influences on employee behavior chapter 2 human resource development
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Influences on Employee Behavior
Chapter 2Human Resource
Development
Model of Employee BehaviorSupervisor
Leadership Performance Expectations Organization Employee Behavior Outcomes
Culture Motivation Personal Rewards Attitudes Organization Job Design KSAs Coworkers
Norms Group Dynamics
Universal Need Based Theories of Motivation Maslow Hierarchy of Needs
Physiological, security, social, achievement, self actualization
ERG Existence, relatedness, growth
Herzberg Motivators/satisfiers and
hygiene/dissatisfiers
Cultural Based Need Theories of Motivation McClelland
Achievement, affiliation, power Hofstede
Collectivism/individualism, masculinity/femininity, power distance, uncertainty avoidance
Expectancy Model abilities/training
Effort Performance Outcomes
role perceptions
Expectancy = Effort Performance
Instrumentality=PerformanceOutcomes
Valence = Importance of Outcomes
Equity Theory Social comparisons
SELF OTHER(S) outcomes/inputs : outcomes/inputs
Outcomes = pay, recognition, use abilitiesInputs = education, performance, effort
Reactions to Inequity Reduce inputs – less effort,
absenteeism, play computer games Increase outcomes – ask for raise,
theft, absenteeism Decrease outcomes for others Modify comparison Leave – find a more equitable job Distort reality
Hofstede’s Framework
Power Distance • Degree to which influence/control are unequally distributed
among individuals within a particular culture
Uncertainty Avoidance• Degree to which members of a society attempt
to avoid ambiguity, risk, and indefinitenessof future
Individualism / Collectivism• Extent to which society expects people to take
care of themselves and their immediate families • The degree to which individuals believe
they are masters of their own destiny
3.5
Hofstede’s Framework (cont.)
• Tendency of group members to focus on the common welfare and feel loyalty toward one another
Masculinity/Femininity • Degree to which acquisition of money
and material things is valued versus
quality of life
Confucian dynamism • Stability of society is based on unequal relationships
• Family is the prototype of all organizations
• People should treat others as they would like to be treated
3.6
INDIVIDUALISM-COLLECTIVISM
Please indicate you level of agreement or disagreement with each of the following statements using the following scale: Strongly Disagree Neither Disagree nor Agree Strongly Agree ` 1 2 3 4 5 6 _____ 1. I would rather struggle through a personal problem by myself than discuss it with my friends. _____ 2. I do my own things without minding about my colleagues/co-workers, when I am among them. ______3. I like to live close to my close friends. ______4. I would pay absolutely no attention to my close friends’ views when deciding what kind of work to do.
______5. We ought to develop the character of independence among students, so that they do not rely upon other students’ help in their schoolwork.
______6. It is a personal matter whether I worship money or not. Therefore, it is not necessary for my friends to give my counsel. ______7. There is everything to gain and nothing to lose for classmates to group themselves together for study and discussion. ______8. Classmates’ assistance is indispensable to getting a good grade at school. ______9. If you work, and you have to choose between (A) getting along very well with your co-workers, and (B) being very competent and efficient in doing the job, what combination of the two aspects would you like best? (Use the scale below to make your response for this question.) 1 = 100% A 2 = 80% A, 20%B 3 = 60% A, 40%B
4 = 40% A, 60%B 5 = 20% A, 80%B 6 = 100% B
_____10. Man is a social animal; he cannot flourish and grow without identifying himself with some group.
_____11. Some of life’s greatest satisfactions are found in working cooperatively with others. _____12. Individuals do not really fulfill their human potentials unless they involve themselves deeply in some group. _____13. It is often more gratifying to work for the accomplishment of a goal held by a group
to which one belongs than to work for the attainment of a purely personal goal. _____14. In life an individual should for the most part “go it alone’ assuring oneself of privacy, having time to oneself, attempting to resist being influenced by others. _____15. It is just as important to work toward group goals and adhere to the established rules of the group as it is to gratify one’s individual desires.
COLLECTIVISM SCORING ITEMS 1, 2, 4, 5, 6, 9, AND 14 ARE
REVERSED SCORED 6 = 1 5 = 2 4 = 3 3 = 4 2 = 5 1 = 6
CULTURAL VALUES Variable United States
Taiwan
Collectivism 57.72 66.78 Femininity 4.47 4.77 Masculinity 4.95 4.65 Power Distance 2.19 1.98 Uncertainty Avoidance 3.18 3.56
INDIVIDUALISM/COLLECTIVISM HIGH – United States (1/53), Australia,
Great Britain, New Zealand, Denmark, Sweden, France
MODERATE – Japan, Iran, Brazil, Arab Countries, Greece
LOW – Columbia, Venezuela, Panama, Guatamala
MASCULINITY/FEMININITY HIGH – Japan, Austria, Venezuela,
Italy, Mexico, United States (15/53)
MODERATE – Canada, Malaysia, Pakistan, Brazil, Singapore, Israel
LOW – Denmark, Netherlands, Norway, Sweden
POWER DISTANCE HIGH – Malaysia, Mexico, Venezuela, Arab
Countries, India, Singapore
MODERATE – Thailand, Portugal, Greece, South Korea, Taiwan, Spain, Japan
LOW – United States (38/53), Finland, Norway, Sweden, New Zealand, Denmark
UNCERTAINTY AVOIDANCE HIGH – Greece, Portugal, Belgium,
Japan, Peru, France
MODERATE – Taiwan, Arab Countries, Thailand, Iran, Finland
LOW – United States (43/53), India, Great Britain, Sweden
Classical Conditioning Food ------------------ SalivationUnconditioned Stimulus Unconditioned
Response
Bell Neutral Stimulus
Food (UCS)-------------- Salivation
Bell ------------------- Salivation Conditioned Stimulus Conditioned
Response
Aversive Conditioning Loud Noise ---------------- Aversive
Reaction (UCS) (UCR)
Mouse (NS) Loud Noise (UCS) --------- Aversive
Reaction
Mouse (CS) ----------- Aversive Reaction (CR)
Operant Conditioning Skinner Organism active/goal directed
Stimulus Response Reinforcement |_____+_____|
Thorndike – “Law of Effect”
Reinforcement and Punishment
Present Withdraw Positive Positive Punishment
Reinforcer Reinforcement Negative Punishment NegativeReinforcer Reinforcement
Schedules of Reinforcement Continuous – every time behavior
occurs Partial
Fixed – ratio and interval Variable – ratio and interval
Punishment Side Effects
Temporary suppression No knowledge of correct behavior Generalized to inappropriate
situations Punisher associated with punishment Tendency to be inconsistent
Reducing Side Effects Make undesired behavior clear Make desired behavior clear Provide reinforcers for desired
behavior
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