Chapter1WhatIsOrganizationalBehaviour?
Chapter1
WhatIsOrganizationalBehaviour?
Chapter Overview
Thischapterintroducestheconceptoforganizationalbehaviour. Thefocusofthetextis thatcouplingindividualunderstandingofbehaviourgainedthroughexperiencewiththat gainedthroughsystematicOBanalysiswillhelpmanagersbecomemoreeffective.
Manyoftheimportantchallengesbeingfacedbytoday’smanagersaredescribed,asarethe threelevelsofOBstudy. Theoutlineofthetextisdescribedinrelationtothesethreelevels.
Chapter Objectives
Afterstudyingthischapter,thestudentshouldbeableto:
1.1 Discusstheimportanceofinterpersonalskillsintheworkplace.
1.2 Define organizational behaviour (OB).
1.3 AssesstheimportanceofusingascientificapproachtoOB.
1.4 IdentifythemajorbehaviouralsciencedisciplinesthatcontributetoOB.
1.5 ExplainwhyfewabsolutesapplytoOB.
1.6 DescribethechallengesandopportunitiesmanagersfacewhenapplyingOB conceptsintheirworkplaces.
1.7 Comparethethreelevelsofanalysisinthistext’sOBmodel.
Suggested Lecture Outline
I. INTRODUCTION
A. Untilthelate1980s,businessschoolcurriculaemphasizedthetechnicalaspectsof management,focusingoneconomics,accounting,finance,andquantitative techniques.
1. Courseworkinhumanbehaviourandpeopleskillsreceivedrelativelyless attention.
2. Duringthepastthreedecades,however,businessfacultyhavecometorealize therolethatunderstandinghumanbehaviourplaysindeterminingamanager’s effectiveness,andrequiredcoursesonpeopleskillshavebeenaddedtomany curricula.
II. THEIMPORTANCEOFINTERPERSONALSKILLS
A. Developingmanagers’interpersonalskillsalsohelpsorganizationsattractand keephigh-performingemployees.
1. Regardlessoflabourmarketconditions,outstandingemployeesarealwaysin shortsupply.
2. Companiesknownasgoodplacestoworkhaveabigadvantage.
3. Arecentsurveyofhundredsofworkplaces,andover200,000respondents, showedthesocialrelationshipsamongco-workersandsupervisorswere stronglyrelatedtooveralljobsatisfaction.
a. Positivesocialrelationshipsalsowereassociatedwithlowerstressatwork andlowerintentionstoquit.
b. Havingmanagerswithgoodinterpersonalskillsislikelytomakethe workplacemorepleasant,whichinturnmakesiteasiertohireandkeep qualifiedpeople.
c. Creatingapleasantworkplacealsoappearstomakegoodeconomicsense. Companieswithreputationsasgoodplacestoworkhavebeenfoundto generatesuperiorfinancialperformance.
4. Wehavecometounderstandthatintoday’scompetitiveanddemanding workplace,managerscan’tsucceedontheirtechnicalskillsalone.
a. Theyalsohavetohavegoodpeopleskills.
b. Thisresourcehasbeenwrittentohelpbothmanagersandpotential managersdevelopthosepeopleskills.
III. ENTERORGANIZATIONALBEHAVIOUR
A. We’vemadethecasefortheimportanceofpeopleskills.Butneitherthisresource northedisciplineonwhichitisbasediscalled“peopleskills.”
B. Thetermthatiswidelyusedtodescribethedisciplineisorganizationalbehaviour
1. Organizational Behaviour (OB) studies the influence that individuals, groups, andstructurehaveonbehaviourwithinorganizations. ThechiefgoalofOBisto applythatknowledgetowardimprovinganorganization’seffectiveness.
2. OBstudiesthreedeterminantsofbehaviourinorganizations:
a. individuals
b. groups
c. structure
3. OBappliestheknowledgegainedfromthisstudytomakeorganizationswork moreeffectively.
4. Thistextwillfocuson:
a. motivation
b. leaderbehaviourandpower
c. interpersonalcommunication
d. groupstructureandprocesses
e. attitudedevelopmentandperception
f. changeprocesses
g. conflictandnegotiation
h. workdesign
IV.COMPLEMENTINGINTUITIONWITHSYSTEMATICSTUDY
A. Peopledevelopintuitiveunderstandingsofthebehavioursofotherpeople throughexperience. Thisexperiential,commonsensemethodof“reading”human behaviourcanoftenleadtoerroneouspredictions.
B. Youcanimproveyourpredictiveabilitybytakingthesystematicapproachtothe studyofhumanbehaviour
C. Thefundamentalassumptionofthesystematicapproachisthathumanbehaviour isnotrandom. Therearefundamentalconsistenciesthatunderliethebehaviour
ofallindividuals,andthesefundamentalconsistenciescanbeidentifiedandthen modifiedtoreflectindividualdifferences.
1. Scientific study ofbehaviourmeans:examiningrelationships,attemptingto attributecausesandeffects,andbasingourconclusionsonscientificevidence–thatis,ondatagatheredundercontrolledconditionsandmeasuredand interpretedinareasonablyrigorousmanner.
2. Evidence-based Management (EBM):Thiscomplementaryapproachto systematicstudyinvolvesbasingmanagerialdecisionsonthebestavailable scientificevidence.Managersmustbecomemorescientificabouthowtheythink aboutmanagerialproblemsandnotrelyoninstinct.
3. Intuition:your“gutfeelings”about“whatmakesotherstick.” Thisnatural abilitytoguesshowpeoplewillreactismostaccuratewhencoupledwith systematicthinkingandevidence-basedmanagement.
D. OurgoalistoteachyouhowtousethescientificstudyofOBtoenhanceyour intuitiveunderstandingofbehaviourandimproveyouraccuracyinexplainingand predictingbehaviourintheworkplace.
E. Bigdatanowmakeseffectivedecisionmakingandmanaginghumanresources easier.Managersusebigdatatodefineobjectives,developtheoriesofcausality, andtestthetheoriestodeterminewhichemployeeactivitiesarerelevanttothe objectives.
V. DISCIPLINESTHATCONTRIBUTETOTHEOBFIELD
A. Organizationalbehaviourisanappliedbehaviouralsciencebuiltoncontributions fromanumberofbehaviouraldisciplines,mainlypsychology,socialpsychology, sociology,anthropology,andincreasingly,politicalscienceandneuroscience.
1. Psychology’scontributionshavebeenmainlyattheindividualormicrolevelof analysis,whiletheotherdisciplineshavecontributedtoourunderstandingof macroconceptssuchasgroupprocessesandorganization.
2. Exhibit1-1isanoverviewofthemajorcontributionstothestudyof organizationalbehaviour
B. Psychology:seekstomeasure,explain,andsometimeschangebehaviourof humansandotheranimals.
1. ThosewhohavecontributedandcontinuetoaddtotheknowledgeofOBare:
a. learningtheorists
b. personalitytheorists
c. counsellingpsychologists
d. industrialandorganizationalpsychologists.
1) Earlyindustrial/organizationalpsychologistsstudiedtheproblemsof fatigue,boredom,andotherworkingconditionsthatcouldimpede efficientworkperformance.
2) Morerecently,theircontributionshaveexpandedtoincludelearning, perception,personality,emotions,training,leadershipeffectiveness, needsandmotivationalforces,jobsatisfaction,decision-making processes,performanceappraisals,attitudemeasurement,employeeselectiontechniques,workdesign,andjobstress.
C. Social psychology: generallyconsideredabranchofpsychology;blendsconcepts frombothpsychologyandsociologytofocusonpeoples’influenceononeanother.
1. Onemajorstudyareaischange howtoimplementitandhowtoreduce
barrierstoitsacceptance.
2. Socialpsychologistsalsocontributetomeasuring,understanding,andchanging attitudes;identifyingcommunicationpatterns;andbuildingtrust.
3. Finally,theyhavemadeimportantcontributionstoourstudyofgroup behaviour,power,andconflict.
D. Sociology:studiespeopleinrelationtotheirsocialenvironmentorculture.
1. Whilepsychologyfocusesontheindividual, sociology studiespeopleinrelation totheirsocialenvironmentorculture.
a. SociologistshavecontributedtoOBthroughtheirstudyofgroupbehaviour inorganizations,particularlyformalandcomplexorganizations.
b. Perhapsmostimportantly,sociologistshavestudiedorganizationalculture, formalorganizationtheoryandstructure,organizationaltechnology, communications,power,andconflict.
E. Anthropology:thestudyofsocietiestolearnabouthumanbeingsandtheir activities.
1. Anthropologists’workonculturesandenvironmentshashelpedusunderstand differencesinfundamentalvalues,attitudes,andbehaviourbetweenpeoplein differentcountriesandwithindifferentorganizations.
2. Much of our current understanding of organizational culture, organizational environments, and differences among national cultures is a result of the work of anthropologists or those using their methods.
F. Political Science: Politicalscienceisthestudyofsystemsofgovernmentbutalso politicalbehavioursandactivities.Assuch,itprovidesinsightintothedistribution ofpowerandresources,andhowthosedistributiondecisionsareinfluenced.
G. Neuroscience: Neuroscienceisthestudyofthestructureandfunctionofthe nervoussystemandbrain.NeuroscientistshaverecentlybeguncontributingtoOB bystudyingtopicssuchastheimpactofhormonelevelsonrisk-takinginbusiness contexts,theinfluenceofpheromonesonteambehaviours,andtheunderlying cognitivestructuresandneuralprocessesthatcontributetoinadvertentprejudice andassociatedskilldiscountingandunderutilizationofworkers.
VI. ABRIEFHISTORYOFOB
A. Organizationalbehaviourasadistinctdisciplinestartedwhenscientificapproaches tomanagementbegantoindicatethatbehaviouralconsiderationswereimportant predictorsofproductivity.ThefamousHawthornestudieswereconductedbetween 1924and1932atHawthorneElectricalCompany.Thescientistsinvolvedwere tryingtodiscovertheoptimaltemperature,lightinglevels,andworkpaceto maximizeproductivity.Instead,theydiscoveredthatbeingobservedandhaving peoplepayattentiontotheeffortsofworkersincreasedproductivityregardlessof temperature,lighting,etc.Thishelpedlaunchanentireareaofstudydevotedto motivationandteams.
B. Inthe1950s,theCarnegieSchoolheadquarteredatCarnegieMellonUniversitywas influential in directing attention to the integration of decision analysis, management science, and psychology. This resulted in the development of important concepts such as bounded rationality.
C. The1960sand1970ssawmanydevelopmentsinorganizationalbehaviour,with importantdiscoveriesbeingmadeintheareasofmotivation,teambehaviour,and leadership.
D. The1980sand1990ssawmorefocusonorganizationalcultureandorganizational change.
E. Morerecently,researchinspiredbytheanthropologicalapproachhasfocusedon, amongotherthings,situationalmodelsofleadership.
VI. THEREAREFEWABSOLUTESINOB
A. Lawsinthephysicalsciences chemistry,astronomy,physics areconsistentand applyinawiderangeofsituations.
1. Theyallowscientiststogeneralizeaboutthepullofgravityortobeconfident aboutsendingastronautsintospacetorepairsatellites.
2. Humanbeingsarecomplex,andfew,ifany,simpleanduniversalprinciples explainorganizationalbehaviour.
a. Becausewearenotalike,ourabilitytomakesimple,accurate,andsweeping generalizationsislimited.
b. Twopeopleoftenactverydifferentlyinthesamesituation,andthesame person’sbehaviourchangesindifferentsituations.
c. Noteveryoneismotivatedbymoney,andpeoplemaybehavedifferentlyata religiousservicethantheydoataparty.
B. Thatdoesn’tmeanthatwecan’tofferreasonablyaccurateexplanationsofhuman behaviourormakevalidpredictions.ItdoesmeanthatOBconceptsmustreflect situational,orcontingency,conditions.
1. Wecansayxleadstoy,butonlyunderconditionsspecifiedinz the contingency variables.
2. ThescienceofOBwasdevelopedbyapplyinggeneralconceptstoaparticular situation,person,orgroup.
3. Forexample,OBscholarswouldavoidstatingthateveryonelikescomplexand challengingwork(thegeneralconcept),becausenoteveryonewantsa challengingjob.
a. Somepeoplepreferroutinetovaried,orsimpleovercomplex.
b. Ajobattractivetoonepersonmaynotbetoanother;itsappealiscontingent uponthepersonwhoholdsit.
C. Asyouproceedthroughthisresource,you’llencounterawealthofresearch-based theoriesabouthowpeoplebehaveinorganizations.
1. Butdon’texpecttofindalotofstraightforwardcause-and-effectrelationships. Therearen’tmany!
2. Organizationalbehaviourtheoriesmirrorthesubjectmatterwithwhichthey deal,andpeoplearecomplexandcomplicated.
VII. CHALLENGESANDOPPORTUNITIESFOROB
A. Understandingorganizationalbehaviourhasneverbeenmoreimportantfor managers.
B. Takeaquicklookatthedramaticchangesinorganizations.
1. Thetypicalemployeeisgettingolder.
2. Theworkforceisbecomingincreasinglydiverse;corporatedownsizingandthe heavyuseoftemporaryworkersareseveringthebondsofloyaltythattied manyemployeestotheiremployers.
3. Globalcompetitionrequiresemployeestobecomemoreflexibleandcopewith rapidchange.
4. As a result of these changes and others such as the rising use of technology, employment options have adapted to include new opportunities for workers. Exhibit 1-2 details some of the options.
C. Responding to Economic Pressures.
1. Inearlytomid-2018,theCanadianeconomyexperiencedsignificantuncertainty US PresidentDonaldTrumpthreatenedtocanceltheNorthAmericanFreeTrade agreementoutrightandsubsequentlybegantorenegotiatethetermsoftrade.At thesametime,majorenergy-relatedprojectswereencounteringmassivepublic resistance, forcing some companies out of projects entirely. New real estate regulationsinOntarioandBritishColumbiafundamentallyshiftedthosemarkets, particularly for foreign investors. Ongoing efforts to legalize marijuana created economicopportunity,butthatopportunitycamewithriskssincelegalmarijuana representedanew,uncertainmarket.Whenthingslikethishappen,managersare onthefrontlineswithemployeeswhofearbeingfired,whoareaskedtomakedo withless,andwhoworryabouttheirfutures.
2. Thedifferencebetweengoodandbadmanagementcanbethedifference betweenprofitandloss,orultimately,betweensurvivalandfailure.
3. Managingemployeeswellwhentimesaregoodcanbejustashard,ifnotharder, thanwhentimesarebad.
4. ButtheOBapproachessometimesdiffer.Ingoodtimes,understandinghowto reward,satisfy,andretainemployeesisatapremium.Inbadtimes,issueslike stress,decisionmaking,andcopingcometothefore.
D. Responding to Globalization.Therearemanychallengesfacedbymanagersthat canbenefitbytheuseofOBconcepts,including:
1. Increasedforeignassignments.Managersincreasinglyfindthemselvesworking overseasdealingwithaworkforcethatmayholddifferentneeds,aspirations, andattitudes.
2. Workingwithpeoplefromdifferentcultures. Evenifthemanagerstaysinthe domesticenvironment,theworkersthatthemanagerdealswithmaycomefrom differentculturesandbackgrounds. Motivationaltechniquesandmanagerial stylesmayhavetobemodifiedtoremaineffective.
3. Overseeingmovementofjobstocountrieswithlow-costlabour. Outsourcing tasksandjobstolow-labour-costcountriesmaymakeeconomicsense,butsuch decisionsarenotwithoutlocalramifications.
a. Managersmustbeabletodealwithunions,government,andthepublic,who seeoutsourcingasathreattotheirlivelihood.
b. Balancingtheneedsofthecompanywiththeneedsofthecommunityisat theheartofafirm’sconcernsoversocialresponsibility.
4. Adaptingtodifferingculturalandregulatorynorms.
a. Managersneedtoknowtheculturalnormsoftheworkforceineachofthe countriesinwhichtheydobusiness.
b. Managersalsoneedtoconsiderlocalandcountryregulations.Violating thesecanhaveimplicationsforoperationsinthecountryandalsofor politicalrelationsbetweencountries.
c. Managersalsoneedtobecognizantofdifferencesinregulationsfor competitorsinthecountry;manytimes,thelawswillgivenational companiessignificantfinancialadvantagesoverforeignsubsidiaries.
E. Managing Workforce Diversity.
1. Oneofthemostimportantchallengesfororganizationsisworkforcediversity.
a. Whereasglobalizationfocusesondifferencesamongpeoplefromdifferent countries,workforcediversityaddressesdifferencesamongpeoplewithin givencountries.
2. Workforce diversity acknowledgesaworkforceofwomen;menand transgenderedpersons;manyracialandethnicgroups;individualswitha varietyofphysicalorpsychologicalabilities;andpeoplewhodifferinageand sexualorientation.
a. Managingthisdiversityisaglobalconcern.
3. Thoughwehavemoretosayaboutworkforcediversityinalaterchapter,suffice ittosayherethatitpresentsgreatopportunitiesandposeschallenging questionsformanagersandemployeesinallcountries.
F. Improving Customer Service. Themajorityoftheworkforceindevelopednations worksinservicejobs.
1. Thesejobsrequiresubstantialinteractionwiththeorganization’scustomers: poorserviceexperiencescanleadtoorganizationalfailure.
2. Managersmustcreatecustomer-responsivecultureswhoseemployeesare:
a. Friendlyandcourteous
b. Accessible
c. Knowledgeable
d. Promptinrespondingtocustomerneeds
e. Willingtodowhatisnecessarytopleasethecustomer
G. Improving People Skills.
1. Asyouproceedthroughthechaptersofthisresource,we’llpresentrelevant conceptsandtheoriesthatcanhelpyouexplainandpredictthebehaviourof peopleatwork.
2. Inaddition,you’llgaininsightsintospecificpeopleskillsthatyoucanuseonthe job.
3. Forinstance,you’lllearnwaystodesignmotivatingjobs,techniquesfor improvingyourmanagementandcommunicationskills,andhowtocreatemore effectiveteams.
H. Working in Networked Organizations
1. Networkedorganizationsallowpeopletocommunicateandworktogethereven thoughtheymaybethousandsofkilometresapart.
a. Independentcontractorscantelecommuteviacomputertoworkplaces aroundtheglobeandchangeemployersasthedemandfortheirservices changes.
b. Softwareprogrammers,graphicdesigners,systemsanalysts,technical writers,photoresearchers,bookandmediaeditors,andmedical transcribersarejustafewexamplesofpeoplewhocanworkfromhomeor othernon-officelocations.
2. Themanager’sjobisdifferentinanetworkedorganization.
a. Motivatingandleadingpeopleandmakingcollaborativedecisionsonline requiredifferenttechniquesthanwhenindividualsarephysicallypresentin asinglelocation.
b. Asmoreemployeesdotheirjobsbylinkingtoothersthroughnetworks, managersmustdevelopnewskills.OBcanprovidevaluableinsightstohelp withhoningthoseskills.
I. Enhancing Employee Well-Being at Work
1. Thetypicalemployeeinthe1970sor1980sshowedupataspecifiedworkplace MondaythroughFridayandworkedforclearlydefined8-or9-hourchunksof time.
a. That’snolongertrueforalargesegmentoftoday’sworkforceaseventhe definitionoftheworkplacehasbeenexpandedtoincludeanywherealaptop orsmartphonecango.Evenifemployeesworkfromhomeorfromhalfa continentaway,managersneedtoconsiderwell-beingatwork.
b. Oneofthebiggestchallengestomaintainingemployeewell-beingisthat organizationsareaskingemployeestoputinlongerhours,eitherinthe officeoronline.
1) Employeesareincreasinglycomplainingthatthelinebetweenworkand non-worktimehasbecomeblurred,creatingpersonalconflictsand stress.
c. Second,employeewell-beingischallengedbyheavyoutsidecommitments.
1) Millionsofsingle-parenthouseholdsandemployeeswithdependent parentshaveevenmoresignificantchallengesinbalancingworkand familyresponsibilities.
2. Recentstudiessuggestemployeeswantjobsthatgivethemflexibilityintheir workschedulessotheycanbettermanagework–lifeconflicts.
a. Organizationsthatdon’thelptheirpeopleachievework–lifebalancewill finditincreasinglydifficulttoattractandretainthemostcapableand motivatedemployees.
b. Asyou’llseeinlaterchapters,thefieldofOBoffersanumberofsuggestions toguidemanagersindesigningworkplacesandjobsthatcanhelp employeesreducesuchconflicts.
J. Creating a Positive Work Environment.
1. ArealgrowthareainOBresearchis positive organizational scholarship (also calledpositiveorganizationalbehaviour),whichstudieshoworganizations develophumanstrengths,fostervitalityandresilience,andunlockpotential.
a. ResearchersinthisareasaythattoomuchofOBresearchandmanagement practicehasbeentargetedtowardidentifyingwhat’swrongwith organizationsandtheiremployees. Inresponse,theytrytostudywhat’s good aboutthem.
b. SomekeyindependentvariablesinpositiveOBresearchareengagement, hope,optimism,andresilienceinthefaceofstrain.
2. Positiveorganizationalscholarshavestudiedaconceptcalled“reflectedbestself”–askingemployeestothinkaboutwhentheywereattheir“personalbest” inordertounderstandhowtoexploittheirstrengths.
3. Althoughpositiveorganizationalscholarshipdoesnotdenythevalueofthe negative,itdoeschallengeresearcherstolookatOBthroughanewlensandit pushesorganizationstoexploitemployees’strengthsratherthandwellontheir limitations.
K. Improving Ethical Behaviour.
1. Inanorganizationalworldcharacterizedbycutbacks,expectationsofincreasing productivity,andtoughcompetition,it’snotsurprisingmanyemployeesfeel pressuredtocutcorners,breakrules,andengageinotherquestionable practices.
2. Increasinglytheyface ethical dilemmas and ethical choices,inwhichtheyare requiredtoidentifyrightandwrongconduct.
a. Whatconstitutesgoodethicalbehaviourhasneverbeenclearlydefined,and, inrecentyears,thelinedifferentiatingrightfromwronghasblurred.
b. Employeesseepeopleallaroundthemengaginginunethicalpractices electedofficialspadexpenseaccountsortakebribes;corporateexecutives inflateprofitssotheycancashinlucrativestockoptions;anduniversity administratorslooktheotherwaywhenwinningcoachesencourage scholarshipathletestotakeeasycourses.
1) Whencaught,thesepeoplegiveexcusessuchas“Everyonedoesit”or “Youhavetoseizeeveryadvantagenowadays.”
2) Determiningtheethicallycorrectwaytobehaveisespeciallydifficultin aglobaleconomybecausedifferentcultureshavedifferentperspectives oncertainethicalissues.
3) Fairtreatmentofemployeesinaneconomicdownturnvaries considerablyacrosscultures,forinstance.
3. Today’smanagermustcreateanethicallyhealthyclimateforhisorher employees,wheretheycandotheirworkproductivelywithminimalambiguity aboutwhatrightandwrongbehavioursare.
a. Companiesthatpromoteastrongethicalmission,encourageemployeesto behavewithintegrity,andprovidestrongethicalleadershipcaninfluence employeedecisionstobehaveethically.
b. Inupcomingchapters,we’lldiscusstheactionsmanagerscantaketocreate anethicallyhealthyclimateandhelpemployeessortthroughethically ambiguoussituations.
VIII. COMINGATTRACTIONS:DEVELOPINGANOBMODEL
ThisresourcewillfollowthethreelevelsofOBanalysis,buildingfromtheindividualto theorganizationalperspectives. Eachlevelbuildsuponthelevelsbeforeit.SeeExhibit 1-3.
A. Three Levels of Analysis. OBcanbeexaminedatthreelevels,eachwithitsown uniqueperspective.
1. Individuallevel. Examinesfoundationsofindividualbehaviour:personality, values,perception,decisionmaking,motivation,emotions,andmoods(Chapters 2–8).
2. Grouplevel. Groupbehaviourismorethanthesumofthebehavioursofthe individualswithinit;additionally,individualsactdifferentlywheningroups. Thenextsectionofthetext(Chapters9-14)exploresgroupbehaviourby providingbasicgroupconceptsandexaminingwhatmakesteamseffective: communication,leadership,power,politics,conflict,andnegotiation.
3. Organizationsystemlevel. Organizationalbehaviour,whilecomposedofboth individualandgroupbehaviours,ismorethanthesumofitsparts. Chapters1517describehowanorganization’sstructureandcultureaffectsindividual behaviour. Thetextfinisheswithchangepracticesinorganizationalsettings.
IX.SUMMARYANDIMPLICATIONSFORMANAGERS
A. Managersneedtodeveloptheirinterpersonal,orpeople,skillstobeeffectivein theirjobs.
1. Organizationalbehaviour(OB)investigatestheimpactthatindividuals,groups, andstructurehaveonbehaviourwithinanorganization,anditappliesthat knowledgetomakeorganizationsworkmoreeffectively.
B. Hereareafewspecificimplicationsformanagers:
1. Usescientificallyvalidatedinformationabouthumanbehaviourtohelpimprove your interpersonal skills in the workplace. This will increase your leadership potential.
2. Usemetricsandsituationalvariablesratherthanhunchestoexplaincause-andeffectrelationships.
3. Improveyourtechnicalandconceptualskillsthroughtrainingandstayingcurrent withorganizationaltrendslikebigdata.
4. Organizationalbehaviourcanimproveyouremployees’workqualityand productivitybyshowingyouhowtoempoweryouremployees,designand implementchangeprograms,improvecustomerservice,andaddressthe worklifebalanceconflict.
5. Use caution when applying OB research in international contexts; some of the underlying cultural norms and expectations may vary, altering results.
6. Recognize that human behaviour in the workplace is influenced by factors at three different levels: individual, group, and organizational. Paying attention to relevant factors at all three levels rather than focusing on just one can improve management effectiveness.
Mini Case Discussion Questions
Case 1: Managing Group Behaviour without Formal Power
1. Part A: What insights might Chiamara gain about group functioning by looking at individual levels of analysis? (Remember to consider what she might be able to learn about herself and the impact of her own behaviours!)
Atanindividuallevelofanalysis,Chiamarawouldlookattheimpactofeachgroup member’scommunicationstyle,personality,attitudes,andmotivationongroup functioning.Shewouldconsiderissuessuchasperceptual(attribution)errorsand reflectonhowthoseissuesmayinterferewitheffectiveteamwork.Shewouldalso usescientificevidencetobetterunderstandhowtocorrectandaddressthingslike stereotypingandcross-culturalcommunicationbarriers.Examiningherteammates aswellasherownpersonality,behaviours,andmotivationsmayhelpChiamarato betterunderstandtheotherwisepuzzlingresponsesthatothershavetoherduring groupinteractions.Forexample,shestatesthatshewantstoownabusinesssothat shecanrunthings“herway.”Whatdoesthisattitudesuggestforhowsheinteracts withothersandcritiquestheirideas? Shecannotcontrolthebehaviourofothers butshecancontrolherownandshecanleverageinfluence.Perhapssheneedstobe especiallymindfultoallowotherstoexpresstheiropinion,forexample.Thatone change,inandofitself,mightimprovehergroupexperience.
Part B: Which of the disciplines that contribute to OB help us to better understand individual behaviour? Justify your answer.
Psychologyandneurosciencebothfocusmoreonindividualcognitiveprocesses;as such,theyprovidethemostinsightatindividuallevelsofanalysis.Otherdisciplines, suchassociologyandanthropology,generallyfocusmoreongroupand organizationallevelsofanalysis,althoughtherecanbesignificantoverlapbetween disciplines.
2. What insights might Chiamara gain about group functioning at the group level? Be specific about how organizational behaviour insights at this level of analysis can improve group functioning.
Atthegrouplevelofanalysis,Chiamarawouldconsiderhowthegroupfunctioned asawholeratherthanfocusingonindividualbehaviourswithinthatgroup.Thetwo levelsofanalysisdooverlaponoccasion,forexample,whenassessingtheimpactof extremepersonalitiesongroupdynamics.Shemayconsiderissuesincludinghow thegroupisstructured,motivated,andhowdecisionsareultimatelymade (consensusoravote,forexample).Chiamaramayalsoassesshowtheparticular mixofpeopleinfluencesabilitytovoice.Isshe,forexample,theonlyimmigrantin hergroup,ortheonlywoman?Ifso,doesthataffecthowtherestofthegroup collectivelyrespondstoherideas?Chiamarawouldthenassesshowthesefactors influencedgroupfunctioningandeffectiveness.
3. Is the organizational level of analysis relevant to this case? Why or why not? Explain you answer.
Theorganizationallevelofanalysisisrelevanttothiscasebecauseitwouldassess howtheuniversity’sbroadercultureandpoliciesinfluencegroupfunctioning.A universitythatawardsitsscholarshipspurelyonGPA,forinstance,shouldexpect groupworktogeneratemoreconflictthanuniversitiesthatawardscholarships basedonamixofcommunityinvolvement,demonstratedleadership,andGPA.That isbecause,inthefirstscenario,thepotentialnegativeimpactassociatedwitha singlepoorgradeisheightened,increasingtensionswhenastudentfearshaving theirmarksnegativelyimpactedbygroupwork.Therearemanyotherexamplesof organizationalpolicies,practices,andcultureinfluencingstudentexperiences.
Case 2: The People Side of Target’s Canadian Catastrophe
1. Business decisions are often assessed in purely financial rather than human terms. How might the study of people in general and organizational behaviour in particular have helped Target with some of the challenges they faced when entering the Canadian market?
ManyoftheproblemsexperiencedbyTargetcentredaroundissuesthatare commonlystudiedinorganizationalbehaviour.Forexample,knowledgedrawn frompsychologyandanthropologyhelpsustobetterunderstanddifferencesacross cultures.Targetcouldhavebenefittedfromasystematicstudyofthedifferencesin consumerexpectationsbetweentheUS andCanada. Instead,theyreliedontheir experiencewithcross-bordershopperswhenattemptingtounderstandthe Canadianconsumer.Cross-bordershoppersmay,asasub-group,bedifferentfrom averageCanadiansinmanyways.Targetalsofailedtocommunicatenewprocesses properlyanddemonstratedpoorchangemanagementpracticeswhenimplementing
thenewsupplychainsoftware.ThesearealsoareasinwhichOBhasagreatdealof insighttooffer.
2. Outline some of the problems associated with using “gut feel” when entering a new country to do business. Is there any evidence that overreliance on “gut feel” might have occurred in this case? How could scientifically validated information help a company enter a new country more successfully?
Gutfeelingscanbereliablewhenpeoplehavedevelopedsignificantexpertisein somethingthroughhundredsorthousandsofhoursofpractice.Mostofthetime, however,gutfeelingsreflectourownassumptionsandbiasesandtheycaneasily leadusastray.WhenenteringtheCanadianmarketplace,Targetexecutivesmade severalincorrectassumptions.Forexample,theyassumedthattheyknewthe preferencesofCanadianconsumersduetotheirsuccessattractingcross-border shoppers.TheyalsoassumedCanadianswouldunderstandandacceptdiscrepancies betweenU.S.andCanadianin-storeprices.Finally,whenwithdrawing,they assumedthatCanadianswouldacceptextremediscrepanciesinseverancepay betweenexecutivesandregularworkers.Eachoftheseassumptionscouldhave beencorrectedandassociatedproblemsavoidedwithscientificdecision-making processes.Forexample,theycouldhavemademoreeffortstoconductmarketand publicopinionresearchbeforeenteringthecountry.Ortheysimplycouldhaveread theexistingscientificliteratureonUS/Canadianculturedifferences,whichis extensive.ThesesimpleprecautionsmayhavealertedthemtothestrongequityfocusofCanadianconsumers.Inresponse,theycouldhaveproactivelyexplained pricediscrepanciestoconsumers,sotheyunderstoodthereasoningbehindthemor, insomecases,theymayhaveeliminateddiscrepanciesbydemandingconcessions duringtheirvendorcontractnegotiationphase.
Exercises
1. Self-analysis.WhatdoyouhopetogainfromthestudyofOB? Howwelldoyou thinkyoucurrentlyunderstandhumanbehaviourinorganizations? Haveyouever beensurprisedbytheactionsorreactionsofanotherperson? Why? Describewhat actuallyhappenedandwhatyouwereexpectingtohappen. Whatdoyouthinkmay havecausedthedifference?
2. WebCrawling.UsinganInternetsearchengineofyourchoice,findanarticlein eitherthepopularpressoraprofessionaljournalthatrelatestoOB. Describethe keypointsofthearticleanddetailhowOBwasusedorshouldhavebeenusedinthe situation.
3. CurrentEvent.Inasmallgroup(fourorfewerpeoplepergroup),discussacurrent eventthatwasinfluencedby,orcouldhavebeenpositivelyinfluencedby,aclear understandingofOB. Prepareaten-minutegrouppresentationthatconcisely describesthecurrenteventandwhattheteambelievestobetheimpactofOB. Discusstheteam’sresultswiththeclass.
4. Three-MinuteElevatorIntroduction.Havestudentsintroducethemselvesbygiving theirnameandanyotherinformationyoudeemappropriate,andbyofferingone shortone-tothree-minutestoryaboutanexperiencetheyhadwithanorganization. Givestudentsseveralminutestothinkabouttheirstory.Keeptime,andstop studentswhogotoolong.Tellthemtoimaginethattheyarenewemployees introducingthemselvestoco-workersmetinanelevator.
5. ExperienceswithManagers. Dividetheclassintogroupsofthreeandhavethem discusstheirexperienceswithmanagers. Theymaydiscussitemssuchastheirlast performanceappraisal,ajobinterview,oracustomerserviceissue. Usethisasa startingpointtodiscusstheimportanceof"people"inanorganizationalcontext.
6. WhereDoYouWanttoWork? Leadaclassdiscussiononwhatmakesgood organizationsandwhatmakesbadorganizations. Createtwolistsontheboard (goodandbad)andwritetheideasasthestudentsbrainstormthem. Oncetheclass hasgiven10-20answersoneachlist,stopthem,andstartgroupingtheirresponses intorelevantkeyideas. PointouthowthesekeyideasaretheprimarytopicsofOB studies.
7. LearnfromExperience. Ifyouhaveolderadultstudents,havethemsharetheir experiencesregardinghowtheworkplaceusedtolook. Examinesuchissuesasthe demographicmake-upoftheorganization,andtheattitudesofworkerstoward management. EmphasizehownewthefieldofOBis,basedupontheseanecdotes.
8. AnalyzingYourOrganization(CumulativeProject). Thisisanon-goingactivitythat willhelpthestudentbetterunderstandhisorherorganization,or,ifthestudentis notcurrentlyworking,theorganizationforwhichheorshewouldliketowork. This cumulative“hands-on”projectwillbuildontheconceptsofeachchapter. Thepoint oftheexerciseistotaketheOBtheoriesandconceptsandapplythemtoreal organizations.
Therearemanywaysyoucanusethisproject. Forexample,itcouldserveas homeworktobeturnedineachweek,oraprojecttobebuiltuponeachweekand turnedinattheendoftheclassasatermpaper/project. Youcouldalsousethe exerciseasaclassdiscussionitem,selectingstudentstodoshortdiscussionstarter presentationsseveraltimesperterm. Stillanotheruseistohavethemsummarize theirfindingsinsmallgroups,andhaveeachgroupreportasummarytotheclass. Mostoftheseactivitieswillinvolveinterviewingsomeonewhohasknowledgeof thetopic. Whileinterviewingsomeoneinthesubjectorganizationispreferable,you maywishtoallowstudentstointerviewoutsideexpertstogainagreater understandingoftheconcepts.
UsethequestionsprovidedaftereachchapteroftheInstructor’sManualasa guideline,butbesuretoadaptthemtothestudent’sneeds. Itisdesirablefor studentstoobtainwrittenapprovalfromtheirmanagerorsupervisorearlyonin theprocess. BecauseOBdealswithpotentiallysensitiveissues,itisbestifthe studentsdetailtheprojecttotherelevantpartiesearlyonintheprocess. Youmay choosetohavethewrittenapprovalaspartofthefirstdeliverablesinthisproject.
Suggested Assignments
1. Havethestudentsdiscussyourcoursesyllabus,includingadescriptionof theproject,withtheirsupervisor(orthepersonwhowillbetheirprimary contactincaseswherethestudentisnotworkingfortheorganizationtobe studiedinAnalyzingYourOrganization,No.8above). Submitthewritten approval.
2. Havethestudentsbrieflydescribetheirchosenorganization,discussing whatgoodsorservicesareproduced,howmanyemployeesithas,whatthe structurelookslike,andageneraloverviewofhowtheorganizationofstudy ismanaged. Ensurestudentsincludetheirrelationshiptotheorganization (theyareemployees,jobseekers,orsimplyinterestedparties).
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