Robbins9 ppt14 behavior

ninth edition
STEPHEN P. ROBBINS
© 2007 Prentice Hall, Inc.© 2007 Prentice Hall, Inc.
All rights reserved.All rights reserved.
PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie Cook
The University of West AlabamaThe University of West Alabama
MARY COULTER
FoundationsFoundations
of Behaviorof Behavior
ChapterChapter
1414

© 2007 Prentice Hall, Inc. All rights
reserved. 14–2
L E A R N I N G O U T L I N EL E A R N I N G O U T L I N E
Follow this Learning Outline as you read and study this chapter.Follow this Learning Outline as you read and study this chapter.
Why Look at Individual Behavior?Why Look at Individual Behavior?
• Explain why the concept of an organization as an icebergExplain why the concept of an organization as an iceberg
is important to understanding organizational behavior.is important to understanding organizational behavior.
• Describe the focus and the goals of organizationalDescribe the focus and the goals of organizational
behavior.behavior.
• Define the six important employee behaviors thatDefine the six important employee behaviors that
managers want to explain, predict, and influence.managers want to explain, predict, and influence.
AttitudesAttitudes
• Describe the three components of an attitude.Describe the three components of an attitude.
• Discuss three job-related attitudes.Discuss three job-related attitudes.
• Describe the impact job satisfaction has on employeeDescribe the impact job satisfaction has on employee
behavior.behavior.

reserved. 14–3
L E A R N I N G O U T L I N E (cont’d)L E A R N I N G O U T L I N E (cont’d)
Attitudes (cont’d)Attitudes (cont’d)
• Explain how individuals reconcile inconsistenciesExplain how individuals reconcile inconsistencies
between attitudes and behavior.between attitudes and behavior.
•PersonalityPersonality
• Contrast the MBTI and the big-five model of personality.Contrast the MBTI and the big-five model of personality.
• Describe the five personality traits that have proved to beDescribe the five personality traits that have proved to be
most powerful in explaining individual behavior inmost powerful in explaining individual behavior in
organizations.organizations.
• Explain how emotions and emotional intelligence impactExplain how emotions and emotional intelligence impact
behavior.behavior.

reserved. 14–4
PerceptionPerception
• Explain how an understanding of perception can helpExplain how an understanding of perception can help
managers.managers.
• Describe the key elements of attribution theory.Describe the key elements of attribution theory.
• Discuss how the fundamental attribution error and self-Discuss how the fundamental attribution error and self-
serving bias can distort attributions.serving bias can distort attributions.
• Name three shortcuts used in judging others.Name three shortcuts used in judging others.
LearningLearning
• Explain how operant conditioning helps managersExplain how operant conditioning helps managers
understand, predict, and influence behavior.understand, predict, and influence behavior.
• Describe the implications of social learning theory forDescribe the implications of social learning theory for
managing people at work.managing people at work.

reserved. 14–5
Learning (cont’d)Learning (cont’d)
• Discuss how managers can shape behavior.Discuss how managers can shape behavior.
Contemporary OB IssuesContemporary OB Issues
• Describe the challenges managers face in managing GenDescribe the challenges managers face in managing Gen
Y workers.Y workers.
• Explain what managers can do to deal with workplaceExplain what managers can do to deal with workplace
misbehavior.misbehavior.

reserved. 14–6
Why Look at Individual Behavior?Why Look at Individual Behavior?
• Organizational Behavior (OB)Organizational Behavior (OB)
 The actions of people at workThe actions of people at work
• Focus of Organizational BehaviorFocus of Organizational Behavior
 Individual behaviorIndividual behavior
 Attitudes, personality, perception, learning, and motivationAttitudes, personality, perception, learning, and motivation
 Group behaviorGroup behavior
 Norms, roles, team building, leadership, and conflictNorms, roles, team building, leadership, and conflict
• Goals of Organizational BehaviorGoals of Organizational Behavior
 To explain, predict and influence behavior.To explain, predict and influence behavior.

reserved. 14–7
Exhibit 14.1Exhibit 14.1 The Organization as an IcebergThe Organization as an Iceberg

reserved. 14–8
Important Employee BehaviorsImportant Employee Behaviors
• Employee ProductivityEmployee Productivity
 A performance measure of both efficiency andA performance measure of both efficiency and
effectivenesseffectiveness
• AbsenteeismAbsenteeism
 The failure to report to work when expectedThe failure to report to work when expected
• TurnoverTurnover
 The voluntary and involuntaryThe voluntary and involuntary
permanent withdrawal frompermanent withdrawal from
an organizationan organization

reserved. 14–9
Important Employee Behaviors (cont’d)Important Employee Behaviors (cont’d)
• Organizational Citizenship Behavior (OCB)Organizational Citizenship Behavior (OCB)
 Discretionary behavior that is not a part of anDiscretionary behavior that is not a part of an
employee’s formal job requirements, but whichemployee’s formal job requirements, but which
promotes the effective functioning of the organization.promotes the effective functioning of the organization.
• Job SatisfactionJob Satisfaction
 The individual’s general attitudeThe individual’s general attitude
toward his or her jobtoward his or her job

reserved. 14–10
Important Employee Behaviors (cont’d)Important Employee Behaviors (cont’d)
• Workplace MisbehaviorWorkplace Misbehavior
 Any intentional employee behavior that has negativeAny intentional employee behavior that has negative
consequences for the organization or individualsconsequences for the organization or individuals
within the organization.within the organization.
 Types of MisbehaviorTypes of Misbehavior
 DevianceDeviance
 AggressionAggression
 Antisocial behaviorAntisocial behavior
 ViolenceViolence

reserved. 14–11
Psychological Factors AffectingPsychological Factors Affecting
Employee BehaviorEmployee Behavior
• AttitudesAttitudes
• PersonalityPersonality
• PerceptionPerception
• LearningLearning
• EmployeeEmployee
ProductivityProductivity
• OrganizationalOrganizational
CitizenshipCitizenship
• WorkplaceWorkplace
MisbehaviorMisbehavior
• EmployeeEmployee
ProductivityProductivity
• OrganizationalOrganizational
CitizenshipCitizenship
• WorkplaceWorkplace
MisbehaviorMisbehavior

reserved. 14–12
Psychological FactorsPsychological Factors
 Evaluative statementsEvaluative statements—either favorable or—either favorable or
unfavorable—concerning objects, people, or events.unfavorable—concerning objects, people, or events.
• Components Of An AttitudeComponents Of An Attitude
 Cognitive component:Cognitive component: the beliefs, opinions,the beliefs, opinions,
knowledge, or information held by a person.knowledge, or information held by a person.
 Affective component:Affective component: the emotional or feeling partthe emotional or feeling part
of an attitude.of an attitude.
 Behavioral component:Behavioral component: the intention to behave in athe intention to behave in a
certain way.certain way.

reserved. 14–13
Psychological Factors (cont’d)Psychological Factors (cont’d)
 Job satisfaction is affected by level of income earnedJob satisfaction is affected by level of income earned
and by the type of job a worker does.and by the type of job a worker does.
• Job Satisfaction and ProductivityJob Satisfaction and Productivity
 For individuals, productivity appears to lead to jobFor individuals, productivity appears to lead to job
satisfaction.satisfaction.
 For organizations, those with more satisfiedFor organizations, those with more satisfied
employees are more effective than those with lessemployees are more effective than those with less
satisfied employees.satisfied employees.

reserved. 14–14
• Job Satisfaction and AbsenteeismJob Satisfaction and Absenteeism
 Satisfied employees tend to have lower levels ofSatisfied employees tend to have lower levels of
absenteeism.absenteeism.
• Job Satisfaction and TurnoverJob Satisfaction and Turnover
 Satisfied employees have lower levels of turnover;Satisfied employees have lower levels of turnover;
dissatisfied employees have higher levels of turnover.dissatisfied employees have higher levels of turnover.
 Turnover is affected by the level of employeeTurnover is affected by the level of employee
performance.performance.
 The preferential treatment afforded superior employeesThe preferential treatment afforded superior employees
makes satisfaction less important in predicting their turnovermakes satisfaction less important in predicting their turnover
decisions.decisions.

reserved. 14–15
• Job Satisfaction and Customer SatisfactionJob Satisfaction and Customer Satisfaction
 The level of job satisfaction for frontline employees isThe level of job satisfaction for frontline employees is
related to increased customer satisfaction and loyalty.related to increased customer satisfaction and loyalty.
 Interaction with dissatisfied customers can increaseInteraction with dissatisfied customers can increase
an employee’s job dissatisfaction.an employee’s job dissatisfaction.
 Actions to increase job satisfaction for customerActions to increase job satisfaction for customer
service workers:service workers:
 Hire upbeat and friendly employees.Hire upbeat and friendly employees.
 Reward superior customer service.Reward superior customer service.
 Provide a positive work climate.Provide a positive work climate.
 Use attitude surveys to track employee satisfaction.Use attitude surveys to track employee satisfaction.

reserved. 14–16
• Job Satisfaction and Workplace MisbehaviorJob Satisfaction and Workplace Misbehavior
 Dissatisfied employees will respond somehowDissatisfied employees will respond somehow
 Not easy to predict exactly how they’ll respondNot easy to predict exactly how they’ll respond

reserved. 14–17
• Job InvolvementJob Involvement
 The degree to which an employee identifies with hisThe degree to which an employee identifies with his
or her job, actively participates in it, and considers hisor her job, actively participates in it, and considers his
or her performance to be important to his or her self-or her performance to be important to his or her self-
worth.worth.
 High levels of commitment are related to fewer absences andHigh levels of commitment are related to fewer absences and
lower resignation rates.lower resignation rates.

reserved. 14–18
• Organizational CommitmentOrganizational Commitment
 Is the degree to which an employee identifies with aIs the degree to which an employee identifies with a
particular organization and its goals and wishes toparticular organization and its goals and wishes to
maintain membership in the organization.maintain membership in the organization.
 Leads to lower levels of both absenteeism andLeads to lower levels of both absenteeism and
turnover.turnover.
 Could be becoming an outmoded measure as theCould be becoming an outmoded measure as the
number of workers who change employers increases.number of workers who change employers increases.

reserved. 14–19
• Perceived Organizational SupportPerceived Organizational Support
 Is the general belief of employees that theirIs the general belief of employees that their
organization values their contribution and cares aboutorganization values their contribution and cares about
their well-being.their well-being.
 Represents the commitment of the organization to theRepresents the commitment of the organization to the
employee.employee.
 Providing high levels of support increases jobProviding high levels of support increases job
satisfaction and lower turnover.satisfaction and lower turnover.

reserved. 14–20
Attitudes and ConsistencyAttitudes and Consistency
• People seek consistency in two ways:People seek consistency in two ways:
 Consistency among their attitudes.Consistency among their attitudes.
 Consistency between their attitudes and behaviors.Consistency between their attitudes and behaviors.
• If an inconsistency arises, individuals:If an inconsistency arises, individuals:
 Alter their attitudesAlter their attitudes
oror
 Alter their behaviorAlter their behavior
oror
 Develop a rationalization for the inconsistencyDevelop a rationalization for the inconsistency

reserved. 14–21
Cognitive Dissonance TheoryCognitive Dissonance Theory
• Cognitive DissonanceCognitive Dissonance
 Any incompatibility or inconsistency between attitudesAny incompatibility or inconsistency between attitudes
or between behavior and attitudes.or between behavior and attitudes.
 Any form of inconsistency is uncomfortable and individualsAny form of inconsistency is uncomfortable and individuals
will try to reduce the dissonance.will try to reduce the dissonance.
 The intensity of the desire to reduce the dissonance isThe intensity of the desire to reduce the dissonance is
influenced by:influenced by:
 The importance of the factors creating the dissonance.The importance of the factors creating the dissonance.
 The degree to which an individual believes that the factorsThe degree to which an individual believes that the factors
causing the dissonance are controllable.causing the dissonance are controllable.
 Rewards available to compensate for the dissonance.Rewards available to compensate for the dissonance.

reserved. 14–22
Attitude SurveysAttitude Surveys
• Attitude SurveysAttitude Surveys
 A instrument/document that presents employees withA instrument/document that presents employees with
a set of statements or questions eliciting how theya set of statements or questions eliciting how they
feel about their jobs, work groups, supervisors, orfeel about their jobs, work groups, supervisors, or
their organization.their organization.
 Provide management with feedback on employeeProvide management with feedback on employee
perceptions of the organization and their jobs.perceptions of the organization and their jobs.

reserved. 14–23
Exhibit 14.2Exhibit 14.2 Sample Attitude SurveySample Attitude Survey
Source: Based on T. Lammers, “The Essential Employee Survey,” Inc., December 1992, pp. 159–161.

reserved. 14–24
The Importance of AttitudesThe Importance of Attitudes
• Implication for ManagersImplication for Managers
 Attitudes warn of potential behavioral problems:Attitudes warn of potential behavioral problems:
 Managers should do things that generate the positiveManagers should do things that generate the positive
attitudes that reduce absenteeism and turnover.attitudes that reduce absenteeism and turnover.
 Attitudes influence behaviors of employees:Attitudes influence behaviors of employees:
 Managers should focus on helping employees become moreManagers should focus on helping employees become more
productive to increase job satisfaction.productive to increase job satisfaction.
 Employees will try to reduce dissonance unless:Employees will try to reduce dissonance unless:
 Managers identify the external sources of dissonance.Managers identify the external sources of dissonance.
 Managers provide rewards compensating for the dissonance.Managers provide rewards compensating for the dissonance.

reserved. 14–25
PersonalityPersonality
 The unique combination of psychologicalThe unique combination of psychological
characteristics (measurable traits) that affect how acharacteristics (measurable traits) that affect how a
person reacts and interacts with others.person reacts and interacts with others.

reserved. 14–26
Classifying Personality TraitsClassifying Personality Traits
• Myers Briggs Type Indicator (MBTIMyers Briggs Type Indicator (MBTI®®
))
 A general personality assessment tool thatA general personality assessment tool that
measures the personality of an individual using fourmeasures the personality of an individual using four
categories:categories:
 Social interaction: Extrovert or Introvert (E or I)Social interaction: Extrovert or Introvert (E or I)
 Preference for gathering data: Sensing or Intuitive (S or N)Preference for gathering data: Sensing or Intuitive (S or N)
 Preference for decision making: Feeling or Thinking (F or T)Preference for decision making: Feeling or Thinking (F or T)
 Style of decision making: Perceptive or Judgmental (P or J)Style of decision making: Perceptive or Judgmental (P or J)

reserved. 14–27
Exhibit 14.3Exhibit 14.3 Examples of MBTIExamples of MBTI®®
TypesTypes
TypeType DescriptionDescription
INFJ (introvert, intuitive,INFJ (introvert, intuitive,
feeling, judgmental)feeling, judgmental)
Quietly forceful, conscientious, and concerned for others. SuchQuietly forceful, conscientious, and concerned for others. Such
people succeed by perseverance, originality, and the desire topeople succeed by perseverance, originality, and the desire to
do whatever is needed or wanted. They are often highlydo whatever is needed or wanted. They are often highly
respected for their uncompromising principles.respected for their uncompromising principles.
ESTP (extrovert,ESTP (extrovert,
sensing, thinking,sensing, thinking,
perceptive)perceptive)
Blunt and sometimes insensitive. Such people are matter-of-factBlunt and sometimes insensitive. Such people are matter-of-fact
and do notand do not
worry or hurry. They enjoy whatever comes along. They workworry or hurry. They enjoy whatever comes along. They work
best with real things that can be assembled or disassembled.best with real things that can be assembled or disassembled.
ISFP (introvert, sensing,ISFP (introvert, sensing,
feeling, perceptive)feeling, perceptive)
Sensitive, kind, modest, shy, and quietly friendly. Such peopleSensitive, kind, modest, shy, and quietly friendly. Such people
strongly dislikestrongly dislike
disagreements and will avoid them. They are loyal followers anddisagreements and will avoid them. They are loyal followers and
quite often are relaxed about getting things done.quite often are relaxed about getting things done.
ENTJ (extrovert,ENTJ (extrovert,
intuitive, thinking,intuitive, thinking,
judgmental)judgmental)
Warm, friendly, candid, and decisive; also usually skilled inWarm, friendly, candid, and decisive; also usually skilled in
anything that requires reasoning and intelligent talk, but mayanything that requires reasoning and intelligent talk, but may
sometimes overestimate what they are capable of doing.sometimes overestimate what they are capable of doing.
Source: Based on I. Briggs-Myers, Introduction to Type (Palo Alto, CA: Consulting Psychologists Press, 1980), pp. 7–8.

reserved. 14–28
The Big-Five ModelThe Big-Five Model
• ExtraversionExtraversion
 Sociable, talkative, andSociable, talkative, and
assertiveassertive
• AgreeablenessAgreeableness
 Good-natured,Good-natured,
cooperative, and trustingcooperative, and trusting
• ConscientiousnessConscientiousness
 Responsible, dependable,Responsible, dependable,
persistent, andpersistent, and
achievement orientedachievement oriented
• Emotional StabilityEmotional Stability
 Calm, enthusiastic, andCalm, enthusiastic, and
secure or tense, nervous,secure or tense, nervous,
and insecureand insecure
• Openness to ExperienceOpenness to Experience
 Imaginative, artisticallyImaginative, artistically
sensitive, and intellectualsensitive, and intellectual

reserved. 14–29
Other Personality InsightsOther Personality Insights
• Locus of ControlLocus of Control
 Internal locus:Internal locus: persons who believe that they controlpersons who believe that they control
their own destiny.their own destiny.
 External locus:External locus: persons who believe that whatpersons who believe that what
happens to them is due to luck or chance (thehappens to them is due to luck or chance (the
uncontrollable effects of outside forces) .uncontrollable effects of outside forces) .
• Machiavellianism (Mach)Machiavellianism (Mach)
 The degree to which an individual is pragmatic,The degree to which an individual is pragmatic,
maintains emotional distance, and seeks to gain andmaintains emotional distance, and seeks to gain and
manipulate powermanipulate power—ends can justify means.—ends can justify means.

reserved. 14–30
Other Personality Insights (cont’d)Other Personality Insights (cont’d)
• Self-Esteem (SE)Self-Esteem (SE)
 The degree to which people like or dislike themselvesThe degree to which people like or dislike themselves
 High SEsHigh SEs
 Believe in themselves and expect success.Believe in themselves and expect success.
 Take more risks and use unconventional approaches.Take more risks and use unconventional approaches.
 Are more satisfied with their jobs than Low SEs.Are more satisfied with their jobs than Low SEs.
 Low SEsLow SEs
 Are more susceptible to external influences.Are more susceptible to external influences.
 Depend on positive evaluations from others.Depend on positive evaluations from others.
 Are more prone to conform than high SEs.Are more prone to conform than high SEs.

reserved. 14–31
• Self-MonitoringSelf-Monitoring
 An individual’s ability to adjust his or her behavior toAn individual’s ability to adjust his or her behavior to
external, situational factors.external, situational factors.
 High self-monitors:High self-monitors:
 Are sensitive to external cues and behave differently inAre sensitive to external cues and behave differently in
different situations.different situations.
 Can present contradictory public persona and private selvesCan present contradictory public persona and private selves
—impression management.—impression management.
 Low self-monitorsLow self-monitors
 Do not adjust their behavior to the situation.Do not adjust their behavior to the situation.
 Are behaviorally consistent in public and private.Are behaviorally consistent in public and private.

reserved. 14–32
• Risk-TakingRisk-Taking
 The propensity (or willingness) to take risks.The propensity (or willingness) to take risks.
 High risk-takers take less time and require less informationHigh risk-takers take less time and require less information
than low risk-takers when making a decision.than low risk-takers when making a decision.
 Organizational effectiveness is maximized when theOrganizational effectiveness is maximized when the
risk-taking propensity of a manager is aligned withrisk-taking propensity of a manager is aligned with
the specific demands of the job assigned to thethe specific demands of the job assigned to the
manager.manager.

reserved. 14–33
EmotionsEmotions
• EmotionsEmotions
 Intense feelings (reactions) that are directed atIntense feelings (reactions) that are directed at
specific objects (someone or something)specific objects (someone or something)
 Universal emotions:Universal emotions:
 AngerAnger
 FearFear
 SadnessSadness
 HappinessHappiness
 DisgustDisgust
 SurpriseSurprise

reserved. 14–34
Emotional IntelligenceEmotional Intelligence
• Emotional Intelligence (EI)Emotional Intelligence (EI)
 An assortment of noncognitive skills, capabilities, andAn assortment of noncognitive skills, capabilities, and
competencies that influence a person’s ability tocompetencies that influence a person’s ability to
succeed in coping with environmental demands andsucceed in coping with environmental demands and
pressures.pressures.
 Dimensions of EI:Dimensions of EI:
 Self-awareness: knowing what you’re feelingSelf-awareness: knowing what you’re feeling
 Self-management: managing emotions and impulsesSelf-management: managing emotions and impulses
 Self-motivation: persisting despite setbacks and failuresSelf-motivation: persisting despite setbacks and failures
 Empathy: sensing how others are feelingEmpathy: sensing how others are feeling
 Social skills: handling the emotions of othersSocial skills: handling the emotions of others

reserved. 14–35
Implications for ManagersImplications for Managers
• Employee selectionEmployee selection
• Helps in understanding employee behavior(s)Helps in understanding employee behavior(s)
• By understanding others’ behavior(s), can workBy understanding others’ behavior(s), can work
better with thembetter with them

reserved. 14–36
Understanding Personality DifferencesUnderstanding Personality Differences
• Personality-Job Fit Theory (Holland)Personality-Job Fit Theory (Holland)
 An employee’s job satisfaction and likelihood ofAn employee’s job satisfaction and likelihood of
turnover depends on the compatibility of theturnover depends on the compatibility of the
employee’s personality and occupation.employee’s personality and occupation.
 Key points of the theory:Key points of the theory:
 There are differences in personalities.There are differences in personalities.
 There are different types of jobs.There are different types of jobs.
 Job satisfaction and turnover are related to the matchJob satisfaction and turnover are related to the match
between personality and job for an individual.between personality and job for an individual.

reserved. 14–37
Exhibit 14.4Exhibit 14.4 Holland’s Typology of Personality and Sample OccupationsHolland’s Typology of Personality and Sample Occupations
Source: Based on J. L. Holland, Making Vocational Choices: A Theory of Vocational Personalities
and Work Environments (Odessa, FL: Psychological Assessment Resources, 1997).

reserved. 14–38
PerceptionPerception
 A process by which individuals give meaning (reality)A process by which individuals give meaning (reality)
to their environment by organizing and interpretingto their environment by organizing and interpreting
their sensory impressions.their sensory impressions.
• Factors influencing perception:Factors influencing perception:
 The perceiver’s personal characteristicsThe perceiver’s personal characteristics—interests,—interests,
biases and expectationsbiases and expectations
 The target’s characteristicsThe target’s characteristics——distinctiveness, contrast,distinctiveness, contrast,
and similarity)and similarity)
 The situation (context) factorsThe situation (context) factors——place, time, locationplace, time, location
——draw attention or distract from the targetdraw attention or distract from the target

reserved. 14–39
Exhibit 14.5Exhibit 14.5 Perception Challenges: What Do You See?Perception Challenges: What Do You See?

reserved. 14–40
How We Perceive PeopleHow We Perceive People
• Attribution TheoryAttribution Theory
 How the actions of individuals are perceived by othersHow the actions of individuals are perceived by others
depends on what meaning (causation) we attribute todepends on what meaning (causation) we attribute to
a given behavior.a given behavior.
 Internally caused behavior: under the individual’s controlInternally caused behavior: under the individual’s control
 Externally caused behavior: due to outside factorsExternally caused behavior: due to outside factors
 Determining the source of behaviors:Determining the source of behaviors:
 Distinctiveness: different behaviors in different situationsDistinctiveness: different behaviors in different situations
 Consensus: behaviors similar to others in same situationConsensus: behaviors similar to others in same situation
 Consistency: regularity of the same behavior over timeConsistency: regularity of the same behavior over time

reserved. 14–41
Exhibit 14.6Exhibit 14.6 Attribution TheoryAttribution Theory

reserved. 14–42
How We Perceive People (cont’d)How We Perceive People (cont’d)
• Attribution Theory – errors and biases (cont’d)Attribution Theory – errors and biases (cont’d)
 Fundamental attribution errorFundamental attribution error
 The tendency to underestimate the influence of externalThe tendency to underestimate the influence of external
factors and to overestimate the influence of internal orfactors and to overestimate the influence of internal or
personal factors.personal factors.
 Self-serving biasSelf-serving bias
 The tendency of individuals to attribute their successes toThe tendency of individuals to attribute their successes to
internal factors while blaming personal failures on externalinternal factors while blaming personal failures on external
factors.factors.

reserved. 14–43
Shortcuts Used in Judging OthersShortcuts Used in Judging Others
• Assumed SimilarityAssumed Similarity
 Assuming that others are more like us than theyAssuming that others are more like us than they
actually are.actually are.
• StereotypingStereotyping
 Judging someone on the basis of our perception of aJudging someone on the basis of our perception of a
group he or she is a part of.group he or she is a part of.
• Halo EffectHalo Effect
 Forming a general impression of a person on theForming a general impression of a person on the
basis of a single characteristic of that personbasis of a single characteristic of that person

reserved. 14–44
Implications for ManagersImplications for Managers
• Employees react to perceptionsEmployees react to perceptions
• Pay close attention to how employees perceivePay close attention to how employees perceive
their jobs and management actionstheir jobs and management actions

reserved. 14–45
LearningLearning
 Any relatively permanent change in behavior thatAny relatively permanent change in behavior that
occurs as a result of experience.occurs as a result of experience.
 Almost all complex behavior is learned.Almost all complex behavior is learned.
 Learning is a continuous, life-long process.Learning is a continuous, life-long process.
 The principles of learning can be used to shape behaviorThe principles of learning can be used to shape behavior
• Theories of learning:Theories of learning:
 Operant conditioningOperant conditioning
 Social learningSocial learning

reserved. 14–46
• Operant Conditioning (B.F. Skinner)Operant Conditioning (B.F. Skinner)
 The theory that behavior is a function of itsThe theory that behavior is a function of its
consequences and is learned through experience.consequences and is learned through experience.
 Operant behavior: voluntary or learned behaviorsOperant behavior: voluntary or learned behaviors
 Behaviors are learned by making rewards contingent toBehaviors are learned by making rewards contingent to
behaviors.behaviors.
 Behavior that is rewarded (positively reinforced) is likely to beBehavior that is rewarded (positively reinforced) is likely to be
repeated.repeated.
 Behavior that is punished or ignored is less likely to beBehavior that is punished or ignored is less likely to be
repeated.repeated.

reserved. 14–47
• Social LearningSocial Learning
 The theory that individuals learn through theirThe theory that individuals learn through their
observations of others and through their directobservations of others and through their direct
experiences.experiences.
 Attributes of models that influence learning:Attributes of models that influence learning:
 Attentional:Attentional: the attractiveness or similarity of the modelthe attractiveness or similarity of the model
 Retention:Retention: how well the model can be recalledhow well the model can be recalled
 Motor reproduction:Motor reproduction: the reproducibility of the model’sthe reproducibility of the model’s
actionsactions
 Reinforcement:Reinforcement: the rewards associated with learning thethe rewards associated with learning the
model behaviormodel behavior

reserved. 14–48
Shaping: A Managerial ToolShaping: A Managerial Tool
• Shaping BehaviorShaping Behavior
 Attempting to “mold” individuals by guiding theirAttempting to “mold” individuals by guiding their
learning in graduated steps such that they learn tolearning in graduated steps such that they learn to
behave in ways that most benefit the organization.behave in ways that most benefit the organization.
 Shaping methods:Shaping methods:
 Positive reinforcement:Positive reinforcement: rewarding desired behaviors.rewarding desired behaviors.
 Negative reinforcement:Negative reinforcement: removing an unpleasantremoving an unpleasant
consequence once the desired behavior is exhibited.consequence once the desired behavior is exhibited.
 Punishment:Punishment: penalizing an undesired behavior.penalizing an undesired behavior.
 Extinction:Extinction: eliminating a reinforcement for an undesiredeliminating a reinforcement for an undesired
behavior.behavior.

reserved. 14–49
Contemporary Issues in OBContemporary Issues in OB
• Managing Generational Differences in theManaging Generational Differences in the
WorkplaceWorkplace
 Gen Y: individuals born after 1978Gen Y: individuals born after 1978
 Bring new attitudes to the workplace that reflect wide arraysBring new attitudes to the workplace that reflect wide arrays
of experiences and opportunitiesof experiences and opportunities
 Want to work, but don’t want work to be their lifeWant to work, but don’t want work to be their life
 Challenge the status quoChallenge the status quo
 Have grown up with technologyHave grown up with technology

reserved. 14–50
Exhibit 14.7Exhibit 14.7 Gen Y WorkersGen Y Workers
Source: Bruce Tulgan of Rainmaker Thinking. Used with permission.

reserved. 14–51
Contemporary Issues in OBContemporary Issues in OB
• Managing Negative Behavior in the WorkplaceManaging Negative Behavior in the Workplace
 Tolerating negative behavior sends the wrongTolerating negative behavior sends the wrong
message to other employeesmessage to other employees
 Both preventive and responsive actions to negativeBoth preventive and responsive actions to negative
behaviors are needed:behaviors are needed:
 Screening potential employeesScreening potential employees
 Responding immediately and decisively to unacceptableResponding immediately and decisively to unacceptable
behaviorbehavior
 Paying attention to employee attitudesPaying attention to employee attitudes

reserved. 14–52
Terms to KnowTerms to Know
• behaviorbehavior
• organizational behaviororganizational behavior
• employee productivityemployee productivity
• absenteeismabsenteeism
• turnoverturnover
• organizational citizenshiporganizational citizenship
behaviorbehavior
• job satisfactionjob satisfaction
• workplace misbehaviorworkplace misbehavior
• attitudesattitudes
• cognitive componentcognitive component
• affective componentaffective component
• behavioral componentbehavioral component
• job involvementjob involvement
• organizationalorganizational
commitmentcommitment
• perceived organizationalperceived organizational
supportsupport
• cognitive dissonancecognitive dissonance
• attitude surveysattitude surveys
• personalitypersonality
• big-five modelbig-five model
• locus of controllocus of control
• MachiavellianismMachiavellianism

reserved. 14–53
Terms to Know (cont’d)Terms to Know (cont’d)
• self-esteemself-esteem
• self-monitoringself-monitoring
• impression managementimpression management
• emotionsemotions
• emotional intelligence (EI)emotional intelligence (EI)
• perceptionperception
• attribution theoryattribution theory
• fundamental attributionfundamental attribution
errorerror
• self-serving biasself-serving bias
• assumed similarityassumed similarity
• stereotypingstereotyping
• halo effecthalo effect
• learninglearning
• operant conditioningoperant conditioning
• social learning theorysocial learning theory
• shaping behaviorshaping behavior

Robbins9 ppt14 behavior

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