foundation of individual ob

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Foundation Of Foundation Of IndividualIndividual

& & Organizational Organizational

BehaviorBehavior

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MBA( Business Economics ) MBA( Business Economics )

Shubha Shrivastava

Jasvinder Kaur

Inayat Hussain

Rajesh Gautam

Sameer Goswami

Submitted To

Mrs.………………

Submitted By

www.themegallery.com

Individual Behavior

Companies who are looking for employees look for individual characteristics that will improve the chances of success

Individual differences exist Biographical characteristics Abilities Personality Perception Attitudes Emotions Moods


So, lets look at the task and try to decide what kind of person we need to successfully accomplish it. – A task/ability fit.


Lets start with ability

Physical ability Intellectual or mental ability Companies measure both and use the results to help

with the hiring decisions


Physical AbilitiesThe capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics


Nine Physical Abilities

Other Factors

7. Body coordination

8. Balance

9. Stamina

Other Factors

7. Body coordination

8. Balance

9. Stamina

Strength Factors

1. Dynamic strength

2. Trunk strength

3. Static strength

4. Explosive strength

Strength Factors

1. Dynamic strength

2. Trunk strength

3. Static strength

4. Explosive strength Flexibility Factors

5. Extent flexibility

6. Dynamic flexibility

Flexibility Factors

5. Extent flexibility

6. Dynamic flexibility


Intellect, and Intelligence

Intellectual Ability

The capacity to do mental activities

Multiple Intelligences

Intelligence contains four subparts: cognitive, social, emotional, and cultural


Cognitive Intelligence

Intelligence tests are supposed to measure Abstract reasoning Practical reasoning

Declarative knowledge Context free Episodic- autobiographical

Procedural knowledge Rules, skills, strategies to manipulate declarative

knowledge


• Number aptitude

• Verbal comprehension

• Perceptual speed

• Inductive reasoning

• Deductive reasoning

• Spatial visualization

• Memory

• Number aptitude

• Verbal comprehension

• Perceptual speed

• Inductive reasoning

• Deductive reasoning

• Spatial visualization

• Memory

Dimensions of Intellectual Ability


Social Intelligence How well we get along with each other. Dimensions central to the concept of Social Intelligence

Understands people’s thoughts, feelings and intentions well

Is good at dealing with people Has extensive knowledge of rules and norms in

human relations Is good at taking the perspective of other people Adapts well in social situations Is warm and caring Is open to new experiences, ideas and values


Social Intelligence

Social Competence depends on Extraversion Warmth Social influence Social insight Social openness Social appropriateness Social maladjustment


Emotional Intelligence

Definitions Affect

• Generic term covers a broad range of feelings people experience

Emotions • Intense feelings directed at someone or something

Moods• Feelings that tend to be less intense and lack context.


Emotional Intelligence

Jennifer George Feelings (moods and emotions) play an important

role in the leadership process Moods and emotions affect the way people think,

their motivations, decisions made and behaviors engaged in.

Emotional Intelligence• The ability to manage moods and emotions in self and

others.


Cultural Intelligence

The ability to function in a cultural environment that is different than your own.

The ability to recognize cultures different than your own and adjust your behavior


Biographical Characteristics

Measuring the impact of intelligence or physical ability on productivity, absence, turnover and satisfaction is often complicated

Other factors are easily definable and readily available from historical data

Age, gender, job tenure.


Learning

• Involves change

• Is relatively permanent

• Is acquired through experience

Learning

• Involves change

• Is relatively permanent

• Is acquired through experience

LearningAny relatively permanent change in behavior that occurs as a result of experience.


Theories of Learning

Key Concepts

• Unconditioned stimulus

• Unconditioned response

• Conditioned stimulus

• Conditioned response

Key Concepts

• Unconditioned stimulus

• Unconditioned response

• Conditioned stimulus

• Conditioned response

Classical Conditioning

A type of conditioning in which an individual responds to some stimulus that would not ordinarily produce such a response.


Theories of Learning (cont’d)

Key Concepts

• Reflexive (unlearned) behavior

• Conditioned (learned) behavior

• Reinforcement

Key Concepts

• Reflexive (unlearned) behavior

• Conditioned (learned) behavior

• Reinforcement

Operant Conditioning

A type of conditioning in which desired voluntary behavior leads to a reward or prevents a punishment.



Key Concepts

• Attentional processes

• Retention processes

• Motor reproduction processes

• Reinforcement processes

Key Concepts

• Attentional processes

• Retention processes

• Motor reproduction processes

• Reinforcement processes

Social-Learning Theory

People can learn through observation and direct experience.



Key Concepts

• Reinforcement is required to change behavior.

• Some rewards are more effective than others.

• The timing of reinforcement affects learning speed and permanence.

Key Concepts

• Reinforcement is required to change behavior.

• Some rewards are more effective than others.

• The timing of reinforcement affects learning speed and permanence.

Shaping Behavior

Systematically reinforcing each successive step that moves an individual closer to the desired response.


Companies look for employees that have the capabilities to do the job the company needs done….

But nobody comes with everything that is needed.


Behaviorism

All complex behavior is learned A theory about human behavior (explain and predict)

must address how humans learn Definition

Permanent changes in behavior as a result of experiences Learning is inferred – we see the result-change-and infer

that learning has taken place


The learning process Conditioning is the universal learning process according

to this theory of learning Two different types of conditioning yield different

behavior pattern Classical conditioning –Pavlov’s dogs and The

Manchurian Candidate Operant conditioning – Reward and punishment to train

animals and people to perform. A feedback system


Learning Styles Theory

This approach to learning emphasizes the fact that individuals perceive and process information in very different ways. The learning styles theory implies that how much individuals learn has to do with whether the educational experience is geared toward their particular style of learning


Learning Styles Theory Different individuals have a tendency to both perceive

and process information differently. Because of different heredity, upbringing, and current

environmental demands Perceive information

Concrete – doing, acting, sensing, feeling Abstract – analysis, observation, thinking

Process information-make sense of information Active processor- do something with the information now Reflective processor – reflect on and think about

information


Traditional schooling tends to favor abstract perceiving and reflective processing. Other kinds of learning aren't rewarded and reflected in curriculum, instruction, and assessment nearly as much


Constructivism

Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.


Discussion Learning is a search for meaning. Meaning requires understanding wholes as well as

parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.

In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.

The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning.


Organizational BehaviorOrganizational Behavior


A field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness.

Organization Behavior


The science that seeks to measure, explain, and sometimes change the behavior of humans and other animals

Psychology


The study of people in relation to their fellow human beings

Sociology


An area within psychology that blends concepts from psychology and sociology and that focuses on the influence of people on one another

Social Psychology


The study of societies to learn about human beings and their activities

Anthropology


x y

Contingency variables: “It Depends!”

Situational factors that make the main relationship between two variables change—e.g., the relationship may hold for one condition but not another

Country 1

x yCountry 2

May be related to

May NOT be related to

In

In

There Are Few Absolutes in OB


Responding to Globalization Increased foreign assignments Working with people from different cultures Coping with anti-capitalism backlash Overseeing movement of jobs to countries with low-

cost labor Managing people during the war on terror

Managing Workforce Diversity Embracing diversity Changing U.S. demographics Implications for managers

• Recognizing and responding to differences

Challenges and Opportunities for OB


DomesticPartners

DomesticPartners

RaceRaceNon-ChristianNon-Christian

NationalOrigin

NationalOrigin

AgeAge

DisabilityDisability

GenderGender

Major Workforce Diversity Categories


Improving Quality and Productivity Quality management (QM) Process reengineering

Responding to the Labor Shortage Changing work force demographics Fewer skilled laborers Early retirements and older workers

Improving Customer Service Increased expectation of service quality Customer-responsive cultures

Challenges and Opportunities for OB (cont’d)


1. Intense focus on the customer

2. Concern for continuous improvement

3. Improvement in the quality of everything the organization does

4. Accurate measurement

5. Empowerment of employees

What Is Quality Management?


Improving people skills Empowering people Stimulating innovation and change Coping with “temporariness” Working in networked organizations Helping employees balance work/life conflicts Improving ethical behavior Managing people during the war on terrorism

Challenges and Opportunity for OB (cont’d)


A Downside to Empowerment?


Basic OB Model, Stage I

An abstraction of reality

A simplified representation of some real-world phenomenon


x

y

A response that is affected by an independent variable (what organizational behavior researchers try to understand)

The Dependent Variables


Productivity

A performance measure that includes effectiveness and efficiency

Effectiveness

Achievement of goals

Efficiency

Meeting goals at a low cost

The Dependent Variables (cont’d)


Absenteeism

The failure to report to work

Turnover

The voluntary and involuntary permanent withdrawal from an organization



Deviant Workplace Behavior

Voluntary behavior that violates significant organizational norms and thereby threatens the well-being of the organization and/or any of its members



Organizational Citizenship Behavior (OCB)

Discretionary behavior that is not part of an employee’s formal job requirements, but that nevertheless promotes the effective functioning of the organization



Job Satisfaction

A general attitude (not a behavior) toward one’s job; a positive feeling of one's job resulting from an evaluation of its characteristics



IndependentVariables Can Be

IndependentVariables Can Be

Individual-Level Variables

Individual-Level Variables

OrganizationSystem-Level

Variables

OrganizationSystem-Level

Variables

Group-LevelVariables

Group-LevelVariables

The presumed cause of some change in the dependent variable; major determinants of a dependent variable

The Independent Variables


Basic OB Model, Stage II

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Questions?Questions?

foundation of individual ob

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