain differences in work behaviors Five dimensions Individualism-Collectivism High Individualism United States Canada Denmark Venezuela China High Collectivism Societal emphasis on group integration or individual differentiation Power Distance Large Power Distance Philippines Korea Spain The degree that people accept an unequal distribution of power in society Sweden Canada Small Power Distance Uncertainty Avoidance High U. A.  Greece High uncertainty avoidance Feel threatened by ambiguity and uncertainty  Value structured situations and direct communication  Belgium Norway Canada  Denmark Singapore Low U. A. Low uncertainty avoidance  Tolerate ambiguity and uncertainty Achievement-Nurturing Achievement  United States High achievement orientation  assertiveness Germany  competitiveness  materialism Canada Brazil  Netherlands Sweden Nurturing High nurturing orientation  relationships  others’ well-being Generational Differences  60+  Core  values: Belief in order, authority, discipline Baby Boomers (born mid-1940s to mid1960s) Often viewed as spoiled, rebellious, hedonistic but… Generational Differences  Generation X (born mid-1960s to early 1980s)  Common values: experience-seeking; adaptability, concern with personal image among peers  Gen y/Millenials(born after 1977)  Curious, contrarian, flexible, collaborative, ease with technology Summary of Concepts    MARS Model and impact on individual behaviour Personality and impact on motivation and behaviour Personal, ethical, cultural and ethical values in the workplace Learning Journal Reflection  What have I learned about how my personality and values impact my behaviour and motivation in the workplace and at school? Next Week  Read chapters 3 and 4  Groups formed for group project PERCEIVING OURSELVES AND OTHERS IN ORGANIZATIONS CHAPTER 3 Answer: 1 whole, 16 individual, 9 of 4 squares each, and 4 of 9 squares = 30. Injustice Conflict Freedom Success TODAY’S CLASS • Describe the elements of self-concept and explain how each affects an individual’s behaviour and well-being. • Outline the perceptual process and discuss the effects of categorical thinking and mental models in that process • Discuss how stereotyping, attribution, self- fulfilling prophecy, halo, false-consensus, primacy, and recency influence the perceptual process. SELF-CONCEPT DEFINED • An individual’s self-beliefs and self-evaluations “Who am I?” and “How do I feel about myself?” • Includes three self-concept characteristics and four “selves” processes SELF-CONCEPT MODEL: THREE C’S AND FOUR SELVES EXHIBIT 3.1, P. 58 Self-Concept •complexity •consistency •clarity SELF-CONCEPT: SELF-ENHANCEMENT • Drive to promote/protect a positive self-concept • Self-enhancement outcomes: • better personal adjustment and mental/physical health • Higher “can-do” attitude • Inflates perceived personal causation and chances of success SELF-CONCEPT: SELF-VERIFICATION • Motivation to verify/maintain our self-concept • Stabilizes our self-concept • Prefer feedback consistent with self-concept • Self-verification causes us to: • remember information consistent with our self-concept • ignore/oppose feedback contrary to our self-concept • associate with those who affirm/reflect our self-concept SELF-CONCEPT: SELF-EVALUATION • Self-esteem • To like and respect oneself • High self-esteem: less influenced by others, more persistent, more logical thinking • Self-efficacy • Belief that we can successfully perform a task • General self-efficacy – “can-do” belief across situations • Locus of control • General belief about personal control over life events – internal or external • Higher self-evaluation with internal locus of control SELF-CONCEPT: SOCIAL SELF • Social identity theory -- defining ourselves in terms of groups to which we belong or have an emotional attachment Social Identity Starbucks Employee Canadian Resident/Citizen An individual’s social identity Humber Student Contrasting Groups Employees at other firms People living in other countries Students in other schools PERCEPTION DEFINED The process of receiving information about and making sense of the world around us • What gets noticed • How information is categorized • How information is interpreted within our existing knowledge WHY DO WE STUDY PERCEPTIONS? • To better understand how people make attributions about events. • We don’t see reality. We interpret what we see and call it reality. • The attribution process guides our behaviour, regardless of the truth of the attribution. MENTAL MODELS IN PERCEPTIONS • Knowledge structures we create to describe, explain, predict the external world • Help make sense of situations • Problem with mental models: • May block recognition of new opportunities/perspectives STEREOTYPING • Assigning traits to people based on social category membership Why do people stereotype? STEREOTYPING • Categorization process -- Categorize people into groups • Homogenization process -- Assign similar traits within a group; different traits to other groups • Differentiation process -- Assign less favourable attributes to other groups What are the main problems with stereotyping? ATTRIBUTION PROCESS Internal Attribution Perception that behaviour is caused by person’s own motivation or ability External Attribution Perception that behaviour is caused by factors beyond person’s control (situation, fate, etc.) ATTRIBUTION ERRORS • Self-Serving Bias • Tendency to attribute our successes to internal factors and our failures to external factors • Fundamental Attribution Error • Tendency to overemphasize internal causes of another person’s behaviour and to discount potential external causes SELF-FULFILLING PROPHECY CYCLE Supervisor Forms expectations Employee’s behaviour matches expectations Expectations affect supervisor’s behaviour Supervisor’s behaviour affects employee OTHER PERCEPTUAL EFFECTS • Halo effect • False-consensus effect (“similar-to-me effect”) • Primacy effect • Recency effect IMPROVING PERCEPTIONS 1. Awareness of perceptual biases 2. Improving self-awareness What perceptual biases do I tend to have? What can I do to address these biases? Workplace Emotions, Attitudes, and Stress Chapter 4 Westjet Christmas Miracle WestJet Generates Positive Emotions WestJet Airlines generates plenty of positive emotions among employees and guests (such as its Christmas Miracle Event), which translates into happy guests and better financial success than most other airlines. Session Objectives • Understand how emotions influence attitudes and behaviour at work • Discuss the consequences of job dissatisfaction and strategies to increase organizational commitment • Describe stress and understand three major stressors • Identify five ways to manage workplace stress Emotions Defined Psychological, behavioural, and physiological episodes experienced towards an object, person or event that create a state of readiness. Exhibit 4.1 – Types of Emotions p. 83 Attitudes versus Emotions Attitudes Judgments about an attitude object Based mainly on rational logic Usually stable for days or longer Emotions Experiences related to an attitude object Based on innate and learned responses to environment Usually experienced for seconds or less Exhibit 4.2, Model of Emotions, Attitudes and Behaviours Cognitive Process Beliefs Your perceptions of the attitude object (e.g. This firm provides learning opportunities) Feelings Your judgment of the attitude object (e.g. This firm is a good place to work) Behavioural Intentions Your intentions of the attitude object (e.g. I intend to stay with this firm) Behaviour Your behaviour toward the attitude object (e.g. Person stays with the firm) p. 84 Perceived Environment Cognitive Process Emotional Process Beliefs Feelings Emotion Episodes Attitude Behavioural Intentions Behaviour p. 84 Discussion “Happy employees create happy customers.” Explain why this statement might be true, and identify conditions in which it might not be true. Emotional Labour • Effort, planning and control needed to express organizationally desired emotions during interpersonal transactions • Higher in jobs requiring: • Frequent/lengthy emotion display • Variety of emotions display • Intense emotions display Job Satisfaction • A person's evaluation of his or her job and work context • An appraisal of the perceived job characteristics, work environment, and emotional experience at work Responses to Dissatisfaction Exit • Leaving the situation • Quitting, transferring Voice • Changing the situation • Problem solving, complaining Loyalty • Patiently waiting for the situation to improve Neglect • Reducing work effort/quality • Increasing absenteeism Organizational Commitment • Affective commitment • Emotional attachment to, identification with, and involvement in an organization • Lower turnover, higher motivation and organizational citizenship • Continuance commitment • Calculative attachment • Employees stays because (a) no choice (alternative), or (b) too costly to quit • Lower turnover, performance, organizational citizenship, cooperation What is Stress? • Adaptive response to situations perceived as challenging or threatening to well-being • Prepares us to adapt to hostile or toxic environmental conditions Workplace Stressors • Stressors are the causes of stress • Environmental conditions that place a physical or emotional demand on the person • Some common workplace stressors include: • Harassment an incivility • Work overload • Low task control Individual Differences in Stress People experience less stress and/or negative outcomes when they have: • Better physical health – exercise, lifestyle • Appropriate stress coping strategies • Personality: lower neuroticism and higher extraversion • Positive self-concept • Lower workaholism Managing Work-Related Stress • Remove the stressor • Minimize/remove stressors • Work/life balance initiatives • Withdraw from the stressor • Vacation, rest breaks • Change stress perceptions • Positive self-concept, humour • Control stress consequences • Healthy lifestyle, fitness, wellness • Receive social support Employee Motivation Chapter 5 Employee Engagement and Motivation at Telus Corp By providing training, flexible work, peer recognition, autonomy, and open communication, Telus Corp. now has one of the most engaged workforces among companies worldwide of similar size and workforce mix Today’s Class • What is employee motivation? • What are the key theories of employee motivation and how do they help us understand employee motivation and behaviour? What is Motivation? • The forces within a person that affect the direction, intensity, and persistence of voluntary behaviour • Intensity -- level of effort • Persistence -- amount of time effort is maintained • Direction – goal towards which effort is directed Working at Apple-Intrinsic and Extrinsic Motivators Ranking Work-Related Attributes 1. Refer to the table on p. 136 of your text 2. Individually rank these attributes in order of importance to you 3. Compare your results in class 4. Compare your results to a survey of 24,000 millennial undergraduate students in Canada Attributes of Work Ranking Based on Survey Results Opportunities for advancement in position 1 Good people to work with 2 Good people to report to 3 Good training opportunities/developing new skills 4 Work-life balance 5 Good health and benefits plans 6 Good variety of work 7 Job security 8 Good initial salary 9 Challenging work 10 Opportunities to have a personal impact 11 Commitment to social responsibility 12 Opportunities to have a social impact 13 Organization is a leader in its field 14 Strong commitment to employee diversity 15 Survey of 24,000 millennial undergraduates Theories of Motivation • Needs Theories • Maslow’s Hierarchy of Needs • McLelland’s Learned Needs Theory • Process Theories • Expectancy Theory • Equity Exhibit 5.1, p. 112, Drives, Needs and Behaviour Self-concept, social norms, and past experience Drives and Emotions Needs Decisions and Behaviour Maslow’s Hierarchy of Needs • • Needs are hierarchical Only unsatisfied needs motivate workers Selfactualization Esteem Social Security Physiological Opportunities for Satisfaction in Maslow’s Hierarchy of Human Needs 11 Three Learned Needs • Need for achievement Desire to excel and improve on past performance • Prefer working alone than in teams • • Need for affiliation Desire to interact socially and by accepted by others • Actively support others • • Need for power Desire to influence and direct others • Concerned about maintaining leadership position • Exhibit 5.4, p. 119 - Expectancy Theory of Motivation E-to-P Expectancy P-to-O Expectancy Probability a specific effort level will result in a specific level of performance Probability a specific performance level will result in specific outcomes Valence Anticipated satisfaction from the outcome Outcome 1 +/– Effort Performance Outcome 2 +/– Outcome 3 +/– How Does Expectancy Theory Work? Professor Giroux offers me $1 million if I memorize the textbook by tomorrow morning. E-P Expectancy Effort Performance Link No matter how much effort I put in, probably not possible to memorize the text in 24 hours P-O Expectancy Performance Outcomes Link My professor does not look like someone who has $1 million Valence Satisfaction Outcomes Link There are a lot of wonderful things I could do with $1 million Conclusion: Though I value the potential outcome, I will not be motivated to do this task. Exhibit 5.7, p. 130 - Equity Theory Model Your Own Outcome/Input Ratio Comparison Other’s Outcome/Input Ratio Your outcomes Other’s outcomes Your inputs Compare own ratio with Other’s ratio Perceptions of equity or inequity Other’s inputs Motivation Theories at Work Jack has been underperforming in his job as a call centre customer service representative. He has been coming in late, and causing some problems with the other workers. Previously Jack has been one of your star employees. • Use the theory assigned to you to explain why Jack is underperforming. • Describe the steps you would take to motivate Jack. • Specify how these steps relate to the theory. What We Know About Motivating Employees in Organizations • Recognize the impact of individual differences on motivation • Employees have different needs • Understand key motivational theories that explain these different needs
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