Professional Documents
Culture Documents
INTRODUCTION TO OB
Organization culture HR practices / policies ( training & performance evaluation ) Reward structures resistance to change
Organizational Learning
Job characteristics
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
TEA M S
O R G A N I ATI N Z O
Reward structures
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
OB
INTRODUCTION TO OB
INDIVIDUAL LEVEL
Issues observed at
INTRODUCTION TO OB
OB
Group Dynamics work teams Communication Power Conflict Organization Change Organization Culture TEAM AND ORGANIZATION LEVELS
INTRODUCTION TO OB
OB
Organizational Culture Organizational Environment Cross - Cultural Analysis Comparing Attitudes Cross Functional / Cross Cultural teams
INTRODUCTION TO OB
OB
Intra Organizational Politics Conflicts
ORGANIZATIONAL LEVEL
Studies Issues at
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
RATIONALE One Best Way to do the Job One Best Way to Put an Organization Together Rational and Impersonal Organizational Arrangement
SCIENTIFIC MANAGEMENT
SCIENTIFIC STUDY OF WORK METHODS (THROUGH OBSERVATIONS, EXPERIMENTS, & REASONING) TO IMPROVE THE EFFICIENCY OF THE WORKERS
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
s may be due to
ncrease in their productivityFaulty Wage System In the Organization ill result in Job Loss to heir Colleagues
SCIENTIFIC MANAGEMENT
lo r
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
SCIENTIFIC MANAGEMENT
Ta y lo r
L IM IT A T IO N S
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
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
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
SCIENTIFIC MANAGEMENT
nry Laurence Gantt
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
ooks at the problems only at the operational level and not at the managerial vel
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
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
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
ES & REGULATIONS
ERSONALITY OF MANAGERS
RARCHY OF ORGANIZATION
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
BEHAVIORAL APPROACH
of the proponents of this theory are :
gor
y X workers are lazy , do not like work , dislike responsibility , need pervised
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
MODERN APPROACH
SYSTEMS THINKING CONTINGENCY THEORY SYSTEMS THINKING FEEDBACK
FEEDBACK
INPUT
PEOPLE MONEY MATERIAL INFORMATION
TRANSFORMATION PROCESSES
OUTPUT
PROCESSES
PRODUCTS / SERVICES
EMPLOYEE RECRUITED
MODERN APPROACH
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
HAWTHORNE STUDIES The Experiments were conducted by National Academy of Sciences Step One was the ILLUMINATION EXPERIMENTS
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
Piece Work Two Five Six Five Basis Minute Breaks Minute breaks 8 weeks Increased later to introduced ( wages 10 minutes According To Productivity )
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 )
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:
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
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 )
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
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
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
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
INDIVIDUAL BEHAVIOR
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
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
Retention Processes
How well the individual is able to recall The models actions even after the model Leaves Example : Working in your own department
INDIVIDUAL BEHAVIOR
THE LEARNING PRINCIPLES AND THE OPERANT CONDITIONING THEORY FIND APPLICATION IN
OR
OB MOD PROCESS
OB MOD
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
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.
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
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
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 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)
ATTITUDESVALUESJOB SATISFACTION
Existential Work Ethic (entered workforce from 1960s through mid 1970s (Hippie Culture) Hard work Success Loyalty to Career
Pragmatic ( entered workforce Between mid 1970sMid 1980) Ends justified Means
Generation X
ATTITUDESVALUESJOB SATISFACTION
GENERATION Y
ATTITUDESVALUESJOB SATISFACTION
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
ATTITUDESVALUESJOB SATISFACTION
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
China France Russia Indonesia France Germany USA Holland Russia France Russia China
HIGH
Japan Russia
China Indonesia
Indonesia USA
USA Indonesia
POWER DISTANCE
INDIVIDUALISM
QUALITY OF LIFE
UNCERTAINTY AVOIDANCE
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
Job Involvement
Organizational Commitment
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
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:
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
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
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))
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?
ATTITUDES
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
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
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
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
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!
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
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
PERCEPTION
D E F IN E T H E P R O B LEM
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
CH O O SE TH E B EST S O LU T IO N
PERCEPTION
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
best way to handle the costs on a projectchances are that the rest of the projects are managed in the same way
PERCEPTION
because they are close to each othermembers of a cricket team are assumed to behave similarly by us (this may not be true)
(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
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 includes patterns of our thoughts and emotions At the basic levelPersonality influences our emotions Personality also influences our ValuesBeliefsand Expectations!!!
PERSONALITY
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
Behavior
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
REALISTIC: Likes physical Shy, genuine, persistant, activities; mechanistic activities conforming to rules
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
MOTIVATION
MOTIVATION!
MOTIVATION
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 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
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
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
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
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
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
Popularized by Maslow
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
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 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
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
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
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
MOTIVATION
LO W S H IE R A R C H Y O F N E E D S
MOTIVATION
S LO W S H IE R A R C H Y O F N E E D S
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
posed by Herzberg
identified factors that lead to EXTREME JOB SATISFACTION ( Motivation factors ) EXTREME JOB DISSATISFACTION ( Hygiene Factors )
SATISFIERS / MOTIVATORS
Growth Advancement Responsibility Nature of Work Recognition Achievement Security Status
Company policy Relationship with & Administration Subordinates Salary Work conditions
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
Explaining What People WA NT and DO NOT WANT from their Job with only 2 dimensions s overtly simplistic
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
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
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
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
mentality : The possibility of the first level outcome leading to second level o
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
MOTIVATION
V R O O M S E X P E C TA N C Y TH EO 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 )
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
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
6 . Performance (accomplishment
9. Satisfacti on
JobPerson Fit
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
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 !
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
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
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
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
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
MOTIVATION
EQUITY THEORY OF MOTIVATION
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
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.
Common identity
Transparency among Team members ; being Genuine with each other
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
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
Cross- Functional
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
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
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
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
GROUPS
DIFFERENCES BETWEEN A GROUP AND A TEAM
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
GROUPS
Breaking away from bureaucracy, teams from various departments or functional Specialities are brought together for a specific task
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
GROUPS
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
l data/documents consolidated
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
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
GROUP LEADERSHIP
GROUPS
Collaboration
he leader must understand how to improve the interpersonal interaction among he 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)
eam building involves rapid exchange of knowledgehence ensure free low of communication (formal and informal)
he team norms such as how the decisions are madereporting structures erformance expectations from each of the members is clearly defined at the outset
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
GROUPS
Help the team members overcome culture stereotypes! Cultural empathy among the team members
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
Unlike the formal groups that are formed on the basis of Jobsinformal groups are formed on the basis of roles
GROUPS
ormsare rules that guide the behavior and activities of the group
GROUPS
entral values and the goals of the group will always be upheld
roup will come together to solve interpersonal problems and resolve conflicts
GROUPS
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
ollaborator
Tries to remind the others of the vision, mission, and goal of the team
GROUPS
Communicator
Effective listener Resolves conflicts among the team members Builds a congenial, friendly environment in which the team can work
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
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
Includes all individuals Includes only accepted belonging to that unit individuals; Formally appointed (organization/ division/ project) Through member agreement Loyalty Spontaneous cohesiveness
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
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
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
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
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
NM NM
S te e ri ng co m m i tte e
F Facilitator
NM M NM
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
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
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
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
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
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
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 !
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
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
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
GROUPS
G R O U P D E C IS IO N M A K IN G
The solutions obtained here are passed around the group in the round-robin fashion
After all the ideas are suggestedthe members are shown the solutionsthe members may Now seek clarifications about the proposals
GROUPS O U P D E C IS IO N M A K IN G
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
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
Dialectical Inquiry
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
D E F IN E T H E P R O B LEM
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
CH O O SE TH E B EST S O LU T IO N
PERCEPTION
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
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
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
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
SOCIAL SKILLS
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
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
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
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
COMMUNICATION MODEL
COMMUNICATION
1. Chooses a m essage
Sender
Receiver
5. Provides feedback
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
2
MESSAGE
What is To be communicated
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
Nature of Communication ( good news / bad news ) Urgent / Not urge nt ; Legal / informal
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
eport largely influenced by the employees personal interests and knowledge/ lls
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
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
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
COMMUNICATION
wnward Communication
xamples can be group leaders assigning goals, giving job instructions, formation about policies, feedback on performance
ward Communication
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
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
COMMUNICATION
NETWORKS
CRITERIA
Communicating a Policy
MODERATE
LOW
HIGH
Degree of Participation
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
7 6 1 3 4 2 5
FORMAL
Prerecorded speeches
Memos , letters
Electronic mail
Voice mail
Telephone conversations
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
Spontaneous and
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
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
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
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
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
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
lture Barriers when communicating with people from different cultures can be
rds such as Efficiency Free Market Regulation can not be translated dire to Russian!
e Japanese word Hai meansYesbut its real meaning isYes , I am listening ther than being Yes , I agree
some cultures like the USthe tone and the expression are casual some cultures like Indiathe toneand especially the writing style is very for
COMMUNICATION
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
OW CONTEXT CULTURES
COMMUNICATION
erve the culture and the backgroundtry and look ween the wordsrather than at the person or situation ay your judgment until then
actice empathy
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
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.
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!
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
Leadership Defined..
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
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
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)
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
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
Leadership Schools
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
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
Behavioral Theories
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
Behavioral Theories
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
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
Low 2 Low
High
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
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
Team Management stimulate participation, acts determined, makes priorities clear, behaves openmindedly
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
Contingency Theories
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
Contingency Theories
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
FAVORABLE SITUATION
UNFAVORABLE SITUATION
TASK ORIENTED LEADERS PERFORM BETTER IN BOTH THESE SITUATIONS FOR DIFFERENT REASONS
HI G H PE R FO RMA NCE
TASK ORIENTED
RELATIONSHIP ORIENTED
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 )
s es
ab
t li
an
Supporting leaders
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 )
Figure 17 - 8
17 - 18
E
5
In-group
E
1
E
2
E
3
E
4
E
5
E
2
E
3
E
4
McGraw-Hill
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
DIRECTIVE LEADER
SUPPORTIVE LEADER
PARTICIPATIVE LEADER
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
OUTCOMES
PERFORMANCE
CONTINGENCY FACTORS
LOCUS OF CONTROL ; EXPERIENCE PERCEIVED ABILITY
SATISFACTION
Figure 17 - 5
17 - 11
Leader Behaviors
Path-goal clarifying Achievement oriented Work facilitation Supportive Interaction facilitation Group orienteddecision making Representation and networking Value based
Leadership Effectiveness
Employee motivation Employee satisfaction Employee performance Leader acceptance
Environmental Factors
Task structure Work group dynamics
Work-unit performance
McGraw-Hill
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
New team
The work - unit Performance Will be high . However employee satisfaction May be low
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
ONLY appropriate when the employees Are competent and committed ; Leaders don t give any feedback ; Sometimes results in failing to Meet the objectives set
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
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
Uses the organization s And the group s culture People groups interact Each other & learn the Culture
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