Chapter 14 FOUNDATIONS OF BEHAVIOUR 2003 Pearson Education

LEARNING OBJECTIVES • You should be able to: – Define the focus and goals of organizational behaviour – Describe three components of an attitude – Identify the role that consistency plays in attitudes – Explain the relationship between satisfaction and productivity – Tell how managers can use the Myers-Briggs personality type framework and the big-five model of personality © 2003 Pearson Education Canada Inc. 14. 2

LEARNING OBJECTIVES (continued) • You should be able to: – Define emotional intelligence – Describe attribution theory and its use in explaining individual behaviour – Identify the types of shortcuts managers use in judging others – Explain how managers can shape employee behaviour © 2003 Pearson Education Canada Inc. 14. 3

WHY LOOK AT INDIVIDUAL BEHAVIOUR? • Organizational Behaviour (OB) – Concerned specifically with the actions of people at work – Addresses issues that are not obvious • Focus of OB – Individual behaviour - attitudes, personality, perception, learning, and motivation – Group behaviour - norms, roles, team building, leadership, and conflict © 2003 Pearson Education Canada Inc. 14. 4

THE ORGANIZATION AS AN ICEBERG (Exhibit 14. 1) © 2003 Pearson Education Canada Inc.

WHY LOOK AT INDIVIDUAL BEHAVIOUR? (continued) • Goals of OB – Explain, predict, and influence behaviour – Manager’s success depends on getting things done through other people © 2003 Pearson Education Canada Inc. 14. 6

ATTITUDES • Evaluative statements concerning objects, people, or events – Three components • cognitive - beliefs, opinions, knowledge, or information held by a person • affective - emotion or feeling • behavioural - intention to behave in a certain way toward someone or something © 2003 Pearson Education Canada Inc. 14. 7

ATTITUDES (continued) • Job-Related Attitudes – – Job satisfaction - employee’s general attitude toward her or his job Job involvement - degree to which an employee identifies with her or his job Organizational commitment - employee’s loyalty to, identification with, and involvement in the organization Organizational citizen behaviour (OCB) discretionary behaviour that is not part of the formal job requirements © 2003 Pearson Education Canada Inc. 14. 8

ATTITUDES (continued) • Attitudes and Consistency – People seek consistency: • among their attitudes • between their attitudes and behaviour – Inconsistency gives rise to steps to achieve consistency • alter attitudes or behaviour • develop rationalization for the inconsistency © 2003 Pearson Education Canada Inc. 14. 9

ATTITUDES (continued) • Cognitive Dissonance Theory – – Cognitive dissonance - any incompatibility between attitudes or between attitudes and behaviour Effort to reduce dissonance related to: • importance of factors causing dissonance • perceived degree of influence over these factors • rewards that may be involved in dissonance • Attitude Surveys – – Present employee with questions that elicit how they feel about their jobs, work groups, supervisors, or the organization Attitude score is the sum of responses to individual items © 2003 Pearson Education Canada Inc. 14. 10

SAMPLE ATTITUDE SURVEY (Exhibit 14. 2) © 2003 Pearson Education Canada Inc. 14. 11

ATTITUDES (continued) • Satisfaction-Productivity Controversy – Traditional belief was that happy workers were productive workers – Research evidence suggests that if satisfaction has a positive influence on productivity, it is small – Contingency factors have clarified the relationship between satisfaction and productivity – Research designs do not permit conclusions about cause and effect © 2003 Pearson Education Canada Inc. 14. 12

PERSONALITY • The unique combination of the psychological traits we use to describe a person • Personality Traits – Myers-Briggs Type Indicator (MBTI) - four dimensions • social interaction: Extrovert or Introvert • preference for gathering data: Sensing or Intuitive • preference for decision making: Feeling or Thinking • style of making decisions: Perceptive or Judgmental • lack of evidence to support the MBTI’s validity © 2003 Pearson Education Canada Inc. 14. 13

EXAMPLES OF MBTI PERSONALITY TYPES (Exhibit 14. 3) © 2003 Pearson Education Canada Inc.

PERSONALITY (continued) • Personality Traits (continued) – Big-Five Model of Personality - traits include degree of: • extraversion - sociability, talkativeness, assertiveness • agreeableness - good-natured, cooperative, trusting • conscientiousness - responsibility, dependability, persistence, and achievement orientation • emotional stability - calmness, enthusiasm, security • openness to experience - imaginativeness, artistic sensitivity, and intellectualism © 2003 Pearson Education Canada Inc. 14. 15

PERSONALITY (continued) • Emotional Intelligence (EI) – – Assortment of non-cognitive skills, capabilities, and competencies that influence a person’s ability to succeed in coping with environmental demands and pressures self-awareness - aware of what you’re feeling • • – self-management - ability to manage one’s emotions self-motivation - persistence in the face of setbacks empathy - ability to sense how others are feeling social skills - ability to handle the emotions of others EI related to performance at all organizational levels © 2003 Pearson Education Canada Inc. 14. 16

PERSONALITY (continued) • Predicting Behaviour from Personality Traits – Locus of Control • internals - believe that they control their own destiny • externals - believe their lives are controlled by – outside forces Machiavellianism • are pragmatic, maintain emotional distance, believe that ends can justify the means • are productive in jobs that require bargaining and have high rewards for success © 2003 Pearson Education Canada Inc. 14. 17

PERSONALITY (continued) • Predicting Behaviour from Personality Traits (continued) – Self-Esteem - degree of liking for oneself • related to expectations for success • high self-esteem individuals will take risks in job selection – more satisfied with their jobs • low self-esteem individuals susceptible to social influence Self-Monitoring - ability to adjust one’s behaviour to situational factors – – © 2003 Pearson Education Canada Inc. 14. 18

PERSONALITY (continued) • Predicting Behaviour from Personality Traits (continued) – Risk-Taking - affects time required to make a decision • Personality Types in Different Cultures – A country’s culture can influence dominant personality characteristics of its people • Implications for managers – Must fit personality to the demands of the job © 2003 Pearson Education Canada Inc. 14. 19

PERCEPTION • Process by which individuals give meaning to their environment by organizing and interpreting their sensory impressions – None of us sees reality--we interpret what we see and call it reality • Factors That Influence Perception – perceiver - individual’s personal characteristics-attitudes, personality, experience, expectations – target - relationship of target to its background – situation - time, location, light, color, and other environmental factors © 2003 Pearson Education Canada Inc. 14. 20

WHAT DO YOU SEE (Exhibit 14. 5) © 2003 Pearson Education Canada Inc. 14.

PERCEPTION (continued) • Attribution Theory – – Used to explain how we judge people differently depending on what meaning we attribute to a given behaviour Cause of behaviour determined by: • distinctiveness - whether person displays a behaviour in many situations or whether it is particular to one situation • consensus - behaviour of others in same situation • consistency - regularity with which person engages in the behaviour © 2003 Pearson Education Canada Inc. 14. 22

PERCEPTION (continued) • Attribution Theory (continued) – Errors and biases may distort attributions • fundamental attribution error - tendency to explain behaviour of others by: – overestimating the influence of internal factors – underestimating the influence of external factors • self-serving bias - personal success attributed to internal factors – personal failure attributed to external factors © 2003 Pearson Education Canada Inc. 14. 23

PERCEPTION (continued) • Shortcuts Frequently Used in Judging Others – – – Make perceptual task easier Selectivity - portions of stimuli bombarding one’s senses are selected based on interests, background, and attitudes of the perceiver Assumed similarity - “like me” effect Stereotyping - base perceptions of an individual on one’s impressions of the group to which s/he belongs Halo effect - general impression about a person is forged on the basis of a single characteristic © 2003 Pearson Education Canada Inc. 14. 24

LEARNING • Any relatively permanent change in behaviour that occurs as a result of experience • Operant conditioning – – Argues that behaviour is a function of its consequences Describes voluntary or learned behaviour reinforcement strengthens a behaviour and increases the likelihood that it will be repeated © 2003 Pearson Education Canada Inc. 14. 25

LEARNING (continued) • Social Learning Theory – Learning by observing other people and direct experience – Influence of model determined by: • attentional processes - must recognize and attend to critical features of the model • retention processes - must remember the model’s actions • motor reproduction processes - performing actions observed in the model • reinforcement processes - positive incentives necessary to motivate performance of the model’s actions © 2003 Pearson Education Canada Inc. 14. 26

LEARNING (continued) • Shaping: A Managerial Tool – – Shape behaviour by systematically reinforcing each successive step that moves the individual closer to the desired behaviour Shaping accomplished by: • positive reinforcement - desired response is followed by something pleasant • negative reinforcement - desired response followed by eliminating or withdrawing something unpleasant • punishment - undesirable behavior followed by something unpleasant • extinction - no rewards follow undesired response © 2003 Pearson Education Canada Inc. 14. 27

LEARNING (continued) • Implications for Managers – Manage employee learning by means of rewards • positive and negative reinforcement strengthen a desired behaviour • punishment and extinction weaken an undesired behaviour – Managers should serve as models • set examples of the desired behaviour © 2003 Pearson Education Canada Inc. 14. 28