Foundation of Individual OB

LOGO
Foundation Of
Individual
&
Organizational
Behavior
LOGO
MBA( Business Economics )
Submitted By
Sameer Goswami
Submitted To Inayat Hussain
Mrs.
……………… Jasvinder Kaur
Shubha Shrivastava
Rajesh Gautam
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 Abilities
The capacity to do tasks
demanding stamina, dexterity,
strength, and similar
characteristics
Nine Physical Abilities

Strength
StrengthFactors
Factors
1.1.Dynamic
Dynamicstrength
strength
2.2.Trunk
Trunkstrength
strength
3.3.Static
Staticstrength
strength
4.4.Explosive
Explosivestrength
strength Flexibility
FlexibilityFactors
Factors
5.5.Extent
Extentflexibility
flexibility
6.6.Dynamic
Dynamicflexibility
flexibility
Other
OtherFactors
Factors
7.7.Body
Bodycoordination
coordination
8.8.Balance
Balance
9.9.Stamina
Stamina
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
Dimensions of Intellectual Ability
••Number
Numberaptitude
aptitude
••Verbal
Verbalcomprehension
comprehension
••Perceptual
Perceptualspeed
speed
••Inductive
Inductivereasoning
reasoning
••Deductive
Deductivereasoning
reasoning
••Spatial
Spatialvisualization
visualization
••Memory
Memory
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
Any relatively permanent change in behavior that occurs
as a result of experience.
Learning
Learning
••Involves
Involveschange
change
••Is
Isrelatively
relativelypermanent
permanent
••Is
Isacquired
acquiredthrough
throughexperience
experience
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
KeyConcepts
Concepts
••Unconditioned
Unconditionedstimulus
stimulus
••Unconditioned
Unconditionedresponse
response
••Conditioned
Conditionedstimulus
stimulus
••Conditioned
Conditionedresponse
response
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
KeyConcepts
Concepts
••Reflexive
Reflexive(unlearned)
(unlearned)behavior
behavior
••Conditioned
Conditioned(learned)
(learned)behavior
behavior
••Reinforcement
Reinforcement

Social-Learning Theory
People can learn through observation and direct
experience.
Key
KeyConcepts
Concepts
••Attentional
Attentionalprocesses
processes
••Retention
Retentionprocesses
processes
••Motor
Motorreproduction
reproductionprocesses
processes
••Reinforcement
Reinforcementprocesses
processes

Shaping Behavior
Systematically reinforcing each successive step that
moves an individual closer to the desired response.
Key
KeyConcepts
Concepts
••Reinforcement
Reinforcementis
isrequired
requiredto
tochange
changebehavior.
behavior.
••Some
Somerewards
rewardsare
aremore
moreeffective
effectivethan
thanothers.
others.
••The
Thetiming
timingof
ofreinforcement
reinforcementaffects
affectslearning
learning
speed
speedand
andpermanence.
permanence.
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 Behavior
Organization 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.
Psychology
The science that seeks to measure, explain, and
sometimes change the behavior of humans and other
animals
Sociology
The study of people in relation to their fellow human
beings
Social Psychology
An area within psychology that blends concepts from
psychology and sociology and that focuses on the
influence of people on one another
Anthropology
The study of societies to learn about human beings and
their activities
There Are Few Absolutes in OB

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
In Country 1 x May be related to

y
In Country 2 x May NOT be related to y
Challenges and Opportunities for 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
Major Workforce Diversity Categories
Gender
Gender
National
National
Disability
Disability Origin
Origin
Age
Age
Non-Christian
Non-Christian
Race
Race
Domestic
Domestic
Partners
Partners
Challenges and Opportunities for OB (cont’d)
 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
What Is Quality Management?

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
Challenges and Opportunity for OB (cont’d)
 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
A Downside to Empowerment?
Basic OB Model, Stage I

An abstraction of reality
A simplified representation of some real-world
phenomenon
The Dependent Variables

A response that is affected by an independent variable
(what organizational behavior researchers try to
understand)
x
The Dependent Variables (cont’d)

Productivity
A performance measure that includes
effectiveness and efficiency
Effectiveness
Achievement of goals
Efficiency
Meeting goals at a low
cost
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
The Independent Variables

The presumed cause of some change in the dependent
variable; major determinants of a dependent variable
Independent
Independent
Variables
VariablesCan
Can Be
Be
Individual-Level Group-Level Organization

Organization
Individual-Level Group-Level System-Level
Variables
Variables Variables
Variables System-Level
Variables
Variables
Basic OB Model, Stage II

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LOGO

Submitted To Inayat Hussain

So, lets look at the task and try to

Lets start with ability

Nine Physical Abilities

Intellect, and Intelligence

Dimensions of Intellectual Ability

Theories of Learning (cont’d)

Theories of Learning (cont’d)

Theories of Learning (cont’d)

Companies look for employees that

But nobody comes with everything

The learning process

Learning Styles Theory

Learning Styles Theory

Traditional schooling tends to favor

There Are Few Absolutes in OB

In Country 1 x May be related to

Challenges and Opportunities for OB

Major Workforce Diversity Categories

Challenges and Opportunities for OB (cont’d)

 Improving Quality and Productivity

What Is Quality Management?

Challenges and Opportunity for OB (cont’d)

 Improving people skills

Basic OB Model, Stage I

The Dependent Variables

The Dependent Variables (cont’d)

The Dependent Variables (cont’d)

The Dependent Variables (cont’d)

The Dependent Variables (cont’d)

The Dependent Variables (cont’d)

The Independent Variables

Individual-Level Group-Level Organization

Basic OB Model, Stage II

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