Principles of Organisational Behaviour Notes PDF

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Lecture notes/ exam notes for Principles of Organizational behaviour and human resource management....

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Principles*of*Organisational*Behaviour*Notes:** * Lecture'1:'' Principles of Organisational Behaviour - 1 Form of assessment: 30% - Coursework (10-12 min Group presentation - analysis of details of OB) Presentation in Workshop 6 - 12th of March 70% - Unseen Examination ( 2hrs - MCQ and Short answer Qs)

Learning outcomes: Describe some of the psychological dynamics underpinning individuals behaviour in organisations Evaluate the role of the individual in group and organisational processes Measuring the behaviour of: People Resources Materiality

Organisations are complex systems and human activities happen on different levels of analysis: 3 levels of discipline: Individual level —> Group Level —> Organisation systems level Individual = HRM Group = Management Org. = Organisational design

Organisational behaviour dated back to pre 1900s: Gradual emergence of industrial organisation Continuous manufacturing Cheap labour Advances in modern technology Modernism During the 1900s - 1930s Taylor, Fayol, Mary Parker Follet, William jubrith all made efforts to systematise the way we understand work Looking at individuals as a form of technology that can be understood and improved over time This was done through: Time and Motion Studies by William jubrith They tracked every single movement of a person and broke it down into the smallest stages practically They then quantified it and found the most efficient ways for anything to be done People such as Taylor took these ideologies and applied it to factories in attempt to improve efficiency and transparency of the work that is done in the factory Taylor created the piece rate payment where employees would be paid based on the amount which they can produce daily, this significantly boosts employee motivation and puts a halt to the dysfunctional system where employees would try to do as less as possible since they were being paid a fixed wage and no one was managing the quality of their work Principles of Scientific Management: These are a collection of experiments, studies and ideas for how to increase productivity in a workforce in a manufacturing setting Taylor was advocating efficiency Fayol was advocating the importance of authority Follet was advocating the importance of situational awareness All three of these theories led to the modern day production system The Impact of Scientific Management:

What did Taylor do? In pursuit of maximum efficiency, individualism and objectivity, Taylor reconstructed the nature of relationships between employees and employers from group to individual He shifted the source of knowledge and control of work from individual/group to a department in an organisation He instituted real-time performance-based metrics and tried to pay them He also noted that implementing scientific management is a lengthy process that includes culture management, and is more than just a set of metrics and reward Led a surge in research and practice of systematic management One of his most famous research was the Hawthorne series of experiment with Elton Mayo These identified the positive effect of attention on productivity He reversed the principles of scientific management aimed at curtailing groups, leaders, norms and other interpersonal workplace aspects prescribed by management

Organisational Behaviour = Is the study of individuals and groups within an organisational context, and the study of internal processes and practices as they affect individuals and groups Organisational behaviour is a field that investigates the impact that individuals, groups and structure have on behaviour within organisations, for the purpose of applying such knowledge towards improving an organisations effectiveness

Active Events Theory: Used to help us understand the behaviour that people in very different organisations show

What organisational behaviour research attempts to understand? the effect of x (independent variable) on Y (dependent variable) by considering how the effect unfolds (mediating variable)

when the effect occurs (moderating, or contingency variable) Scientific Management

Observation of work Recording of inputs/outputs Analysis and experiment Isolating the ‘first class men’ Training in the ‘one best way’ Human Relations Approach: Early 20th century Scientific management approach ignored well being of employees and was too focused on increasing efficiency i.e reducing absenteeism etc. Human relations emphasises social processes and interactions Hawthorne Studies - Elton Mayo Conducted in 1920s at an electric company in hawthorne Social norms in the workplace influences individual behaviour Changes to the physical environment (illumination effect) Conclusion: simply serving people increased output New Genre Leadership Theories: Transformational leadership: Emotional approach Leadership via inspiration, vision, charisma Transformation of subordinates value Transactional leadership: rational approach

Observational studies: A researcher observes people and systematically records measurements or impressions of behaviour

Qualitative interview studies: Correlational studies: This is the technique whereby two or more variables are systematically measured and the relationship between them Experimental Studies: The technique whereby the researcher randomly assigns participants to random conditions and ensure these conditions are identical except for the identical variable

Lecture 2:

Principles*of*Organizational*Behaviour:*week*2*à *Research*Methods*and*Ethics* * * - The'OB'Model'

* * Theory:* - Theory'='an'organised'collection'of'principles'that'allow'one'to'predict'the'cause'and' effect'relationship'between'two'or'more'variables' - A'scientific'theory'should:' o Identify'phenomenon' o Make'assertions'as'to'why'the'phenomenon'exists'and'what'affects'it' - Hypotheses'are'derived'from'theory' o A'testable'answer'to'a'scientific'question' ' Elements*of*a*theory*to*explain*human*behaviour,*thoughts*or*emotions* * Insert*image* * '

Theory:* - Good'theories:' o Are'devised'from'past/current'research' o Precisely'specify'the'phenomenon'' - Theories'provide'a'framework'for:' o Conducting'further'research'' o Testing'causes'and'effects/'relationships' o Refining'the'theory'' o Exploring'possible'new'dimensions' * Research*Design*and*Methods:* Design*=*The'overall'research'strategy'' Methods*='Specific'ways'of'gathering'information' ' What’s'the'overall'strategy?' - Survey'design' - Experimental'design' - Action'Research'Design' - Qualitative'Design' ' ' Survey'Design' - Snapshot'of'what'is'happening' - Aim'is'to'gather'quantitative'information'quickly'from'a'representative'sample' - Most'often'involves'the'questionnaire'method' - Focuses'on'the'relations'between'variables' - Consists'of'self-reports' - ADVANTAGES:' o Easy'to'conduct' o Little'demand'of'peoples'time' - DISADVANTAGES:' o Cant'draw'conclusions'about'causality'due'to'closed'questions' o Limited'by'the'questions'asked' ' Experimental'Design' - Manipulates'the'situation'' o Control'v'experimental'groups' o Independent'vs'dependent'variables' - Types:' o Laboratory'experiments' o Field'Experiments' o Natural'Experiments' - ADVANTAGES:' o Control'over'the'environment'in'which'the'study'takes'place' - DISADVANTAGES:' o The'environment'may'not'reflect'reality'(since'so'much'of'it'is'controlled)' '

Action'Research'Design' - The'researcher'gets'involved' - Aims'to'solve'immediate'problems'and'contribute'to'wider'knowledge' - Focuses'on'diagnosing'and'investigating'particular'problem'and'making'changes'for' improvement' - Most'of'involves'the'observation'method' - Used'to'help'improve'their'own'working'practices'–'people'with'the'same'job'type' will'observe'you'and'they'will'suggest'improvements'to'make'the'job'better' - ADVANTAGES:' o Research'is'relevant'to'the'business' o Can'gain'in'depth'knowledge' - DISADVANTAGES:' o Often'delays'in'completion'' o Lack'of'replicability' ' Qualitative'Design' - Emphasises'seeing'the'world'through'the'participants'eyes' - Most'often'involves'the'observation'and'interview'methods' - Types:' o Naturalism'' o Ethnomethodology' o Emotionalism' o Postmodernism'' - ADVANTAGES:' o Rich'Data' o Reflective'answers' - DISADVANTAGES:' o No'firm'answers' o Data'coding'is'subjective' ' How*information*is*collected?* - Questionnaires' - Interviews' - Observation' - Existing/archival'data' ' Questionnaires' - Quick'and'easy'way'of'obtaining'information' - Consist'of'questions'about'a'particular'topic' o Types'of'questions:' § Structured:'pre-determined'questions'and'responses' § Unstructured:'broad'questions'and'open-ended'responding' - ADVANTAGES:' o Quick'and'Fast' - DISADVANTAGES:' o Issues'with'accuracy'' '

Interviews:' - Questions'are'orally'presented'by'the'researcher' o Structured'v'unstructured' o Individual'vs'group' - ADVANTAGES:' o Quick'and'fast'' - DISADVANTAGES:' o Issues'with'accuracy' ' Observation:' - Observe'and'record'the'behaviour'of'participants'' o Structured'v'active'participation'' o Focus'on'actual'behaviour'or'consequences'of'the'behaviour' - ADVANTAGES:' o Researcher'gains'first'hand'experience'to'what'goes'on'' o Access'to'mundane'events' - DISADVANTAGES:' o Researcher'bias' o Participant'bias' ' Archival'Sources:' - A'source'of'data' - Any'data'that'already'exists'in'organised'form' - ADVANTAGES:' o Data'is'readily'available' - DISADVANTAGES:' o Data'may'not'include'all'the'required'information'' ' Why*is*the*link*between*theory*and*practice*broken?* - It'is'said'that'theory'and'practice'are'unrelated' - According'to'Johns,'1983:' o The'political'and'social'contexts'of'organisation'are'not'considered' o Research'is'complex'and'abstract' o Research'findings'may'not'be'relevant'to'day-to-day'issues' o Organisations'that'adopt'good'and/or'bad'practices'may'not'named'' o Research'findings'are'published'in'academic'journals' o Managers'do'not'make'proper'use'of'existing'knowledge' Closing*the*gap*between*research*and*practice*–*Rynes*et*al.,*1999* - Researchers'should'spend'more'time'at'the'organisation* - Organisations'should'contract'the'research'* - Researchers'should'understand'and'incorporate'management'fads'* o E.g'quality'management,'emotional'intelligence* * Ethics:* Ethics'–'These'are'moral'principles'and'rules'of'conduct'that'guide'(and'constrain)'the' behaviour'of'researchers' '

Scientific'Misconduct'–'Violation'of'standard'codes'of'scholarly'conduct'and'ethical' behaviour'in'professional'scientific'research'' ' Universal ideas of good practices in scientific research (How to avoid scientific misconduct) - Maintain integrity of all experiments and research - Grant access to others to allow reproduction of the research - Be honest - Accurately publish the research and results - Acknowledge the contribution of others - Treat human participants fairly and ethically - Take personal responsibility for the research Ethical*Guidelines:* Integrity'of'experiments,'access'and'honesty:' - Faking'data'' - Types'of'fake'data:' o Fabrication:'making'up'the'results' o Falsification:'Mainpulating'researching'materials,'equipment'or'processes'or' changing'or'omitting'data'or'results'such'that'the'research'is'not'accurate'' - Accurately'and'honestly'report'your'data' - Allows'others'to'have'access'to'your'data' - Plagiarism:'the'use,'without'acknowledgement,'of'the'intellectual'work'of'other' people,'and'the'act'of'representing'the'ideas'or'discoveries'of'another'as'ones'own' in'written'work'submitted'for'assessment' ' Treatment'of'Human'participants:' - Several'studies'attracted'attention'because'participants'were'physically'harmed,' seriously'deceived'or'placed'under'substantial'stress' o Tuskegee'Syphilis'study' o Medical'studies'in'nazi'concentration'camp' o Milgram'experiments'of'obedience' o ' * LECTURE 3 Motivation theories Motivation à Refers to the processes that accounts for an individuals intensity, direction and persistence of effort toward attaining an organizational goal Intensity à the amount of effort put fourth to meet the goal Directionà Efforts are channeled toward organizational goals Persistence à how long the effort is maintained Extrinsic v intrinsic motivation: Extrinsic —> we are motivated to perform a behaviour or engage in an activity to earn a reward or avoid punishment —> People are engaging in a behaviour not because they enjoy it or because they find it satisfying, but in order to get something in return or avoid something unpleasant

Intrinsic —> involves engaging in a behaviour because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward —> — > rewards, appraisal

Herzberg motivation theory: Motivator hygiene theory people are influenced by motivator and hygiene factors Hygiene factors —> factors that come with the job, they can demotivate the employees if they are not present —> Hygiene factors are those job factors which are essential for existence of motivation at workplace —> they do not make customers dissatisfied —> they aren't regarded as motivator factors Includes: Payment, Fringe benefits, Physical working conditions, status, company and administrative policies, job security and interpersonal relations Motivator factors - the motivational factors yield positive satisfaction - These factors motivate the employees for a superior performance - Employees find these factors intrinsically rewarding - Include: recognition, sense of achievement, growth and promotional opportunities, responsibility, meaningfulness of work

Type*Theories:* - Type'theories'revolve'around'identifying'preferences* - Myers-Briggs'Type'Indicator'places'people'into'categories'based'on'their' preferences* * Trait*Theories:* - These'revolve'around'identifying'differences'through'various'assessment'tools' - Evidence'for'Big'Five'Personality'Traits:'' o Openness' o Conscientiousness' o Extroversion' o Agreeableness' o Neuroticism'' * Two*types*of*theories*of*motivation:*Content*Theories*and*Process*Theories* * Content'theories'à'describe'the'content'of'work'motivation'/'what'motivates?' - Examples'include:'' o Hierarchy'of'needs'(maslow)' o Theory'of'needs'(McClelland)' o Two'factor'theory'(Herzberg)' o Goal'Setting'Theory'(Locke)' ' Process'Theories'à'Describe'direction*and*process*'of'work'motivation'/'How'does'it' motivate'

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Examples:'' o Equity'Theory'(Adams)' o Expectancy'theory'(Vroom)'

' ' Content*Theories:*

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People'differ'in'their'needs,'and'these'difference'affect'their'individual'behaviors' o Need'for'achievement'' § Striving'for'improvement'and'success' o Need'for'power' § Striving'for'a'superior'position,'making'other'behave'in'a'way'they' would'not'have'behaved'otherwise' o Need'for'Affiliation' § Striving'for'interaction,'affiliation'to'social'groups'and'appreciation''

' McClellands*Theory*of*Needs*(1961)* - McClelland'said'that'there'were'three'main'motivators'and'one'of'these'will'be'our' dominant'motivating'driver* - This'dominant'motivator'is'largely'dependent'on'our'culture'and'life'experiences* - Motivators'include:* - ACHIEVEMENT:* o Has'a'strong'need'to'set'and'accomplish'challenging'goals* o Takes'calculated'risks'to'accomplish'their'goals* o Likes'to'receive'regular'feedback'on'their'progress'and'achievements* o Often'likes'to'work'alone* - AFFILIATION:* o Wants'to'belong'to'the'group*

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o Wants'to'be'like'and'will'often'go'along'with'whatever'the'rest'of'the'group' wants'to'do'* o Favors'collaboration'over'competition* o Doesn’t'like'high'risk'or'uncertainty* POWER:* o Wants'to'control'and'influence'others* o Likes'to'win'arguments* o Enjoys'competition'and'winning* o Enjoys'status'and'recognition* Higher'achievers'are'strongly'motivated'in'jobs'with:* o Personal'responsibility* o Feedback* o Intermediate'probability'of'success* High'achievers'are'not'necessarily'good'managers* High'need'for'power'and'low'need'for'affiliation'is'related'to'managerial'success*

* The*Expectancy*Theory*of*Motivation:* - Developed'by'Victor'Vroom'in'1964' - Stated'that'the'expectancy'was'the'sum'of'a'motivational'force' - The'motivational'force'equals'to'the'expectancy'by'instrumentality'and'valence' - Motivational*force*=*Extent'to'which'a'person'is'likely'to'engage'in'a'certain'course' of'action' - Expectancy'='belief'that'an'increase'will'result'in'an'increase'in'performance'/' perceived'probability'that'exerting'effort'leads'to'successful'performance' - Instrumentality'='belief'that'increased'performance'will'lead'to'certain'outcomes/' the'belief'that'successful'performance'leads'to'desired'outcome' - Valence*='Extent'to'which'the'outcome'is'desirable/'the'attractiveness'of' organizational'outcome'(reward)'to'the'individual'' ' Company*Orientations:'

' ' Do*Jobs*Motivate?* The'Jobs'Characteristics'Model'(Hackman'&'Oldman,'1976)' - How'can'jobs'be'redesigned?'

o Job'Rotation:'The'periodic'shifting'of'an'employee'from'one'task'to'another' o Job'Enlargement:'Increasing'the'number'and'variety'of'tasks' o Job'Enrichment:'Increasing'the'degree'to'which'the'worker'controls'the' planning,'execution'and'evaluation'of'the'work'

' * * The*power*of*will*(Volition)*

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' Wish:* Uncertainty'and'doubts'about'the'goal' Unfocused'perception'' Turning'to'several'alternatives' Often'giving'up'too'soon'

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Will:* Clear'goal'* No'difficulties'to'start* Focus'on'the'goal* Mobilization'of'additional'energy'to'overcome'set-backs* * * * * * * * * * * *

LECTURE*4*** * Week*4*–*POBHRM:*Personality*and*Intelligence* * Personality and Intelligence

Ways in which individuals differ: - Demographics - background factors - Ability/Intelligence - Personality - Attitudes/Motivations

Ability and Intelligence: Ability - Capacity to do or act physically, - mentally, legally, morally, financially - Special skills or aptitudes Intelligence - Capacity for learning, reasoning, - understanding and similar forms of mental activity Why study intelligence? Predicts performance in the workplace - Modest positive relations between general intelligence and job performance (Bertua et al.,2005; Schmidt & Hunter,1998) - Strong positive relation between general intelligence and job performance (Drasgow, 2003)

Intelligence Testing: - Origins of Intelligence Testing (Binet & Simon,1905) - Intelligence could be measured via a collection of questions - Tests designed for different age groups - (3-10 yr olds) - Questions arranged in increasing difficulty - Developed battery of tests focusing on higher mental processes o Attention o Memory o Thinking o Other Cognitive Processes Intelligence Tests: Features of Modern Intelligence Tests - Numerous tasks - Standardized (consistent) o Conditions o Content o Instructions o Time

o Scoring o Interpretation - Norm -referenced o Administered to large group of people with similar demographics to make comparisons o Average score is 100 Models of Intelligence: Two-Factor Theory of Intelligence (Spearman,1927) - Scores on intelligence tests are positively related to each other - Intelligence consists of two factors: - First Factor: Specific Abilities - Second Factor: General Intelligence: ‘g’ factor - ‘g’ is required for to perform well in all areas of cognitive ability Sternberg’s (1985) Triarchic Theory of Intelligence - Builds on Spearman’s model - Three facets of intelligence: o Analytical (componential) § Problem solving skills o Creative (experiential) § Creative thinking o Practical (contextual) § Common sense All facets are needed to explain intelligence Emotional Intelligence (EI; Goleman, 1995) - Refers to competencies and skills in the workplace - A self-perceived ability to identify, assess, and control the emotions of one’s self, others and groups - Dimensions of Emotional Intelligence: o Self Awareness o Self Management o Motivation o Empathy o Relationship Management - EI is linked to workplace performance (Durmast et al., 2006) - Criticism is that the definition is over inc...