HUMAN BEHAVIOR IN
ORGANIZATION
DAVID CABABARO BUENO
AB/BSE, MASE, MPM, MBA, EDD, DBAc
DEAN - GRADUATE SCHOOL
DIRECTOR - RESEARCH AND PUBLICATIONS
PROFESSOR 6B
LESSON 1
ORGANIZATIONAL SYSTEM AND
HUMAN BEHAVIOR
•Human Behavior ?
Any act of an individual person which is
considered human behavior is a reflection
of his thoughts, feelings, emotions,
sentiments whether conscious or not.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
•Human Behavior ?
It mirrors his needs, values,
motivation, aspirations,
conflicts and state of life.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
•Behavior ?
• Consists of all human activities.
• Human behavior occurs anywhere
and everywhere…
*At home
*In the work setting
*In a social clubs
*In school
*In church
*In a professional Org.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Behavior ?
• Therefore, it is universal and
is at the core of leadership,
followership, communication,
decision making and the
process in the organization.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• The principle and concepts that
underlie behavior are basic.
• It is their implementation and practice
that differ from group to group or from
one country to another it is known as
culture-laden behavior.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Ex: the Americans offer flowers to
their dead; while the Chinese placed
food on top of the tomb.
• Note: Reverence for dead is
universal. It is how each culture
manifests it that spells the difference.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Human Behavior is also called
Human Act …
which is different from…
…Act of Man.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
•Human Act – when
man/person performs an act with free
will; he is responsible for such act
which is performed with alternatives
to choose from.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
•Act of Man – is performed by
one who is forced to do so at the risk
of his own life, if he does otherwise;
he does not have any other
alternatives to choose from.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Reasons for
studying Human
Behavior…?
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
1. In order to have an understanding of the
actions of people.
2. There is a need to anticipate and predict
how others may act in certain situation.
3. It provide data and information needed for
improved productivity, & planning and
organizing human resources recruitment,
screening, selection, promotion and
development.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
4. We look not only into the
personality of others but into our own
personalities as well.
5. To know the reason why we think,
feel, act, speak and talk in certain
ways.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
•Organizational
Behavior?
The study and application of
knowledge about how people as
individuals and as groups act and
behave within the organization.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
It also aids them in their
understanding of the complexities
which affect the interpersonal
relations of the people as they interact.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• GOALS OF ORGANIZATIONAL
BEHAVIOR
1. To describe – how people behave as
they interact with one another.
2. To understand – why people
behave in varied manners.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Ex.“Manager
should be able
to understand the reasons
behind the actions of their
employees”.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
3. To predict – to predict the future
employee behavior so that an
appropriate course of action maybe
employed.
4. To control – for the manager to
develop human activity at work.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Note: if you are the Manager or Boss
of a company, you are held responsible
for performance results of the
employees within the organization;
they should be interested in every
employee’s behavior, attitude, skill
development, team effort and
productivity.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Two main approaches to the
study of human behavior
1. Philosophy – base on speculation
and logic
2. Physiology – base on experimental
observation
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Methods use in studying human
behavior
1. Experiments
2. Surveys
3. Case methods
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
It makes use of:
1. Observation
2. Interview
3. Interview schedule
4. Questionnaire
5. Check list
6. Scales psychological test
7. Statistics
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
•Forces or Elements
Affecting
Organizational
Behavior…?
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
1. People – make up the internal social
system in an organization; the system
consists of individual and groups,
large or small, with different values
and orientation.
Organizations exist to serve
people; people do not exist to
serve organizations.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
2. Structure – defines the formal
relationships and use of human
resources in an organization.
People have to be related in
some structural way so that
their tasks can be effectively
coordinated.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
3. Technology – technology has a
tremendous influence on working
relationships. It provides the
resources with which people work and
affect the tasks they perform.
The great benefit of technology
is that it allows workers to
perform much better work.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
4. Environment – All organization
operates within an internal and
external environment.
Organization is a part of a bigger
system that contains many other
related components such as
government, military, school, family
and other organizations.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
People
Environment
Environment
Organization
Technology
Structure
Environment
Interaction of the Forces or Elements Affecting Organizational Behavior
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Note: When people join together in
an organization to accomplish an
objective, some kind of structure is
required; people also use technology
to help get the job done; so there is an
interaction of people, structure and
technology, these elements are
influenced by their environment.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Basic concept of
organizational
system and human
behavior…?
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
1. Individual differences – a
person is a distinct individual; he is
unique and different from others.
Every individual experiences
after birth tend to make people
even more different from one
another.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
2. Perception – is the act of faculty
apprehending by means of the sense
or of the mind.
It is the unique way in which an
individual perceives, organizes
and interprets with his eyes
things around him.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
3. Whole person – when a person
joins an organization, he is hired not
only because of his brains but, as a
whole, person possessed with certain
characteristics.
Different human traits and other characteristics
can be studied separately; but in the final
analysis; they are part of one human system,
making up a whole person with different skills,
knowledge and social and cultural backgrounds.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
4. Motivated person – this may
be as a result of a normal behavior
that has certain causes and these may
relate to an individual’s need.
People are motivated by want.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
John Maxwell
“Self motivation is the power that
raises a man to any level he seeks”
“Successful people are self starters,
they are internally motivated and
hard working even if no one is
supervising them”
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
5. Desire for involvement – every
person wishes to feel good himself. This
personal human desire is reflected in his
drive for self-efficacy.
This is the belief that everybody has the
necessary capabilities to perform a certain
task, fulfill role responsibilities and
expectations, make meaningful and
rewarding contributions to the organization,
and meet challenging situations successfully.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
6. Value of persons – People want to
be given preferential value for their
skills and abilities with opportunities
for their development.
People are the most difficult to control in
any type of organization, therefore they
deserve to be treated with extra care
because they have feelings and emotions.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Organizations and Social System
Organizations are social systems for
they are organized on the basis of
mutual interest.
• Ex: Employer and worker
relationship.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Social system
A complex set of human relationships
interacting in many and different
ways.
His behavior is influenced by the
group he belongs to and by his
personal drives and aspirations.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Mutual interest
Organization needs people and people
also need organization.
Mutual interest provides super
ordinate goals for employees, for the
organization and for society.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Ethics
It is a system of moral principles.
The rules of conduct recognized in
respect to a particular class of human
actions or a particular group.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Ex. Many
companies and corporations
have established codes of ethics and also
publicized statements of ethical values
When organizational goals and
actions conform with ethical
standard, organizational and
social objectives are met.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Four Basic
Approaches in
Organizational
Behavior…?
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
1. Human Resources Approach
• The philosophy of this approach is
developmental.
• designed and concerned with the growth
and development of people in order to
achieve higher levels of competency,
creativity, and fulfillment.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Employers should be more responsible by
creating an organizational climate
conducive for all members.
The manager’s role changes from control
of employees to active support of their
organizational growth and development.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
2. Contingency
Approach
• It encourages a thorough analysis of
every situation prior to action and at the
same time, discourages virtually habitual
practice based on universal assumptions
about people.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Many management experts and
practitioners perceived that there is no
longer one best way.
This approach is also more
interdisciplinary, more systemoriented and more research-oriented
than the traditional approach.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
3. Result-oriented Approach
• All organization whether political, social,
economic or religious, needs to
accomplish desirable results.
• The principal objective for organizations
to survive is to produce the necessary
output.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Productivity is measured in terms of
economic inputs and outputs.
Better organizational behavior can
naturally improve job satisfaction.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
4. System Approach
• A type of behavioral approach in
which the manager takes a holistic
perspective of the whole subject.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
• Holistic organizational behavior
interprets people-organization
relationships in terms of the whole
person, whole group, whole organization
and whole social system in its total
cooperative effort to understand as many
of the intervening factors as possible that
affects an individual’s behavior in the
work environment.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Effective management can best
be achieved through the proper
understanding and utilization of
the human resources,
contingency, result-oriented and
system approaches.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Organizations are social
systems; it combine science and
people, technology and
humanity.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
There are no simple cookbook
formulas for working with people. all
that can be done at present is to
increase understanding and skills so
that human relationships at work can
be upgraded.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Characteristics of
a Healthy
Organization:
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
1. Objectives are so widely shared by the
members & there is a strong and consistent
flow of energy towards those objectives.
2. People feel free to signal their awareness of
difficulties because they expect the problems
to be dealt with and they are optimistic that
these problems can be solved.
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
3. Problem-solving is highly pragmatic.
People work informally and are not
preoccupied with status, territory, or
second guessing “what higher
management will think.”
4. The judgment of people lower down in
the organization is respected.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
5. Collaboration is freely entered into. People
readily request the help of others and are
willing to give in turn. Ways of helping one
another are highly developed.
6. When there is a crisis, the people quickly
band together in work until the crisis
departs.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
7. Conflicts are considered important to
decision making and personal growth.
They are dealt with effectively, in the
open.
8. There is a great deal of on-the-job
learning based in the willingness to give,
seek, and use feedback and advice.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
9. Joint critique of progress is routine.
10. Relationships are honest. People do
care about one another and do not feel
alone.
11. People are “turned on” and highly
involved by choice. They are optimistic.
The work place is important and fun.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
12. Leadership is flexible, shifting in style
and person to suit the situation.
13. There is a high degree of trust among
people and a sense of freedom and
mutual responsibility.
14. Risk is accepted as a condition of
growth and change.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
15. “What can we learn from each
mistake?”
16. Poor performance is confronted, and
a joint resolution sought.
17. Organizational structure, procedures,
and policies are fashioned to help
people get the job done and to protect
the health of the organization.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
18. There is a sense of order, and yet a
high rate of innovation. Old methods
are questioned and often give way to
new ones.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
Characteristics of
an Unhealthy
Organization:
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
1. Little personal investment in
organizational objectives except at top
levels.
2. People in the organization see things
going wrong and do nothing about it.
Mistakes and problems are habitually
hidden or shelved. People talk about
office troubles at home or in the halls, not
with those involved.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
3. People at the top try to control as many
decisions as possible. They become
bottlenecks, and make decisions with
inadequate information and advice.
4. Managers feel alone in trying to get things
done. Somehow, orders, policies and
procedures do not get carried out as
intended.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
5. The judgement of people lower down
in the organization is not respected
outside the narrow limits of their
jobs.
6. Personal needs and feelings are side
issues.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
7. People compete when they need to
collaborate. They are very jealous of
their area of responsibility. They
distrust each other’s motives and speak
poorly of one another; the manager
tolerates this.
8. When there is a crisis, people
withdraw or start blaming one another.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
9. Conflict is mostly covert and managed
by office politics and other games, or
there are interminable and
irreconcilable arguments.
10. Learning is difficult. People don’t
approach their peers to from their own
mistakes.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
11. Feedback is avoided.
12. Relationships are contaminated by
marksmanship and image building.
People feel alone and lack concern for
one another.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
13. People feel locked into their jobs.
They feel stale and bored but
constrained by the need for security.
It’s not much fun.
14. The manager is a prescribing father
to the organization.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
15. The manager allows little freedom.
16. Minimizing risks has a very high
value.
17. “One mistake and you’re out.”
18. Poor performance is glossed over or
handled arbitrarily.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
19. Organizational structure, policies,
and procedures encumber the
organization. People take refuge in
policies and procedures, and play
games with organizational structure.
20. Very traditional.
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ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
21. Innovation is not widespread but in
the hands of a few.
22. People swallow their frustrations:
“I can do nothing. It’s their
responsibility to save the ship.”
LESSON 1
ORGANIZATIONAL SYSTEM AND HUMAN BEHAVIOR
ASSINGMENT #1
1. Differentiate human behavior and organizational behavior.
2. Discuss at least four goals of organizational behavior.
3. Illustrate and discuss the interaction of the forces affecting
organizational behavior.
4. Name at least 4 basic concept of organizational system and
discuss each.
5. Discuss the implications of the basic approaches in
organizational behavior
6. List down at least 5 characteristics of a healthy and unhealthy
organization.
LESSON 2
Different Theories and Models of
Organizational Behavior
•Theory
A systematic grouping of
interdependent concepts and
principles that gives a framework to a
significant area of knowledge.
LESSON 2
Different Theories and Models of Organizational Behavior
The importance of theory is to provide
a means of classifying significant and
pertinent management information
and knowledge.
Theories constitute the belief system
and management orientations that,
consequently, affect the organization.
LESSON 2
Different Theories and Models of Organizational Behavior
• Douglas McGregor
He developed two attitude profiles or
assumptions concerning the basic
nature of people.
These two divergent attitudes were
termed THEORY X and THEORY Y.
LESSON 2
Different Theories and Models of Organizational Behavior
1. Douglas McGregor’ Theory X & Y
His real contribution was the
suggestion that a leader’s attitude
toward human nature has a large
influence on how the individual
behaves as a leader.
LESSON 2
Different Theories and Models of Organizational Behavior
• THEORY X ASSUMPTIONS
A traditional set of assumptions
about people in a work environment.
They are perceived to be relatively
self centered, indifferent to
organizational needs and most often,
resistant to change.
LESSON 2
Different Theories and Models of Organizational Behavior
• THEORY Y ASSUMPTIONS
Implies a more humanistic and
supportive approach to managing
people.
The primary role of management is to
provide an organizational climate in
which the potential workers can be
naturally released at work.
LESSON 2
Different Theories and Models of Organizational Behavior
1. McGregor view that
management had been ignoring these
facts about people.
He argued that the Theory Y set of
assumptions is more genuinely
representative of most workers.
LESSON 2
Different Theories and Models of Organizational Behavior
THEORY X
THEORY Y
* The typical person dislikes work and
will it, if possible
* Work is as natural as play or rest
* People are not inherently lazy. They have
become that way as a result of experience.
* The typical person lacks
responsibility; has little ambition; and
seeks security above all.
*People will exercise self direction and self
control in the service of objectives to which
they are committed.
* Most people must be coerced,
controlled, threatened with
punishment to get them to work.
*People have potential. Under proper
conditions, they learn to accept and
seek responsibility. They have
imagination, ingenuity, and creativity that
can be applied to work.
*With these assumptions, the
managerial role is to coerce and
control workers.
*With these assumptions, the
managerial role is to develop potential in
employees and help them release that
potential toward common objectives.
McGregor’s Theory X and Theory Y framework on the assumptions about
employees
LESSON 2
Different Theories and Models of Organizational Behavior
It may be noted that Theory X and
Theory Y set of assumptions is more
truly representative of most people.
Although there will always be
important differences among people,
a few individuals may fit into
assumptions of the Theory X model.
LESSON 2
Different Theories and Models of Organizational Behavior
• IMPLICATIONS
Theory X
1. Direction and control through exercise of
authority.
2. Organizational requirements take precedent over
needs of members. In return for rewards offered,
the individual will accept external direction and
control.
LESSON 2
Different Theories and Models of Organizational Behavior
• IMPLICATIONS
Theory X
3. We do not recognize the existence of
potential in people and therefore, there is
no reason to devote time, effort and money
to discover how to realize full potential.
LESSON 2
Different Theories and Models of Organizational Behavior
• IMPLICATIONS
Theory Y
1. The creation of conditions such that
members of the organization can achieve
their own goals bests by direction their
effort toward the success of the enterprise.
LESSON 2
Different Theories and Models of Organizational Behavior
• IMPLICATIONS
Theory Y
2. The organization will be more effective in
achieving its objectives if adjustments are made to
the needs and goals of its members.
3. We are challenged to innovate, to discover new
ways of organizing and directing human effort.
LESSON 2
Different Theories and Models of Organizational Behavior
2. Herzberg’s Two Factor Theory
In 1950, theory about human
motivation was developed by Frederick
Herzberg, extending the earlier theory
of Maslow.
LESSON 2
Different Theories and Models of Organizational Behavior
• Two Factors that Influenced
Motivation:
1. Hygiene or maintenance factors
Constitutes conditions in work.
• Ex: better working conditions, salary and
effective supervision that make employees
satisfied but not necessarily motivated.
LESSON 2
Different Theories and Models of Organizational Behavior
2. Motivator or job content factors
These are real motivators:
achievement, responsibility and
recognition.
• Ex: providing better opportunities for
development among workers to experience them
LESSON 2
Different Theories and Models of Organizational Behavior
Motivators
Achievement
Recognition
Advancement
Work Challenge
Possibility for
development
Responsibility
Satisfiers
Company policies &
administration
Quality of supervision
Relationship with
supervisor
Peer relations
Pay
Job security
Working conditions
Status
Herzberg’s Two-Factor Theory of Motivation
LESSON 2
Different Theories and Models of Organizational Behavior
The motivators are the job factors
that are intrinsically motivating the
employees that constitute the most
enduring sources of motivation in the
work environment.
On the other hand, the satisfiers are
important factors because these create
dissatisfaction, if not properly attended
to by management.
LESSON 2
Different Theories and Models of Organizational Behavior
3. David C McClelland Theory
Classify people in their dominant
need for achievement, power, and
affiliation.
He viewed that successful
entrepreneurs are persons with high
need for achievement.
LESSON 2
Different Theories and Models of Organizational Behavior
People who are high in need
achievement are highly motivated to
strive for the satisfaction that is derived
from accomplishing some challenging
tasks.
He popularized the term “Achievement
Motivation” – which is to describe an
individual's drive to overcome challenges for
advancement.
LESSON 2
Different Theories and Models of Organizational Behavior
He believes that these are the basic
needs to drive people:
1. Need for achievement - a strong
correlation between high need for
achievement and level of job
performance and success.
LESSON 2
Different Theories and Models of Organizational Behavior
2. Need for power - a drive to influence
people to conform with certain situations.
3. Need for affiliation - an individual
has a need to develop warm, friendly,
cordial and personal relationship.
4. Need for competence- an
individual has a drive to strive for quality
work.
LESSON 2
Different Theories and Models of Organizational Behavior
3. Skinner Operant Theory
Burrhaus Frederick Skinner- contested
the theory that human needs are the
determinant of human behavior.
He believed that “the environment
determines the individual behavior
event if he alters the environment.”
LESSON 2
Different Theories and Models of Organizational Behavior
The workers can be motivated by properly
creating the work environment and
providing rewards or stimulus for
desirable worker’s performance.
It is the external environment that
influences the behavior people exhibit
rather than their external needs, wants,
and desires.
LESSON 2
Different Theories and Models of Organizational Behavior
In this theory, rewards or any
positive reinforces of a certain
behavior are found to be more
powerful than the negative and neutral
reinforces, even if both sets of
reinforces may be used.
LESSON 2
Different Theories and Models of Organizational Behavior
Examples of reward / positive
reinforces:
1. Participation in decision-making
2. Important assignments
3. Appealing compensation
4. Other incentives and benefits
LESSON 2
Different Theories and Models of Organizational Behavior
According to Skinner, “Usually,
the ultimate reinforcement is similar
to that of prestige or esteem.”
LESSON 2
Different Theories and Models of Organizational Behavior
Negative reinforces, for instance,
suspension from work.
Neutral reinforces like transfer of
workplace may also be utilized to
discourage unwanted behavior and
encourage favorable worker behavior.
LESSON 2
Different Theories and Models of Organizational Behavior
• Positive reinforcement in
modifying motivational behaviors
of workers:
1. Do not reward equally.
2. Failure to reinforce may encourage poor
subsequent performance.
3. Inform workers about what they can do to
get reinforcement.
LESSON 2
Different Theories and Models of Organizational Behavior
4. Tell workers when and what they are doing
wrong.
5. Do not punish a subordinate in front of
other workers.
6. Be fair.
LESSON 2
Different Theories and Models of Organizational Behavior
4. Expectancy Theory
Equates motivation with the product of
valence and expectancy
Valence, i.e., how much an individual
desires something.
Expectancy, i.e., the probability that a
particular action will lead to the desired thing.
LESSON 2
Different Theories and Models of Organizational Behavior
The assumption of these models is that
desire as a strong feeling to start any effort
that impels an individual to the attainment
or possession of something.
The expectancy model implies that,
through experience, people learn the kind
of rewards (outcomes) they value more
highly than others.
LESSON 2
Different Theories and Models of Organizational Behavior
Expectancy refers to the degree of
an individual’s anticipatory belief that
his specific action will certainly end in
a particular result or outcome.
The expectancy model needs further
testing to establish a broad base of evidence
for support. The intrinsic and extrinsic
rewards need to be considered.
LESSON 2
Different Theories and Models of Organizational Behavior
• Intrinsic Motivation
- Refers to motivation that comes from
inside an individual rather than from
any external or outside rewards, such
as money or hubby.
LESSON 2
Different Theories and Models of Organizational Behavior
• Extrinsic Motivation
- Refers to motivation that comes
from outside an individual.
• Ex. an extrinsically motivated person
who dislikes math may work hard on a
math equation because the reward would
be a good grade.
LESSON 2
Different Theories and Models of Organizational Behavior
• Advantages of the Expectancy
Model
⇒ Help manager think about mental
processes through which motivation as a
human behavior occurs.
⇒ Workers are thinking individuals whose
beliefs, orientation, perceptions, and
probability estimates virtually influence
their behavior.
LESSON 2
Different Theories and Models of Organizational Behavior
⇒ Encourages managers to design a
climate conducive that will stimulate
appropriate worker behavior.
LESSON 2
Different Theories and Models of Organizational Behavior
• Weaknesses of the Expectancy
Model
⇒ It need further testing to establish a broad
base of evidence for support.
⇒ The intrinsic and extrinsic rewards need
to consider.
⇒ Reliable measures of valence, expectancy
and instrumentality need to be developed.
LESSON 2
Different Theories and Models of Organizational Behavior
⇒ The expectancy model also needs to be
more complete while still remaining
practical enough for manager use.
⇒ Some manager don’t have such time or
resources to use complex motivational
system on the job
LESSON 2
Different Theories and Models of Organizational Behavior
5. Traditional Theory of
Motivation
Evolved from the work of Frederick W.
Taylor
He emphasized using science, creating
groups harmony and cooperation, achieving
maximum output and developing workers.
LESSON 2
Different Theories and Models of Organizational Behavior
He designed a system whereby a worker
was compensated according to the
individual’s production.
The traditional theory of motivation is
based on the assumption that money is the
primary motivation of increasing the
productivity level of performance of
workers- that if the reward is great enough,
workers will naturally produce more.
LESSON 2
Different Theories and Models of Organizational Behavior
6. Content Theory
Focuses on the content or nature of
items that motivate an individual.
It relates to the individual’s inner self
and how that individual’s internal
state of needs determine behavior.
LESSON 2
Different Theories and Models of Organizational Behavior
7. Carrot & Stick Theory
Reward and punishment are still
considered strong motivators.
• Example:
1. Carrot - is money in the form of pay or
bonuses.
2. Stick - is in the form of fear. Fear of loss
of job, loss of income, reduction of bonus,
demotion and some other penalty.
LESSON 2
Different Theories and Models of Organizational Behavior
Different Models
of Organizational
Behavior…?
LESSON 2
Different Theories and Models of Organizational Behavior
• These models constitute the belief
system that dominates management’s
thought in running the organization.
• It is in the context that managers
recognize the nature, significance,
and effectiveness of the models they
employ.
LESSON 2
Different Theories and Models of Organizational Behavior
1. Supportive Model
depends on leadership instead of power
or money.
Chance given.
Basis of model is leadership.
LESSON 2
Different Theories and Models of Organizational Behavior
2. Collegial Model
characterized by the collective
responsibility shared by each of the
members of the organization
body of people having a common
purpose. Basis of model is partnership.
LESSON 2
Different Theories and Models of Organizational Behavior
3. Custodial Model
depends largely on economic resources.
This leads to workers’ dependence on
the organization.
Basis of model is Economic Resources.
LESSON 2
Different Theories and Models of Organizational Behavior
4. Autocratic Model
Depends on the power & authority.
If workers do not obey orders, he/she
will be punished.
Basis of model is Power. (Flourished during
industrial revolution.)
LESSON 2
Different Theories and Models of Organizational Behavior
• Effectiveness of 4 Models
They are subject to evolutionary change that
affects workers.
More systematic and organized.
Provides courses of action for a particular
problem concerning organizational behavior.
Outlooks more adequate.
The organization will continue to survive and
attain the desired objectives.
LESSON 2
Different Theories and Models of Organizational Behavior
SUPPORTIVE
COLLEGIAL CUSTODIAL
AUTOCRATIC
Basis of
Model
Leadership
Partnership
Economic
Resources
Power
Managerial
orientation
Support
Teamwork
Money
Authority
Employee
orientation
Job
performance
Responsive
behavior
Security and
Benefits
Obedience
Employee
Participation
psychological
results
Self-discipline Dependence on
Organization
Dependence on
Boss
Employee
needs met
Status and
recognition
Selfactualization
Security
Subsistence
Performance
Awakened
drives
Moderate
enthusiasm
Passive
cooperation
Minimum
results
The Four Models of Organizational
Behavior
LESSON 2
Different Theories and Models of Organizational Behavior
ASSIGNMENT #2
1. Discuss the importance of theory in the management of
organization.
2. Compare the Theory X and Theory Y assumptions and
provide implications.
3. Differentiate hygiene factors from the motivator/ job
content factors.
4. Illustrate the basic needs to drive people according to
David C. McClelland.
5. Discuss the considerations of intrinsic and extrinsic
rewards based on Expectancy Theory.
6. Illustrate the different models of organizational
behavior.
LESSON 3
Organizational Behavior and
Culture
• Social System
is a complex set of human relationships
interacting in various ways.
In a single organization, the social
system includes all the people in it and their
relationships to one another and to the
bigger outside world.
LESSON 3
Organizational Behavior and Culture
• Two points that stand out in the
complex interactions among
people in a social system:
1. The behavior of the individual
2. His relation to any other individual
LESSON 3
Organizational Behavior and Culture
• Social Systems are Open Systems
that:
It keeps on interacting with their
environments – awareness of the nature
of their surroundings
Has an impact on other members both
within and outside their own social
system.
LESSON 3
Organizational Behavior and Culture
• Equilibrium in the Social System
A social system is a state of
equilibrium when all the variables in an
organizational system operate in a
dynamic working balance with its
independent parts.
LESSON 3
Organizational Behavior and Culture
Changes in Social System
Minor
1.
- they are absorbed by
adjustments sub-system within the
system which eventually regains its
equilibrium state.
LESSON 3
Organizational Behavior and Culture
2. Major- the untimely death of a key
executive, or a series of smaller but
faster changes, may throw an
organization out of balance; and
consequently, impede its progress until
it reaches a new equilibrium.
3. Disequilibrium – it’s subparts are
not working in harmony.
LESSON 3
Organizational Behavior and Culture
• One major function of
management is to evaluate the actual
and proposed changes in the social
system to determine their possible
functional and dysfunctional effects, so
that appropriate responses can be
anticipated.
LESSON 3
Organizational Behavior and Culture
•Functional effects
Creative
Enthusiastic
Productive
constantly seek to improve the quality of
the organization’s product or service
LESSON 3
Organizational Behavior and Culture
• Dysfunctional effects
Tardy
frequently absent
uncooperative
poor attitude to share their talents and
most often, resistant to organizational
changes.
LESSON 3
Organizational Behavior and Culture
For works to demonstrate
functional behavior, they
need to receive clear
expectations and promises of
rewards and commitment
towards the goals of the
organization.
LESSON 3
Organizational Behavior and Culture
The unwritten psychological
contract
1. Economic contract – time, effort,
and talent are use in exchange of wages
and reasonable working conditions.
LESSON 3
Organizational Behavior and Culture
2. Psychological contract involvement and commitment in terms
of loyalty, creativity and determined
effort; in return he expects more
economic rewards from the
organization. e.g. better wages and
other material benefits, job security, fair
treatment, organizational support for
his development.
LESSON 3
Organizational Behavior and Culture
• CULTURE AND ORGANIZATIONAL
DEVELOPMENT
Culture according to Taylor is:
A complex whole includes knowledge,
beliefs, law, art, morals, customs and other
capabilities and habits acquired by man as a
member of society.
LESSON 3
Organizational Behavior and Culture
It is man’s social heritage which
has been transmitted from one
generation to another through
language.
It tells man what to do, what not
to do and how to do things.
LESSON 3
Organizational Behavior and Culture
It represents the design of living, the
interrelated network of norms and
roles.
It encompasses modes of thinking,
feelings, and acting commonly found
in society that includes everything
man has acquired as a member of that
society.
LESSON 3
Organizational Behavior and Culture
• Culture
Is indispensable to an organization
which is composed of workers who
share a common culture or one that is
made up of different people who are
interacting on the basis of shared
beliefs, customs, values and activities.
LESSON 3
Organizational Behavior and Culture
As an organization becomes more
established, its organizational
culture becomes more developed and
stable. This is so because as the
workers realize the importance of
preserving their cultural values, the
more cooperative they become.
LESSON 3
Organizational Behavior and Culture
• Organizational culture
It is a set of assumptions, beliefs, values and
norms that are shared by the members.
It represents an important element of the
work environment in which workers perform
their tasks.
LESSON 3
Organizational Behavior and Culture
• Organizational culture affects
workers because of the ff. reasons:
1. It gives an organizational identity to workers.
2. It defines the vision of what the organization
represents.
3. It is a source of stability and continuity to the
organization which provides a sense of security
to its members.
LESSON 3
Organizational Behavior and Culture
• CHARACTERISTICS OF
ORGANIZATIONAL CULTURE
1. Organizations are like fingerprints are
unique; each has its own history, patterns
of communication, systems and
procedures, mission statements and
vision, and institutes its distinctive culture.
LESSON 3
Organizational Behavior and Culture
2. Culture is relatively stable in nature,
usually changing only slowly over time.
(Except when major crisis threatens an
organization or when two organizations
merge) a careful blending of the two in
order to avoid culture clash.
LESSON 3
Organizational Behavior and Culture
3. There is no “best” culture for all
organizations; it depends on the firm’s
goals, industry, nature of completion, and
other factors in its work environment.
Most culture evolve directly from top
management, who has tremendous
influence on their works.
LESSON 3
Organizational Behavior and Culture
• SOCIALIZATION OF WORKERS
• Socialization
The process whereby the individual is
converted into the person. As a process, the
individual learns to conform with the norms
of his social group, acquire a status and play
a corresponding role.
LESSON 3
Organizational Behavior and Culture
As an educational process greatly influences
the shaping of a worker’s personality which
is accordance with the standard values and
norms of his work environment.
Knowledge of socialization of workers is
important because managers will have an
opportunity to understand their worker’s
beliefs and backgrounds.
LESSON 3
Organizational Behavior and Culture
Socialization greatly affects the
entire cultural practices of a work
environment, and it also shapes
the images that workers and
management value.
LESSON 3
Organizational Behavior and Culture
• Values and Social Responsibility
Values are the expressions of ultimate ends, goals, or
purpose of social actions: these involve the quality or
power of expressing one’s attitude and emotion towards
a thing.
Social responsibility is the recognition that
organizations have significant influence on the social
system. It is important that this influence be properly
considered and balanced in all organizational
transactions.
LESSON 3
Organizational Behavior and Culture
The presence of strong social values,
such as social responsibility, has a power
influence in organizations and their
actions.
This, in effect, leads these organizations to
use a socioeconomic model of decisionmaking, considering both social costs and
benefits.
LESSON 3
Organizational Behavior and Culture
Social responsibility reflects the
assumptions that the values of the workers
can be a potent force in the accomplishment
of organizational goals.
These values, although intangible, can
immediately influence a worker’s positive
behavior.
LESSON 3
Organizational Behavior and Culture
• Philippine Value System and Social
Acceptance
Filipinos attach a great value to
“pakikisama,” or smoothly
interpersonal relations (SIR).
Persons resort to SIR patterns by using
polite language, soft voice, and persuasive
and gentle manners.
LESSON 3
Organizational Behavior and Culture
In interpersonal relation, Mary
Hollenteiner emphasized that exchange
in goods and services is contractual, a
recipient is to develop a feeling of “utang-naloob” to the giver of such goods or services.
Inability to repay “utang-na-loob” will result
in the individual’s being labeled as “walang
utang-na-loob” or “walang hiya”
LESSON 3
Organizational Behavior and Culture
• Social Culture Values
Work Ethic
Workers tend to like work as a central life interest
and consequently, derive satisfaction from it.
Usually, workers have an unwavering commitments
to the ideals and goals of the organization;
especially so, when the organizational climate is
healthy. These characteristics of the work ethic
make it highly appealing to workers.
LESSON 3
Organizational Behavior and Culture
• Evidence on how committed the
employees are:
Attendance records
Concern for quality performance
Willingness to work beyond unusual work
hours
LESSON 3
Organizational Behavior and Culture
• Cultural Adaptations
Culture differs in terms of:
Language
Religion
Food
Personal orientation
Social behavior
Other customs and traditions of the place
LESSON 3
Organizational Behavior and Culture
• Classification of Culture
High context - people from high context
cultures use situational cues to develop a
complete picture of a visitor.
Ex: China, Japan, Korea- tends to
emphasize personal relation by placing high
value on trust.
LESSON 3
Organizational Behavior and Culture
Low context - people from low context
cultures tend to interpret cues more literally.
Ex: Germany, United States – they tend to
rely no prescribed rules and a legal
document, business like relationships, and
puts a high premium on expertise and
performance.
LESSON 3
Organizational Behavior and Culture
• INHIBITING FORCES
1. Individual Differences
The complex sets of norms and values function as
built-in mechanisms that make an individual learn
in early life.
Example of Behavioral norms: reciprocal exchange of
foods and services, emphasis on word of honor, self-esteem
and other super-naturally oriented forms of social controls.
LESSON 3
Organizational Behavior and Culture
Example of Basic values of a person: cultural
attitudes, opinions, mores, customs and traditions which
have been a part of his life and, to a great extent, his
behavior.
Social class differences affect an individual's
personal inter relationship with other
persons.
Religious beliefs, food preference, diverse family
background, mental capacities, habits and attitudes, and
community influences greatly affect a person's behavior.
LESSON 3
Organizational Behavior and Culture
2. Ethnocentrism
It is the tendency to use oneself and one's
own culture as the standard for judging
others.
In order to integrate the imported and local
systems, migrant workers need to develop
cultural empathy. This is awareness and
understanding of differences across cultures.
LESSON 3
Organizational Behavior and Culture
3. Cultural Distance
Range of difference between two social
systems.
Migrant tend to be somewhat ethnocentric
and to judge conditions in a new country
according to the standards and practices of
their homeland. Migrant workers should be
able to adjust to the new environment.
LESSON 3
Organizational Behavior and Culture
4. Cultural Shock
A feeling of surprise and disorientation that
is experienced when people witness cultural
practices different from their own.
They are conscious about their behavior and
might be lose their confidence when the
wrong responses are made.
LESSON 3
Organizational Behavior and Culture
Example, when migrant workers went to
another country:
They are often excited and stimulated by the
challenge of the new job, new environment and new
culture.
Their attitudes may soon be followed by
disillusionment when they start to discover various
problems they had not anticipated and expected.
LESSON 3
Organizational Behavior and Culture
Example, when migrant workers went to
another country:
They suffer severe culture shock caused by the
insecurity and disorientation brought about by
different cultures.
Usually; if they can survive the extreme melancholy
during the first few weeks, they start to accept the
new culture; regain a sense of self-esteem; and
positively to their new surroundings and become
adopted.
LESSON 3
Organizational Behavior and Culture
• Some factors that contribute to culture
shock:
1. Different management philosophies
2. An unfamiliar language
3. New foods, styles of dress, modes of social
patterns, and driving patterns
4. An unfamiliar currency system
5. Reduced availability of goods
6. Different attitudes toward work and productivity
7. Separation from family, friends and work
colleagues
LESSON 3
Organizational Behavior and Culture
• Guidelines to Overcome Barriers
to Cultural Adaptation
1. Careful selection.
Workers who may be low in ethnocentrism can be
chosen.
The desire to go to other places and to experience
another culture may be an important prerequisite
attitude worth considering.
LESSON 3
Organizational Behavior and Culture
2. Compatible assignments
Workers, who are likely to be assigned to a
new work environment similar to their
culture, may find adjustment easier.
Some cultures are relatively similar and can
be grouped together.
LESSON 3
Organizational Behavior and Culture
3. Pre-departure
training and
orientation.
Encouraging their workers to learn the local
language.
The host country offers language training
prior to the assignment to avoid
misunderstandings that may arise due to a
communication problem.
LESSON 3
Organizational Behavior and Culture
4. Orientation
and support in the
new country.
When the workers arrive in the new country,
adjustment is encouraged.
To help the migrant worker adapt to the new
equipment.
Assistance includes housing, transportation,
shopping, recreation, and the provision of a
mentor.
LESSON 3
Organizational Behavior and Culture
5. Preparation
for re-entry.
Contract workers often tend to suffer a culture
shock in their own homeland.
Perhaps because of the rapid changes that has
occurred since they left the place. These changes
may be brought about by population, science and
technology and other social and economic
institutions.
LESSON 3
Organizational Behavior and Culture
• Note:
Contract workers must recognize that their
organizational behavior practices cannot be
transferred directly from one country to another,
especially if the host country is less developed.
Understanding and managing various types of
people need to be adapted to the particular social
culture of the environment.
LESSON 3
Organizational Behavior and Culture
• ASSIGNMENT #3
1. Discuss the relationship of organizational behavior and
culture.
2. Illustrate the “state of equilibrium” in the social system.
3. Characterize organizational culture in relation to individual
human behavior.
4. Discuss the impact of Philippine Value System to human
behavior.
5. Explain this statement: “Culture shock is universal”.
6. Illustrate the inhibiting forces and possible supporting
forces of cultural adaptation.
LESSON 4
Motivation and Human Behavior
• Motivation
It means aims, desire, impulse, intention, objective
and end.
It is from the Latin word “movere” which means
to move.
 Can also be interpreted as wishes, desires, cravings
and drives.
LESSON 4
Motivation and Human Behavior
Needs
Desires
or
Motives
Achievement
of
Goals
The Motivation Process
LESSON 4
Motivation and Human Behavior
• Under the motivation process:
Needs produce drives which eventually lead to the
accomplishment of desired goals. It caused by
deficiencies which can be either physical /
psychological.
▫ Physical: No sleep for 48 hours
▫ Psychological: No friends / companion
Motive is a stimulus which leads to an action to
satisfy the needs.
▫ Motives produce action
Achievement of the goals satisfies the need and
reduces the motive.
LESSON 4
Motivation and Human Behavior
• Nature of Motivation
Curtis W. Cook
“Motivating employees is one of the most
consistent challenges any manager faces”.
Motivation results from a person’s attitudes
reacting to a specific situation.
LESSON 4
Motivation and Human Behavior
A manager’s job is to identify
employees’ drives and needs and to
channel their behavior, to motivate
them towards task performance.
It is important to understand the
employee’s needs.
LESSON 4
Motivation and Human Behavior
• Motivational Drives
People tend to develop certain
motivational drives as a product of
cultural environment in which they live.
These drives affect:
▫ The way people view their job and
consequently, affect their lives.
LESSON 4
Motivation and Human Behavior
These motivational drives reflect
the various elements of culture in
which they were shaped: - family,
school, church, work
environment and the books
they read.
LESSON 4
Motivation and Human Behavior
• Achievement Motivation
It is a drive to accomplish objectives and to get
ahead.
A person with this kind of drive would like to
achieve objectives and advance up to the ladder of
success.
▫ Ex. He will work harder when he perceives
that he will receive personal credits for his
effort.
LESSON 4
Motivation and Human Behavior
• Achievement Motivation
It is similar to the Japanese
cultural value placed on Kaisen
(drives to seek ways of improving
everything around them).
LESSON 4
Motivation and Human Behavior
• Affiliation Motivation
It is a drive to relate to
people effectively.
LESSON 4
Motivation and Human Behavior
• The comparison between “Achievement
motivation” and “Affiliation
Motivation”
In achievement motivation, oriented people
normally work harder when their superiors provide
detailed evaluation of their work behavior.
It is observed that people with affiliation
motives work better when they are complimented
for their favorable attitudes and cooperation.
LESSON 4
Motivation and Human Behavior
• The Need – Want Satisfaction
Chain
Human needs such as food, clothing,
shelter, water, air are the basic aspects for
human survival.
These needs vary in intensity and the
motivation involves a chain reaction.
LESSON 4
Motivation and Human Behavior
Needs
give
rise
to
wants
which
Cause
tensions
which
gives
rise
to
actions
which
result
in
satisfaction
The Needs Chain
Felt needs give rise to wants or goal sought, which
causes tensions – if desires are not fulfilled. These
eventually rise to action toward achieving goals which
ultimately result in satisfaction.
LESSON 4
Motivation and Human Behavior
• Directing Motivation and Productivity
In managing people to obtain maximum
productivity, there are three general
objectives:
1. To improve the performance of subordinates on
their present job in terms of result
accomplished.
2. To prepare subordinates to accept increasing
responsibility in present jobs.
3. To help subordinates grow and develop in terms
of higher level jobs.
LESSON 4
Motivation and Human Behavior
Thus, the key to
productivity is job
performance, and the key
to job performance is
motivation.
LESSON 4
Motivation and Human Behavior
• These are the factors play a part in
determining employee motivation
and productivity:
1. The attitude which the worker brings to the
job in the first place.
2. The total organizational climate with
respect to policies, procedures, rules,
regulations and other factors that affect job
performance.
3. Specific environmental aspects other than
physical conditions, such as the system of
awards, promotions and opportunities.
LESSON 4
Motivation and Human Behavior
• Need Hierarchy Theory
This theory is based on the assumption that
workers are motivated to satisfy a number of
needs that money can satisfy directly or
indirectly.
The hierarchy of needs theory is considered
one of the most widely identified theories of
motivation put forth by Abraham Maslow.
LESSON 4
Motivation and Human Behavior
Maslow’s Hierarchy of Needs
LESSON 4
Motivation and Human Behavior
• Physiological needs
These are the basic needs for sustaining life
such as food, water, air, shelter and sleep.
• Security and Safety needs
These are needs to be free of any physical
danger, threat and deprivation and of the
fear of losing a job or a shelter.
LESSON 4
Motivation and Human Behavior
• Affiliation or Acceptance needs
People are social beings, and therefore they need to
belong and to be accepted by others. This need is
satisfied by the development of meaningful
personal relations with other groups of individuals.
• Esteem needs
This type of needs produces satisfaction such as
power, prestige, status, self-confidence and self
worth.
LESSON 4
Motivation and Human Behavior
• Need for Self-actualization (SA)
This is a desire and aspiration of an
individual to become what one is capable of
becoming to maximize one’s potential and to
accomplish something that is worthy of
recognition.
LESSON 4
Motivation and Human Behavior
• Reinforcement theory
This theory of motivation is closely related to the
preference expectancy theory.
This illustrates that if a worker is given a pay
increase when performance is high, then the worker
is likely to continue to strive for high performance.
It assumes that the consequences of individual
behavior determine the level of motivation.
LESSON 4
Motivation and Human Behavior
• Job Satisfaction
This is closely related to motivation.
Importance difference between motivated
workers and satisfied one.
▫ Job satisfaction refers to a person’s
general attitude about his job.
LESSON 4
Motivation and Human Behavior
The five components of job
satisfaction
▫ Attitude toward work group
▫ General working conditions
▫ Attitude toward company
▫ Monetary benefits
▫ Attitude toward supervision
LESSON 4
Motivation and Human Behavior
• Job Content and Context
Motivators that are mostly job-centered,
relate to the job content.
Maintenance factor are basically related to
job context, because they are more related to
the environment surrounding the job.
LESSON 4
Motivation and Human Behavior
• Job Enrichment
It attempts to make job more varied by removing
the dullness and monotony associated with
repetitive operations.
It means enlarging the scope of the job by adding
similar task without enhancing responsibility.
The essence of job enrichment is to build into jobs a
higher sense of responsibility and achievements.
LESSON 4
Motivation and Human Behavior
• Economic Incentives
It is applied to almost any type of job to
motivate a high level individual, group or
organizational performance.
Their economic incentives, in effect
stimulate workers’ desirable role behavior
such as creativity and ingenuity and other
needs of workers through:
LESSON 4
Motivation and Human Behavior
Wage incentives
▫ Provide more pay for more production
brought about workers’ high performance
level.
Profit Sharing
▫ As an economic incentive, it is a system that
distributes to workers a part of the profit of
business in the form of cash.
LESSON 4
Motivation and Human Behavior
• ASSIGNMENT #4
1. Illustrate the motivation process.
2. Compare between “Achievement Motivation” and
“Affiliation Motivation”.
3.Illustrate and discuss “The Needs Chain”.
4. Draw the relationship of directing motivation and
productivity.
5. Illustrate and discuss “Maslow’s Hierarchy of Needs”.
6. List down two possible economic incentives affecting
human behavior.
LESSON 5
Training, Performance Appraisal and
Reward System
1. Training
This is not an activity that is done once to new
workers in an organization. It is used
continuously in every well-run institution.
Every time one employs someone to do the
work, the way he wants it done, he is training.
LESSON 5
Training, Performance Appraisal and Reward System
Every time the supervisors gives
directions or discuss a procedure in effect,
he is still training.
For training to be successful workers
must want to learn to improve their
performance and supervisor must be able
to teach and help subordinates raise the
level of their performance.
LESSON 5
Training, Performance Appraisal and Reward System
• Advantages of a well-planned
training program
1. Orientation provides how workers with the
general information about the organization. All
times information should be communicated in a
way that can help them feel at home in their new
work environment as quickly as possible.
LESSON 5
Training, Performance Appraisal and Reward System
2. New workers are instructed in the
specific requirements of the job they are
to perform, as outlined in a clear, accurate
comprehensive job description.
3. Advantages of by-product of training is
that accident, spoiled work and damage to
equipment and machinery can be kept to
a minimum by well-trained workers.
LESSON 5
Training, Performance Appraisal and Reward System
4. Dissatisfaction, absenteeism, complaints and
turnover can be greatly reduced where workers
are well-trained and, as a result, they can
experience the direct satisfaction associated
with a sense of fulfillment and the knowledge
that they are developing their inherent
capabilities at work.
5. As workers respond to continued training, they
can progressively increase their value to the
organization and, in effect, prepare themselves
for promotion.
LESSON 5
Training, Performance Appraisal and Reward System
6. Continued training can help workers to
develop their ability to learn-adopting
themselves to new work methods and
procedure, learning to use new kinds of
equipment, and adjusting to major change
in job content and work relationship.
LESSON 5
Training, Performance Appraisal and Reward System
• Principles and Technique in
Training
A well-qualified trainer is one who has
the mastery of the tech-information and
details of the particular job; he knows how
to train a person.
LESSON 5
Training, Performance Appraisal and Reward System
1. Have a timetable.
2. Break down the job.
3. Have everything ready. Have the right
equipment and other supplies at hand so that
there will be no delay when actual training
begins.
4. Have the work place properly arranged just as
the worker will be expected to keep it.
LESSON 5
Training, Performance Appraisal and Reward System
• These steps are under the Job
Instructor Training Program (JIT)
1. Prepare the Worker. Put the worker at ease.
Find out what the person already know about
the job by explaining its relationship to other
jobs and to the company’s product. Place the
trainee in the correct working position.
LESSON 5
Training, Performance Appraisal and Reward System
2. Present the operation. Tell, demonstrate,
illustrate and question carefully and patiently.
Stress the important points as listed in the
breakdown sheet. Instruct clearly and
completely, taking up one point at a time.
3. Try out performance. Test the trainee
through performance of the job. Show the
trainee what has been learned and show him
what has to be learned until the trainee knows
how to do the job.
LESSON 5
Training, Performance Appraisal and Reward System
4. Follow-up. Have the trainee work
independently. Desiccating some sort of help
when questions arises. The trainee should be
checked frequently, encouraged to ask further
and to look for key points during learning.
LESSON 5
Training, Performance Appraisal and Reward System
• All these learning principles can be
summed up in the sentence, “If
the worker has not
learned, the teacher
has not taught.”
LESSON 5
Training, Performance Appraisal and Reward System
• Types of Worker Training
These are various types of training. Each type of
training has its own purpose, procedure and
objectives as a continuing function of enhancing
the productivity level of the worker.
▫ Classroom Training
▫ Apprentice Training
▫ On-the-job Training
▫ Performed Instruction
▫ Refresher courses
LESSON 5
Training, Performance Appraisal and Reward System
2. Performance Appraisal
It is the process of evaluating the
performance of workers in the relation to
the objectives of the organization.
It is also the basis for determining who are
eligible for promotion to a higher position.
LESSON 5
Training, Performance Appraisal and Reward System
It is also important to know the struggles
and weakness of the organization’s
development efforts.
Effective performance appraisal is a way of
recognizing the legitimate desire of workers
for purpose in their assigned task.
Appraisal is essential for effective
managing.
LESSON 5
Training, Performance Appraisal and Reward System
• Management by objectives is a
cyclical process that consists of four steps as a
guide to achieve desire results.
1. Objective setting. There should be a point
determination by managers and workers of
appropriate levels of future performance for the
worker within the context of overall units
objectives and resources set for the next
calendar year.
LESSON 5
Training, Performance Appraisal and Reward System
2. Action Planning. This is the participative
planning stage by worker as to how to
accomplish the desired objectives.
3. Periodic Review. There should be a joint
assessment of progress toward objectives by
managers and workers, performed informally.
4. Annual Evaluation. There should be an
annual formal assessment of success in
accomplishing the worker’s annual objectives.
LESSON 5
Training, Performance Appraisal and Reward System
• Performance appraisal has
a very important role in the
reward system. This is the
process of evaluating the
performance of workers
sharing the information
with them and seeking for
ways to improve their
performance.
LESSON 5
Training, Performance Appraisal and Reward System
• Uses of Performance Appraisal
1. Feedback to employees. Performance
appraisals provide feedback to employees about
quantity and quality of job performance. With
this information, employees have little
knowledge of how well they are doing their jobs
and how they might improve their work.
LESSON 5
Training, Performance Appraisal and Reward System
2. Self-development. Performance appraisals
can also serve as an aid to employees’ selfdevelopment. Individuals learn about their
strengths and weaknesses as seen by other
people and can initiate self-improvement
programs.
3. Reward system. Appraisals may form the
bases of organizational reward systems
particularly merit based compensation plan.
LESSON 5
Training, Performance Appraisal and Reward System
4. Personnel decisions. In making personnel
decisions such as those relating to promotions,
transfer, and terminations, performance
appraisal can be quite useful. Employers can
make choices on the basis of appraisal
information about individual talents and
shortcomings.
5. Timing and development. Appraisal can
help managers identify areas in which employees
lack critical skills for either immediate or future
performance.
LESSON 5
Training, Performance Appraisal and Reward System
• Needs for performance
appraisal
There is a need to appraise the performance of
the employees from time to time.
The systematic performance appraisal is
called “merit rating” or “employee rating” and
this has been used to help supervisors evaluate
the work of every employee.
LESSON 5
Training, Performance Appraisal and Reward System
Formal performance appraisal has
been developed to reduce the element of
favoritism and hasty judgment in
personnel decisions.
LESSON 5
Training, Performance Appraisal and Reward System
• Performance Rating Used by
Some Organizations
There should be a performance rating
system which shall be administered in
accordance with rules, regulations and
standards established by the organization.
LESSON 5
Training, Performance Appraisal and Reward System
The performance rating system shall be
administered in such a manner as to foster
continually the improvement of individual
employee performance by providing effective
supervision and counseling through
identification of the employees weak and strong
points.
The performance rating plan should be
simple, It should specify the position or group of
positions covered and the item to be rated.
LESSON 5
Training, Performance Appraisal and Reward System
• Each performance rating plan
should contain four ratings; namely;
1. Outstanding – An employee is given this
rating if the performance is exceptional and
deserves special commendation.
2. Very satisfactory – The employee is given
this rating when he performs the duties and
responsibilities of his position with excellence
but short of outstanding performance.
LESSON 5
Training, Performance Appraisal and Reward System
3. Satisfactory – An employee is given this
rating when he meets the standard or ordinary
requirements of the duties and responsibilities
of the position.
4. Unsatisfactory –An employee is given this
performance rating when he fails to meet the
minimum performance requirements of the
duties and responsibilities of the position.
LESSON 5
Training, Performance Appraisal and Reward System
Before an employee is rated an
unsatisfactory performance rating, he
shall be given 60 days prior warning
to enable him to improve his
performance.
The warning shall be in writing and shall state
the job requirements which the employee fails to
meet satisfactorily.
LESSON 5
Training, Performance Appraisal and Reward System
Techniques of Performance
Appraisal
1. Critical incident techniques. Supervisors
record incidents of each subordinate’s behavior
that led to either unusual success or unusual
failure on some aspect of the job. These incidents
are recorded in a daily or week long under
predesigned categories (planning, decision –
making, interpersonal relations, report writing).
LESSON 5
Training, Performance Appraisal and Reward System
2. Behaviorally Anchored Rating Scale
(BARS)
This system requires considerable work prior to
evaluation but, if the work is carefully done, it
can lead to highly accurate rating with high
inter-rater reliability specifically, the BARS
technique begins by selecting a job that can be
described in observable behaviors.
LESSON 5
Training, Performance Appraisal and Reward System
3. Behavioral Observation Scales
(BOS)
similar to BARS, however less demanding of the
evaluator. Typically the evaluator is asked to rate
each behavior on a scale from 1 to 5 to indicate
the frequency with which the employee exhibits
the behavior. Evaluation of an employee’s
performance on a particular dimensions is
derived by summing the frequency ratings for
the behaviors in each dimensions.
LESSON 5
Training, Performance Appraisal and Reward System
4. Management By Objectives (MBO)
The concept of MBO encompasses much more
than just the appraisal process and it is closely
related to the goal-setting theory of motivation.
Under MBO, individual employees work with
their supervisor to establish goals and objectives
for which they will be responsible during the
coming year.
LESSON 5
Training, Performance Appraisal and Reward System
5. Assessment Centers
An assessment center focus more on evaluating
employee long range potential to an organization
than on performance over the past year. They
are also unique in that they are used almost
exclusively among managerial personnel. It also
consists of a series of standardized evaluations
of behavior based on multiple inputs.
LESSON 5
Training, Performance Appraisal and Reward System
3. Reward System
The responsibility of management for getting
effective results includes the task for establishing
equitable reward system.
involve individuals’ merit within the criteria and
guidelines established by the organization on job
evaluation.
The reward system can be intrinsic and extrinsic.
LESSON 5
Training, Performance Appraisal and Reward System
• Employee Conduct and
Discipline
According to Earl R. Bramblett Discipline, in the
broad sense, means orderliness the opposite of
confusion.
It is a fundamental requirement for the people
working in an organization just as it is for other
segment of society.
LESSON 5
Training, Performance Appraisal and Reward System
• Offenses that may be grounds
for disciplinary action
1. Engaging on a strike or stoppage of work of any
kind
2. Insubordination or willful disobedience in
carrying out any task that his supervisor that has
given to him or refusing to accept a job
assignment.
LESSON 5
Training, Performance Appraisal and Reward System
3. Falsification of time cards and absenteeism
4. Inefficiency and incompetent in the
performance of official duty.
5. Neglect of duty.
6. Discourtesy in the course of official duties.
7. Unauthorized possession of deadly weapon.
LESSON 5
Training, Performance Appraisal and Reward System
8. Willful damage to company property.
9. Fighting or attempting to injure other employee
or in the company premises
10. Habitual drunkenness.
11. Stealing from company or from employee
12. Disgraceful or immoral conduct or dishonest
conduct committed in the company premises.
LESSON 5
Training, Performance Appraisal and Reward System
13. Physical or mental incapacity or disability due
to immoral of vicious habits
14. Conduct prejudicial (prejudgment) to the best
interest of the service.
15. Conviction by a competent court of a crime
involving moral turpitude.
LESSON 5
Training, Performance Appraisal and Reward System
• The disciplinary process
includes the following steps:
1. Preliminary investigation
2. An informal, friendly talk
3. An oral warning or reprimand
4. A written or official warning
5. Graduated series of penalties, such as
disciplinary layoff, demotion or transfer, and last
result discharge.
LESSON 5
Training, Performance Appraisal and Reward System
• Training and development
programs
Training and development programs may be in
the form of seminars, workshop and other
professional conferences; it can help the
employee to be productive and became better
person.
LESSON 5
Training, Performance Appraisal and Reward System
According to Alvin Toffler – a
futuristic thinker, he envision more
training and retraining in this
activity, especially by the high
technology societies.
LESSON 5
Training, Performance Appraisal and Reward System
• Training and development
process
1. Analysis of training needs – there will be a
committee composed of supervisor and other
member of the enterprise will identify the
problem and recommend some change to their
employee’s skill, attitude and habit should take
place to arrive at desirable result.
LESSON 5
Training, Performance Appraisal and Reward System
2. Formulation of training design – after
need have been identify a plan will be made on
how the participants will start.
3. Materials development – this are the
materials that needed in training program e.g.
handouts, reading materials, worksheets, audiovisual materials like film, power point and video.
LESSON 5
Training, Performance Appraisal and Reward System
4. Venue, food, participants and resource
speakers – these are the four concerns of the
training program that also require extra care in
the preparation and implementation.
5. Training proper – this is where the
participants will undergo actual training and
develop their skill, go field trip or plant visits
and case study.
LESSON 5
Training, Performance Appraisal and Reward System
6. Monitoring and evaluation – monitoring
involves the follow-up of the activities going on
to find out whether they are being executed in
accordance with the plan, Evaluation on the
other hand, checks out whether the objectives of
the training plan/design have been fulfilled.
7. Documentation – The whole proceedings of
the training program may be documented in
writing, in photographs, and in the media.
LESSON 5
Training, Performance Appraisal and Reward System
• Human Resource Development
It is essentially a universal discipline.
According to Eli Ginzberg, the
development of human potentials holds
promise of new knowledge that will teach
people about man in his social and
economic habitat.
LESSON 5
Training, Performance Appraisal and Reward System
• Promotion of Growth of
Personnel in the Organization
Education and training are important
dimensions in the growth of human resources.
Education is important because it makes
workers response aware to problems and
opportunities.
LESSON 5
Training, Performance Appraisal and Reward System
In the same manner, training sharpens the
mental and physical abilities of the workers
making them responsive conditioned and thus
able to cope with problems and take advantage
of opportunities.
LESSON 5
Training, Performance Appraisal and Reward System
ASSIGNMENT #5
1. Discuss the relationships of training, performance
appraisal and reward system.
2. Name the principles and technique in training.
3. Discuss Management by Objectives as a cyclical process.
4. Differentiate BARS and BOS techniques of performance
appraisal.
5. Relate reward system and human behavior.
6. Illustrate training and development processes.
LESSON 6
Leadership Behavior
• Leadership
It is a process of influencing the activities of
formal and informal work groups in their tasks
of goal setting and goal achievement.
LESSON 6
Leadership Behavior
It is also the art or process of influencing
people so that they will strive willingly and
enthusiastically toward to attainment of
group goals.
It is the ability to obtain followers and the
ability to influence those followers make a
person a leader.
LESSON 6
Leadership Behavior
• Distinction between
management and leadership
A manager performs those functions
which result in other people executing
prescribed duties for the attainment of the
organizational goals which include
planning, organizing, staffing, motivating,
coordinating and controlling.
LESSON 6
Leadership Behavior
Leadership is a more restricted
type of managerial activity
emphasizing the interpersonal
interaction between a manager and
a subordinate, with the purpose of
increasing organizational
effectiveness.
LESSON 6
Leadership Behavior
A manager of any organization operates in
a leadership role in that he influences the
behavior of members of the formal work group.
Nevertheless, the fact that the manager
has a leadership role does not mean the
manager performs the role effectively.
A manager’s leadership effectiveness can be
measured by the results achieved by the work by
enhancing the organization’s objective such as
increased profit and better service to customers.
LESSON 6
Leadership Behavior
A manager’s leadership
effectiveness can be measured
by the results achieved by the
work by enhancing the
organization’s objective such
as increased profit and better
service to customers.
LESSON 6
Leadership Behavior
Effective leadership and
effective motivation are
very essential for good
management and excellent
performance.
LESSON 6
Leadership Behavior
• Nature of Leadership
Leadership is the influential increment over
and above mechanical compliance with routine
directives of the organization.
This means that an organizational role may
encompass different objective, but become nonpersonal so that, in order to become effective, a
personal touch must be in it.
LESSON 6
Leadership Behavior
Leadership and motivation are closely
interrelated. By understanding motivation, one
can appreciate better what people want and why
they act as they do.
Leadership is coordinating and motivating
individuals and groups to achieve desired ends;
it often contrasted with command.
LESSON 6
Leadership Behavior
• Leadership effectiveness
For an organization group to exist, to
survive and to function, effective
leadership plays a crucial role.
One can serve as an effective manager
but lacks the skills of a leader or the
opposite.
LESSON 6
Leadership Behavior
• John P. Kottler
 Management produces orderly results,
leaderships create useful change. You need both
to be effective.
• Patricia D. Witherspoon
Leadership is not headship, or holding a
position of authority regardless of abilities. Just
because a person is appointed to a job or a
position does not make him/her a leader.
LESSON 6
Leadership Behavior
• David J. Cherrington
To direct, to bring about, to accomplish, and to
have responsibility for. To lead, however, is to
inspire, to influence, and to motivate.
• W. Bennis and B. Nanus
Managers are people who do things right and
leaders are people who do the right theory.
LESSON 6
Leadership Behavior
• Daniel Katz and Robert L. Kahn
It is the voluntary aspect of leadership that
distinguishes it from other influence processes,
such as power and authority.
• Bernard M. Bass
There are almost as many different definitions
of leadership as there are persons who have
attempted to define the concept.
LESSON 6
Leadership Behavior
• J. Stoner, R. freeman and D. Gilbert Jr.
Managerial Leadership is defined as the process
of directing and influencing the task-related
activities of group members.
LESSON 6
Leadership Behavior
• Some important implications of
Managerial Leadership
1. Leadership involves most vital resources of any
organization, the People (employees, subordinates or
followers.)
2. Power distribution between leaders and group
member is unequal.
3. Leadership involves the use of different forms of power
to influence the behavior of followers.
4. Leadership is about values.
LESSON 6
Leadership Behavior
• Four major dimensions of
Leadership Behavior
1. The ability to use power effectively and in a
responsible manner.
2. The ability to comprehend that human beings have
different motivation forces at different situation.
3. The ability to inspire.
4. The ability to act in a manner that will develop a climate
conducive to responding to and arousing motivations.
LESSON 6
Leadership Behavior
• Theories of Leadership
 The essence of leadership is followership.
it is the willingness of people to follow that
makes a person a leader.
Leaders must exercise all the functions of
their role to combine human and material
resources to achieve objectives.
LESSON 6
Leadership Behavior
1. The
Trait Theory
• In this theory, the leader is conceived to be a
“great man” whose superior endowments induce
others to follow him.
• The Leadership effectiveness is based in physical
and psychological features that differentiate the
leader from the group.
LESSON 6
Leadership Behavior
2. Environment
Theory
• This theory explains leadership on the basis
of situations and crisis that provide
opportunities for the people to propose
solutions or exhibit heroic actions that place
them in the position of leadership.
LESSON 6
Leadership Behavior
3. Personal-Environmental
Theory
• This theory maintains the characteristics of a
leader, the followers and the situations that
interact determine who will be the leader.
LESSON 6
Leadership Behavior
4. Exchange
Theory
• This theory suggests that group interaction
represents an exchange process in which
leadership is conferred upon the member
whose efforts appear more likely to reward
other members for their effort on behalf of the
group.
LESSON 6
Leadership Behavior
5. Humanistic
Theory
• This theory is based on the hypothesis that
groups will be more effective and members will
be better satisfied when the leader allows
followers freedom to satisfy their needs for
achievements and self-actualization.
LESSON 6
Leadership Behavior
6. Exceptional
Theory
• This theory maintains that leadership is most
likely to be achieved by the member who
succeeds in initiating and reinforcing the
expectations that he will maintain the role
structure and goal direction of the group.
LESSON 6
Leadership Behavior
7. Contingency
Theory
• This theory proposes that a given pattern of
leadership behavior will lead to effective group
performance in some circumstances and
ineffective in some cases.
LESSON 6
Leadership Behavior
8. Path-Goal
Theory
• This theory suggests that certain patterns of
leader behavior facilitate the clarification of
the group goal while other patterns of
behavior stimulate effective instruments and
response on the follower group.
• The path goal theory suggests that
individuals react rationally to pursue certain
desired goals.
LESSON 6
Leadership Behavior
• Styles of Leadership
1. People-Oriented Leadership
• Leader looks toward achieving good
interpersonal relation by way of attaining a
position of personal prominence in the
organization.
• Leadership performance depends as much on
the organization as it depends in the leader’s
own attributes.
LESSON 6
Leadership Behavior
2. Task-Oriented
Leadership
• Leader looks at the skill, expertise and
knowledge of the individual in attaining
leadership.
LESSON 6
Leadership Behavior
• Styles of Leadership Based on the Use
of Authority
1. Autocratic Leader
▫ Commands and expects compliance.
▫ Is dogmatic and positive.
▫ Leads by the ability to withhold or give rewards and
punishments.
▫ The “one rule” type.
▫ He does not delegate, he is the one who tells what the people
what to do.
▫ On group members, no responsibility is assumed for
performance; People merely doing what they are told.
▫ Production is good when the leader is present and poor
when the leader is absent.
LESSON 6
Leadership Behavior
2. Democratic or Participative Leader
▫ The leader consults with subordinates on
proposed actions and decision and encourages
participation from them.
▫ This type of leader is the person who does not
take action without subordinates’
concurrence.
▫ He consults with subordinates before doing
any job.
▫ The leader is there to assist, suggest,
communicate and being aware of problems,
solves them.
LESSON 6
Leadership Behavior
3. Benevolent-Autocrat
▫ The leader is a “father-figure” who wants
everyone to feel good.
▫ The emphasis is on keeping everyone happy and
satisfied.
▫ He hears and considers followers’ ideas and
concerns
▫ This style of leadership makes people
dependent and weak.
▫ The father figure is admired and respected, but
if he dies, the organization may also die.
▫ Efficiency and effectiveness is sacrificed in
order not to “rock the boat.”
LESSON 6
Leadership Behavior
4. Liberal Leader or Free-Rein
Leader
▫ The leader uses his power very rarely, giving
subordinates a high degree of independence
in their operations.
▫ These leaders depend largely on subordinates
to set their own goals and the means of
achieving them.
▫ They see their role as one aiding the
operations of followers by furnishing them
with the necessary information and acting
primarily as contact with the group’s external
environment.
LESSON 6
Leadership Behavior
• Other Types of Leadership
1. Laissez-faire
• The word means to let the people do they as they
choose.
• This is practically no leadership at all.
• Allows everything to run its own course;
minimum direction and maximum freedom is
allowed for the group to make decisions.
LESSON 6
Leadership Behavior
• The leader retreats into the background and let
members work out details of how the organization
is to function.
• Leader is a figurehead and concerns
himself with only what he desires or the
title.
• The leader has no confidence on his leadership
ability.
• The leader does not set goals for the group;
morale and teamwork are generally low.
LESSON 6
Leadership Behavior
2. Manipulated-Inspirational
• This type of leadership is hard to find.
• The leader or group of leaders sets the rules and
interprets them as they see.
• High pressure tactics or emotionalism is used to
sell the people into following directions set by the
leader.
LESSON 6
Leadership Behavior
•Principle-Centered
Leadership Power
▫ Real leadership power comes from an
honorable character and from the exercise
of certain power tools and principles.
▫ Leadership powers help cultivate the
capacity to lead.
LESSON 6
Leadership Behavior
•Types of Power
1. Coercive
Power
▫ Followers follow out of fear; they are afraid of
what might happen to them if they don’t do what
they are asked to do.
▫ The leader in this case has created a fear in the
followers
LESSON 6
Leadership Behavior
2. Utility
Power
▫ Followers follow because of benefits that come to
them if they do.
▫ The power in the relationship is based on the
useful exchange of goods and services.
▫ It is based on equity and fairness.
LESSON 6
Leadership Behavior
3. Principle-Centered
Power
▫ Leaders are trusted, respected, honored and
followed because others want to follow them,
want to believe in them and their cause, want to
do what the leaders want.
▫ The leader is knowledgeable, wholehearted and
uninhibited commitment.
▫ This power is the hallmark of quality,
distinction, and excellence in all relationships.
LESSON 6
Leadership Behavior
4. Legitimate
Power
▫ This power is based on an individual’s position
in the organization.
5. Reward
Power
▫ This power is based on the ability of one
individual to provide rewards, whether intrinsic
or extrinsic, for compliance with this individuals’
wishes.
LESSON 6
Leadership Behavior
6. Expert
Power
▫ This power is based on the special skills, expertise
or knowledge that a particular individual
possesses.
7. Referent
Power
▫ This power is exemplified by the charismatic
personality of an individual who has unusual traits
that allow that person to control situations.
LESSON 6
Leadership Behavior
8. Position
Power
▫ This is the degree to which the power of a position
as distinguished from other sources such as
charismatic power enables the leader to get group
members to comply with directions.
▫ A leader with clear and considerable power can
easily obtain better fellowship than one without
such power.
▫ This power arises from organizational authority.
LESSON 6
Leadership Behavior
• Ten Power Tools of Leadership
▫ There are ten suggestions for processes and
principles that will increase a leader’s power and
respect with his subordinates.
1. Persuasion, which includes sharing reasons and
rationale; tell why as well as what; commit to stay in
the communication process until mutually beneficial
and satisfying outcomes are reached.
LESSON 6
Leadership Behavior
2. Patience, with the process and the person. In
spite of the failings, shortcomings and the
conveniences created by the followers, and
one’s own patience and anticipation for
achieving goals; maintain a long-term
perspective and stay committed to goals in the
face of short-term obstacle and resistance.
3. Gentleness, not harshness, hardness or
forcefulness, when dealing with vulnerabilities,
disclosures and feelings followers may express.
LESSON 6
Leadership Behavior
4. Teachable, which means operating with the
assumption that one does not have all the
answers, all the insights, and valuing the
different viewpoints, judgments and
experiences followers may have.
5. Acceptance, withholding judgment, giving
the benefit of the doubt, requiring no evidence
or specific performance as a condition for
sustaining high self-worth, making them one’s
agenda.
LESSON 6
Leadership Behavior
6. Kindness, sensitive, caring, thoughtful,
remembering the small things (which are the
big things) in relationships.
7. Openness, acquiring accurate information
and perspective about followers as they can
become while being worthy of respect for what
they are now, regardless of what they own,
control, or do, giving full consideration to their
intensions, desires, values and goals rather
than focusing exclusively on their behavior.
LESSON 6
Leadership Behavior
8. Compassionate confrontation,
acknowledging error, mistakes, and the need
for followers to make “course corrections” in a
context of genuine care, concern, and warmth,
making it safe for followers to risk.
9. Consistency, so that one’s leadership style is
not manipulated technique. This become a set
of values, a personal code, a manifestation of
character, a reflection of who one is and who he
is becoming.
LESSON 6
Leadership Behavior
10. Integrity, honestly, matching words and
feelings and feelings with thoughts and actions,
with no desire other than the good of others,
without malice or desire to deceive or take
advantage, manipulate or control; constantly
reviewing one’s intent as he strives for
congruence.
LESSON 6
Leadership Behavior
Boss drives his men
Leader inspires them
Boss depends on authority
Boss evokes fear
Boss says “I”
Leader depends on goodwill
Leader radiates love
Leader says “we”
Boss shows who is wrong
Boss knows how it is done
Boss demands respect
Leader shows what is wrong
Leader knows how to do it
Leader commands respect
Big Difference between a Boss
and a Leader
LESSON 6
Leadership Behavior
• Traits of a Leader
▫ A leader envisions the future.
▫ He inspires the members of the
organization and charts the course of
the enterprise.
▫ Here are some traits of a leader:
LESSON 6
Leadership Behavior
1. Knowledge
▫ A leader must have a thorough knowledge of the
capabilities and limitation of his subordinates.
▫ He should be endowed superior intelligence and
necessary professional know- how of the job.
2. Bearing
▫ A leader is dignified in appearance and behavior
to earn respect.
LESSON 6
Leadership Behavior
3. Courage
▫ A leader must possess a physical and mental
ability to act decisively with fortitude and
tenacity in spite of danger and hardship.
4. Endurance
▫ A leader must have a physical and mental ability
to continue relentlessly in pursuing the goals and
objectives of the organizations for a common
good.
LESSON 6
Leadership Behavior
5. Enthusiasm
▫ A leader must possess a high degree of interest
and sensitivity in responding to the needs of the
organization.
6. Integrity
▫ A leader must possess a good moral character
and an impeccable integrity.
LESSON 6
Leadership Behavior
7. Decisiveness
▫ A leader should have the ability to decide
promptly and correctly at the proper time and to
announce the decision clearly and briefly with
authority.
8. Dependability
▫ A leader must demonstrate a higher degree or
initiative in the performance of his duty even
with or without supervision.
LESSON 6
Leadership Behavior
9. Force
▫ A leader must be able to demonstrate efficacious
power within the bounds of law to compel
obedience among his subordinate.
10. Humility
▫ A leader must possess a virtue of humility which
means a state of being reasonably modest and not
proud, assuming, arrogant and boastful.
11. Humor
▫ A leader must possess a good sense of humor
which is a mental disposition to appreciate and
narrate amusing incidents of everyday life in a
comical way.
LESSON 6
Leadership Behavior
12. Initiative
▫ A leaser should have the ability to start or originate
an idea or work concept leading to action when
others are absent or passive.
13. Judgment
▫ A leader must have the power of mind to weigh
intervening factors affecting a problem and to
decide with due care and prudence.
14. Justice
▫ A leader must be able to render judgment which
conforms to principles of reason, to generally
accepted standards of right and wrong, and to the
stated terms of laws, policies and rules.
LESSON 6
Leadership Behavior
15. Loyalty
▫ A leader must be sincere and faithful to the ideas
of organization.
16. Sympathy
▫ A leader must be able to understand and to share
the feelings of another, esp. in time of sorrow and
adversity.
17. Empathy
▫ A leader must show some intellectual and
emotional identification with feelings, thoughts
and attitudes to employees affected by the pain
because of misfortune.
LESSON 6
Leadership Behavior
18. Tact
▫ A leader must observe prudence to avoid giving
offense.
▫ This is a keen feeling and a sense of what is
appropriate, tasteful and aesthetically pleasing.
19. Unselfishness
▫ A leader must show some degree of magnanimous
consideration to subordinate w/o prejudicing the
interest of others who are in need of help.
20. Wit
▫ A leader must possess a keen perception and
appropriate expression of amusing words and
ideas which awaken amusement and pleasure.
LESSON 6
Leadership Behavior
• In addition to these traits, a leader should
be:












Adaptable to situation
Alert and sensitive to the social environment
Ambitious and achievement-oriented
Assertive
Cooperative
Dominant – desirous to influence others
Energetic- high activity level
Persistent
Self-confident
Tolerant of stress
Willing to take risks
Assume responsibility
LESSON 6
Leadership Behavior
• While on Skills he should be:
 Endowed with superior intelligence
 Conceptually skilled
 Creative
 Diplomatic
 Persuasive
 Organized and precise on administrative
capability
 Fluent in speaking and socially acceptable
LESSON 6
Leadership Behavior
Manager
Leader
Administers
Innovates
A copy
Maintains
Focus on systems and
structures
Relies on control
Has a short-term view
Original
Develops
Focus on people
Inspires trust
Has a long-term view
Asks why and how
Has his eyes on
bottom line
Asks what and why
Has his eyes on the
horizon
LESSON 6
Leadership Behavior
• Qualities for effective leaders
1. Trust in subordinates is the foundation for
delegating authority.
2. Leader must provide a vision for the enterprise
and inspire others to commit themselves to their
vision.
3. Leader must take command in times of crisis.
4. Taking risks is part of business- not careless risks,
but calculated ones.
5. Leaders should be competent in their fields and
command the respect of the employees.
LESSON 6
Leadership Behavior
ASSIGNMENT #6
1. Differentiate leadership and management.
2. Name and discuss at least 4 theories of leadership. Give
concrete example.
3. Illustrate people-oriented and task-oriented leadership.
4.List down 5 types of power and describe by giving
example each.
5.Name and discuss at least 5 power tools of leadership.
6. In tabular format, differentiate a Boss and a Leader.
LESSON 7
Behavior in Formal and Informal
Group
• Formal and Informal Organization
• According to David Krackhardt and Jeffrey R.
Hanson
▫ Formal organization is the skeleton of a
company.
▫ Informal organization is the central nervous
system driving the collective thought process,
action, and reactions of its business units.
LESSON 7
Behavior in Formal and Informal Group
• Formal Groups
▫ These are established by the organization and
have a public identity and goal to achieve.
▫ It is a more natural and enduring work group.
▫ It is formed where people perform tasks together
as part of their job assignments and referred to
as a team.
▫ The formal organization describes the prescribed
lines of communication and authority.
▫ The focus in the formal organization is official
positions attaches to a person.
LESSON 7
Behavior in Formal and Informal Group
• Informal Groups
▫ These are formed on the basis of common interests,
proximity, and friendships.
▫ It is a network of personal and social relations not
established or required by the formal organization but
arising spontaneously as people associate with one
another.
▫ The emphasis within the informal organization is on
people and their relationships.
▫ Power in an informal organization is given by group
members, rather that delegated by managers.
▫ The informal organization cannot be controlled by
management.
LESSON 7
Behavior in Formal and Informal Group
Basis of
Comparison
General Nature
Major Concepts
Primary Focus
Source of Power
Guidelines for
Behavior
Source of
Control
Formal
Organization
Informal
Organization
Official
Authority and
Responsibility
Position
Delegated to
Management
Rules
Unofficial
Power and Politics
Rewards and
Penalties
Sanctions
Person
Given by group
Norms
LESSON 7
Behavior in Formal and Informal Group
• The difference between formal and
informal organization occur for four
major reasons:
1. Employees may lack knowledge about the
official channel of communication to use
others.
2. Interpersonal obstacle may prevent workers
from using the formal reporting channel.
LESSON 7
Behavior in Formal and Informal Group
3. Workers may be able to obtain a faster
response if they pass certain channels.
4. In some organization, non-official
relationships become legitimized and
substitute for the formal ones.
LESSON 7
Behavior in Formal and Informal Group
• Benefits derived from the
Informal Organization
1. Makes a more effective total system
2. Lightens work load on management
3. Helps to have work done
4. Tends to encourage cooperation
5. Fills in gaps in a manager’s abilities
6. Give satisfaction and stability to work groups
7. Improves communications
8. Provides a safety value for employee emotions
9. Encourages managers to plant and act more carefully
LESSON 7
Behavior in Formal and Informal Group
• Problems derived from the Informal
Organization
1. Develops undesirable rumor
2. Encourages negative attitudes
3. Resists change
4. Leads to interpersonal and intergroup conflicts
5. Rejects and harasses some employees
6. Weakens motivation and satisfaction
7. Operates outside of management’s control
8. Supports conformity
LESSON 7
Behavior in Formal and Informal Group
• Guidelines that management may use for
action on informal organization
1. Accept and understand the informal organization.
2. Identify different levels of attitudes and behavior of
individuals within the group.
3. Be aware of the possible effects on informal systems
when taking any kind of decision.
4. Integrate as far as possible the prevailing interests of
informal groups with those of the formal system.
5. Keeps formal activities form unnecessarily
threatening the informal organization.
LESSON 7
Behavior in Formal and Informal Group
• Leadership roles
1. Task Leadership Role
 Define a problem or goal for the group to be
accomplished.
 Request facts, information, ideas, or opinions from
members.
 Provide facts, information, ideas or opinions.
 Clarify situations that are not clear and give some
examples.
 Summarize whether agreement has been reached
on social roles.
LESSON 7
Behavior in Formal and Informal Group
2.Social Leadership Role
 Encourage members to participate in the
discussion and recognize and support their
contributions.
 Provide enthusiasm and sense the mood of the
group and help members become aware of it.
 Reduce the conflict and tension and reconcile
disagreement.
 Modify your position; admit an error.
 Facilitate participation of all members.
 Evaluate the group’s effectiveness.
LESSON 7
Behavior in Formal and Informal Group
• Brainstorming
It is a problem conference technique for
encouraging creative thinking groups.
It is an unrestrained participation in
discussion of developing new ideas and helping
solve specific problems.
It also generates new ideas.
LESSON 7
Behavior in Formal and Informal Group
• Two major principle of
brainstorming
1. Deferred Judgment
All ideas are encouraged
Ideas are recorded by a group member as fast
as they are suggested and are evaluated for
usefulness at a later time.
The primary purpose is to separate ideas and
creation from idea censorship.
LESSON 7
Behavior in Formal and Informal Group
2. Quantity breeds Quality
It is to encourage members to suggest more
ideas so that eventually, higher-quality ones
may be considered and developed.
LESSON 7
Behavior in Formal and Informal Group
• Guidelines for effective group
meetings
1. Distribute the agenda and background material in
advance.
2. Clarify the objective.
3. Compose the group appropriately.
4. Encourage the expressions of minority viewpoints.
5. Separate idea generation from evaluation.
6. Make assumption explicit.
7. Legitimized questioning attitudes.
8. Control irrelevant discussions.
9. Test support for decisions.
10. End on a positive note and assign responsibilities.
LESSON 7
Behavior in Formal and Informal Group
ASSIGNMENT #7
1. Discuss formal and informal organization according to
David Krackhardt and Jeffrey R. Hanson.
2. In a tabular format, differentiate formal and informal
organization.
3. Illustrate the benefits and potential problems derived
from the informal organization.
4. Discuss the task and social leadership roles to group.
5. Suggest some guidelines for effective group meetings.
LESSON 8
Job Satisfaction and Human Behavior
• Job Satisfaction
It is always presumed that a happy and
satisfied worker in any kind of organization is a
productive worker.
Job satisfaction is conceived by a number of
variables in the work environment.
LESSON 8
Job Satisfaction and Human Behavior
Job satisfaction and productivity are
correlated with one another as revealed by
various studies.
Job Satisfaction and human behavior
have been associated in organizational
problems and issues and have been the focal
point of deliberate efforts towards improving
worker’s performance and productivity.
LESSON 8
Job Satisfaction and Human Behavior
The nature of worker attitudes and job
satisfaction attitudes are the feelings and
beliefs that largely determine how workers
perceive their work environment and to
commit themselves to intended actions, and
ultimately, behave.
People are predisposed to be satisfied or
dissatisfied, and managers can only partially
affect, to a certain extent the responses of
workers.
LESSON 8
Job Satisfaction and Human Behavior
• Job Satisfaction and Morale
Job satisfaction is a set of favorable or
unfavorable feelings, thoughts, emotion and
intentions with which workers view their work.
It is an affective attitude – a feeling of relative
like or dislike toward the overall job-related
factors regarding the working conditions.
Morale is the level of satisfaction within a group.
LESSON 8
Job Satisfaction and Human Behavior
This is a mental condition of a person or a
group with respect to cheerfulness, confidence
and the willingness to cooperate and the overall
job satisfaction of the workers in the
organization.
Job satisfaction includes pay, fringe benefits,
interpersonal relations with supervisors and
peers, nature of tasks performed, professional
development opportunities and immediate
working conditions.
LESSON 8
Job Satisfaction and Human Behavior
• Workers’ attitude and their effects
Attitudes are manifestation and good predictor of
human behavior.
▫ Positive job attitudes can help, to a great extent, predict
constructive behavior.
▫ Negative job attitudes help predict undesirable behavior.
▫ Dissatisfied workers may resort to tardiness, absences,
extended break hours and work-slowdowns.
▫ Satisfied workers may normally provide acts of customer
service beyond the call of duty, have good work records,
and actively participate in development activities and
pursue excellence in all areas of their jobs.
LESSON 8
Job Satisfaction and Human Behavior
• Work Performance
▫ The performance level of a worker is measured by the
quality of output considering time and cost.
▫ High performance contributes to a high job satisfaction.
▫ If rewards and other benefits are seen fair and
equitable, then improved satisfaction develops because
workers feel that they are receiving rewards in
proportion to their performance.
▫ If rewards are seen as inadequate for the level of
satisfaction leads to either greater or lesser
commitment and in effect, affects the productivity level.
LESSON 8
Job Satisfaction and Human Behavior
• Turnover
 It is assumed that high job satisfaction means lower
worker turnover.
 The more satisfied workers are, the less likely they
leave the organization.
 Worker turnover is usually expensive and most often,
it is difficult to replace workers who left.
 The remaining workers may be demoralized from the
loss of valued co-workers, and consequently both work
and social patterns may be disrupted to a great extent,
until replacements are found.
 Some benefits may arise from turnover, such as more
opportunities for internal promotion and the infusion
of expertise of newly hired workers.
LESSON 8
Job Satisfaction and Human Behavior
• Absences and Tardiness
 Studies reveal that workers who have low job
satisfaction tend to be absent more often.
 Workers resort to reasons such as medical reasons,
use of vacation, sick leave and holidays to offset their
absences.
 Another way in which workers may exhibit their
dissatisfaction with job condition is through
tardiness.
 Tardiness is type of short period of absenteeism
ranging from a few minutes to several hours for the
day.
 Tardiness is often a symptom of negative attitudes
requiring managerial attention and concern.
LESSON 8
Job Satisfaction and Human Behavior
• Theft
 It is the act of stealing; the wrong taking and
carrying away of property of another.
• Reasons why workers resort to theft:
 Indirect compensation for relatively low wages.
 Feeling of being exploited or overworked.
 Frustrated by the impersonal treatment they often
receive from their organization. Lost equality or
even gaining revenge for unfair treatment.
LESSON 8
Job Satisfaction and Human Behavior
• Violence
▫ This is one of the extreme consequences of worker
dissatisfaction.
▫ This can be in the form of verbal or physical
aggression at work.
▫ Work stress can be a cause of violence.
▫ It is important that managers must be on the
lookout for signs that worker dissatisfaction might
turn into verbal or physical harm at work and they
must take appropriate preventive measures.
LESSON 8
Job Satisfaction and Human Behavior
• Job Satisfaction Survey
▫ This is an approach to know the problems and
issues of job satisfaction.
▫ This can serve as a preventive measure or a
solution to job dissatisfaction.
▫ A properly planned and administered study on job
satisfaction will produce a number of benefits for
the workers and the organization.
▫ Survey also help managers plan and monitor new
programs, by getting feedback on proposed
changes in advance and subsequently, conducting
a follow-up survey to evaluate the actual response.
LESSON 8
Job Satisfaction and Human Behavior
• Job Satisfaction-Related
Information
1) Performance records
2) Absences and tardiness records
3) Reports from counselors
4) Grievances
5) Medical records
6) Exit interviews
7) Labor turnover
8) Training records
LESSON 8
Job Satisfaction and Human Behavior
• Survey Design
1. Identify reasons for the survey.
2. Obtain management commitment.
3. Develop survey instruments.
4. Administer the survey.
5. Tabulate results.
6. Analyze results.
7. Provide feedbacks to participants.
8. Implement action plan.
LESSON 8
Job Satisfaction and Human Behavior
Close-ended questions
▫ This present a choice of answers in such a way
that the worker simply selects and marks the
answer that best represents their own feelings.
▫ Surveys with this kind of questions are easy to
administer and analyze statistically.
Open-ended questions
▫ This presents a variety of topics but allow
workers to answer in their own word.
▫ These questions seek responses from workers in
their own words.
LESSON 8
Job Satisfaction and Human Behavior
• Issues on Job Satisfaction
Survey
1. Reliability
▫ It is the capacity of the survey instrument to
produce consistent results.
2. Validity
▫ Studies on job satisfaction need validity to
measure what these purports to measure.
LESSON 8
Job Satisfaction and Human Behavior
•If a job satisfaction survey
is administered,
management should be
prepared to take action on
the results.
LESSON 8
Job Satisfaction and Human Behavior
ASSINMENT #8
1. Correlate job satisfaction and human behavior.
2. Discuss the relationship between job satisfaction
and morale.
3. Enumerate possible effects of worker's attitudes.
4. Discuss some issues related to jib satisfaction
survey.
5. Relate absenteeism and theft to human behavior.
LESSON 9
Team Building and Human Behavior
• Team Building
A process of making teams more effective.
Encouraging members to examine how they
work together to:
 Identify their weaknesses
 Develop more effective ways of cooperating
LESSON 9
Team Building and Human Behavior
• Teamwork
 It is a state that occurs when members
know their objectives.
 Contribute responsibility and
enthusiastically to the task.
 Support one another for the success of
any undertaking.
LESSON 9
Team Building and Human Behavior
Organization provide the skeletal structure
that will create predictable relationships
among:
People
Technology
Jobs
Resources
LESSON 9
Team Building and Human Behavior
• Team Building as a Process
▫ The team building process follows a certain
patterns of participation of the team members by
providing data and then using the data for selfexamination.
▫ Team building involves various types of
experiences.
▫ In team building, creativity and risk taking are
recognized.
▫.
LESSON 9
Team Building and Human Behavior
• Team Building as a Process
▫ Trust is very important and groups recognize the
meaning and importance of problem solving.
▫ Participants learn to balance one’s strengths and
weaknesses, and most often, strengthen the
bonds of caring among team members.
LESSON 9
Team Building and Human Behavior
• Approaches in Team Building
To achieve a high degree of teamwork, there is a
need for a facilitator who will be responsible for
the development of effective teams that will apply
a wide range of skills.
Research skills which involves planning and
conducting a study and interpreting results.
Other related skills include the process
consultation and feedback.
LESSON 9
Team Building and Human Behavior
• Process Consultation
It is a set of activities that help others focus on
what is currently happening in the
organization.
The purpose of process consultation is to help
members perceive, understand and react
constructively to current behavioral events.
LESSON 9
Team Building and Human Behavior
The process facilitator holds up a “mirror” to
team members and helps them see themselves in
action.
The process facilitators encourage workers to
analyze the intended proposals in relation to
their actual roles within the team, and how the
team members discuss and solve problems.
Process facilitators observe questions, confront
and facilitate behavior to help teams function
effectively.
LESSON 9
Team Building and Human Behavior
• Team Effort
▫ It is a cooperative and coordinated effort by a
group of persons acting together as a team for a
common cause.
▫ Individual workers perform operating tasks, but a
majority of them work in regular small groups
where their efforts must fit together.
▫ When their work is interdependent, they act as
task team and try to develop cohesive
cooperatives small group that is well-coordinated.
LESSON 9
Team Building and Human Behavior
• Elements of effective teams
1. Supportive Environment
▫ Teamwork usually develops when management
basically builds a supportive climate in the
environment.
▫ These supportive measures help the team to
contribute further to relate cooperation, trust,
and compatibility among the members of the
organization.
LESSON 9
Team Building and Human Behavior
2. Skills and precise role
▫ Team members must be qualified to perform
their respective assigned tasks and should have
the desire to cooperate.
▫ It is important to know their respective role and
with whom they will be dealing.
▫ This feature gives the members the opportunity
to respond voluntarily to the demands of the job
and take appropriate actions to accomplish team
goals.
LESSON 9
Team Building and Human Behavior
3. Super ordinate goals
▫ One major responsibility of managers is to try to
keep the team members aware about the total
task to be accomplished.
▫ Super ordinate goals can be attained only if all
the members will contribute their efforts for a
common purpose.
LESSON 9
Team Building and Human Behavior
4. Team
rewards
▫ These may be in the form of financial reward or
they may be in the form of recognition for a job
well done.
▫ Rewards serve as motivation and can become a
potent factor for the attainment of the group’s
task.
LESSON 9
Team Building and Human Behavior
• Some guidelines to build successful
teams
1. Selecting members for their complementary skills
and potentials.
2. Developing clear of rules of conduct and
challenging performance goals.
3. Establishing a sense of urgency right from the
first meeting.
4. Providing substantial time together in which new
information is constantly shared.
5. Providing positive feedback, recognition and
rewards.
LESSON 9
Team Building and Human Behavior
• Feedback
It relates to information from the job itself,
management, or other workers that tell their
fellow workers how well they are performing
their assigned tasks.
It is important that the team members should
have some feedback so that they have useful
data on which to base their decisions.
LESSON 9
Team Building and Human Behavior
• Participation
It is a mental involvement of workers in group
settings encourages them to contribute their
efforts and talents to achieve organizational
goal.
In some organizations with healthy climate,
managers consult their employees, bringing
them in on problems and decisions so that they
work together as a team.
LESSON 9
Team Building and Human Behavior
• Mental and Emotional Involvement
It may be assumed that, participation means
more mental and emotional involvement rather
than muscular activity.
When an individual participates, his entire
being is involved, not just his skill.
LESSON 9
Team Building and Human Behavior
• Mental and Emotional Involvement
Some workers think that their managers were
autocratic leader who want no ideas. These
managerial actions are referred to as pretend
participation.
Workers believe that managers are not making
serious attempts to involve them and use their
input.
Usually workers do not respond positively.
LESSON 9
Team Building and Human Behavior
• Note:
Team work is the important procedures
which require workers to work together as a
team.
Management should always have a close
touch with the workers to understand better
their needs and avoid making costly
changes that have negative side effects.
LESSON 9
Team Building and Human Behavior
ASSIGNMENT # 9
1. Discuss the relationship between team building and
human behavior.
2. Illustrate team building as a process.
3. Discuss the importance of consultation process.
4. Name and discuss the elements of an effective team.
5. Define mental and emotional involvement.
LESSON 10
Organizational Behavior, Conflict, Stress and
Counseling
• Organizational Behavior
provides a useful set of tools at many levels of
conceptual analysis to help managers look at
behavior of individuals within the work
environment.
It also helps their understanding of the
complexities which affect the interpersonal
relations of people as they interact.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Conflict in Organization
Organizations require people to work together
and communicate with one another.
It has been observed the almost every working
relationship is likely to produce some degree of
conflict. Whether these conflicts will be
constructive or destructive, only time will tell
and these depend, to a great extent, on the
attitudes, beliefs, values and skills of the
workers.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Nature of Conflict in Organization
Conflict results because of incompatibility or
influence in activities in the organization.
Conflict is an interpersonal process that arises
from oppositions over the goals and objectives of
the organization to attain the desired results.
Conflict is an overt behavior that results when a
person or group of persons think a perceived need
of the person or groups of persons have been
frustrated.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
Organizations approach the management
of conflict with the following assumptions:
1. Conflicts can be avoided.
2. Conflict is the result of personality problems of
individuals within the organizations.
3. Conflict produces inappropriate reactions by
the individuals involved.
4. Conflict creates a polarization- manifestation of
contrasting tendencies with the organization.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Progressive Stages of Development
of Conflicts
1. Latent conflict – At the initial stage of
conflict, the basic conditions exist but have not
yet been recognize.
2. Perceived conflict – the cause of the
conflict is recognized by one or both of the
participants.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
3. Felt conflict – Tension began to build
between the participants, although seemingly,
there is no struggle yet.
4. Manifest conflict – The struggle is
underway; and the behavior of the participants
makes the existence of the conflicts apparent to
others in the organization who may be not be
directly involved.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
5. Conflict aftermath – The conflict is ended
by a resolution or by suppression. This may
establish new conditions that might lead to
either better cooperation or to a new conflict
that may be more disastrous or violent in
nature.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
Types of conflicting goals
1. Mutually exclusive positive goals
▫ Goal conflict results when a person in motivated
toward two or more positive, mutually exclusive
goals at the same time.
▫ This form of conflict can be resolved by making a
decision quickly to end the conflict.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
2. Positive-negative goals
▫ This conflict exists when a individual tries to
achieve a goal that has both positive and
negative results. To aspire for a top management
position, an individual must often sacrifice his
own time with his family. The goal of being a
successful manager can have both positive and
negative
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
3. Negative-negative goals
▫ In this particular situation, the individual tries to
avoid two or more negative, mutually exclusive
goals. He may dislike his job but finds quitting
and looking for another job even less attractive.
Most likely, the outcome of this conflict is
frustration.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Levels of Conflict
1. Intrapersonal Conflict
• This conflict is internal to the individual and is
perhaps the most difficult type of conflict to
analyze because it relates to the need-drive-goal
motivational sequence
• This conflict basically results when barriers
exist between the drive and the goal.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
2. Interpersonal Conflict
• This kind of conflict is a very serious problem
to many people because it deeply affects the
individual feelings and emotions.
• The tendency to protect one’s self-image and
social esteem from damage by other person is
inherent in every individual.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
3. Intergroup Structural Conflict
• This type of conflict normally arises from such
causes as different perceptions and viewpoints,
competition for resources, and group loyalties.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Causes of Conflict
1. Organizational change
2. Personality clashes
3. Different set of values
4. Threat to status
5. Contrasting perception
6. Lack of Trust
7. Role dissatisfaction
8. Role ambiguity
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Advantages of conflict are:
1. People become more creative and would like to
experiment with new plans and ideas.
2. Hidden problems are bought to the surface
where they are confronted and eventually solved.
3. Conflicts energize workers to be more involved
to the issue, even if not all of the resulting
activity may be constructive.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
4. As a process, it often provides an outlet for
pent-up tensions resulting in catharsis. The
moment the air is cleansed, the participation
involved in some kind of struggle for a particular
goal or value can again concentrate on their
responsibilities.
5. Conflicts can result in an educational
experience. The participants may become more
aware and more understanding of the existing
problem which they must cope with.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Disadvantages brought about by
conflict are:
1. If the conflicts lasts for a long period of time it
may become intense that it may be allowed to
focus on personal issues.
2. The interpersonal level, cooperation, and team
effort among workers may subsequently
deteriorate.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
3. Distrust start to grow among workers who
need to coordinate their efforts and, as a result
the organization’s desired objectives are
prejudiced.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
Managing Conflicts
1. Avoiding is the physical or mental
withdrawal from a conflict. This strategy
reflects a low concerns for either party’s
outcomes and often result in a lose-lose
situation.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
2. Smoothing is accommodating the other
party’s interest. Smooth over the conflict and
pretend that it does not exist. This strategy
basically places great emphasis on concerns for
others, usually to one’s detriment, resulting in
a lose-win result.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
3. Compromising is characterized by
mutual agreement of both parties to give into
or give up some demands to promote
harmonious relationship. It is simply searching
for middle ground or being willing to give up
something in exchange for gaining something.
This strategy reflects a moderate degree of
concern for self and others with no clear-cut
result. It is done for the sake of ending the
conflict.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
4. Forcing is employing power tactics to win.
This Strategy relates to aggressiveness and
dominance to attain personal benefits at the
expense of the other party resulting in a winlose situation. This strategy forces the conflict
to a conclusion by third party intervention.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
5. Confronting is to face the conflict
directly and work with it through a mutually
satisfactory resolution. This strategy is also
referred to as problem-solving. This approach
seeks to minimize the achievement of both the
party’s goal, thus coming to a win-win
situation.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Stress
▫ the mental or physical condition that results
from a perceived threat or danger (physical or
emotional) and the pressure to remove it.
▫ is manifested among employees in any
organization in various ways; e.g., increased
absenteeism, job turnover, lower productivity
level and errors committed on the job. Excessive
stress can also result in both physical and
emotional problems.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
Common Sources and Causes of Organizational Stress
Common Sources
Causes
o The job demands skills or abilities the
employee does not possess (job incompetence).
Job mismatch
o It does not provide opportunity for the
employee to utilize fully skills or abilities
(underutilization).
Conflicting
expectations
o The formal organization’s concept of expected
behavior contradicts the employee’s concept of
expected behavior.
o The informal group’s concept of expected
behavior contradicts the employee’s concept.
o The individual employee is affected by two (or
more) strong influences.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
Common Sources and Causes of Organizational Stress
Common Sources
Causes
Role ambiguity
o The employee is uncertain or unclear about
how to perform on the job.
o He is uncertain or unclear about what is
expected in the job.
o He is unclear or uncertain about the
relationship between job performance and
expected consequences (rewards, penalties).
Role overload
o The employee is incompetent at the job.
o He is asked to do more than time permits (time
pressure).
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
Common Sources and Causes of Organizational Stress
Common Sources
Causes
Fear/responsibility
o The employee is afraid of performing poorly or
failing.
o Employee feels pressure for high achievement.
o Employee has responsibility for people.
Working conditions
o The job environment is unpleasant; there is
inadequate lightning or improper regulation of
temperature and noise, for instance.
o The requirements of the job may unnecessarily
produce pacing problems or social isolation.
o The machine design and maintenance
procedures create pressure.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
Common Sources and Causes of Organizational Stress
Common Sources
Causes
Working
relationships
o Individual employees have problems relating
to, and/or working with, superiors, peers,
and/or subordinates.
o Employees have problems working in
groups.
Alienation
o There is limited social interaction
o Employees do not participate in decision
making.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Kinds of Stress
1. Burnout
▫ It is a condition that occurs when work is no
longer meaningful to the individual and this can
result from stress or may be other work – related
or personal factors.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
2.
Trauma
▫
▫ It is a startling experience that has a lasting
effect on mental life. It is a severe stress that
occurs the following a major threat to one’s
security. The event could be a result of a natural
disaster, organizational crisis, management
abuse that is evidently felt by the workers, or
personal loss of job.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
3. Frustration
▫ It is a result of a motivation or drive being
blocked to prevent one from reaching a desire
goal.
▫ It can also cause stress because the individual
becomes irritable, or develops an uneasy feeling
in his stomach, or have some other reactions.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
•Counseling
It is the decision of a problem that prevents a
worker from doing his job efficiently.
It also provides some kind of direction to help
workers improve their mental health so that
they will feel comfortable and able to meet the
daily demands of life.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Functions of Counseling
1. Advice
• Is telling the counselee what he thinks should
be done. Giving advice requires a counsellor to
make judgments about the counselee’s
problems and provide direction as a course of
action.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
2. Reassurance
• Is giving the worker courage and self-confidence to
face the problems at hand.
• One danger of reassurance is that, in some cases,
the counselees do not always accept the remarks
coming from the counselor.
3. Communication
• Applies to all phases of management.
• It provides information and understanding of
direction of workers to express their feelings to
management.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
4. Emotional Catharsis
• It is the release of emotional tension and
frustrations, by way of telling something about it.
5. Clarified Thinking
• It is the removal of emotional blocks which hinder
a person from thinking rationally.
6. Reorientation
• o It is a change in worker’s psychic self through a
change in fundamental goals and values.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• The various characteristics of people with good
mental health:
A. They feel comfortable about themselves.
1. Are not very much affected by their emotions;
e.g., fear, anger, jealousy, guilt or worries.
2. Can take life’s disappointments in stride.
3. Have a wide range of tolerance, easy going
attitude toward themselves as well as others; can
afford to laugh at themselves or the misfortunes
they experience.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
4. Never overestimate or underestimate their
abilities.
5. Can accept their shortcomings graciously.
6. Have self – respect.
7. Feel able to handle any situations that come their
way however difficult it may seem.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
B. They feel right about other people.
1. Are able to give love and to consider the interests of
others.
2. Have personal relationships that are satisfying and
lasting.
3. Expect to like and trust others and take it for granted
that others will like and trust them.
4. Respect the many differences they find in people.
5. Do not push people around; and do not allow
themselves to be pushed by others either.
6. Feel that they are part of the group.
7. Feel a sense of responsibility to their neighbors and
others.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
C. They are able to meet the demands of life.
1. Do something about their problems as they arise.
2. Accept their responsibilities.
3. Shape their environment whenever possible; adjust to it
when necessary.
4. Plan ahead but do not fear the future.
5. Welcome new experiences and new ideas.
6. Make use of their natural capacities.
7. Set realistic goals for themselves.
8. Be able to think for themselves and make their own
decisions.
9. Put their best effort into what they do and get
satisfaction out of it.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
• Three Types of Counseling
1. Direct
counseling
 It is the process of listening to a worker’s
problem, deciding with the worker what should
be done and then telling and motivating the
worker to do it.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
2.
Non–directive counseling
It is the process of skillfully listening and
encouraging a counselee to explain troublesome
problems, understand the problems and
determine appropriate solutions. This is also
referred to as client–centered counselling.
 It was also developed by Elton May and Fritz
Roethlisberger which underscores the need for
greater understanding of the social and behavior
aspects of management.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
3. Participative
counseling
The mutual counselor – counselee relationship
that establishes a cooperative exchange of ideas
and opinions to solve a counselee’s problems. This
type of counselling is also referred to as
cooperative counselling.
It was also integrates the ideas of the counsellor
and the counselee in a mutual and congenial
counseling relationship.
LESSON 10
Organizational Behavior, Conflict, Stress and Counseling
ASSIGNMENT # 10
1. Discuss the nature of conflict in organization
2. Name and define the types of conflicting goals.
3. Cite common sources and causes of
organizational stresses.
4. Discuss at least 3 kinds of stress.
5. Illustrate the functions or importance of
counseling.
LESSON 11
Organizational Change and Development
• Rationale of Change
Organization encounters a variety of dramatic
changes in structure, financing, marketing
strategies, and upgrading their technology and
other equipment.
In order for the organization to survive they
should institute organizational change.
LESSON 11
Organizational Change and Development
• Change as a Process
Like life, change is a process; it is a continuous
evolution, growth transformation and
development.
It is learning and unlearning, appreciating,
criticizing, preserving and altering.
LESSON 11
Organizational Change and Development
• Work Change
the various forces that bring more dramatic
changes that affect the entire organization:
1. Technological changes
2. Global competition
3. Economic crisis
4. Recurrent organizational restructuring and
natural disasters.
LESSON 11
Organizational Change and Development
• Response to Change
Every individual responds to change according to
his attitudes and needs and these attitudes and
needs and other feelings about change are not a
result of change.
There are 2 causes that responding to a change:
1. These are the personal history of a person, which
includes biological processes, or his background.
2. The work environment itself. It reflects that workers
are members of a group and their attitudes are
influenced by patterns of norms and behavior.
LESSON 11
Organizational Change and Development
• Resistance to Change
These are manifested by worker’s behavior,
designed to discredit, delay, or prevent the
implementation of a work change.
These workers resist change because, for them,
it threatens their needs for security, social
interaction, status, competence and selfesteem.
LESSON 11
Organizational Change and Development
• Reasons Why Workers Resist
1. They may not be comfortable with the nature of
change.
2. Workers resent having been ill-informed or they
may resist the authoritarian approach of the
manager.
3. The last reason is the perception of inequality,
while others may gain some benefits for the
change, others may not.
LESSON 11
Organizational Change and Development
• Forms of Resistance
1. Rational Resistance
 This is a form of resistance that is perceived by
workers to be based on disagreement of facts,
rational reasoning, logic and science.
 Logical resistance arises from the actual time and
effort required to adjust to the new demands such
as job duties that need new skills to be learned.
LESSON 11
Organizational Change and Development
2. Psychological Resistance
 It involves workers’ emotion, attitudes and
sentiments, internally logical from the personal
view of the workers’ attitudes and feelings about
change, workers may:
a) Fear the unknown.
b) Mistrust management’s leadership style.
c) Feel that their job security is threatened.
LESSON 11
Organizational Change and Development
3. Sociological Resistance
 It involves group interests, norms and values; they
must be looked into and be carefully considered.
 Political groupings, labor union values and the
prevailing community values, work camaraderie,
status relationships and shared feelings may also be
disrupted by change.
LESSON 11
Organizational Change and Development
• Implication of Resistance to Change
 There are certain implications of resistance to
change and all three types of resistance must be
anticipated and treated effectively if employees
are to accept change cooperatively.
 Resistance is an opposition to an attempt to
bring repressed thoughts or feelings into
consciousness.
LESSON 11
Organizational Change and Development
• Implication of Resistance to Change
 It helps identify specific problem areas where a
change is likely to cause difficulties so that
management can take corrective action before
serious problems occur.
 It also gives management feedback about the
intensity of employee feelings and may
encourage employees to think and talk more
about a change so that they could understand it
better.
LESSON 11
Organizational Change and Development
• Leadership and Change
Some changes originate within the organization
itself and other through the regulatory laws
enacted by proper authorities such as law and
ordinances.
Transformational leaders
• These are the managers who are futuristic in
outlook and initiate bold strategic changes to
position the organization for its future.
LESSON 11
Organizational Change and Development
• These managers articulate the vision of the
organization and sell it vigorously, they stimulate
workers to move forward into positive action and
charismatically model the desired behavior for the
workers to observed and eventually follow, they are
also aware that learning individuals and
organizations can best prepare workers for the
future challenges that lie ahead.
• Creating vision, exhibiting charisma, and
stimulating learning are important qualities a
leader should possess for transformational
leadership and change.
LESSON 11
Organizational Change and Development
• Steps in Change
1. Unfreezing
• It is a process that simply means that old ideas
and practices need to be changed so that new
ones can be adopted for use.
LESSON 11
Organizational Change and Development
2. Changing
• It is a process that basically means the steps in
which the new ideas and practices are being
learned.
3. Refreezing
• It is a process, which means that what has been
learned is integrated into actual and
meaningful practice.
LESSON 11
Organizational Change and Development
• Guidelines for Managing Change
1. Make only necessary and useful change
2. Teach workers to expect continual change and
need to develop new skills.
3. Change by evolution gradually, not revolution
dramatically.
LESSON 11
Organizational Change and Development
4. Recognize the possibility of resistance to
change and develop appropriate and positive
strategies for confronting and containing each
source of resistance.
5. Involve workers throughout the change
process to diminish resistance.
6. Share the benefits of change to workers.
LESSON 11
Organizational Change and Development
7. View the organizational change as an essential
process, and pay particular attention to the
unfreezing and freezing stages.
8. Diagnose the problems remaining after a
change occurs, and treat them properly.
9. Recognize that the primary purpose of change
is to improve performance results.
LESSON 11
Organizational Change and Development
•Organizational
Development
It is the systematic application of behavioral
science, knowledge and information at various
levels to bring about planned change.
LESSON 11
Organizational Change and Development
Assumptions on Organizational Development
For individual
For groups
For organizations
People want to grow
and mature
Groups and team are
critical to
organizational
success.
Excessive controls,
policies, and rules are
detrimental
Workers have much
to offer (ex. Energy
and creativity) that
may not be used at
work
Groups have
Conflicts can be
powerful influence on functional, if properly
human behavior
channeled.
Most workers desire
the opportunity to
contribute(they
desire, seek, and
appreciate
empowerment)
The complex roles to
be played in groups
require skills
development
Individual and
organizational goals
can
be compatible
LESSON 11
Organizational Change and Development
• Features of Organizational
Development
1. Human Development
• Humanistic values re positive beliefs about desire
for growth among workers.
2. Utilization of Change Agent
• Change agents are people whose roles are to
stimulate, facilitate and coordinate change within
the system while remaining independent from it.
LESSON 11
Organizational Change and Development
3. Problem solving
• Organizational development emphasizes the
process of problem solving by way of training
participants to identify and solve actual problems
that are important and need immediate solution.
4. Experimental learning
• This is a process when participants learn by
experiencing in the training environment of
human problems that they actually face n the job.
LESSON 11
Organizational Change and Development
5. Intervention at various levels
• One of the primary objectives of organizational
development is to build organization that will be
responsive to the needs of workers.
LESSON 11
Organizational Change and Development
ASSIGNMENT # 11
1. Define “change as a process”.
2. Name and discuss the forms of resistance.
3. Suggest guidelines for managing change.
4. Define organizational development.
5. Discuss some assumptions on organizational
development relative to: a) for individual; b) for
groups; and c) for organizations.