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ORGANIZATIONAL BEHAVIOR

Dr Ravikiran Dwivedula IBS Hyderabad

INTRODUCTION TO OB
Organization culture HR practices / policies ( training & performance evaluation ) Reward structures resistance to change
Organizational Learning

Job characteristics

Motivation Leadership Personality Burnout

Communication leadership Style Group Dynamics ( group formation , Conflicts )

Job satisfaction emotions

INTRODUCTION TO OB
TYPICALLYWE STUDY ORGANIZATION BEHAVIOR AT 3 LEVELS
Motivation Personality Job satisfaction Leadership Burnout emotions

I D I I U A LS N V D
Communication leadership Style

Group Dynamics ( group formation , Conflicts )

TEA M S

Organization culture HR practices / policies ( training & performance evaluation )

O R G A N I ATI N Z O

Reward structures

resistance to change Job characteristics

Organizational Learning

INTRODUCTION TO OB
WHAT IS OB

FIELD OF STUDY THAT INVESTIGATES THE IMPACT OF INDIVIDUALS, GROUPS, AND STRUCTURE THAT HAVE ON BEHAVIOR WITHIN THE ORGANIZATIONS FOR THE PURPOSE OF APPLYING SUCH KNOWLEDGE TOWARD IMPROVING AN ORGANIZATIONS EFFECTIVENESS OR TO PUT IT SIMPLY WHAT PEOPLE DO IN AN ORGANIZATION AND HOW WILL THAT IMPACT THE PERFORMANCE

INTRODUCTION TO OB

WHAT IS OB OB essentially is an amalgamation of various disciplines

OB

INTRODUCTION TO OB

Deals with Issues such as

P e rso n a lity P e rce p tio n E m o tio n s S tre ss

INDIVIDUAL LEVEL

Issues observed at

INTRODUCTION TO OB

Deals with Issues Such as

OB
Group Dynamics work teams Communication Power Conflict Organization Change Organization Culture TEAM AND ORGANIZATION LEVELS

Issues observed at both

Social Psychology is a branch of Psychology and deals with similar issues

INTRODUCTION TO OB

Deals with Issues such as

OB

Organizational Culture Organizational Environment Cross - Cultural Analysis Comparing Attitudes Cross Functional / Cross Cultural teams

TEAM AND ORGANIZATIONAL LEVELS

Observes Issues at Both

INTRODUCTION TO OB

Deals with Issues Such as

OB
Intra Organizational Politics Conflicts

ORGANIZATIONAL LEVEL

Studies Issues at

EVOLUTION OF MANAGEMENT THOUGHT

ly th e o rie s o f M a n a g e m e n t ca n b e C la ssifie d u n d e r w h a t w e k n o w a s S S IC A L M A N A G E M E N T T H O U G H T

APPROACH Scientific Management Administrative Principles Bureaucratic Organization

RATIONALE One Best Way to do the Job One Best Way to Put an Organization Together Rational and Impersonal Organizational Arrangement

FOCUS Job Level Organizational Level Organization Level

EVOLUTION OF MANAGEMENT THOUGHT

SCIENTIFIC MANAGEMENT

SCIENTIFIC STUDY OF WORK METHODS (THROUGH OBSERVATIONS, EXPERIMENTS, & REASONING) TO IMPROVE THE EFFICIENCY OF THE WORKERS

EVOLUTION OF MANAGEMENT THOUGHT

SCIENTIFIC MANAGEMENT Important Scientists:


Frederick Winslow TAYLOR Frank & Lillian GILBRETH Henry Laurence GANTT

SCIENTIFIC MANAGEMENT

or
te The Principles of Scientific Management in 1911 Soldiering Effect triggered his research study

diering Effect occurs when workers deliberately work at a slower pace

s may be due to

ncrease in their productivityFaulty Wage System In the Organization ill result in Job Loss to heir Colleagues

Outdated Method of Working

SCIENTIFIC MANAGEMENT

lo r

o v e rco m e th e se p ro b le m s Ta y lo r id e n tifie d 2 in te rv e n tio n s

E & M O T IO N S T U D Y

n tify th e b e st w a y to p e rfo rm e a ch jo b a k d o w n e a ch jo b in to sm a ll ta sk s

m o v e th e u n n e ce ssa ry m o v e m e n ts a n d fin d th e b e st w a y o f d o in g th e jo b E - R A T E IN C E N T IV E S Y S T E M

w a rd th e w o rk e r w ith th e m a x im u m o u tp u t

e w o rk e r to re ce iv e h is w a g e s if h e m e e ts th e e x p e cte d p e rfo rm a n ce e e x ce e d s th e ta rg e t, w a g e s w ill in cre a se p ro p o rtio n a lly

SCIENTIFIC MANAGEMENT

Ta y lo r

L IM IT A T IO N S

W o rk e r is n o t in v o lv e d in th e p la n n in g o f h is w o rk O p e ra tio n s ca n n e v e r b e iso la te d / in d iv id u a l co n fin in g w o rk e rs to in d iv id u a l O p e ra tio n s w ill n o t n e ce ssa rily im p ro v e th e ir p ro d u ctiv ity

SCIENTIFIC MANAGEMENT

Ta y lo r

W e n o w k n o w th e S o ld ie rin g E ffe ct m o re co m m o n ly a s S O C IA L L O A F IN G

S o cia l L o a fin g m o stly o ccu rs if P E O P L E A R E N O T M O T IV A T E D E N O U G H T O W O R K IN A G R O U P

T h e re a so n b e in g th a t th e in d iv id u a ls m a y fe e l th a t th e ir ta sk is N O T IM P O R T A N T

A lso th e y fe e l T H E Y A R E N O T G E T T IN G T H E IR D U E U N D E R A P P R E C IA T E D

T h e b e st w a y to b e a t S O C IA L L O A F IN G

A ssig n m e a n in g fu l ta sk s to te a m m e m b e rs G iv e th e te a m m e m b e rs th e rig h t d e g re e o f a u to n o m y o v e r th e ta sk s

SCIENTIFIC MANAGEMENT
Ta y lo r

G o in g b a ck to th e S O L D IE R IN G E F F E C T . W H A T D O Y O U T H IN K W A S T H E H E A R T O F TH E P R O B LE M !!!

DEMOTIVATED WORKERS
Lack of interesting job Rewards not linked to performance Lack of Job Security

SCIENTIFIC MANAGEMENT

rank & Lillian Gillbreth

Focused on Time - Motion Study developed by Taylor

Studied and labeled 17 basic hand motions of the workers Search , Hold

They also observed the physical movements of the workers using motion picture amera

The productivity of the workers went up

SCIENTIFIC MANAGEMENT
nry Laurence Gantt

trongly tied financial rewards to performance as did Taylor

eveloped the Task & Bonus Scheme their work faster ( than the given time ) received a Bonus

orkers completing

he foreman received a bonus for each worker who completed the work before ven time

he foreman gets extra bonus when all the workers under him finish the job fore me

SCIENTIFIC MANAGEMENT

imitations of Scientific Management

ooks at the problems only at the operational level and not at the managerial vel

ssumption was that people motivated only by Money / Material Gains

orkers more often complain about nature of work , and working conditions rather an on material gains

ADMINISTRATIVE PRINCIPLES

INISTRATIVE THEORY

veloped principles that could coordinate the activities within the organizatio

st prominent among the proponents of this management thought was Henri Fayol

OL

ench Industrialist

came popular through his book Administration industrielle et gnrale or Gener Industrial Management

vided Business Operations into 6 different activities

ADMINISTRATIVE PRINCIPLES
FAYOL
Producing & manufacturing products

ADMINISTRATIVE PRINCIPLES

OL

ilding on these activities , Fayol suggested 14 principles of management vision of Work leading to efficiency in operations

ving Authority to Managers and Making them Responsible for the Work to be e Discipline in the organization where people respect authority l instructions from one person l activities to be a part of ONE plan ganization s interests over individual interests

emuneration paid should be fair according to cost of living & linked to ductivity

ADMINISTRATIVE PRINCIPLES

ng on these activities , Fayol suggested 14 principles of management

Organization flexible enough to be centralized or decentralized to effectivel personnel

Having clear cut communication channels in the organization ; across the hierar

Right person selected to do the right job and material / equipment kept in plac oth performance of activities mployees to be treated fairly turnover to be prevented by motivating the employees suggestions from employees to improve work place op Team Spirit among the employees

BUREAUCRATIC MANAGEMENT

ER

pported the idea of a structured , formalized , and impersonal organizations

rong set of rules and regulations in the organization

ed on the following principles

K SPECIALIZATION & DIVISION OF LABOR

ies and responsibilities are clear

h employee given specific tasks to help him gain expertise

ES & REGULATIONS

ar as they help the employees to work in coordinated fashion

ERSONALITY OF MANAGERS

isions made based on facts rather than emotions

RARCHY OF ORGANIZATION

ordinates not given any role in decision making

LIMITATIONS OFADMINISTRATIVE & BUREAUCRATIC APPROACH

ere is no strict bureaucracy today

e principles of scientific management go against individual creativit

portant issues such as Leadership , Motivation , Power , and Informal ations were ignored

BEHAVIORAL APPROACH
gnized the importance of individual s attitude , their interaction peers and superiors and its influence of their performance of the proponents of this theory are : Parker Follet

ated the idea of Power Sharing


Mayo

the team of scientists who conducted the Hawthorne Experiments

ed the relation between employee psyche Organizational Environment ductivity

BEHAVIORAL APPROACH
of the proponents of this theory are :

sed the Maslow s Hierarchy of Needs pyramid to explain Human ation

gor

sed the Theories X and Y

ers belief about his employees

y X workers are lazy , do not like work , dislike responsibility , need pervised

y Y workers are creative , proactive , take responsibility , and exerc Control

QUANTITATIVE APPROACH

come of the WW II

sists of 3 branches :

Management Science / Operations Research : PERT , CPM , ecision Theory , Sampling , Probability

Operations Management : deals everything related to Production nventory Management , Facility Location , Layout , Project Planning & ontrol , Statistical Quality Control

Management Information Systems : Collects , Processes , Stores , and isseminates Information

MODERN APPROACH
SYSTEMS THINKING CONTINGENCY THEORY SYSTEMS THINKING FEEDBACK

FEEDBACK

INPUT
PEOPLE MONEY MATERIAL INFORMATION

TRANSFORMATION PROCESSES

OUTPUT

PERFORMANCE APPRAISAL FEEDBACK FROM CLIENT ORGANIZATION S ROI

PROCESSES

PRODUCTS / SERVICES

EMPLOYEE RECRUITED

TRAINING MENTORING JOB ENRICHMENT

WORKING WITH CLIENT Observations , Recommendations Problem solving

l this collectively can be called as a CONSULTANCY SYSTEM

MODERN APPROACH

PLANNING AN EVENT TO REMEMBER : SUPERWOMAN MARIA RODD !

OM THE CASELET GIVEN TO YOU

WHAT DOES MARIA RODD TYPICALLY DO WHEN SHE IS PLANNING R AN EVENT? DOES HER WORK IN ANY WAY CONNECT THE VARIOUS APPROACHES MANAGEMENT THAT WE HAVE SEEN SO FAR . ?

MODERN APPROACH
CONTINGENCY THEORY
Relation between Individuals , Teams , Organizations and Environment

Also called as Situational Theory Reflects the Increasing Complexity of the Businesses THERE IS NO ONE BEST WAY TO DO THE JOB!!!

HAWTHORNE STUDIES

The Problem: Employee Dissatisfaction The Setting: 1924; The Hawthorne Works Factory of Western Electric Company, Chicago; 30,000 employees; the studies conducted until the early 1930s Nature of Operations: Supplied manufactured equipment to Bell Telephone System The Objective: To know the causes of dissatisfaction among workers The Managerial Concept: Influence of External Factors (environment) on Employee Motivation and therefore on Productivity

So, how were the experiments conducted

HAWTHORNE STUDIES The Experiments were conducted by National Academy of Sciences Step One was the ILLUMINATION EXPERIMENTS

Group 1 ( Control Group ) Illumination was Kept Constant

Group 2 (Experimental Group ) Illumination was enhanced

PREDICTABLY HIGHER PRODUCTIVITY IN GROUP 2 HOWEVER , PRODUCTIVITY OF GROUP 1 ALSO INCREASED

These experiments suggested that there may be factors apart from Working Conditions that influenced Productivity

HAWTHORNE STUDIES

Step TWO was the RELAY ROOM EXPERIMENTS Started in 1927 by Elton Mayo and his colleagues This phase continued for a period of 5 years The intention was to change the working conditions and see how productivity changes

SOWHAT WAS DONE? 2 girls were selected for the experiment These two girls were asked to select 4 more girls The group was given the task of assembling telephone relays A telephone relay is a device comprising of 40 different components An Observer recorded the experimenttalking to the girls listening to their complaintsgiving the girls an update on the experiment SOWHAT DID THEY FIND OUT?

HAWTHORNE STUDIES
Slight fall in Productivity as work rhythm is affected Sharp rise In productivity Productivity increased Highest Productivity Achieved

3000 relays

Productivity increased

Productivity increased

2400 relays

Normal working conditions 48 hours / week No breaks

Piece Work Two Five Six Five Basis Minute Breaks Minute breaks 8 weeks Increased later to introduced ( wages 10 minutes According To Productivity )

10 minutes Girls Break restored Allowed to + Leave early Free meals

All amenities Withdrawn ; Original Working Conditions restored

HAWTHORNE STUDIES
MANAGERIAL IMPLICATIONS OF THE FINDINGS:
The rise in productivity is due to change in the employees attitude towards their job They experienced a feeling of Task Significance when their opinions were asked The employees were given autonomy on their job in terms of assembling of parts Thus, the employees developed self discipline It was also found that variables such as rest does not completely explain increase in productivity

HAWTHORNE STUDIES
The Illumination and Relay Room Experiments were followed up with a Mass Interview Program Interviews conducted between 192830 The objective was to collect information so that Supervisory Training be Improved The Interviewer would listen, talk, argue, and advice the interviewee on various aspects such as
Financi al Rewards ( wages , Rate revisio n ) Social Contact s ( on the Job ) Job Placeme nts (transfe rs Co . Placeme nts )

Physica l Working Conditi ons

General Employe e Welfare

Working Hours

HAWTHORNE STUDIES
WHAT ARE THE IMPLICATIONS FROM THESE INTERVIEWS?
Providing opportunities to express opinions motivates the employees Complaints/Grievances may not necessarily be tangiblemore often they can be symptoms to more serious problems Employees productivity depends on his experience within and outside the organization Employees level of satisfaction or dissatisfaction depends on how he perceives his social status in the organization In some departments, group behavior was evident groups restricting the productivity of individual workers Thus, bank wiring Room Studies were conducted to study this phenomenon in detail

HAWTHORNE STUDIES
BANK-WIRING ROOM STUDY
OBJECTIVE : Observe the motivational drives among the informal work groups PARTICIPANTS: 9 wire-men, 3 soldermen, and 2 inspectors; involved in attaching wire to swtiches; 1 observer, 1 interviewer THE SETTING : A Simulated Environment called Bank-Wiring Room was created replicating the actual work conditions METHOD :

The observer interacted closely with the workers, knowing more about their feelings, values, attitudes

The interviewer stationed in a different part of the factory. Was appraised of the employees by the Observer

HAWTHORNE STUDIES
BANK-WIRING ROOM STUDY
RESULTS: Emergence of an Informal team leader among the small group of 14 workers Financial rewards were not important to the team members; Group Norms were more important The production level was 6000 units vis--vis 7000 units capacity Group compelled individual production level to be at about the 6000 unit mark Groups averse to raising the level of production because:

Possibility of standards being raised Protection of slower workers Fear of employment

HAWTHORNE STUDIES
PERSONAL COUNSELLING
The bank-wiring study was followed by Personal Counselling of the employees (after 4 years) The objective was to underscore the significance of employee relations in the organization Effective Leadership and Communication among the employees identified as the key to improvement of organizational relationships The following benefits were generated:
Employees Psychological and Physiological problems were solved EmployeeSupervisor relations improved Employee Management relations improved Management demonstrated greater empathy for the employees

INDIVIDUAL BEHAVIOR
Dr Ravikiran Dwivedula

INDIVIDUAL BEHAVIOR

BEHAVIOR is defined as The Manner in which one Behaves! The actions or reactions of a person in response to an external or internal stimuli !

Though people differ in their attitudespersonality emotionstheir Behavior can be similar to a given stimulus Example : Increase in the petrol prices (STIMULUS)most of us are not too happy (BEHAVIOR) Example: What was the stimulus and Behavior in the Hawthorne Experiments?

tim u lu s : E m p lo y e e N o t In v o lv e d in w o rk ; im p ro p e r w o rk co n d itio n s

e h a v io r: D e m o tiv a te d W o rk e rs

INDIVIDUAL BEHAVIOR

Over the yearsthere have been changes in the way BEHAVIOR has been explained THE TRADITIONAL APPROACH BEHAVIOR IS THE OUTCOME OF A STIMULUS Example: A very unfriendly working environmentyou demonstrate an irritable behavior at work THIS IS CALLED THE SR MODEL OR THE STIMULUS RESPONSE MODEL

INDIVIDUAL BEHAVIOR

BEHAVIORAL PERSPECTIVE

SI U ATI N T O
S tim u lu s E n v iro n m e n t

O RG ANI M S
P h y sio lo g ica l C o g n itiv e P sy ch o lo g ica l

B EH AV I R O
R e sp o n se s P a tte rn s o f B e h a v io r

th e C a s e g iv e n to y o u ca n y o u id e n tify W h a t is th e S tim u lu s / E n v iro n m e n t W h a t k in d o f n g e is o b s e rv e d in p e o p le a n d w h a t is th e ir re sp o n se / o u tco m e

INDIVIDUAL BEHAVIOR

BEHAVIORAL PERSPECTIVE
INPUT PROCESS OUTPUTS

SI U ATI N T O
S tim u lu s E n v iro n m e n t

O RG ANI M S
P h y sio lo g ica l C o g n itiv e P sy ch o lo g ica l

B EH AV I R O
R e sp o n se s P a tte rn s o f B e h a v io r

INFORMATION PROCESSED PERSONALITY & EXPERIENCE OF THE INDIVIDUAL INFLUENCE THIS PROCESS ( BARCLAYS INDIVIDUAL HIGH ACHIEVER WANTS TO BE REWARDED & RECOGNIZED ) LEADS TO A PSYCHOLOGICAL CHANGE

THESE ARE THE ACTIONS TAKEN BY THE INDIVIDUAL AND ARE EXPLICIT OUTWARDLY DEMONSTRATED ( BARCLAYS EMPLOYEES ARE MOTIVATED AND ARE WILLING TO SHARE THEIR EXPERIENCES ACROSS THE ORGANIZATION )

INDIVIDUAL RECEIVES INFORMATION ( BARCLAYS INFORMATION ABOUT THE REWARD SCHEME )

INDIVIDUAL BEHAVIOR We will be studying organization behavior at 3 levels:


Individual Team Organization

In the next 2 sessions, we will see how Individual Characteristics and Behavior will lead to employee performance and satisfaction We will first understand how the Biographical Characteristics of the individual influence his performance and satisfaction Some of the Biographical characteristics of the individuals can be

AGE G EN D ER M A R IT A L S T A T U S T E N U R E O N T H E JO B

INDIVIDUAL BEHAVIOR

AGE There is an increasing trend of an Ageing Workforce Age has been argued to impact productivity, commitment to the organization, and the emergence of extended employment opportunities after retirement Perception of the colleagues towards Older workers is Mixed
C o m m itm e n t To Q u a lity C o m m itm e n t to O rg a n iza tio n Ju d g m e n t E x p e rie n ce S tro n g w o rk e th ic L a ck o f F le x ib ility S k e p tica l a b o u t U sin g Te ch n o lo g y

INDIVIDUAL BEHAVIOR

AGE The Older you getthe less likely it is that you will quit your job Older workers have fewer alternatives outside their job Further, their long tenure gives them options such as longer paid vacations, more attractive pension benefits

Older workers are also associated with lower avoidable absences (not health related)Examples Holidaying, staying up home finishing chores)

Older workers however have higher rate of unavoidable absences Contrary to the myth that younger workers demonstrate speed, agility, strength, and coordination at work vis--vis the older workers, there will be no decline of skills with age Age is directly related to Satisfaction Among Professional Workers, Satisfaction increases with Age Among Non Professional Workers Satisfaction falls in the middle age and then rises in later years

INDIVIDUAL BEHAVIOR GENDER There are little differences between Men and Women in terms of Job Performance No differences with respect to problem-solving ability, analytical skills, sociability, learning ability Women may conform more to authority than Men Women report higher rate of absenteeismlargely due to home/family responsibilities such as day care However, this has changed now with Men being interested in day care

INDIVIDUAL BEHAVIOR

MARITAL STATUS No clear evidence on the impact of marriage on performance Married men however report lower absences, less turnover, and are more satisfied with their jobs This may well be the other way aroundsatisfied people getting married

TENURE More work experience leads to higher productivity on the job Seniority is inversely proportional to absenteeism The longer the job tenure, the higher is the employees satisfaction

INDIVIDUAL BEHAVIOR

ABILITY Ability refers to the individuals capacity to perform various tasks in a job Each person has different abilitiesbut which can be broadly classified as

n l I te l e ctu a l l ti A b ii e s N u m e rica l A b ility

D y n a m ic S tre n g th : Ability to exert muscula Force repeatedly Construction Jobs ( A cco u n ta n t) Trunk Strength : Ability to exert muscular Strength using Abdominal muscles Janitor / Cleaning Static Strength : Exert pressure on external Objects manual labor Explosive Stength Extent Flexibility Dynamic Flexibility

P h ysi l ca A b ii e s l ti

V e rb a l C o m p re h e n sio n ( P la n t M a n a g e r) P e rce p tu a l S p e e d ( P o lice , F ire fig h te r) In d u ctiv e R e a so n in g ( M a rk e t R e se a rch E x p e rt) M e m o ry ( sa le s p e rso n )

Te s ts s u ch a s G M A T / G R E , a n d S A T a re g o o d In d ica to rs o f o n th e jo b p ro ficie n cy

Body Coordination

Balance

Stamina

INDIVIDUAL BEHAVIOR

LEARNING Complex Behavior is Learnt! Learning is a Relatively Permanent Change in Behavior that occurs as a result of Experience Learning is said to have happened if the Individual Behaves, Reacts, and Responds as a result of experience in a manner different from the way he behaved before

INDIVIDUAL BEHAVIOR

T h e Le a rn i g T h e o ri s ca n b e cl ssi e d a s fo l o w s: n e a fi l Le a rn i g n T h e o ri s e

B e h a vi ri c o sti

C o g n i ve ti

S o ci l a

C l ssi a c al

M odel i ng Sel f E ffi c ca y

O p e ra n t

INDIVIDUAL BEHAVIOR

Behavioristic Theories One of the oldest approaches to explain Learning Forms the foundation for various management concepts such as Reward Systems Has two main schools of thought:
Classical Conditioning Theory Operant Conditioning Theory

INDIVIDUAL BEHAVIOR

CLASSICAL CONDITIONING LEARNING Proposed by Pavlov through his experiments The Actors:
Pavlov, The Dog, The Bell, and The Meat

Step One:
Pavlov Shows Meat--- The Dog Salivates Pavlov Rings Bell The Dog does not Salivate

Step Two:

Step Three:
Pavlov shows Meat and Rings the Bell for a number of times The Dog Salivates

Step Four:
Pavlov merely rings the Bell The Dog Salivates

n co n d itio n e d s tim u lu s : M e a t

C o n d itio n e d S tim u lu s : B e ll

n co n d itio n e d R e s p o n s e : D o g S a liv a tin g a t th e ig h t o f M e a t s ig h t o f th e b e ll

C o n d itio n e d R e sp o n se : D o g sa liv a tin g a t t

INDIVIDUAL BEHAVIOR

CLASSICAL CONDITIONING LEARNING

U N C O N D IT IO N E D S T IM U LU S

C O N D IT IO N E D R E S P O N S E

U N C O N D IT IO N E D R E S P O N S E

B e h a vi r o M o d i ca ti n o ccu rs fi o h e re

Le a rn i g O ccu rs H e re n

C O N D IT IO N E D S T IM U LU S

W H E R E D O Y O U T H IN K IS T H E L E A R N IN G H A P P E N IN G A N D T H E B E H A V IO R IS B E IN G M O D IF IE D

INDIVIDUAL BEHAVIOR

OPERANT CONDITIONING LEARNING The Actors: Skinner; Rat/ Pigeon; Operant Chamber What is the Experiment The Operant Chamber is a Box with a Lever It is so arranged that when the lever is pressed, a food pellet is dropped into the box A hungry rat is kept in the box While sniffing around for foodthe rat accidentally presses the leverand luckily gets the food Later on the rat learns to press the lever to get its food!!!

INDIVIDUAL BEHAVIOR

OPERANT CONDITIONING LEARNING Argues that Behavior is Learnt! People tend to internalize behaviors for which they receive positive reinforcement Example: Getting Good Grades is a positive reinforcement when you work hard People tend to ignore behaviors for which they receive negative reinforcement Example: No recognition for the loads of extra hours you put inyou will not work late hours

INDIVIDUAL BEHAVIOR

WHAT IS THE DIFFERENCE BETWEEN CLASSICAL CONDITIONING THEORY AND OPERANT CONDITIONING THEORY

CLUE: UNCONDITIONED = NATURAL; CONDITIONED = ACQUIRED OPERANT CONDITIONING: THE LEARNER ACTIVELY PARTICIPATES IN THE LEARNING PROCESS CLASSICAL CONDITIONING: THE LEARNER IS PASSIVE OPERANT CONDITIONING OFFERS INCENTIVES FOR POSITIVE BEHAVIOR (PRESS THE LEVER TO GET THE FOOD) CLASSICAL CONDITIONING DOES NOT OFFER ANY INCENTIVE

INDIVIDUAL BEHAVIOR

What do you think is one big problem when we try to bring in these learning theories to work.

People like to be rewarded and feel on top Over the Others Leads to lot of Internal Competition within the Organization Obviouslythe benefits are not long lasting

INDIVIDUAL BEHAVIOR
COGNITIVE THEORY OF LEARNING Cognition : having awareness of something through knowledge, perception, or reason The Actors: Edward Tolman, Rat, Maze, food pellets What is the Experiment Rats were allowed to run through a Maze in search of food Food was kept at specific points in the maze On finding the food, the rats began to learn where the food is kept These could be points in the maze where the food is kept; time taken to reach the point where food is kept

INDIVIDUAL BEHAVIOR COGNITIVE THEORY OF LEARNING

Cognitive learning theory finds application in the employee motivation programs, goal setting

INDIVIDUAL BEHAVIOR

SOCIAL LEARNING Learning happens through observation and experience Typically the stimulus for learning is presented by Models who can be parents, teachers, peers, superiors, Movie Stars The person acquires or imitates the traits/ characteristics of the model If the consequences are positive the behavior is reinforced else it is discontinued

INDIVIDUAL BEHAVIOR

PRINCIPLES OF LEARNING GENERALLYTHE WHOLE CONCEPT OF LEARNING IS INFLUENCED BY REINFORCEMENT PUNISHMENT Reinforcement
Appreciating positive behavior in the employeesstrengthens that behavior Punishments weaken a particular behavior Negative Reinforcement : Behavior is repeated so that the unfavorable outcomes are avoided.Calling of a strike so that you can still retain your job

INDIVIDUAL BEHAVIOR

SOCIAL LEARNING
People The learning process occurs as follows: learn from Model whom they relate to ; Models who / which is accessible ; attractive ; Repeatedly available ; important to you Example : Your Trainer on the first job

A tte n tio n a l P ro ce sse s Reinforcement Process


Positive Feedback reinforces Behavior Example : Recognition from your Boss

Retention Processes
How well the individual is able to recall The models actions even after the model Leaves Example : Working in your own department

Motor Reproductio n Process


How well is the individual able to Demonstrate the behavior Example : Applying newly acquired skills to the job

INDIVIDUAL BEHAVIOR

THE LEARNING PRINCIPLES AND THE OPERANT CONDITIONING THEORY FIND APPLICATION IN

ORGANIZATIONAL BEHAVIOR MODIFICATION


OR

OB MOD PROCESS

OB MOD

1. WHAT ARE THE CRITICAL PERFORMANCE BEHAVIORS.

identify the behaviors which have a significant impact on the performance These behaviors should be measurable Examples can be Absenteeism, tardy performance by the employee Done by immediate supervisor

OB MOD

2. MEASURE THE CRITICAL PERFORMANCE BEHAVIORS 3. Identify the frequency of the occurrence of that behavior ExampleLets Saythere is about 55% of the employees are tardy on any given day at work You will again measure employee efficiency after you have implemented your interventions

OB MOD

3. PERFORM A FUNCTIONAL ANALYSIS OF BEHAVIOR 4.

Identify what are the causes of this behaviorHow is this behavior expressedand what are the outcomes ExampleBoring job is the causeSocial Loafing is the Behavior and not able to meet the deadlines is the outcome.

OB MOD 4. DEVELOP AN INTERVENTION STRATEGY


Use Positive Reinforcement.Make the work more challenging and recognize employee efforts Use PunishmentIssue a Memo It is here that the Learning Principles are usedRewarding positive behaviorspunishments

OB MOD 5. EVALUATE THE INTERVENTIONSEE IF IT IS INCREASING PERFORMANCE 6.

Compare the performance before and after the intervention

Ensure that the people have understood the rationale behind this interventiontypically done at the beginning of the intervention Evaluate if theres a change in the behavior Measure the performance using criteria such as quality of the services/ productscustomer satisfaction information employee grievances

ATTITUDESVALUESJOB SATISFACTION

VALUES

A SPECIFIC MODE OF CONDUCT OR END STATE OF EXISTENCE IS PERSONALLY OR SOCIALLY PREFERABLE TO AN OPPOSITE OR CONVERSE MODE OF CONDUCT OR END-STATE OF EXISTENCE OR IT IS YOUR PERCEPTION OR IDEA OF WHAT IS RIGHT, WHAT IS WRONG, OR WHAT IS DESIRABLE TO YOU

VALUES, ATTITUDES, & JOB SATISFACTION

People do not chose jobs and careers randomly! They would seek only those jobs/careers that would interest themlook for personjob fit In other words, people take up jobs that are compatible with their interests, values, and abilities People not finding this alignment at their work place either change their jobs (sometimes profession) or stay on dissatisfied Dissatisfaction needless to say.negatively impacts performance Therefore, it becomes important for us to know how the values, and attitudes of people influence their level of satisfaction on the joband thence Performance

VALUES, ATTITUDES, & JOB SATISFACTION

VALUES Values are the Convictions that an individual holds It is a function of WHAT IS IMPORTANT TO YOU & HOW IMPORTANT IS IT TO YOU! Values are rigid as they are acquired in your formative years They may change once you start questioning those values

V A LU E S

PE R C E P T I N S O

A TT I U D E T

M O TI ATI N V O

ATTITUDESVALUESJOB SATISFACTION

VALUES

EXAMPLES: I SHOULD ACT RESPONSIBLE WHEN IT COMES TO LIFE I SHOULD BE POLITE TO ELDERS HONESTY IS THE BEST POLICY!!! I SHOULD ALWAYS MAINTAIN MY SELF RESPECT I SHOULD CHERISH TRUE FRIENDSHIP

ATTITUDESVALUESJOB SATISFACTION

VALUES ARE IMPORTANT WHEN YOU WORK IN AN ORGANIZATION YOUR IDEA OF WORK IS GIVING YOU SOME AUTONOMYFREEDOM AT WORK SUCH AS FLEXITIME THE ORGANIZATION MAY HAVE POLICY OF HAVING EACH OF ITS EMPLOYEES PUT IN STIPULATED NUMBER OF HOURS AT WORK IT IS HERE THAT THERES A CLASH BETWEEN YOUR VALUES AND THAT OF THE ORGANIZATION NEEDLESS TO SAYTHIS SIGNIFICANTLY IMPACTS YOUR BEHAVIOR AND THE LEVEL OF JOB SATISFACTION!

ATTITUDESVALUESJOB SATISFACTION

CAN THERE BE DIFFERENT TYPES OF VALUES YOU WANT A comfortable life Self Respect your beliefs Happiness help others YOU WILL Work Hard Stand up for

be cheerful, IN S T R U M E N T A L V A LU E S
V a l e s w h i h e l yo u u ch p A ch i ve th o se fi a lg o a l e n s

T E R M IN A L V A LU E S

Fi a lg o a l / n s U l m a te sta te o f m i d ti n

ATTITUDESVALUESJOB SATISFACTION

Can different people have different values TERMINAL VALUES (in the order of importance) EXECUTIVES Self Respect Family Security Freedom Sense of Accomplishment Happiness UNION MEMBERS Family Security Freedom Happiness Self Respect Mature Love

ATTITUDESVALUESJOB SATISFACTION

Can different people have different values INSTRUMENTAL VALUES (in the order of importance)

EXECUTIVES Honest Responsible Capable Ambitious Independent

UNION MEMBERS Responsible Honest Courageous Independent Capable

ATTITUDESVALUESJOB SATISFACTION

VALUES ACROSS THE GENERATIONS

VALUES, ATTITUDES, & JOB SATISFACTION

VALUES There can be different ways in which Values can be classified


Hardworking Conservative Loyal to organization JFK Civil Rights Movement Vietnam War Quality of Life Seek Autonomy Loyalty to Self

Great Depression WWII

Protestant Work Ethics ( entered work force In early 1940s to 1960s)

Existential Work Ethic (entered workforce from 1960s through mid 1970s (Hippie Culture) Hard work Success Loyalty to Career

Reagan Weapons Buildup / Cold War Dual Career households

Hard work Success Loyalty to Career Social Recognition

Globalization Fall of Communism IT

Pragmatic ( entered workforce Between mid 1970sMid 1980) Ends justified Means

Generation X

Flexibility Job Satisfaction Work Life balance loyalty

ATTITUDESVALUESJOB SATISFACTION

WHO ARE WE RIGHT NOW

GENERATION Y

ATTITUDESVALUESJOB SATISFACTION

VALUES ACROSS COUNTRIES AND CULTURES

ATTITUDESVALUESJOB SATISFACTION

Hofstedes Framework for Assessing Cultures: POWER DISTANCE : degree to which people in a country accept that power is distributed unequally

Low : believe that power sharing is equal High: Power sharing is polarized

INDIA : HIGH INEQUALITY OF POWER & WEALTH IN SOCIETY INDIVIDUALISM/ COLLECTIVISM : Degree to which people prefer to work as individuals rather than in teams

Low Individualism : Want to work in teams High Individualism: Work individually

ATTITUDESVALUESJOB SATISFACTION

Hofstedes Framework for Assessing Cultures: QUANTITY OF LIFE/ QUALITY OF LIFE :

High Quality of Life : Value relationships, empathic towards others Low Quality of Life : Money, succeed in competition, power

UNCERTAINTY AVOIDANCE : degree to which people prefer clarity over ambiguity High Uncertainty : people express anxiety, nervousness, stress, aggressiveness INDIA SCORES LOW ON UNCERTAINTY AVOIDANCE

ATTITUDESVALUESJOB SATISFACTION

Hofstedes Framework for Assessing Cultures: LONG TERM/ SHORT TERM ORIENTATION : High on Long term orientation: People plan for their future, savings Short term orientation: People looks towards the past, emphasis on tradition, and fulfilling social obligation

VALUES, ATTITUDES, & JOB SATISFACTION

VALUES
China France Russia Indonesia France Germany USA Holland Russia France Russia China

HIGH

Japan MODE RATE

Japan Russia

China France Indonesia

Japan Holland China

Germany Japan Holland

USA Netherlands LOW Germany

China Indonesia

Germany Japan USA

Indonesia USA

USA Indonesia

POWER DISTANCE

INDIVIDUALISM

QUALITY OF LIFE

UNCERTAINTY AVOIDANCE

LONG TERM ORIENTATION

VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES Attitudes are your opinions about situations, people, and objects These may be favorable or unfavorable SoHow are Attitudes Formed and Expressed Example
COGNITIVE COMPONENT

Lack of freedom on the Job frustrates me


This is your Value

I dont like my Boss because he Is Autocratic


Which is being transformed Into a strong emotion Towards a person


AFFECTIVE COMPONENT

I quit the organization Because my Boss is BEHAVIOR Autocratic COMPONENT

Your emotions now Lead you to take Actions Outcome

VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES In OB, we will only look at 3 types of Attitudes Job Satisfaction

Job Involvement

Organizational Commitment

VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES

Job Satisfaction

-It is the individuals general attitude towards the job -His attitude towards the job is positive if he is satisfied

Job Involvement

-Degree to which a person identifies psychologically with his job -High degree of Job involvement translates to fewer absences and lower turnover rate

VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES

Organizational Commitment

Employee identifies with the Organization, its goals and wishes to remain with the organization An employee may demonstrate Organizational Commitment for the following reasons:

Emotionally attached to the organizationWants to Stay in the Organization AFFECTIVE COMMITMENT

Incurs huge costs if leaves the organization (pension, friends) Has to stay in the organization CONTINUANCE COMMITMENT Feels morally obligated to stay with the organization (organization investing on his training) Ought to stay in the organization NORMATIVE COMMITMENT

VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES Organizational Commitment was and probably still is an important issue to study human behavior in the organization However, today we see the emergence of KNOWLEDGE WORKERS Experts in their own subject areas/ domains These Knowledge Workers can be more loyal to their Profession rather than to their organization This is what we call PROFESSIONAL COMMITMENT or OCCUPATIONAL COMMITMENT

VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES Individuals and sometimes Organizations try to achieve consistency between their attitude and behaviorin other words try to justify their attitude through their behavior Example. There have been times when the Tobacco companies justified their position by

Criticizing scientific research that showed adverse effects of tobacco on health (USA; Wall Street Journal 28 April 1998) spending enormous amount of resources in lobbying against smoke-free legislation at the Federal, State, and Local levels and intimidate the policy makers! (USA; Sweda and Daynard in Tobacco Control Resource Center, Boston (MA), 2000) Arguing against smoking restrictions in workplaces, cafes, restaurants as this will decrease the social acceptability of smokers and therefore reduces smoking incidence (EUROPE, British Medical Bulletin (1996))

VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES There may be a case of Tobacco companies backtracking on their argumentsExample when the companies agree to pay millions of dollars in compensation to the victims In a way, the companies are trying to reduce the Inconsistency in their position (of promoting tobacco based products) However, if this inconsistency goes too farthe companies may chose to quit the industry But the question isHow to companies or individuals chose which inconsistency is acceptable and which is not?

Cognitive Dissonance Theory gives us some clues


VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES

COGNITIVE DISSONANCE THEORY

Explains the linkages between Attitudes and Behavior Example: Let us say you decide to buy an extravagant piece of Blackberry

It may happen that you dont feel too good about it after you have made the purchase. It is here that you are experiencing cognitive dissonance

Typically there can be three outcomes:

VALUES, ATTITUDES, & JOB SATISFACTION

ATTITUDES COGNITIVE DISSONANCE THEORY

You desire to reduce this dissonance or inner conflict is very low because you think your old phone is obsolete, and you had to upgrade to a new phone anywaysTHE CAUSE OF DISSONANCE IS LOW (UNIMPORTANT) On the other hand, if your spouse does your shopping and wants you to buy a phonethe degree of dissonance is low because YOU HAVE LITTLE INFLUENCE OVER THE DECISION Lets say the new phone will give you some additional features such as being able to send emailssomething very important to a Mobile Executive like you the cause of dissonance is LOW because THE REWARDS ARE HIGH

VALUES, ATTITUDES, & JOB SATISFACTION

Let us now go back to our discussion on Job Satisfaction We said that Job Satisfaction is basically an Individuals Attitude towards his/her Job The attitude will be positive if the you are satisfied with your job However, its not only the work which gives you satisfaction When in a Job, the individual

J B O S A T I FA C T I S O N

VALUES, ATTITUDES, & JOB SATISFACTION

THE RELATION BETWEEN SATISFACTION AND PERFORMANCE (PRODUCTIVITY) Contrary to the belief that Satisfied workers are more productive PRODUCTIVE WORKERS ARE MORE SATISFIED!!! When you do a good jobyou feel intrinsically good about it (getting a Good Grade will make you feel happy) This is only true at the individual level At the organization level, when people are more satisfied (due to their interactions with their colleaguesnature of work); the organization as a whole performs better Therefore, at the organization levelHAPPY WORKERS LEAD TO MORE PRODUCTIVITY At the individual levelPRODUCTIVE WORKERS ARE MORE HAPPY

VALUES, ATTITUDES, & JOB SATISFACTION

THE RELATION BETWEEN SATISFACTION AND PERFORMANCE (PRODUCTIVITY) ABSENTEEISM Employees who are not satisfied report higher rate of absenteeismhowever this depends on other factors such as availability of sick leavepaid leaves Organizations allowing their employees higher number of sick leaves are encouraging even the satisfied employees to take a break!

VALUES, ATTITUDES, & JOB SATISFACTION

THE RELATION BETWEEN SATISFACTION AND PERFORMANCE (PRODUCTIVITY) TURNOVER Satisfaction negatively related to turnover however it depends on level of performance Organizations work hard to retain star performers They do not care for average/ Low performers

PERCEPTION

PERCEPTION

PROCESS BY WHICH AN INDIVIDUAL SELECTS, ORGANIZES, AND INTERPRETS STIMULI INTO A MEANINGFUL AND COHERENT PICTURE OF THE ENVIRONMENT IN WHICH HE LIVES

Or

THE WAY THE INDIVIDUAL UNDERSTANDS THE STIMULIDEPENDS ON HIS OWN PERSONALITY, PAST EXPERIENCES, AND THE SITUATION/ ENVIRONMENT HE/ SHE IS!!!

PERCEPTION

HOW ABOUT THESE TYPICAL SITUATIONS AT WORKWHERE YOUR PERCEPTION INFLUENCES YOUR BEHAVIOR

PERCEPTION

Lets say the employees have had a bitter experience with the OPEN DOOR POLICY of the management the first timethey would be vary about the policy the next time around.even if the management is more committed!!!

Your experience is now influencing the way you look at this OPEN DOOR POLICY

PERCEPTION

PERCEPTION IS DIFFERENT FROM SENSATION!

You

look at a painting.SENSATION

You LOOK at a paintinglook at the way the artist has used the colors to convey the mood (pink & orange are usually cheerfulevident from Picassos work done in his Rose Period)..PERCEPTION Soyou are now not merely looking at the paintingbut you are taking in the raw pictureapplying your cognitive knowledge and then being judgmental about that painting

PERCEPTION

PERCEPTUAL SELECTIVITY The whole idea of people REGISTERING the stimulus and reacting to it depends on a host of factors such as INTENSITYa widely publicized employee reward program SIZEa quantum leap promotion or a huge financial bonus is more likely to catch your attention CONTRASTYou have been working under an absolutely autocratic boss for the last 2 yearsone fine morning he does a completely 180 degree u turn and buys you a coffee! You are more likely to remember this incident

PERCEPTION

The whole idea of people REGISTERING the stimulus and reacting to it depends on a host of factors such as REPETITIONFor how many quarters are you offering the big financial bonus MOTIONpeople tend to register objects in motion rather than those which are stationery NOVELTY/ FAMILIARITYyou are more likely to pay more attention to your job on DAY ONE than at the end of 3 years REPITITION CAN BE AN EXAMPLE FOR WHICH LEARNING THEORY CLASSICAL CONDITIONINGREPEATEDLY GIVING THE STIMULUS OTHER FACTORS CAN BE

PERCEPTION

The whole idea of people REGISTERING the stimulus and reacting to it depends on a host of factors such as LEARNINGyour own experiences or knowledgeLearning creates some notions (EXPECTANCIES) and these expectancies encourage you to look at the stimulus in a particular way WORKING CONDITIONS IN THE ORGANIZATIONindividual differences among people Low productivity Production Manager : Obsolete Machinery HR Manager : No training given INDIVIDUAL MOTIVATION & PERSONALITYHigh achievers will be S more receptive to rewards than others

PERCEPTION

THESE FACTORS WILL ALSO INFLUENCE YOUR JUDGMENT DECISION MAKING!!!

PERCEPTION

RATIONAL DECISION MAKING MODEL


Group based Decision making process Different people bound to have different opinions Important to achieve consensus

D E F IN E T H E P R O B LEM

Brainstorming Nominal Delphi


Gather all the information related to the problem Diagnose the causes for the problem

GENERATE ALL POSSIBLE DECISIONS

GENERATE OBJECTIVE ASSESSMENT CRITERIA

Money , More satisfied Assess the impact of the various alternatives Workers , How will you measure the success / failure of the decision Bigger market share?

PERCEPTION

RATIONAL DECISION MAKING MODEL


Based on your Objective Assessment

CH O O SE TH E B EST S O LU T IO N

EVALUATE THE SUCCESS OF THE SOLUTION

Based on the Assessment Criteria that You have identified

MODIFY THE DECISIONS AND TAKE ACTION IF NECCESSARY

Based on the Success of the Decision that You have taken

PERCEPTION

THE RATIONAL DECISION MAKING MODEL HOWEVERHAS LIMITATIONS


Assumes that people will make unbiased rational decisions Assumes that we will have access to all the information It consumes lot of time to identify the problem, generate the alternatives, and decide on the best alternative

AND THEREFORE WE TALK ABOUT BOUNDED RATIONAL DECISION MODEL BOUNDED RATIONAL DECISION MAKING MODEL IS A SCALED DOWN VERSION OF RATIONAL DECISION MAKING MODEL

PERCEPTION

BOUNDED RATIONALITY The problem is identified Previously tried and tested solutions to these problems are identifiedand solutions close to the previously tested solutions are considered When selecting the appropriate alternativeonly the alternatives that are closest to the previously tried solution are considered The most appropriate solution is then selected, implemented, and the performance assessed

PERCEPTION

PERCEPTUAL ORGANIZATION

The processes that occur within a person once the stimuli is receivedThere are different ways in which this happens.. How will you interpret the Pe rce p tu a l stimulus Pe rce p tu a l Fi u re g

G ro u n d

G ro u p i g n

C o n sta n cy

Pe rce p tu a l C o n text

Pe rce p tu a l D e fe n se

PERCEPTION

FigureGround

perceived objects are separated from the backgroundyou will apply your knowledge/ experience to interpret the stimulus

beautiful If you knew Chinesethese characters will make sense to you in the first instance Your cognitive knowledge is influencing your interpretation of the stimulus

PERCEPTION

PERCEPTUAL GROUPINGgroup several stimuli together; you start interpreting things based on Assumptions! perceives that the whole exists where it does not groups in your classsome of you like the idea; others dontI am closing the gap by assuming everybody likes the idea of they forming the groups

Closurethe individual makes assumptions

Continuitybuilding on existing practicesone

best way to handle the costs on a projectchances are that the rest of the projects are managed in the same way

PERCEPTION

PERCEPTUAL GROUPINGgroup several stimuli together

Proximitygroup of stimuli are considered to be similar

because they are close to each othermembers of a cricket team are assumed to behave similarly by us (this may not be true)

Perceptual Constancythe features of the stimulus

(size, shape, color) does not have any effect on the way we interpret the stimulus A picture of someone you like is more likely to elicit the same response from you as when you see that person

Perceptual Contextthe way you interpret the stimulus


depends on the context itself

Perceptual Defenseblock the stimuli or distort its

interpretation because it contradicts your ideas and values

PERCEPTION

SOCIAL PERCEPTION The way individuals perceive other peopleDepends on His/ Her PersonalityIntrovert/ Extravert Status of the Person he/she is perceivingManager/ Colleague Visible traits of the person being perceivedShort tempered/ Mild Mannered

a ttri u ti n b o

S te re o typ i g n

H a l E ffe ct o

PERCEPTION

Attribution Establish a CAUSEEFFECT relationship for their own behavior Exceptional Sales Performance in one territoryDoes the Regional Sales Manager attribute this performance to the great work done by the sales team or to the promotional campaigns

This will largely influence the way the Regional Sales Manager perceives the Sales Team

PERCEPTION

Stereotyping

Generalizing the traits of an individual depending on the group to which he belongs to All politicians are corruptAll movie stars are rich!

Halo Effect Develop a personality sketch of an individual by merely looking at one instance or characteristic

PERSONALITY

PERSONALITY

PERSONALITY

Personality

THE DYNAMIC ORGANIZATION WITHIN THE INDIVIDUALS OF THOSE PSYCHOLOGICAL SYSTEMS THAT DETERMINE HIS UNIQUE ADJUSTMENTS TO THE ENVIRONMENT

OR

SUM TOTAL WAYS IN WHICH AN INDIVIDUAL REACTS TO AND INTERACTS WITH THE OTHERSOFTEN EXPRESSED AS YOUR BEHAVIOR Example : Personality : Introvert; Behavior : Dont talk to others

PERSONALITY

Personality Personality is complexnot necessarily Unique.

Personality includes patterns of our thoughts and emotions At the basic levelPersonality influences our emotions Personality also influences our ValuesBeliefsand Expectations!!!

PERSONALITY

SOWHAT ARE THE FACTORS THAT WILL INFLUENCE YOUR PERSONALITY


Traits such as shyness , fear , & distress are hereditary Twins have similar personalities

H E R ID IT Y
The National , Organization Culture The values of a larger culture group influence your Personality ( American Individualistic , Achievement ; Indian / Latin American Family Oriented )

ENVIRONMEN T
Situation can be understood as Immediate Environment In a crisis situation people who are conscientious Are more adept at solving the problem

SITUATION

PERSONALITY

Personality

While there are several studies which have profiled an Individuals Personality the most popular remains the BIG FIVE PERSONALITY

PERSONALITY

Trait Personality Openness

Behavior

Appreciate Art, Are Emotional, Like Being Adventurous, Creative

Conscientiousness Show Self Discipline, High Achievers, Plan their actions

Extraversion

High Energy, Always Happy, Like being in the company of others Compassionate, Cooperative, Sympathetic, Modest, Helpful, Trustworthy Lose temper pretty quickly, get into depression, perceive most of the situations/ interactions with people to be unpleasant, Impulsive

Agreeableness

Neuroticism

PERSONALITY

Personality

WHICH PERSONALITY DIMENSION DO YOU THINK SIGNIFICANTLY INFLUENCES YOUR PERFORMANCE AT WORK???

CONSCIENTIOUSNESS CONSCIENTIOUSNESS ALSO HAS A SIGNIFICANT INFLUENCE ON EMPLOYEES COMMITMENT TO THE ORGANIZATION AND HIS OWN JOB

PERSONALITY

Personality Interestinglyresearch done by Jang, Livesley, and Vermon way back in 1996 shows the extent to which each of these personality dimensions are inherited

Openness 57% Extraversion 54% Conscientiousness 49% Neuroticism 48% Agreeableness 42% Typicallypeople dont change their personality after 30!

PERSONALITY

Personality IS THERE A RELATIONSHIP BETWEEN YOUR PERSONALITY TYPE AND THE JOB THAT YOU CAN DO John Holland Says there probably is

PERSONALITY
Type

Personality Trait

Most Suitable Occupation

REALISTIC: Likes physical Shy, genuine, persistant, activities; mechanistic activities conforming to rules

Assembly Line Worker, Farmer

INVESTIGATIVE : Likes Analytical, Curios, Independent Biologists, Mathematicians, activities that involve thinking, news reporters organizing, understanding SOCIAL : Likes activities that involve helping others Sociable, friendly, cooperative Social Workers, Teachers, Psychologists Accountant, Bank Teller

CONVENTIONAL: Likes rules & Conforming, Efficient, regulations, No ambiguity on Unimaginative the job ENTERPRISING: Likes verbal activities, likes influencing others ARTISTIC : Likes Ambitious, and Unsystematic Activities Self Confident, Ambitious

Lawyer, PR manager

Imaginative, Impractical, Disorderly

Painter, musician, writers

MOTIVATION

MOTIVATION!

MOTIVATION

WHEN WOULD YOU SAY YOU ARE MOTIVATED (TO DO A JOB)

MOTIVATION

MOTIVATION IS THE WILLINGNESS TO EXERT HIGH LEVELS OF EFFORT TOWARDS (ORGANIZATIONAL) GOALS, CONDITIONED BY THE EFFORT TO SATISFY SOME INDIVIDUAL NEED

OR

YOUR FOCUSSED, PERSISTANT EFFORTS AND YOUR INTEREST TO ACHIEVE YOUR GOALS

MOTIVATION

YOU HAVE AN INNATE DESIRE TO BE SUCCESSFUL IN LIFE

YOU THEREFORE HAVE PUT IN EFFORTS TO GET INTO THE MBA PROGRAM AT THE END OF THIS PROGRAMYOU WILL HAVE A FANTASTIC CAMPUS PLACEMENT OFFERTHATS THE FIRST STEP TO A LONG SUCCESSFUL CAREER!

PH Y S I LO G I A L / O C PS YC H O LO G I A L C D E FI I N C Y C E ( NEED )

I D I I U A L B EH AV ES N V D I A C E R TA I M A N N E R N N ( DRIVE )/ MOTIVES

AC H I V ES A E PA R T I U LA R C G O AL ( INCENTIVE )

M O T IV A T IO N P R O C E S S

MOTIVATION

WHAT IS THE DIFFERENCE BETWEEN NEED, DRIVE, AND INCENTIVE

NEED IS THE TRIGGERA DEFICIENCY OR AN IMBALANCEOR A PERCEIVED OPPORTUNITY

DRIVE/ MOTIVE IS THE EFFORTS/ ACTIONS THAT YOU PUT IN TO CORRECT THIS IMBALANCE OR LEVERAGE THIS OPPORTUNITY INCENTIVE IS THE OUTCOME OF YOUR EFFORTS

MOTIVATION

Motives or Drives can be classified as follows:

PRIMARY MOTIVES - They are Physiological , Biological Unlearned - Hunger , Thirst , Sleep , Sex Can all be examples GENERAL MOTIVES - Motives are Unlearned but not Psychologically based - Specific behaviors such as Curiosity , Manipulation , Love ( affection ) can be examples

SECON DARY MOTIVES - These are Learned / Acquired - Need for - Need for - Need for - Need for - Need for examp les Power Affiliation Achievement Security Status can be

MOTIVATION

Motives or Drives can be classified as follows:

Secondary motives are most relevant to the study of human behavior In the Organization so we will look at them in detail now

SECONDARY MOTIVES - These are Learned / Acquired - Need for - Need for - Need for - Need for - Need for examples Power Affiliation Achievement Security Status can be

MOTIVATION

Motives or Drives can be classified as follows:


NEED FOR POWER SECONDARY MOTIVES - These are Learned / Acquired First proposed by the psychologist Adler and later Popularized by McClelland - Need for Power - Need for Affili ation When this - Need for Achievement Feeling - Need for Security combines Some People - Need for Status can be With an Are Born examples Innate With Need for Inferiority Superiority Complex Leads to Power Motives

EXPRESSION OF NEED FOR POWER

Seen in Some of the Politicians and Army Generals In the recent past

Influencing people to change their attitude Controlling people / Activities Gaining control over information / Resources

MOTIVATION

Motives or Drives can be classified as follows:


NEED FOR ACHIEVEMENT

SECONDARY MOTIVES - These are Learned / Acquired Popularized by McClelland . Achievement is the degree to which the person wants To Achieve goals , succeed in challenging situations - Need for Power And Seek Feedback on his Performance - Need for Affili ation - Need for Achiev ement - Need for Security - Need for Status can be Surprisingly , examples High Achievement
People with High Achievement Needs take Calculated Risks that Are just about Challenging Prefer Challenging Task Over Money ; Look at Money As a Yardstick To measure their performance Need People Need Immediate And Precise Feedback On their Performance ;

Preoccupied with Task ; Absolutely Committed to Work ; May not be Good team players

MOTIVATION

Motives or Drives can be classified as follows:


NEED FOR SECURITY SECONDARY MOTIVES - These are Learned / Acquired - Need for - Need for - Need for - Need for - Need for examples Power Affili ation Achievement Securi ty Status can be
From the Job Perspective , people with high Conscious security motives will invest in Insurance programs , saving plans , and other Fringe benefits

Popularized by Maslow

EXPRE SSION OF NEED FOR SECURI TY

Having Secured job Protection against loss of income Insurance against illness / disability Safety on the job ( against hazardous Substances ) Avoiding tasks that involve risk

MOTIVATION

Motives or Drives can be classified as follows:


NEED FOR SECURITY SECONDARY MOTIVES - These are Learned / Acquired - Need for - Need for - Need for - Need for - Need for examples Power Affili ation Achievement Security Status can be Popularized by Maslow

Status is the relative ranking that a person Holds in the group , organization , or society In some cultures , acquiring Life Style products Can be a symbol of status ( India , China ) In some others , older people generally Enjoy Higher Status ( Japan ) In some countries , status is linked to Religion ( Sri Lanka )

EXPRESSION OF NEED FOR STATUS Having the right car Working for the right company with the Right job Degree from the right university Living in the right neighborhood Club memberships Executive privileges ( elevator , reserved Parking )

Intrinsic versus extrinsic motivation

INTRINSIC MOTIVATION RELATED TO THE NATURE OF WORK ITSELF Challenging Job, Enjoying Work, Having the Freedom to Plan your Job EXTRINSIC MOTIVATION RELATED TO EXTERNAL REWARDS Perks, Bonus, Promotions

MOTIVATION

H IS T O R Y O F M O T IV A T IO N T H E O R IE S
1900

SCIENTIFIC MANAGEMENT Wage Incentives HUMAN RELATIONS Economic Security Work Conditions MASLOW Hierarchy of Needs HERZBERG Motivation & Hygiene Factors ALDERFER ERG needs LEWIN AND TOLMAN Expectancy Concerns VROOM Valence / Expectancy PORTER & LAWLER Performance Satisfaction LAWLER E P & P O expectancies FESTINGER & HOMANS Cognitive Dissonance / Exchange

ADAMS Equity Theory

TODAY

CONTENT

PROCESS

CONTEMPORARY

MOTIVATION

T H E F U N D A M E N T A L D IF F E R E N C E B E T W E E N T H E C O N T E N T A N D T H E P R O C E S S T H E O R IE S O F M O T IV A T IO N IS T H A T

C O N T E N T T H E O R IE S T A L K A B O U T

WHAT WHAT MOTIVATES PEOPLE


ARE PEOPLE MOTIVATED

PROCESS THEORIES TALK ABOUT

HOW

MOTIVATION

E N T T H E O R IE S O F W O R K M O T IV A T IO N

ce rn e d w ith id e n tify in g th e n e e d s / d riv e s o f th e p e o p le a n d th e im p a ct o n sa tisfa e rfo rm a n ce

e y w a s th o u g h t to b e so le in ce n tiv e ( scie n tific m a n a g e m e n t)

e r m o tiv a tin g fa cto rs su ch a s working conditions , security , supervision ( H u m a n ions ); Esteem , and Self Actualization ( Maslow ), responsibility , recognition , cement ( Herzberg ), Growth and Personal Development ( Alderfer ) were identified

ill now look at these theories in detail

MOTIVATION

LO W S H IE R A R C H Y O F N E E D S

a h a m M a slo w b e lie v e d M o tiv e s ca n b e P rio ritize d

isfa ctio n o f o n e le v e l o f m o tiv e s w ill re q u ire th e n e x t h ig h e r le v e l o f n e e d to b e fie d to m o tiv a te th e e m p lo y e e

MOTIVATION

S LO W S H IE R A R C H Y O F N E E D S

ra h a m M a slo w b e lie v e d M o tiv e s ca n b e P rio ritize d

th e m a n a g e m e n t co n te x t, e x a m p le s o f v a rio u s le v e ls o f n e e d ca n b e

Personal Growth, Realization of Potential Accept Reality and Facts of Life Interested in Solving problems of others

The Theory is subject to criticism Because the levels are not clearly Verified

MOTIVATION
Z B E R G S T W O - FA C T O R T H E O R Y O F M O T IV A T IO N

o called as the Motivation Hygiene Theory

posed by Herzberg

identified factors that lead to EXTREME JOB SATISFACTION ( Motivation factors ) EXTREME JOB DISSATISFACTION ( Hygiene Factors )

oving the Dissatisfiers does not necessarily motivate the employees

SATISFIERS / MOTIVATORS
Growth Advancement Responsibility Nature of Work Recognition Achievement Security Status

DISSATISFIERS / HYGIENE FACTORS


Relationship With Supervisor

Attributed to Themselves Mostly Related To Job Content

Company policy Relationship with & Administration Subordinates Salary Work conditions

Attributed to the Organizations Environment Related to Job Context )

MOTIVATION
E R Z B E R G S T W O - FA C T O R T H E O R Y O F M O T IV A T IO N

RITICISM

The reliability of the me thodology is questioned

No overall meas ure ( index ) of satisfaction was given

The influence o f motivato rs or hygiene factors on productivity was not tested

Explaining What People WA NT and DO NOT WANT from their Job with only 2 dimensions s overtly simplistic

Motivation as we will see is MULTI DIMENSIONAL

MOTIVATION
E R G T H E O R Y O F M O T IV A T IO N
Proposed by Alderfer who reworked on Maslow s Hierarchy Motives can fall into 3 categories

EXISTENCE

RELATEDNESS
Includes Maslow s Social and Self Esteem Needs

Includes Maslow s Physiological and Safety needs Basic Material Requirements

People with these needs want to interact With others

nlike Maslow s Theory , ERG theory does ot assume a strict hierarchy between the eeds

GROWTH

person may work towards achieving rowth needs even though his / her elatedness needs are not satisfied Includes Maslow s Esteem Needs & Self Actualization urther , a higher order need not eing satisfied , people tend to Innate desire for personal growth aximize their lower order need

MOTIVATION

PROCESS THEORIES OF MOTIVATION


us on the Cognitive Determinants of Motivation ; and Also understands these Determinants are related to each other

nition recognizing , interpreting , judging , reasoning

fundamental difference between Content and Process Theories of Motiv that

tent Theories tell us WHAT motivates the employees ( money , recognition k )

cess Theories tell us HOW the employees are motivated ( what s the flow events with respect to money , recognition , or work that lead to motiva

MOTIVATION

HOW MANY OF YOU HAVE JOINED MBA SO THAT YOU CAN FIND A HIGH FLYING JOB AT THE END OF THE COURSE?

HOW MANY OF YOU HAVE JOINED MBA JUST FOR THE LIKING FOR THE SUBJECT?

MOTIVATION

HOW MANY OF YOU BELIEVE THAT GETTING GOOD GRADES WILL HELP YOU FIND A GOOD GREAT JOB?

HOW MANY OF YOU ARE ACTUALLY WORKING HARD NOW SO THAT YOU WILL GET A GOOD GRADE IN YOUR EXAMS

MOTIVATION

LET S SAY YOU ARE IN THIS PROGRAM ONLY FOR THE LOVE OF THE SUBJECT GETTING / NOT GETTING A JOB IS NOT REALLY IMPORTANT TO YOU WOULD YOU BE AS MOTIVATED AS YOU ARE IF YOU REALIZE THAT ALL THAT YOU WILL GET AT THE END OF THIS COURSE IS A GOOD JOB HOWEVER YOU WOULD NOT LEARN MUCH ABOUT MANAGEMENT? LET S SAY GETTING A GOOD JOB AND THEREFORE GETTING GOOD GRADES IS ABSOLUTELY IMPORTANT TO YOU WOULD YOU WORK HARD IF I TELL YOU THAT NO MATTER HOW HARD YOU WORK YOU WILL NOT GET A GOOD GRADE

MOTIVATION

YOUR MOTIVATION AND THE KIND OF EFFORTS THAT YOU WILL PUT IN WILL REALLY DEPEND ON IS THE FINAL OUTCOME IMPORTANT TO ME ( GETTING JOB / LEARNING ) WHAT IS THE POSSIBILITY OF ACHIEVING MY FINAL OUTCOME IF I GET GOOD GRADES WHAT IS THE POSSIBILITY OF GETTING GOOD GRADES IF I WORK HARD THIS IS WHAT VROOM S EXPECTANCY THEORY IS ALL ABOUT

MOTIVATION
V R O O M S E X P E C TA N C Y TH EO RY s th e o ry is b u ilt a ro u n d 3 v a ria b le s V A L E N C E , E X P E C T A N C Y , a n d M E N T A L IT Y

e : individual s preference for a particular outcome

n Career growth is your preferred outcome , Your Valence is POSTIVE when you Promotion over Money

n you do not prefer career growth , Your Valence is NEGATIVE with respect to ion

n you are indifferent to career growth , Your valence is ZERO with respect to ion

r influence on your VALENCE for a particular motivational factor is MENTALITY

mentality : The possibility of the first level outcome leading to second level o

n you work hard you will get a promotion !

ming harder & better ( first level outcome ) will lead to promotion ( second level e)

MOTIVATION
V R O O M S E X P E C TA N C Y TH EO RY

s th e o ry is b u ilt a ro u n d 3 v a ria b le s V A L E N C E , E X P E C T A N C Y , a n d M E N T A L IT Y th e re is E X P E C T A N C Y

ncy : A particular action / effort will lead to a particular first level outcome

ectancy occurs before the first level outcome

wing that working hard and better will lead to a promotion

Belief that if I Work hardI can Do Better! EXPECTANCY

Belief that If I can Do BetterI Will get a Reward INSTRUMENTALITY

Rewards being Important to You! VALENCE

MOTIVATION
V R O O M S E X P E C TA N C Y TH EO RY

lo o k a t a H y p o th e tica l S ce n a rio to u n d e rsta n d th e Im p lica tio n s o f V ro o m T h e o ry

nufacturing unit specifies certain production targets for the workers . The wor e other hand want rewards such as Money , Security , or Recognition .

ining the level of production is the FIRST LEVEL OUTCOME ( from the worker s point )

ers receiving rewards , and recognition is the SECOND LEVEL OUTCOME

he production is Low , it may be that the workers perceive that the Instrumenta e Production Level ( First Level outcome ) is not strong enough to help them ve their rewards / recognition ( Second Level Outcome )

orkers believe that even if they meet the target they won t be rewarded

t may be that the workers are not motivated enough by these rewards / recogniti is case , the Valence of these of these outcomes ( second level outcome ) is 0 or ive

orkers are not motivated by rewards and therefore they are indifferent to ng the targets

MOTIVATION
P O R T E R L A W L E R M O D EL

e rL a w le r M o d e l sh o w s th e re la tio n sh ip b e tw e e n m o tiv a tio n a n d p e rfo rm a n ce

se n tia lly e x te n d s V ro o m s th e o ry b y in clu d in g a d d itio n a l v a ria b le s su ch a s d u a l P e rce p tio n th a t in flu e n ce s th e re la tio n b e tw e e n a tta in m e n t o f re w a rd s a n d fa ctio n

stin g u ish e s b e tw e e n M O T IV A T IO N , P E R F O R M A N C E , a n d S A T IS FA C T IO N

P o rte rL a w le r m o d e l ca n b e e x p la in e d a s fo llo w s :

MOTIVATION
P O R T E R L A W L E R M O D EL
The level of effort out in 4 . Ability / Traits Depends on whether the Reward is important to you and if Putting in that effort will lead you To your final outcome

8. Perceived Equitable Rewards 7a . Intrinsi c Rewards


Am I Being Treated in a Fair manner Vis--vis my peers And the organization

1 . Value of Reward ( valence )

3 . Effort Expended ( expectancy )

6 . Performance (accomplishment

9. Satisfacti on

JobPerson Fit

2 . Perceived Effort leads To achievement Of rewards ( Instrumentality )

7b . Extrinsic Rewards 5 . Role Perceptions

MOTIVATION
PORTER LAWLER MODEL

cations :

for the managers to understand the role of effort reward perception , and role ptions in motivating the employees WHAT AND HOW OF THE MOTIVATORS

requires organizations to take stock of what motivates their employees time to time and revamp their reward policies

mes important for the organizations to clearly define the level of performance is expected of the employees

hen becomes possible to link rewards to performance , which is a just and an tive way to motivate the employees

MOTIVATION
EQUITY THEORY OF MOTIVATION

nded by Stacy Adams

ployee s performance on the work and his satisfaction depends on the way ceives his work situation

loyee will typically look at whether or not the kind of efforts that he is put ving him the kind of rewards that he deserves !

sentially he compares INPUTS with the OUTCOMES

pares this balance between his inputs and outputs with his colleagues , friends neighbors . who may be from the same or different organization . at the same le ferent level

MOTIVATION
EQUITY THEORY OF MOTIVATION

rade off between the INPUT to OUTCOMES is called as EQUITY OTHER S OUTCOME / OTHER S EFFORTS =

COME / UT ( EFFORTS )

the Inputs refer not only to your efforts on the job but also your experience ication

tcomes refer to promotion , pay , fringe benefits . etc

say You are an MBA graduate working with IBM drawing about 60K every month .. riend works with GE drawing about 60K as well every month

f you are project managers with similar job profiles and typically put in abo rs of work every week

ou compare your situation with your friend it would be in a state of EQUITY

MOTIVATION
EQUITY THEORY OF MOTIVATION

ade off between the INPUT to OUTCOMES is called as EQUITY OTHER S OUTCOME / OTHER S EFFORTS =

OME / T ( EFFORTS )

he Inputs refer not only to your efforts on the job but also your experience , cation

comes refer to promotion , pay , fringe benefits . etc

say You are an MBA graduate working with IBM drawing about 60K every month .. iend works with GE drawing about 100k as well every month

you are project managers with similar job profiles and typically put in abou s of work every week

u compare your situation with your friend it would be in a state of INEQUITY

MOTIVATION
EQUITY THEORY OF MOTIVATION

en you as an Individual compare your situation with others there can be fferent ways of doing it

u will compare your EQUITY with a person who is at a similar position in ur Organization SELF INSIDE

u will compare your situation with someone from a different organization at th me position SELF OUTSIDE

u will compare your EQUITY with a person who is in a superior / inferior positio you within the same organization ( Your Boss ) OTHER INSIDE

u will compare your EQUITY with a person who is in a superior / inferior position d who works with a different organization OTHER OUTSIDE

SOWHAT DO YOU DO TO BALANCE THIS INEQUITY

MOTIVATION
EQUITY THEORY OF MOTIVATION

ou may decide to acquire higher qualificationsCHANGE IN THE INPUT

ou may decide to miss a couple of deadlinesCHANGE IN THE OUTPUT

ou may perceive yourself to be working harder that everyone elseDISTORT ERCEPTIONS OF SELF

ou may perceive that your colleagues job is not as appealing as you thought DISTORT PERCEPTIONS OF OTHERS

ou may start comparing your performance with a different personlets say omeone like you who is working for a much smaller company (and feel better bout it!)CHOOSE A DIFFERENT REFERENT

ou will start looking for a new jobLEAVE THE FIELD

Group

A collection of two or more interacting individuals who maintain stable patterns of relationships, share common goals, and perceive themselves as being a group.

What makes a Group?


software development team

Common identity
Transparency among Team members ; being Genuine with each other

Collective 2 or more norms freely interfacin Collective g goals individual s

Develop and Deploy MIS for XYZ Bank

Types Of Groups
GROUPS

Formal Groups

Informal Groups

Command Groups

Task Groups

Friendship Groups

Interest Groups

Types Of Groups
FORMAL GROUPS AND GROUP : group members are in a hierarchy GROUP : usually a cross functional group formed to achieve ific targets examples can be Project Teams le still belong to their functional departments and can be gned he project part time / for a short period of time

Types Of Groups
INFORMAL GROUPS

Formed by the employees themselves

Usually driven by common interestsfriendshipexample can be People doing Car Pool to workhaving Lunch together

FRIENDSHIP GROUP Formed because of cordial relationship between people More longevity

INTEREST GROUP Typically occur between people of same age group, ethnic origin, views

Work Team Defined


A group whose members have complementary skills and are committed to a common purpose or set of performance goals for which they hold themselves mutually accountable.

Groups vs. Teams

Groups vs. Teams


Work Groups Work Teams

Share information Neutral ( may be negative ) Individual Random and varied

Goal Synergy Accountability Skills

Collective performance Positive Individual and mutual Complementary

Three Types of Teams


Problem- Solving Self- Managed

Cross- Functional

Stages of Group Development

Tuckmans Model
P e rfo rm in g A d jo u rn in g

N o rm in g S to rm in g F o rm in g

Return to Independence Dependence/ interdependence

Independence

Group Development

Forming Stage
Uncertain about groups purpose Identify what behavior is acceptable to the group Individuals try to change their behavior according to the group

Storming
Degree of conflict among team members Power struggle At the end of this stagea clear hierarchy in the group emerges

Norming
Cohesiveness Develop a sense of group identity Group members develop a common set of expectations

Performing
Group fully functional Group committed to the teams objectives

Adjourning
Group is disbanded Mixed feelings among the group members Members are busy finishing their activities...team goals take a back seat

Group Development
Punctuated Equilibrium Model
( High )
P E R F O R M A N C E

( Lo w )

F irst M e e tin g P h a se 1 A (A + B ) /2

P h a se 2

C o m p le tio n Tra n sitio n T im e

Group Development
Punctuated Equilibrium Model

TAGE 1 : Initial kick - off meetings behavior of people emerges opinions are ormed A general direction is set for the project

hat should be the frequency of team meetings tatus reporting reporting structures HIS DIRECTION GENERALLY DOES NOT CHANGE IN THE FIRST HALF OF THE ROJECT

ALFWAY THROUGH THE PROJECT PEOPLE REALIZE THEY ARE LAGGING EHIND SCHEDULE AND ARE JUST SPENDING LOT OF MONEY LITTLE WORK S BEING DONE !.... LEADS TO A FLURRY OF ACTIVITIES THIS IS THE TRASITION

Group Development
Punctuated Equilibrium Model

TAGE 2 : revised directions are set for the team members

here is intense activity for project completion

ll tasks are to be finished on time

Group Development
Punctuated Equilibrium Model
HOW CAN YOU AVOID SITUATIONS IN WHICH ITS TOO LATE TO MAKE CHANGES TO THE PACE OF YOUR WORK YOU NEED TO HAVE DELIVERABLES AT THE END OF EACH STAGE UNLESS THE DELIVERABLES ARE PRODUCED THE TEAM DOES NOT MOVE ON TO THE NEXT STAGE OF THE PROJECT CLEAR PERFORMANCE CRITERIA SHOULD BE DEFINED IN THE FORMING STAGES OF THE GROUP STATUS REPORTING AT THE END OF EACH STAGE OF THE PROJECT SHOULD ENSURE THAT THESE CRITERIA ARE MET

Group Development
Punctuated Equilibrium Model
STAGE GATE REVIEWS PROJECT SPONSOR + PROJECT MANAGER + CLIENT decide the important Factors that have to be measured at the end of every stage SOMETIMES FACILITATED BY EXPERIENCED PROFESSIONALS IN THE ORGANIZATION CRITERIA DEFINED CLEARLY METRICS TO MEASURE THE CRITERIA DEFINED ( how to measure cost ; how to measure schedule ) THRESHOLD LIMITS SET GO / NO GO DECISION ( projects gets delayed by more than 3 days OK Anything beyond 3 days invoke the contingency plan ) PERFORMANCE REGULARLY REVIEWED AND REPORTED TO THE SENIOR MANAGEMENT

Group Development
Punctuated Equilibrium Model
Another example can be the WATERFALL MODEL TYPICALLY USED IN SOFTWARE DEVELOPMENT PROJECTS The stages include REQUIREMENT ANALYSIS DESIGN CODING INTEGRATION TESTING & DEBUGGING INSTALLATION MAINTENANCE

GROUPS

IN THE LAST CLASS WE HAVE SEEN HOW GROUPS EVOLVE AND ALSO WHAT IS THE DIFFERENCE BETWEEN A GROUP AND A TEAM

LET US TRY & RECALL QUICKLY

GROUPS
DIFFERENCES BETWEEN A GROUP AND A TEAM

DIMENSION LEADERSHIP ACCOUNTABILITY PURPOSE DELIVERABLES COORDINATION PERFORMANCE MEASUREMENT OUTCOMES

GROUP HAS ONE STRONG CLEARLY FOCUSED LEADER INDIVIDUAL ACCOUNTABILITY

TEAM SHARED LEADERSHIP

INDIVIDUAL AND MUTUAL ACCOUNTABILITY SAME AS THAT OF THE ORGANIZATION HAS A PURPOSE THAT CAN BE SPECIFIC TO THE TEAM HAS INDIVIDUAL WORK PRODUCTS HAS COLLECTIVE WORK PRODUCTS HAS GROUP MEETINGS THAT HAS TEAM MEETINGS THAT SOMETIMES CAN HAVE UNIDIRECTIONAL ARE OPEN ENDED; PROBLEM MEASUREMENT IS PERFORMANCE IS MEASURED COMMUNICATION INDIRECT AND IS AT SOLVING IN NATURE MACRO LEVEL (financial performance of the IN TERMS OF DELIVERABLES entire organization) COMPLETED GROUPS DECIDE AND DELEGATE THE TASKS TEAM DECIDES AND SPRINGS INTO ACTION

GROUPS

OKAY NOW THAT WE KNOW WHAT ARE THE DIFFERENCES BETWEEN GROUPS AND THE TEAM HOW DO YOU THINK THE ORGANIZATIONS TODAY ARE USING TEAMS

CROSS FUNCTIONAL TEAMS VIRTUAL TEAMS SELF MANAGED TEAMS

GROUPS

CROSS FUNCTIONAL TEAMS

Breaking away from bureaucracy, teams from various departments or functional Specialities are brought together for a specific task

Howeverfor the cross functional teams to work properlyit is important to

Choose the membership carefully Clearly establish the purpose of the team Ensure that everyone understands how the group will function Conduct intensive team building upfront Achieve significant results so that the morale remains high

GROUPS

CROSS FUNCTIONAL TEAMS

SOWHAT ARE THE BENEFITS OF A CROSS FUNCTIONAL TEAM?

GROUPS

CROSS FUNCTIONAL TEAMS

e team is bound by common purpose and therefore has a mission

ven that CFTs have diverse expertisemore ideas can be generated to lve problems

holistic view of the problem can be takenby considering the views from l the departments

l members know the problems and come prepared for the meeting erefore faster decision making

ster decision makingreaction time to the market quicker

l data/documents consolidated

ads to more informal communication and bonding

GROUPS

VIRTUAL TEAMS

People working across geographical and time distances on one project Have little or no face-to-face interaction Rely extensively on technology for communication Technology can be Synchronous (audio/video conferencing) or can be Asynchronous (emails, web pages) Teams are driven by need for information and skills Howeverbecause the team members do not see each otherteam spirit May be missing Also assessing the performance and rewards is difficult in these teams

GROUPS

VIRTUAL TEAMS

HOW DO YOU MAKE VIRTUAL TEAMS EFFECTIVE

GROUPS

VIRTUAL TEAMS

SORT OUT THE CULTURE ISSUES AMONG TEAM MEMBERS ENSURE THAT THERE IS CULTURAL EMPATHY ENSURE THAT EVERYBODY SPEAKS A COMMON LANGUAGE (FREE OF JARGON!) ENSURE THAT EVERYBODY HAS COMPARABLE IT SKILLS ENSURE THAT EVERYBODY HAS ACCESS TO SIMILAR TECHNOLOGY

GROUPS

TEAMS

AND HOW DO YOU ENSURE THE EFFECTIVENESS OF A TEAM IN GENERAL

TEAM BUILDING & COLLABORATION CULTURE/ GLOBAL ISSUES

GROUP LEADERSHIP

GROUPS

Collaboration

he leader must understand how to improve the interpersonal interaction among he team members

ollocation of the team members

ask interdependency

stablish the intragroup processes such as reporting structures, reporting work tatus, discussing problems, proposing solutions

GROUPS

Team Building

mployees relate to the team only when they see tangible benefits (ease of oing worksharing responsibility)

he purpose of the team must be defined explicitly at the beginning

eam building involves rapid exchange of knowledgehence ensure free low of communication (formal and informal)

nvolve the team members in the goal setting process

he team norms such as how the decisions are madereporting structures erformance expectations from each of the members is clearly defined at the outset

his brings in accountability

nterdependent tasks among team members also bonds the people

GROUPS

Group Leadership

Leaders should carefully select the team members mapping the task on hand With the competencies (technical, and emotional) of the team members

Flatten the team in the real sense by having minimal differences in the perks And privileges

Dont use titles when addressing peopleespecially in groups & meetings

No special offices for group heads

GROUPS

Cultural / Global Issues

Help the team members overcome culture stereotypes! Cultural empathy among the team members

GROUPS

NATURE AND SIGNIFICANCE OF INFORMAL GROUPS

Individuals tend to form groups that go beyond the formal lines of authority

Common attitudes, common values, and physical collocation of the team members May be some of the reasons why Informal groups are formed in the organization

Social interactions are the primary drivers to form informal groups

Unlike the formal groups that are formed on the basis of Jobsinformal groups are formed on the basis of roles

GROUPS

NORMS AND ROLES IN INFORMAL GROUPS

oles are a pattern of norms

ormsare rules that guide the behavior and activities of the group

ased on the normsindividuals assume different roles in the group

GROUPS

NORMS AND ROLES IN INFORMAL GROUPS

xamples of Norms can be

he group will have a distinct identity

entral values and the goals of the group will always be upheld

roup will come together to solve interpersonal problems and resolve conflicts

GROUPS

NORMS AND ROLES IN INFORMAL GROUPS

Examples of Roles can be

Contributor

Has good technical knowledge Extremely dependable Pushes the team to set high performance goals POP QUIZ: Going back to Big 5 personality typeswhat kind of people do you Think can be good Contributors to the team

Conscientious people !

GROUPS

NORMS AND ROLES IN INFORMAL GROUPS

xamples of Roles can be

ollaborator

Focuses on the big picture

Tries to remind the others of the vision, mission, and goal of the team

Open to new ideas

Share the limelight with the team members

GROUPS

NORMS AND ROLES IN INFORMAL GROUPS

Examples of Roles can be

Communicator

Effective listener Resolves conflicts among the team members Builds a congenial, friendly environment in which the team can work

GROUPS

NORMS AND ROLES IN INFORMAL GROUPS

Examples of Roles can be Challenger Plays the Devils Advocate Questions team members goals, methods, ethics Might even disagree with the leader Takes calculated risks

GROUPS
FORMAL VERSUS THE INFORMAL ORGANIZATIONS

DIMENSION

FORMAL ORGANIZATION

INFORMAL ORGANIZATION

STRUCTURE POSITION TERMINOLOGY GOALS INFLUENCE CONTROL COMMUNICATION

Planned; rational (have Spontaneous; outcome of predetermined goals) peoples emotions Jobs determine relationship Roles determine relationship between people between people Achieving profitability; service Satisfaction of the members to the society; however the Influence is through Authority; Influence is through Power; employees also need to be TopBottom flow BottomTop flow satisfied Control exercised through Control exercised through team policies, procedures (can be norms Communication flows minimal or maximum) through Grapevine communication formal channels; slow but through informal channels; fast accurate but not accurate

GROUPS
FORMAL VERSUS THE INFORMAL ORGANIZATIONS

DIMENSION

FORMAL ORGANIZATION

INFORMAL ORGANIZATION

MEMBERSHIP LEADERSHIP MEMBER BONDING

Includes all individuals Includes only accepted belonging to that unit individuals; Formally appointed (organization/ division/ project) Through member agreement Loyalty Spontaneous cohesiveness

GROUPS

TYPES OF INFORMAL GROUPS

mily Groups : Has a coterie of regular members who decide the group norms d influence the behavior of members who join the group

ganized Groups : Has acknowledged leaders who are dedicated to the group and ply their skills and knowledge

rizontal Informal Groups : informal association of employees of similar rank rform similar activity rtical Informal Groups : Informal association of employees from varied levels the organization

GROUPS

D IF F IC U LT IE S W IT H IN F O R M A L O R G A N IZ A T IO N S

R e sista n ce to C h a n g e : members want to maintain status-quo when confronted With change

Role Conflict : conflicting requirements between his employer and groups Requirements

Rumor : Informal groups provide ample scope for informal (grapevine) communicatio These may emotionally disturb some of the members

Conformity : members are bound by group norms, reward structures, and are Expected to demonstrate certain behaviorthe informal group in a way exerts Strong pressure on the members

Can be emotionally disturbing and dysfunctional if the leader uses these bonds to Gain personal mileage

GROUPS

D V A N TA G E S O F IN F O R M A L O R G A N IZ A T IO N S

o m p le m e n ts th e fo rm a l o rg a n iza tio n stru ctu re by :

formal relations among coworkers break the restrictions of the organizations reaucracyproblems can be solved effectively

formal groups are committed workershence minimal supervision is required monitor their performancereduces the workload of the line management

ovide a sense of identity to the members

nagers can use the grapevine communication channels to pass on communiqu

formal groups provide emotional outlets for people with problems at the work sett

PLANNING QUALITY Q U A L IT Y C IR C L E S

t o rig in a te d in Ja p a n in 1 9 5 2 L o ck h e e d M a rtin w a s th e first co m p a n y in th e U S to im p le m e lity C ircle s

lity circle s is a g ro u p o f e m p lo y e e s w h o m e e t re g u la rly to so lv e p ro b le m s o n th e jo b lo y e e s a re tra in e d in p ro b le m s o lv in g te ch n iq u e s le a d e r o f th e q u a lity circle m a y b e a n e m p lo y e e o r a s u p e rv iso r

b le m s m a y e ith e r b e id e n tifie d b y in d iv id u a ls o r g ro u p s

h e e m p lo y e e s th e m s e lv e s d e v e lo p s o lu tio n s to th e p ro b le m s th e re is le ss re sista n ce to ch

o st o f th e o rg a n iza tio n s , Q C s h a v e b e e n im p le m e n te d a s a p a rt o f th e e m p lo y e e p a rticip a t g ra m H e n ce th e y le a d to b e tte r co m m u n ica tio n in th e o rg a n iza tio n , g re a te r m o ra le o f th e lo y e e s w h ich in tu rn tra n s la te s to H ig h e r P ro d u ctiv ity a n d b e tte r Q u a lity o f W o rk L ife

PLANNING QUALITY Q U A L IT Y C IR C L E S

CO

CO - Coordinator SC Steering Committee DC Departmental Committee

NM NM

S te e ri ng co m m i tte e

F Facilitator

NM M NM

DL Deputy Leader L Leader M - Member NM Non Member

M M

DC

DC

NM

NM

PLANNING QUALITY Q U A L IT Y C IR C L E S

Members : groups of employees who are not involved with quality circle

CO - Coordinator SC Steering Committee Committee

DC ber : Employees at the bottom of the organization ladder , who Departmental unteer to be a part of the organization s quality initiatives F Facilitator Leader

DL Deputy der / Dy . Leader : First line supervisor / immediate supervisor of employees may be assigned on a rotational basis L Leader

ilitator : A senior person from the department acts as a M - Member mentor


NM Non Member

artmental Committee : Usually comprises of Middle level agement , and heads of individual departments

ering Committee : Usually comprises of senior personnel heading divisions with CEO as the Chair

rdinator / Coordinating Department : Can be any department such as or Quality Assurance department that would support the ivities of the quality circle Advisory in nature

PLANNING QUALITY H O W D O Q U A L IT Y C IR C L E S W O R K P R O B L E M S ID E N T IF IE D A N D C L A S S IF IE D M O S T C R U C IA L P R O B L E M S E L E C T E D ( P A R E T O A N A LY S IS )

D E S C R IP T IO N O F T H E P R O B L E M

O B JE C T IV E O F T H E S T U D Y / P R O JE C T

A N A LY S IS O F T H E P R O B L E M ( C A U S E A N D E F F E C T ) D E V E L O P M E N T O F T H E S O L U T IO N S IM P L E M E N T A T IO N O F T H E S O L U T IO N S B E N E F IT S O B T A IN E D O N IM P L E M E N T A T IO N

PLANNING QUALITY H O W D O Q U A L IT Y C IR C L E S W O R K P R O B L E M S ID E N T IF IE D A N D C L A S S IF IE D M O S T C R U C IA L P R O B L E M S E L E C T E D ( P A R E T O A N A LY S IS ) TH E M EM B ER S M EET FO R TH E F IR S T T IM E M E M B E R S M A Y C H O S E T H E IR LE A D E R B Y C O N S E N S U S O B JE C T IV E O F T H E S T U D Y / P R O JE C T T H E L E A D E R T H E N TA L K S T O TH E M EM B ER S A S TO H O W W O U L D T H E Y B R A IN S T O R M T O ID E N T IF Y P R O B L E M S

D E S C R IP T IO N O F T H E P R O B L E M

A N A LY S IS O F T H E P R O B L E M ( C A U S E A N D E F F E C T ) D E V E L O P M E N T O F T H E S O L U T IO N S IM P L E M E N T A T IO N O F T H E S O L U T IO N S B E N E F IT S O B T A IN E D O N IM P L E M E N T A T IO N

PLANNING QUALITY H O W D O Q U A L IT Y C IR C L E S W O R K P R O B L E M S ID E N T IF IE D A N D C L A S S IF IE D M O S T IM P O R T A N T P R O B L E M S O N H A N D ID E N T IF IE D M O S T C R U C IA L P R O B L E M S E L E C T E D ( P A R E T O A N A LY S IS ) P E O P LE W H O H A V E W O R K E D M O S T O N T H A T P R O C E S S / JO B C O N S U LT E D S O M E O F T H E Q U E S T IO N S C A N B E O B JE C T IV E O F T H E S T U D Y / P R O JE C T

D E S C R IP T IO N O F T H E P R O B L E M

WHICH ARE THE MOST PROBLEMATIC JOBS

WHICH ARE THE PROCESSES THAT A N A LY S IS O F T H E P R O B L E M ( C A U S E A N D E F F E C T ) CAN BE COMBINED


D E V E L O P M E N T O F T H E S O L U T IO N S IM P L E M E N T A T IO N O F T H E S O L U T IO N S B E N E F IT S O B T A IN E D O N IM P L E M

WHERE CAN WE REDUCE RESOURCES COSTS

Problems E N T A T IO N Solved by Quality Circles

Problems Solved by Quality Circles in Cooperation With others

Outside The purview Of Quality Circles

PLANNING QUALITY H O W D O Q U A L IT Y C IR C L E S W O R K P R O B L E M S ID E N T IF IE D A N D C L A S S IF IE D M O S T C R U C IA L P R O B L E M S E L E C T E D ( P A R E T O A N A LY S IS )

D E S C R IP T IO N O F T H E P R O B L E M

O B JE C T IV E O F T H E S T U D Y / P R O JE C T

Q U A L IT Y T E A M M E M B E R S A S S IG N P R IO R IT Y T O P R O B L E M S B A S E D O N A B O V E C L A S S IF IC A T IO N P R O B L E M S T H A T C A N B E S O LV E D R E L A T IV E LY E A S ILY T A K E N U P F IR S T S O T H A T IT B O O S T S T H E C O N F ID E N C E O F M E M B E R S

A N A LY S IS O F T H E P R O B L E M ( C A U S E A N D E F F E C T )

D E V E L O P M E N T O F T H E S O L U T IO N S

IM P L E M E N T A T IO N O F T H E S O L U T IO N S

B E N E F IT S O B T A IN E D O N IM P L E M E N T A T IO N

PLANNING QUALITY H O W D O Q U A L IT Y C IR C L E S W O R K P R O B L E M S ID E N T IF IE D A N D C L A S S IF IE D M O S T C R U C IA L P R O B L E M S E L E C T E D ( P A R E T O A N A LY S IS )

D E S C R IP T IO N O F T H E P R O B L E M

O B JE C T IV E O F T H E S T U D Y / P R O JE C T

ALL THE INFORMATION RELATED TO THE PROBLEM GATHERED FROM ACROSS THE ORGANIZATION

A N A LY S IS O F T H E P R O B L E M ( C A U S E A N D E F F E C T ) D E V E L O P M E N T O F T H E S O L U T IO N S IM P L E M E N T A T IO N O F T H E S O L U T IO N S B E N E F IT S O B T A IN E D O N IM P L E M E N T A T IO N

PLANNING QUALITY H O W D O Q U A L IT Y C IR C L E S W O R K P R O B L E M S ID E N T IF IE D A N D C L A S S IF IE D M O S T C R U C IA L P R O B L E M S E L E C T E D ( P A R E T O A N A LY S IS )

ALL FACTORS LEADING TO PROBLEMS ARE AGAIN REVIEWED USING BRAIN STORMING EXPERTS MAY BE CALLED IN AT THIS STAGE TO OBJECTIVELY ANALYZE THE PROBLEM

D E S C R IP T IO N O F T H E P R O B L E M

O B JE C T IV E O F T H E S T U D Y / P R O JE C T

EXAMPLE PROBLEM IN ONE MACHINE OF A N A LY S IS O F T H E P R O B L E M ( C A U S E A N D E F F E C T )ASSEMBLY LINE THE MAINTENANCE ENGINEER MAY BE CALLED IN D E V E L O P M E N T O F T H E S O L U T IO N S
IM P L E M E N T A T IO N O F T H E S O L U T IO N S B E N E F IT S O B T A IN E D O N IM P L E M E N T A T IO N

CAUSE & EFFECT ANALYSIS MOSTLY USED

PLANNING QUALITY H O W D O Q U A L IT Y C IR C L E S W O R K P R O B L E M S ID E N T IF IE D A N D C L A S S IF IE D M O S T C R U C IA L P R O B L E M S E L E C T E D ( P A R E T O A N A LY S IS )

D E S C R IP T IO N O F T H E P R O B L E M

O B JE C T IV E O F T H E S T U D Y / P R O JE C T

THE SOLUTIONS TO THE PROBLEMS ARE IDENTIFIED USUALLY IN A WORKSHOP SETTING THE FEASIBILITY OF THE SOLUTION IS DECIDED UPON QC MEMBERS MAY INITIALLY TRY OUT THE SOLUTIONS IN THEIR OWN JOBS MAJOR DECISIONS ARE USUALLY DELIBERATED UPON BY A STEERING COMMITTEE

A N A LY S IS O F T H E P R O B L E M ( C A U S E A N D E F F E C T ) D E V E L O P M E N T O F T H E S O L U T IO N S IM P L E M E N T A T IO N O F T H E S O L U T IO N S B E N E F IT S O B T A IN E D O N IM P L E M E N T A T IO N

PLANNING QUALITY H O W D O Q U A L IT Y C IR C L E S W O R K T H E S O L U T IO N S A R E IM M E D IA T E LY IM P L E M E N T E D IF T H E Y A R E W IT H IN T H E M O S T C R U C IA L P R O B L E M S E L E C T E D ( P A R E T O A N A LY S ISU R V IE W O F T H E Q U A L IT Y P ) C IR C L E M E M B E R D E S C R IP T IO N O F T H E P R O B L E M O T H E R W IS E IT IS R E C O M M E N D E D T O A H IG H E R A U T H O R IT Y A N D IM P L E M E N T E D T H R O U G H A FA C IL IT A T O R T H E B E N E F IT S O B T A IN E D O U T O F T H E E X E R C IS E A R E L IS T E D IN Q U A N T IF IA B L E T E R M S P R O B L E M S ID E N T IF IE D A N D C L A S S IF IE D

O B JE C T IV E O F T H E S T U D Y / P R O JE C T

A N A LY S IS O F T H E P R O B L E M ( C A U S E A N D E F F E C T ) D E V E L O P M E N T O F T H E S O L U T IO N S

Q U A L IT A T IV E B E N E F IT S S U C H A S C H A N G E IN A T T IT U D E S B E T T E R C O M M U N IC A T IO N IM P L E M E N T A T IO N O F T H E S O L U T IO N S A L S O H IG H L IG H T E D

B E N E F IT S O B T A IN E D O N IM P L E M E N T A T IO N

GROUPS G R O U P D E C IS IO N M A K IN G

DECISION MAKING IS ALL ABOUT CHOSING A COURSE OF ACTION FROM AMONG ALTERNATIVES CONTINUE WITH THE JOB OR GO FOR AN MBA . CAREER DECISION !

GROUPS G R O U P D E C IS IO N M A K IN G
DECISIONS CAN BE OF TWO TYPES PROGRAMMED DECISIONS : ROUTINE OR MINOR DECISIONS THAT HAVE TO BE TAKEN MADE ACCORDING TO THE UNWRITTEN / WRITTEN POLICIES PROCEDURES AND RULES !

Example: Reordering of raw material by the stores manager


NON PROGRAMMED DECISIONS : DEAL WITH UNUSUAL OR EXCEPTIONAL PROBLEMS

Example: Loss of customer confidence in 20 yearshandling a failing product line

GROUPS G R O U P D E C IS IO N M A K IN G
DECISION MAKING PROCESS

GROUPS G R O U P D E C IS IO N M A K IN G
DECISION MAKING PROCESS

GROUPS G R O U P D E C IS IO N M A K IN G
DECISION MAKING PROCESS

USE JUDGMENT, EXPERIENCE OF TEAM MEMBERS; BEST PRACTICES OF OTHER ORGANIZATIONS TO DEVELOP ALTERNATIVES

GROUPS G R O U P D E C IS IO N M A K IN G
DECISION MAKING PROCESS

GROUPS G R O U P D E C IS IO N M A K IN G
DECISION MAKING PROCESS

GROUPS G R O U P D E C IS IO N M A K IN G

THERE S AN IMPORTANT STEP MISSING IN THIS MODEL OF DECISION MAKING

WHAT IS IT???

GROUPS G R O U P D E C IS IO N M A K IN G
DECISION MAKING PROCESS LIST THE OBJECTIVES DEFINE THE BASELINES FOR PERFORMANCE

GROUPS G R O U P D E C IS IO N M A K IN G
HOW DO GROUPS MAKE DECISIONS
DECISION BY LACK OF RESPONSE A LOT OF IDEAS ARE GENERATED BY GROUPS WITHOUT ANY OBJECTIVE DISCUSSION WHEN THE GROUP FINALLY ACCEPTS AN IDEAOTHER IDEAS HAVE BEEN DISCARDED ONLY BECAUSE THEY HAVE NOT RECEIVED ANY RESPONSE! DECISION BY AUTHORITY RULE DECISIONS MADE BY A MANAGER WITH OR WITHOUT DISCUSSION THE MERIT OF THE JUDGMENT DEPENDS ON WHETHER THE MANAGER HAD THE RIGHT INFORMATION AND WHETHER THE GROUP ACCEPTS THE DECISION DECISION BY MAJORITY RULE DECISION MADE BY VOTINGHOWEVER THIS CREATES A CHASM IN THE GROUPTHE LOSERS MAY FEEL LEFT OUT! DECISION BY CONSENSUS A CLEAR ALTERNATIVE EMERGES WITH THE SUPPORT OF MOST OF THE MEMBERS THE LOSERS ALSO FEEL THAT THEY HAVE BEEN GIVEN A FAIR CHANCE DECISION BY UNANIMITY ALL GROUP MEMBERS AGREE ON THE COURSE OF ACTION TO BE TAKEN

GROUPS U P D E C IS IO N M A K IN G

NTAGES

ing of knowledge among the team members than one way and a better way of solving the problem

eased member satisfaction as involved in the decision making process

er acceptability of the final decision

GROUPS

P D E C IS IO N M A K IN G
NTAGES ot of time to make a decision pressure can be very high some of the team members may have to go with cisions in order to conform to the team s norms

e is a dominant individual in the group , he might influence the group discussi ision es groups can come up with an issue which is just a compromise between erse viewpoints of its members this compromise solution may not be the lution !

GROUPS

R O U P D E C IS IO N M A K IN G
RATEGIES FOR IMPROVING GROUP DECISIONS
ainstorming

ee-wheeling of ideas

courages creativity

e more radical an ideathe better! idea is criticized or judged until all the ideas have been generated

rticipants are encouraged to suggest as to how their ideas can be improved

GROUPS

G R O U P D E C IS IO N M A K IN G

STRATEGIES FOR IMPROVING GROUP DECISIONS

Nominal group technique

Each person writes down the ideasoptionsor solutions privately

The solutions obtained here are passed around the group in the round-robin fashion

All the participants again write their solutions

After all the ideas are suggestedthe members are shown the solutionsthe members may Now seek clarifications about the proposals

Each member again rank orders the proposals

The solutions that receive maximum support are accepted

GROUPS O U P D E C IS IO N M A K IN G

ATEGIES FOR IMPROVING GROUP DECISIONS

phi Technique

eries of questionnaires is given to the members who are a part of the decision making panel first questionnaire presents the problemsasks the members to suggest solutions decision coordinator then summarizes the solutions

s is sent back to the membersthe process is repeated until that a consensus is arrived

GROUPS

O U P D E C IS IO N M A K IN G

ATEGIES FOR IMPROVING GROUP DECISIONS

il s advocacy method

ndividual is given the role of a critic who questions the decisions being made helps the group to identify potential pitfalls before hand

GROUPS

G R O U P D E C IS IO N M A K IN G

STRATEGIES FOR IMPROVING GROUP DECISIONS

Dialectical Inquiry

The group of people debating over 2 opposing recommendations

Very similar to making decisions using Majority rule

However, efforts should be made to make the decision under consensus

WINWIN rather than WINLOSE

GROUPS

U P D E C IS IO N M A K IN G
DECISION SUPPORT SYSTEMS ( GDSS ) Management Information Systems ( typically the knowledge databank of the ization ) + computer programming ront end may appear more as a web discussion site ser poses a question on this site ystem then uses the computer program to dig through the information and eve the information which the user requires

le : You are faced with a typical problem on your job . You are sure that someon the 50 , 000 people working in your organization will have an answer . an use a GDSS that will retrieve for you employees who are experts in that and all the internal documents related to that problem an then collaborate / discuss with these experts using videoconferencing !

GROUPS G R O U P D E C IS IO N M A K IN G
STRATEGIES FOR IMPROVING GROUP DECISIONS

AN INHERENT PROBLEM WITH THE GROUP DECISION MAKING TECHNIQUE IS THAT THEY TAKE A LONG TIME TO REACH THE SOLUTION SO WHAT S THE ANSWER TO THIS PROBLEM? A POWERFUL LEADER WHO CAN SET THE DIRECTION IN THE INITIAL STAGES OF THE PROJECT AND FACILITATE THE DECISION MAKING PROCESS PROBLEMS MAY ARISE WHEN THERE IS MORE THAN ONE POWERFUL LEADER ( INFORMAL & FORMAL LEADER ) IN THE GROUP

GROUPS G R O U P D E C IS IO N M A K IN G
STRATEGIES FOR IMPROVING GROUP DECISIONS

ANOTHER SERIOUS PROBLEM IS GROUPTHINK MEMBERS TRY TO MINIMIZE CONFLICTS AMONG EACH OTHER BY NOT CRITICALLY ANALYZING THE PROBLEM OR EVALUATING THE ALTERNATIVES THIS THEY DO TO AVOID RESPONSIBILITY AND EMBARASSMENT !

GROUPS

P D E C IS IO N M A K IN G
IES FOR IMPROVING GROUP DECISIONS
AVOID GROUPTHINK

der should not state his or her position on the issue prior to group discussi n outside experts who can also act as facilitators a Devil s Advocate The leader sometimes may assume this role e consensus is reached , encourage the group members to review their stand

GROUPS G R O U P D E C IS IO N M A K IN G
STRATEGIES FOR IMPROVING GROUP DECISIONS
ORGANIZATIONS TYPICALLY USE A COMBINATION OF THESE DECISION MAKING TECHNIQUES RATIONAL DECISION MAKING MODEL AND BOUNDED RATIONAL DECISION MAKING MODEL ARE POPULAR !

PERCEPTION

RATIONAL DECISION MAKING MODEL


Group based Decision making process Different people bound to have different opinions Important to achieve consensus

D E F IN E T H E P R O B LEM

Brainstorming Nominal Delphi


Gather all the information related to the problem Diagnose the causes for the problem

GENERATE ALL POSSIBLE DECISIONS

GENERATE OBJECTIVE ASSESSMENT CRITERIA

Money , More satisfied Assess the impact of the various alternatives Workers , How will you measure the success / failure of the decision Bigger market share?

PERCEPTION

RATIONAL DECISION MAKING MODEL


Based on your Objective Assessment

CH O O SE TH E B EST S O LU T IO N

EVALUATE THE SUCCESS OF THE SOLUTION

Based on the Assessment Criteria that You have identified

MODIFY THE DECISIONS AND TAKE ACTION IF NECCESSARY

Based on the Success of the Decision that You have taken

PERCEPTION

THE RATIONAL DECISION MAKING MODEL HOWEVERHAS LIMITATIONS


Assumes that people will make unbiased rational decisions Assumes that we will have access to all the information It consumes lot of time to identify the problem, generate the alternatives, and decide on the best alternative

AND THEREFORE WE TALK ABOUT BOUNDED RATIONAL DECISION MODEL BOUNDED RATIONAL DECISION MAKING MODEL IS A SCALED DOWN VERSION OF RATIONAL DECISION MAKING MODEL

PERCEPTION

BOUNDED RATIONALITY The problem is identified Previously tried and tested solutions to these problems are identifiedand solutions close to the previously tested solutions are considered When selecting the appropriate alternativeonly the alternatives that are closest to the previously tried solution are considered The most appropriate solution is then selected, implemented, and the performance assessed

EMOTIONAL INTELLIGENCE

Emotion is a mental state that arises Spontaneously rather than through Conscious effort and is often Accompanied by physiological changes Eg. You CRY when you are SAD

EMOTIONAL INTELLIGENCE

Emotions are all about how a person feels about something or someone! Typically, emotions are reactions to an object You get angry when a colleague picks up an argument with you

EMOTIONAL INTELLIGENCE

Emotional intelligence: The ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions

EMOTIONAL INTELLIGENCE

Emotional intelligence: also defined as The capacity for recognizing our own feeling and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships

EMOTIONAL INTELLIGENCE

There can be different types of emotions that you will exhibit on the job
DESCRIPTOR EXAMPLE You LOVE your work You feel HAPPY when your boss recognizes your hard work You are pleasantly SURPRISED when you get a promotion within You FEAR for your job when you first 2 months of joining work hear that the firm is downsizing You feel SAD when you do loads of hardare ANGRY because you got You work with no recognition passed over for promotion by your You are disgusted with the colleague! FAVORATISM shown by your boss in the department You are EMBARASSED when you get praised for the work that you didnt really deserve

EMOTION

Love/ Affection Acceptance, adoration, devotion, infatuation

Happiness/ Joy Cheerful, delighted, euphoria, zest Surprise Fear Sadness Anger Disgust Shocked, amazed, astonished Dread, terror, apprehension Sorrow, gloom, despair, dejection Outrage, indignation, hostility Abhor, contempt, distaste

Shame

Guilt, remorse, embarrassment, humiliation

EMOTIONAL INTELLIGENCE

An emotionally intelligent person is someone who judiciously uses these emotions to succeed at work! Goleman gave5 dimensions of Emotional Intelligence

EMOTIONAL INTELLIGENCE

There can be different types of emotions that you will exhibit on the job

Emotional Intelligence SELF Dimension AWARENESS SELF MANAGEMENT

Characteristics

Workplace example

Self Understanding; knowledge of true feelings at the You come to know that one of your moment Handle ones emotions to facilitate rather than hinder colleagues at work a very A customer makes had made a very nasty remark about you. You are the task on hand unreasonable demand. You are angry. YOU KNOW THAT YOU ARE absolutely livid. However, YOU ANGRY. So, you cool downand try to CONTROL YOUR TEMPER a bit and gather morewhat is it that the the understand information about incident before you make a decision customer really wants You know that you are angry! You know that you are angryYou also know that the other person will lose his temper if you also do so!

EMOTIONAL INTELLIGENCE

There can be different types of emotions that you will exhibit on the job
Characteristics Workplace example Stay on course towards the goal; try until you achieve You are a project manager. The the desired outcomes sensitive to others feelings senior management did not the Understand and being You are a project manager in adequately support you in terms of middle of a highly stressful project. giving you resources or people. You EMPATHIZE with your team YOU MOTIVATED YOURSELF to members who have been working successfullymeet the deadline. very hard to complete the project Therefore, you decide to take them out for a lunch

Emotional Intelligence SELF Dimension MOTIVATION EMPATHY

SOCIAL SKILLS

The ability to read social situations; smooth in interacting with others

You came up with a potential business opportunity for your company. The senior management however were not very enthusiastic about the idea. You use your SOCIAL SKILLS and COMMUNICATION SKILLS to tell them the potential benefits of this venture

C O M PA N Y M EM O : A L L T H E E M P LO Y E E S W IL L G E T O N LY O N E G L A S S O F W IN E A T T H IS A N N U A L M EET E V E R Y B O D Y N E E D S T O G E T T H E IR O W N G L A S S

welcome to COMMUNICATION

What is Communication?
The process by which information is exchanged between a sender and a receiver. Interpersonal communication involves the exchange of information between people. Effective communication occurs when the right people receive the right information in a timely manner.

COMMUNICATION

ORGANIZATIONAL COMMUNICATION IS THE PROCESS OF FLOW (BOTH TRANSMISSION AND RECEPTION) OF GOAL ORIENTED MESSAGES BETWEEN SOURCES IN A SET PATTERN AND THROUGH A MEDIUM OR MEDIA

Goal Oriented ; how well are you doing

r Project Manager gives you your performance appraisal report using the anization s template at the end of every quarter ; same report is sent to the senior management as well

Set pattern : standard template ; every quarter

COMMUNICATION

GOALS OF COMMUNICATION

1. INFORMATION SHARING 2. 3. FEEDBACK 4. 5. CONTROL 6. 7. INFLUENCE 8. 9. PROBLEM-SOLVING 10. 11.DECISION-MAKING 12. 13.FACILITATING CHANGE 14. 15.GROUP BUILDING 16. 17.GATE KEEPING

COMMUNICATION

GOALS OF COMMUNICATION

1. INFORMATION SHARING

Urgent need to diffuse important information pertaining to processes, organization changes, reward schemes, changes in rules and regulations, organizational plans Examples : Newsletters

2. FEEDBACK

Feedback on performance to the employeesdepartments senior management (in terms of strategic objectives being met) Feedback helps to develop the reward/ punishment system in the organization Feedback motivates people; especially for individuals who have achievement motives

Example: Performance Appraisal Report

COMMUNICATION

GOALS OF COMMUNICATION
CONTROL

3.

Using of Databanks/ MIS that has organization specific information Control is collection & collation of Informationand using that information to measure the performance Example: Group Decision Support Systems; Intranet

4.

INFLUENCE

Free exchange of communication creates a congenial environment for people to workteam spirit will be high Also used in negotiations to secure resources or to get the work done

Example: Informal talk on the job and outside high team spirit Group meetings, web conferences better knowledge about the objectives; work to be done

COMMUNICATION

GOALS OF COMMUNICATION
DECISION MAKING

7.

Decision making is one of the major objectives of communication Decisions are made only on the basis of information that is availableand the information that flows between the employees during discussions/ negotiations Example: Status reports project is over budget by 200% : GO/ NO GO decision 8. CLARITY

Effective communicationchoosing the right communication medium and the channel increases the clarity of the messagefacilitates implementation of change Example: Downsizing the employees call a company wide meeting addressed by the CEOexplaining the reasonsrepercussionsand all the information related to the exercise Gives the employees a clarity about the impact of downsizingassuages uncertainty

COMMUNICATION

GOALS OF COMMUNICATION

9. GATE KEEPING (in this context INTERFACE) 10. Links the organization with the outside worldinfluences the clientsgovernment and other stakeholders

Example: The companys annual reportsperception of the companys health by government, investors, and other stakeholders such as employees

COMMUNICATION

SOHOW DOES THE WHOLE PROCESS OF COMMUNICATION OCCUR???

COMMUNICATION MODEL

COMMUNICATION

1. Chooses a m essage

2. Encodes the m essage

3. Chooses the channel

Sender

Receiver

5. Provides feedback

4. Decodes the m essage

COMMUNICATION

HOW MANY OF YOU HAVE APPLIED FOR A POSITION BEFORE JOINING IBS???

OR HOW DID YOU ACTUALLY APPLY TO IBS??? Was it a paper application/ Online application? How were the results communicated to you? Formal Letter or email Who sent you the letter from IBS?

COMMUNICATION

THE SOURCE INITIATES THE COMMUNICATION BY ENCODING THE MESSAGE

2
MESSAGE

What is To be communicated

Nature of Message How are We coding it

Knowledge/ information you have Attitudes/ Behavior/ Perception about instances; people
How are we Sending it - THE CHANNEL
THIS CLASS WOULD HAVE BEEN VERY DIFFERENT IF I WERE TO TEACH ACCOUNTING (NATURE) IN FRENCH (CODING) ONLINE (CHANNEL)

Skills/ competency

SocioCultural environment 3
CHANNEL How are we sending the message FORMAL / INFORMAL CHANNELS
IF YOU ARE FIRST LINE SUPERVISOR YOUR CEO WILL COMMUNICATE TO YOU THROUGH THE ANNUAL NEWS LETTERIF YOU ARE A VP, YOU ARE MORE LIKELY TO GET AN EMAIL

DECODING Interprets the


message Skills ; Knowledge ; Attitudes ; Socio Cultural environment

How the receiv

Nature of Communication ( good news / bad news ) Urgent / Not urge nt ; Legal / informal

Who is sending The Source FEEDBACK Organization s Culture

The sender checks Successful has bee communication

Nature ; Channel of Communication

COMMUNICATION

B A R R I R S TO C O M M U N I ATI N E C O

1. FI E R I G LT N 2. 3. S E LE C T I E P E R C E P T I N V O 4. 5. I FO R M A T I N O V E R LO A D N O 6. 7. D E FE N S I E N E S S V 8. 9. LA N G U A G E

COMMUNICATION

B A R R I R S TO C O M M U N I ATI N E C O

ltering

ender manipulates the information so that it will be seen more ourably by the receiver

ypically happens as reports are written by employees at a lower level

eport largely influenced by the employees personal interests and knowledge/ lls

ore common in large organizations

ore common among individuals who want to grow

xample: Window Dressing of the Balance Sheet

COMMUNICATION

B A R R I R S TO C O M M U N I ATI N E C O

lective Perception

he receivers perceive the message based on their background, motivation, perience, personal characteristics

eceivers also protect their own interests when they decode the mmunication .they see only what they want to see !

COMMUNICATION

B A R R I R S TO C O M M U N I ATI N E C O

formation Overload

dividuals have finite capacity to absorb, and understand information

pical example can be managing emails, phone calls, faxes, hnical reports

ople typically select only that information that they think is important, olutely not important, can pass it over to someone, or simply forget!

nsequentlyinformation is lost!

COMMUNICATION

B A R R I R S TO C O M M U N I ATI N E C O

fensiveness

iscussed earlier as Perceptual Defense

eople block the stimuli or information that is against their value system/ eference

eople may become defensive, make sarcastic remarks, become overtly dgmental, or question the senders motives

COMMUNICATION

B A R R I R S TO C O M M U N I ATI N E C O

nguage

ge, education and cultural background influence the language that we use

mployees in an organization come from different backgrounds

hey may be grouped in specific departments based on their expertise

hus, they develop their own language Jargon

COMMUNICATION

T Y PE S O F C O M M U N I A T I N C O SED ON DIRECTION OF COMMUNICATION

wnward Communication

ommunication flowing from one level of a group to a lower level

xamples can be group leaders assigning goals, giving job instructions, formation about policies, feedback on performance

ward Communication

lows from one level of a group to a higher level

xamples can be giving out status reports, knowledge of current problems th respect to machines, processes, or people

teral Communication

ommunication among peers an be formal (Quality Circles) or Informal (grapevine) ypass the organizations hierarchy and faster decision making

COMMUNICATION

T Y PE S O F C O M M U N I A T I N C O SED ON THE COMMUNICATION CHANNELS : RMAL AND INFORMAL NETWORKS

rmal Group Networks

ommunication flows through a strict hierarchy CHAIN

ample: Issuing a circular to the staffcomes from the Head Office, signed the HRD Manager, C.c to the Chairman, comes to the division heads, then the Branch Managers, and then to the employees!

eader acts as a central conduit/ facilitator for all groups communication WHEEL

ample : The role of facilitator in Delphi techniqueall information is routed bac him

he team members exchange information freely ALL CHANNEL

lf Managing Groups with no strong leadercommunicate well with each other

COMMUNICATION

FECTIVENESS OF FORMAL SMALL GROUP NETWORKS

NETWORKS

CRITERIA

CHAIN MODERATE HIGH MODERATE

WHEEL FAST HIGH HIGH

ALL CHANNEL FAST MODERATE NONE

Breakdown On assembly line

SPEED ACCURACY EMERGENCE OF LEADER MEMBER SATISFACTION

Communicating a Policy

MODERATE

LOW

HIGH

An experienced foreman Who earns respect From the workers

Degree of Participation

COMMUNICATION

T Y PE S O F C O M M U N I A T I N C O SED ON THE COMMUNICATION CHANNELS : RMAL AND INFORMAL NETWORKS

formal Network GRAPEVINE COMMUNICATION

s 3 essential features:

ot controlled by Management

erceived by the employees as more reliable than formal communication at comes from management

erves the self interests of the people using it rather than the ganizations jectives

Choosing Channels
Channels differ in their capacity to convey information. Rich channels have the ability to Handle multiple cues simultaneously Ability to give feedback (immediate), and non verbal cues Be very personal

Choosing Channels

Which of these do you thinkrank high in terms of channel richness


BROCHURES LETTERS FACETOFACE MEETINGS TELEPHONE CONVERSATION VIDEO EMAIL MESSAGES VIDEO CONFERENCE EMAIL MESSAGES

7 6 1 3 4 2 5

General audience Directed at specific individuals

Information Richness of Communication Channels


Specific purpose ; narrow scope Less specific , Broader in their scope

FORMAL

Formal reports , bulletins

Prerecorded speeches

Online discussion Live speeches Videoconferences groups , groupware

Low channel richness

High channel richness

Memos , letters

Electronic mail

Voice mail

Telephone conversations

Face - to - face conversation

INFORMAL

Nonverbal Communication
Messages conveyed through body movements, facial expressions, and the physical distance between the sender and the receiver Kinesics The study of body motions, such as gestures, facial configurations, and other movements of the body Proxemics The study of physical space in interpersonal relationships

On basis of

ntimate

Zone : upto 1 . 5 feet . It Includes only special persons .

CLASSIFICATION OF Space RELATIONSHIP


@Personal Zone : 1 . 5 to 4 ft . Friendly
conversations . unprogrammed communication

Spontaneous and

@Social Zone : 4ft to 12 ft . Impersonal Business or


casual conversations .

@Public zone : beyond 12 ft . Public occasions


and most formal space 13/23

Kinesics
It is the non - verbal behavior related to movement of body . It is one of the most obvious non - verbal communication form . GESTURE CLUSTERS : important for impression formation

OPEN AND SINCERE


open hands moving closer leaning forward easy long eye contact

DEFENSIVE
Clenched hands Maintaining or increasing distance Arms and legs tightly crossed Minimum eye contact Looking away an down 15/23

Nonverbal Communication

Visual Symbols:

COMMUNICATION

COMMUNICATION BETWEEN MEN AND WOMEN


A MARRIED COUPLE ARE DRIVING IN A CAR WHEN THE WIFE TURNS TO HER HUSBAND

WOULD YOU LIKE TO STOP FOR A COFFEE? WHAT DOES SHE MEAN . WANTS TO START A CONVERSATION HOW DOES THE HUSBAND INTERPRET THIS SHE WANTS TO HAVE A COFFEE AS IN COFFEE AS IN COFFEE .!!!

COMMUNICATION BETWEEN MEN AND WOMEN

COMMUNICATION

MEN Men talk to emphasize status Men talk to emphasize Independence; Conversation is a way of making their point more COMPLAIN THAT WOMEN TALK A LOT MEN of a contest! for distinction Asserting their need ABOUT THEIR PROBLEMS! Men more direct in their conversation Men hear a problem assert their desire for I think you are wrong on that point independence/ dominance by giving advice

WOMEN Women talk to emphasize connection Women talk to emphasize intimacy, to connect WOMEN COMPLAIN THAT MEN DO NOT LISTEN Asserting their need for affinity, closeness Women are more subtle Women tell a problem- build closeness, gain support Have you considered looking at the status report

COMMUNICATION BETWEEN MEN AND WOMEN

COMMUNICATION

MEN To menTalk equals INFORMATIONMen do listen intently but do not reactwhen asked to Wife saysLets park the car over there do so! Husband perceives that as a command

WOMEN Women look at Talk as a way of Expressing their Feelings Wife is merely suggesting that they park their car someplace safe

COMMUNICATION

HOW DOES IT WORK IN BUSINESS!

TALKATIVE PEOPLE WILL BE SEEN AS DOMINANT AND CONTROLLING ALSO SEEN AS GOOD LEADERS IN BUSINESS MEN ARE MOST LIKED WHEN THEY ARE DECISIVE , ASSERTIVE , AND INTELLECTUAL WOMEN MAY DEMONSTRATE EACH OF THESE QUALITIES HOWEVER THEY WILL BE ESPECIALLY RESPECTED WHEN THEY DISPLAY WARMTH , AND INTER PERSONAL COMMUNICATION ( SUBTLE ) WOMEN TEND TO USE LESS POWERFUL LANGUAGE ( READ LESS DIRECT ) THAN MEN WOMEN TEND TO USE MORE NON VERBAL COMMUNICATION THAN MEN

COMMUNICATION

CROSS CULTURAL COMMUNICATION

lture Barriers when communicating with people from different cultures can be

rriers caused by Semantics

rds such as Efficiency Free Market Regulation can not be translated dire to Russian!

rriers caused by Connotations

e Japanese word Hai meansYesbut its real meaning isYes , I am listening ther than being Yes , I agree

rriers caused by tone differences

some cultures like the USthe tone and the expression are casual some cultures like Indiathe toneand especially the writing style is very for

COMMUNICATION

CROSS CULTURAL COMMUNICATION

CONTEXT CULTURES a , Vietnam , Saudi Arabia

rsons official status, place in the society, and reputation influence the way rs will interpret the information is not said is more important than what is said on Non verbal communication and subtle cues

le look at communication to build trust and long term relationshipseven if are talking for the first time!

COMMUNICATION

CROSS CULTURAL COMMUNICATION

OW CONTEXT CULTURES

orth America and Europe

ely more on the words to communicate message

riting should be precisehighly legalistic

here s nothing like I give you my word !

COMMUNICATION

CROSS CULTURAL COMMUNICATION

municating effectively across cultures

sume differences until similarities are proven

phasize description rather than interpretation or evaluation

erve the culture and the backgroundtry and look ween the wordsrather than at the person or situation ay your judgment until then

actice empathy

erstand what is the other persons backgroundvaluesexperiences cational backgroundupbringing

fine your understanding of the others culture constantly

erve how the other person is reacting to your understanding of his culture e some feedback from someone who is from that same culture

COMMUNICATION

ELECTRONIC COMMUNICATION AND EMOTIONS


:) <g> :( .;) :-[ :-e :-@ :-0 :-D :(

SMILE GRIN FROWN WINK REALLY SAD FACE DISAPPOINTED SCREAM YELL SHOCK/ SURPRISE CRYING

LEADERSHIP

Leadership
The master statesman stood alone against fascism and renewed the world's faith in the superiority of democracy.

Winston Churchill

Leadership
He led a mass struggle for racial equality that doomed segregation and changed America forever.

Martin Luther King

Leadership
His

philosophy of

nonviolence and his passion for independence began a drive for freedom that doomed colonialism.

Mohandas Gandhi

Leadership
Champion of free minds and markets, she helped topple the welfare state and make the world safer for capitalism. Margaret Thatcher

Leadership Defined..

Interpersonal influence exerted in a situationand directed through the communication system towards the attainment of specific goals Call for Complete Freedommass ralliesto achieve an Independent Nation -Mahatma Gandhi as a Leader

Leadership Defined..

Ability to Influence a Group Towards the Achievement of Goals Meeting the clients requirements coordinating resources (money, people, time) to successfully complete the project Project Manager as a Leader

Leadership Defined..

Leadership is fundamentally about transforming behaviorsmoulding attitudes of other individuals in formal or informal situations to get the work done!

Four Eras of Leadership Theory & Thinking


dominant until late 1940s - assumes leaders born, not desire to lead , Qualities such as made High energy , integrity , and inherited characteristics - personality, intelligence, ability, physical job Related competence characteristics; focuses attention on person in job

Trait Approach Leaders

are Born with certain

held sway until late 1960's - effects ofDo Leaders behavethosea behaviorsway? leadership on in certain and If yes , What are those led, Can & teach people those behaviors way in which functions of leadership carried out we the behaviour adopted by managers towards subordinates

Behavior Approach

how

popular to Belief studies interaction between leadership variables and patterns of behaviour

Leadership is all about balancing Productivity against relationships Contingency Approach or Situational Approach on the situation Leadership style depends How ready is your team leadership, 1980s - situational factors are focus for understanding if they are incompetent Give them specific directives ; if they are experts that no single style of leadership appropriate to all situations, Give them autonomy

How well is the Leader able to create the Organization vision challenging the New Leadership Approach s is he able to communicatestatus Quo How well it since 1980s, leader seen as one who definesthe employees How well is he able to translate To organizational reality through The vision into tangible objectives articulation of a vision - which is a reflection of leaders definition create What kind of Organization Culture does he of

organizations mission and values which support it

Leadership Defined..

IS THERE A DIFFERENCE BETWEEN A LEADER AND A MANAGER

Leaders Vs. Managers


Personal Power Innovate Develop Inspire Long-term view Ask what and why Experimental Do the right thing Positional Power Administer Maintain Control Short-term view Ask how and when Analytical Do things right

Challenge status quo Accept the status quo

Leader versus Manager

Personal Power/ Positional Power An influential team leader who is popular/ A formal Project Manager who may be popular Innovate/ AdministerDevelop/ Maintain Coming up with innovative non financial rewards to motivate the team members/ implement the new scheme to ensure that team members remain motivated

Leader versus Manager

Long Term View/ Short Term View Updating the clients on the companys new products & services so that loyalty is ensured/ meeting the clients requirements within the stipulated time and cost limitations Ask What & Why/ Ask When & How Why change is important for the organization and what are the key people, resource, leadership issues to be addressed/ When are we going to implement the changes and how will we do it

Leader versus Manager

Experimental/ Analytical How can we meet the customers requirements without drastically changing the product featuresgiven that we have a limited time frame/ we need to do A B C in order to develop the product Typically do away with non essential activities of the project to beat the time line (unfortunately in case of IT projectstesting is often not done when time is limited)

Leader versus Manager

Challenge the Status Quo/ Accept the Status Quo We want to be the number ONE B SCHOOL in the country in Five Years timewe will do this even if it means revamping our organization structure and procedures/ We will continue to maintain the same quality of education

Leader versus Manager

Do the Right Things/ Doing Things Right We have less than 3 weeks to deliver the project to the clientwe will have to reduce the scope of the project by doing away with third round of testing of the product/ We need to do the three rounds of testing as per the contract with the client

Leader versus Manager


SHOULD YOU STRIVE TO BE A LEADER OR A MANAGER THE ANSWER IS BOTH!!!

Leadership Schools

LETS LOOK AT THE LEADERSHIP SCHOOLS IN DETAIL NOW

Leadership Schools

Efforts to isolate TRAITS of a good leader go way back to the 1930s Efforts were focused on identifying TRAITS that discriminated Leaders and Follow Efforts were also focused on identifying TRAITS that discriminated Effective and Ineffective leaders

Some traits that were consistently associated with Leaders were identified

Leadership Schools

AMBITION ENERGY DESIRE TO LEAD HONESTY INTEGRITY SELF CONFIDENCE INTELLIGENCE TECHNICAL (JOB RELEVANT) KNOWLEDGE

Indra K Nooyi ( PEPSICO ) Forbes Top 10 most influential Women

Mother Theresa ( Missionaries of Charity )

Leadership Schools

Leaders are also someone who HIGH SELF MOTIVATORS ADJUST THEIR BEHAVIOR TO DIFFERENT SITUATIONS

IF YOU ARE A PROJECT MANAGER SHOULD YOU BE CHANGING YOUR LEADERSHIP STYLE AS THE PROJECT PROGRESSES .

YES !

Leadership Schools

Traits theory though has some limitations No universal traits that will predict leadership in all situations Leadership Traits were visible only in cases where there were no proper Procedures, no strong rewards for positive behavior (and punishments for negative Behavior) The causeeffect is not clear. SELF CONFIDENCE LEADING TO SUCCESS OR SUCCESS LEADING TO SELF CONFIDENCE Traits are not the only factor that will ensure achievement of goals!

Leadership Schools

YOU DON T HAVE TO LOOK LIKE A LEADER OR PERHAPS BE BORN LIKE ONE ! AS THE TRAITS THEORY SUGGESTS

Leadership Schools
BEHAVIORAL SCHOOL OF LEADERSHIP

focused on the questionDO LEADERS BEHAVE DIFFERENTLY! Based on the assumption that Leadership can be taught!

Behavioral Theories

Successful leadership is based in definable, learnable behavior. Focus on what leaders actually do.

Four Theories The Ohio State Studies The University of Michigan Studies Managerial Grid Scandinavian Studies

Behavioral Theories

Ohio State Studies


Research conducted at Ohio State University in the 1940s Identified 2 categories of Leader Behaviors INITIATING STRUCTURE
EXTENT TO WHICH THE LEADER EMPHASISES ON HIS ROLE AND THOSE OF THE EMPLOYEES IN ORDER TO ACHIEVE GOALS LEADER WHO IS HIGH ON INITIATING STRUCTURE WILL ASSIGN PARTICULAR TASKS TO GROUP MEMBERS; LAYS DOWN SPECIFIC PERFORMANCE EXPECTATIONS, AND INSISTS ON MEETING DEADLINES

Behavioral Theories

Ohio State Studies


CONSIDERATION
EXTENT TO WHICH A PERSON IS LIKELY TO MAINTAIN JOB RELATIONSHIPS THAT HAVE MUTUAL TRUST, RESPECT, EMPATHY A LEADER HIGH ON CONSIDERATION IS FRIENDLY APPROACHABLEHELPS EMPLOYEES WITH PERSONAL PROBLEMS THOUGH A LEADER WHO SCORES HIGH ON BOTH INITIATING STRUCTURE AND CONSIDERATIONMAY ENSURE GOOD INDIVIDUAL PERFORMANCE AND JOB SATISFACTIONOVERALL OUTCOMES MAY NOT ALWAYS BE POSITIVE

Continuum of Leadership Behaviour


Tannenbaum & Schmidt
Boss-centred Boss leadership Use of authority by the manager Subordinate-centred leadership

Area of freedom for subordinates

Manager Manager Manager Manager Manager Manager Manager makes `sells presents presents presents defines permits decision decision ideas and tentative problem limits; asks subordinates and invites decision gets group to to function announces questions subject to suggestions make within limits it change makes decision defined by decision superior

Behavioral Theories

University of Michigan Studies


Were conducted at about the same time as during Ohio studies 2 dimensions of leader behavior were identified EMPLOYEE ORIENTED
EMPHASIS ON INTERPERSONAL RELATIONSHIPS TOOK SPECIAL INTERESTS IN THE NEEDS OF THE EMPLOYEES ACCEPTED INDIVIDUAL DIFFERENCES AMONG TEAM MEMBERS

Behavioral Theories

University of Michigan Studies


PRODUCTION ORIENTED
EMPHASIS ON TECHNICAL OR TASK ASPECTS OF THE JOB

STUDIES CONCLUDED THAT EMPLOYEE ORIENTED LEADERS TEND TO EXTRACT MORE PRODUCTIVITY FROM THE EMPLOYEES AND HIGHER JOB SATISFACTION

Behavioral Theories
Managerial Grid Theory By Robert Blake & Jane Mouton "concern for people" vs. "concern for production 9 x 9 Grid 5 leadership styles

The Managerial Grid


High
1,9 pattern Country club management 9 8 9,9 pattern Team management the ideal style

Concern for People

7 6 5 4 3 2 9,1 pattern Task management 3 4 5 6 Concern for Production 7 5,5 pattern Middle - of - the - road management

1,1 pattern Impoverished management 1

Low 2 Low

High

Leadership Grid Style


Authority-Compliance/ Task Mgmt. people are tools for getting the job done communication is for instructions Employees needs are not important Strictly follows the rewardpunishment policy to get the work done typically employed by companies in crisis or even small time companies Results obtained only in short run

Leadership Grid Style

Country Club Management personal and social needs of followers, positive climate Security and comfort of the employees is most important Does not adequately exercise his legitimate powers Fear that using punitive/ coercive/ legitimate power may strain the relationship between him & the employees

Leadership Grid Style

Impoverished Management no commitment, apathetic Delegates the work to the team & does not take any accountability His job security is a priority Leads to dissatisfaction among the employees

Leadership Grid Style


Middle-of-the-Road Management compromisers, avoid conflicts, emphasize moderate levels of production Neither the task nor the people needs are fully met

Team Management stimulate participation, acts determined, makes priorities clear, behaves openmindedly

Leadership Grid Style

Team Management

stimulate participation, acts determined, makes priorities clear, behaves openmindedly Theory Y type of a manager Encourages team work and fosters commitment among the employees First explains to them the purpose and then gives them the objectives Team is highly satisfied and the productivity is also very high

Behavioral Theories
Scandinavian Studies
Development Oriented Behavior Development Oriented leaders considered more competitive. Leaders seek new ideas and are capable of leading change The previous studies focused on leader behaviors that were exclusively task centric or people centric Scandinavian studies brought in a third dimension where the leader is capable of changing the status

Contingency Theories
No one best way of leading Leader's ability to lead is contingent upon various situational factors Five Contingency Models Fiedlers Contingency Model Hersey & Blanchards Situational Theory Leader Member Exchange Theory Leadership Participation Model Path Goal Theory

Contingency Theories

All of you have been working in groups. Was there a moment when you did not particularly like to work with a person What kind of a person was he or she

Contingency Theories
cheerful loyal relaxed sincere
YOU ARE A RELATIONSHIP ORIENTED PERSON IF YOU BELIEVE MOST OF THESE QUALITIES ARE TRUE OF THE PERSON YOU LEAST ENJOYED WORKING WITH OTHERWISE YOU ARE A TASK ORIENTED PERSON

Very hostile untrustworthy

Contingency Theories

FIEDLERS CONTINGENCY MODEL


Match between Leaders style and the degree of control which the leader can exercise in the given situation

The groups performance depends on

Proposed the LEAST PREFERRED COWORKER (LPC) QUESTIONNAIRE to identify Leadership Style

Contingency Theories

Prabhakar ( 2006 )

Contingency Theories

FIEDLERS CONTINGENCY MODEL LPC asks the respondents to think of the individual THEY LEAST ENJOYED WORKING WITHand rate him on a scale of 18 against each of the adjectives

Contingency Theories

FIEDLERS CONTINGENCY MODEL If the Least Preferred Co-Worker is described relatively in positive A HIGH LPC SCORE; you are a sort of a person who values RELATIONSHIP with co-workers over TASK

Contingency Theories

FIEDLERS CONTINGENCY MODEL If the Least Preferred Co-Worker is described relatively in negative A LOW LPC SCORE; you are a sort of a person who values TASK with co-workers over RELATIONSHIP

Contingency Theories

FIEDLERS CONTINGENCY MODEL There may be some respondents who adopt a middle lineand therefore can not be classified either as task or relationship oriented

Contingency Theories

FIEDLERS CONTINGENCY MODEL A high LPC or low LPC leader can only be effective if their leadership style matches their situation

Different situations can be

Contingency Theories

FIEDLERS CONTINGENCY MODEL

LEADERMEMBER RELATION Confidence & Trust which the members have in their leader TASK STRUCTURE Degree to which job assignments are procedurized POSITION POWER degree of influence a leader has over power variables such as hiring, promotions, disciplines, firing

Contingency Theories

FIEDLERS CONTINGENCY MODEL


TEAM HAVING CONFIDENCE ON THE PROJECT MANAGER THE JOB EXPECTATIONS BEING DEFINED CLEARLY THE LEADER HAVING CONTROL OVER HIS TEAM TEAM DOES NOT TRUST THEIR PROJECT MANAGER JOB EXPECTATIONS ARE FUZZY THE LEADER CAN NOT CONTROL HIS TEAM

FAVORABLE SITUATION

UNFAVORABLE SITUATION

TASK ORIENTED LEADERS PERFORM BETTER IN BOTH THESE SITUATIONS FOR DIFFERENT REASONS

HI G H PE R FO RMA NCE

FIEDLERS CONTIGENCY THEORY

TASK ORIENTED

RELATIONSHIP ORIENTED

LOW PERFORM ANCE

FAVOURABLE

MODERATE

UNFAVOURABLE

I
L-M TS PP
GOOD HIGH STRONG

II
GOOD HIGH WEAK

III
GOOD LOW STRONG

IV
GOOD LOW WEAK

V
POOR HIGH STRONG

VI
POOR HIGH WEAK

VII
POOR

VIII
POOR

LOW STRONG

LOW WEAK

An experienced manager who has gained the confidence of his Workers ( GOOD LM ) car manufacturing assembly line where the tasks are procedures ( HIGH TS ) and has the authority to recruit / retrench people based on the task requirem

A group of senior scientists working together very little formal leadership and theref Low LM research project & therefore HIGH TS have considerable autonomy to use the Research funding / grant hiring of research associates

A highly task oriented mentor who has been assigned a rookie ( low LM as he Has just joined the organization and therefore the trust / confidence are not there yet ) Working on a project that involves developing a new product ( information not available . And therefore the task structures are not fully procedurized ) is just a mentor .. and the Does not have legitimate authority ( weak PP )

Hersey & Blanchards Situational Theory


Developed by Hersey & Blanchard 1969 Different situations demand different kinds of leadership Being an effective leader requires that an individual adapt her/his style to the demands of different situations Directive and supportive dimension

Hersey & Blanchards Situational Theory


The focus is on followers Leadership style to be adopted depends on the readiness of the followers Readiness extent to which people have the ability and willingness to accomplish a task Propose that style of Leadership lies on a continuum

HIGHLY DIRECTIVE---------------- HIGHLY LAISSEZ-FAIRE

Hersey & Blanchards Situational Theory

i ad re s er nes w lo ing l Fo ill w

s es

ab

t li

an

Leader : decreasing need for support and supervision

Directive leader Coaching leader

Supporting leaders

Situational Leadership Styles


High (unwilling to do job )
Relationship Behavior ( amount of support required )

CONSULT
Participating works best ( followers are able to do the job but require emotional support )

SELL
Selling works best ( followers are neither willing nor able to do the job )

JOIN
Delegating works best ( followers ) are willing to do the job , and know how to go about it )

TELL
Telling works best ( followers are willing to do the job , but don t know how to do it )

Low (willing to do job )


Task Behavior ( amount of guidance required ) High Low ( unable to do job ) ( able to do job )

Leader Member Exchange Theory


Differentiation of members into "in-group" & "out-group" Result : in-group members higher Performance & satisfaction

Leader Member Exchange Theory


Leaders establish a special relationship with a small group of their followersowing to time constraints Polarizes the group based on the level of attention given to the people by the leader IN GROUP people who are trustedget disproportionate amount of leaders attentionreceive special privileges OUT GROUP receive less attentionless privileges (those controlled by leader)and have LeaderFollower relationship

Leader Member Exchange Theory


Therefore, In group members perform betterare more satisfied on the joband have lesser turnover intent They may even have higher level of competence In group people share similar attitude & personality as that of the leader

Figure 17 - 8

17 - 18

A Role-Making Model of Leadership


L L E
1

E
5

In-group

E
1

E
2

E
3

E
4

E
5

E
2

E
3

E
4

Out-group Average Leadership L E Leader Employee Dyadic Leadership

McGraw-Hill

2004 The McGraw-Hill Companies, Inc. All rights reserved.

Leader Member Exchange Theory


DOES YOUR TASK DETERMINEWHETHER YOU ARE IN THE GROUP OR OUT OF ITOR IS IT ENTIRELY DEPENDENT ON THE LEADER

YES!

HAPPENS WHEN THE LEADER IS WORKING ON MULTIPLE PROJECTS YOU MAYBE A PART OF THE INGROUP FOR THE PROJECT YOU ARE WORKING ONWILL BE A PART OF THE OUTGROUPFOR A

PathGoal Theory
Proposes that Leaders job is to facilitate the followers achieve the goals

A Leader can demonstrate 4 types of Behaviors when doing this


TELLS THE FOLLOWERS WHAT IS EXPECTED OF THEM

DIRECTIVE LEADER

SUPPORTIVE LEADER

SHOWS CONCERN FOR THE FOLLOWERS

PARTICIPATIVE LEADER

TAKES IN THE OPINION OF THE FOLLOWERS BEFORE TAKING A DECISION

ACHIEVEMENTORIENTED LEADER
SETS CHALLENGING GOALS AND EXPECTS PEOPLE TO ACHIEVE THEM

PathGoal Theory
THE RELATION BETWEEN LEADERS BEHAVIOR AND THE PERFORMANCE OUTCOME IS ALSO MEDIATED (INFLUENCED) BY:

FACTORS WHICH ARE BEYOND THE CONTROL OF THE EMPLOYEE FACTORS WHICH ARE WITHIN THE CONTROL OF THE EMPLOYEE

ENVIRONMENTAL FACTORS
TASK STRUCTURE ; FORMAL AUTHORITY WORK GROUP

LEADER BEHAVIOR

DIRECTIVE PARTICIPATIVE ACHIEVEMENT ORIENTED SUPPORTIVE

OUTCOMES
PERFORMANCE

CONTINGENCY FACTORS
LOCUS OF CONTROL ; EXPERIENCE PERCEIVED ABILITY

SATISFACTION

Figure 17 - 5

17 - 11

Houses Revised Path-Goal Theory


Employee Characteristics
Locus of control Task ability

Leader Behaviors
Path-goal clarifying Achievement oriented Work facilitation Supportive Interaction facilitation Group orienteddecision making Representation and networking Value based

Need for achievement Experience Need for clarity

Leadership Effectiveness
Employee motivation Employee satisfaction Employee performance Leader acceptance

Environmental Factors
Task structure Work group dynamics

Work-unit performance

McGraw-Hill

2004 The McGraw-Hill Companies, Inc. All rights reserved.

Locus of control external Especially if people have High need for achievement

Leader spends More time clarifying The goals Little scope for Group decision making

Fuzzy Task structure

New team

The work - unit Performance Will be high . However employee satisfaction May be low

Leadership Participation Model


Problem Attributes (contingencies) Decision Quality (cost consideration, information availability, nature of problem structure) Employee Acceptance (need for commitment, prior approval, congruence of goals, conflict) Leadership Styles: Autocratic A1 (leader takes decision on his own) Autocratic A2(obtains info from subordinates) Consultative C1(explains problems, invites suggestions) Consultative C2(may or may not use their suggestions)

Leadership Styles
Bureaucratic leader Charismatic leader Autocratic leader Democratic leader Laissez-faire (let them do) People oriented Task oriented

Leadership Styles
Servant leader Transaction leader Transformation leader The environment leader The visionary leader

Leadership Styles
Sticks to rules of the organization ; Very little room for innovation Typically found in conservative Banks universities govt . hospitals

Bureaucratic leader

Charismatic leader

Energizes people to work for the organization s Objectives people will not accept a New leader if a charismatic leader is Replaced

Autocratic leader

Has complete authority to Make decisions constantly Supervises subordinates Typically observed in small Time restaurants / grocery stores

Democratic leader

Listens to the team but makes the final Decision most appropriate when hard Decisions have to be made acceptable to people PEOPLE FEEL THEY HAVE BEEN GIVEN A CHANCE Not useful when decisions are to be made In quick time !

Leadership Styles

Laissez-faire (let them do) People oriented Task oriented

ONLY appropriate when the employees Are competent and committed ; Leaders don t give any feedback ; Sometimes results in failing to Meet the objectives set

Supports , trains , and Develops employees

Concentrates predominantly On achieving specific tasks Given to individuals Minimal involvement of the team When making decisions

Leadership Styles
Members use the leader as a tool to get the Work done team engagement is very high Pace of outcomes is slow The leader does not use his legitimate authority

Servant leader Transaction leader Transformation leader

Given power to get the work done through people Using rewards and punishments leaders train And reward the employees for a work done

Focuses on the big picture ; motivates people To get the work done ; communicates Extensively with the employees

The environment leader The visionary leader

Uses the organization s And the group s culture People groups interact Each other & learn the Culture

culture to motivate with organization s

Articulates & communicates An attractive vision of the future Of an organization

Clear & a compelling Image that reflects improvement

1. Exploitative- Authoritative 2. Benevolent Authoritative 3. Consultative Style 4. Participative Style

Likerts Four Systems of Management


Low concern for people Uses Fear to get the work done

Has concern for people But still uses a high degree of authority

Makes genuine effort to listen to The ideas however decision Making is still central Actively engages the people By involving them in the decision making process

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