Organizational Behavior Review Flashcards

OB Concept, Organizational Justice, Ethics, and Corporate Social Responsibility

Learning Objectives

• Define organizational behavior: The study of human behavior, attitudes, and performance in organizations.
• Identify four forms of organizational justice and their impact.
• Describe strategies to promote organizational justice.
• Explain ethical behavior and its importance.
• Explain ways of behaving ethically in international business.
• Describe factors causing unethical behavior and methods to minimize it.
• Explain corporate social responsibility, its forms, and its relationship with financial profitability.

What is Organizational Behavior?

• Definition: The study of human behavior, attitudes, and performance in organizations.
• Value of OB: Helps people attain competencies to become effective employees, team leaders/members, or managers.

Organizational Justice

• Satisfaction with outcomes (e.g., pay, work assignments) is influenced by organizational justice.
• Organizational justice comprises:
  • Distributive justice: Satisfaction with outcomes.
  • Interpersonal justice: Feeling valued by others in the organization
  • Informational justice: Adherence to the rules
  • Procedural justice: Feelings about one's leader

Procedural Justice Criteria

• Voice in decision-making: Giving people a say in decisions affecting them enhances perceptions of procedural justice. Example: Workers can explain their feelings about their work to a supervisor evaluating their performance.
• Consistency in applying rules: Rules must be applied equally to be fair. Example: A professor using the same standards to evaluate term papers.
• Accuracy in use of information: Fair decisions must be based on accurate information. Example: Calculating overtime pay accurately.
• Opportunity to be heard: People should have a readily available opportunity to correct mistakes. Example: Litigants having a judge’s decision reconsidered.
• Safeguards against bias: Decision-makers must not have any opportunity to bias the results. Example: Lottery drawings are held randomly.

Distributive and Procedural Justice Interaction

• People react positively to favorable outcomes regardless of the procedure's fairness.
• Reactions to unfavorable outcomes are enhanced by using fair procedures.

Organizational Justice Promotion Strategies

• Pay workers what they deserve.
• Follow open and fair procedures.
• Offer workers a voice, e.g., through regular meetings, employee surveys, an “open-door policy,” and suggestion systems.
• Explain decisions thoroughly with dignity and respect.
• Train workers to be fair (organizational citizenship behaviors).

Fair Process Effect

• When employees are given a voice in making decisions, they feel valued by decision-making authorities.
• This leads employees to believe the process is fair, the resulting decision is fair, and they are supportive of the organization.
• The effect motivates employees to accept and follow decisions and treat others fairly.

Ethical Behavior in Organizations

• Moral Values: Fundamental beliefs about what is good or bad, right or wrong (e.g., it is wrong to harm another person).
• Ethics: Standards of conduct in keeping with one's moral values (e.g., I should not steal).
• Decision: Plan for behaving ethically (e.g., I decide not to steal money from a coworker).
• Behavior: Action taken following the decision made (e.g., I do not steal).

Factors Influencing Ethical Behavior

• Religious background/beliefs/training.
• Level of cognitive moral development.
• Clearly articulated ethical standards.
• Training in recognizing/applying ethical standards.
• Organizational and group norms.
• Culture of the organization.
• Observations of leaders' behavior.
• Work attitudes and motives.
• External stressors.

Bad Ethics is Bad Business

• Consumers may switch to another company's products/services (91%).
• Consumers may refuse to invest in that company's stock (83%).
• Consumers may speak out against the company (80%).
• Consumers may refuse to work at the company (76%).
• Consumers may boycott the company's products/services (68%).
• Employees may be less loyal to their job at that company (85%).

Ethics Enforcement Policies

• Federal sentencing guidelines.
• Limited acceptance of entertainment and gifts by employees.
• Increased accurate company performance documentation standards.

Ethics in International Arena

• Ethical Relativism: "When in Rome…" There are no internationally acceptable standards of right and wrong.
• Ethical Imperialism: "What is different may be considered wrong." The ethical standards of one's own country are considered most appropriate.

Guiding Principles of Global Ethics

• Show respect for core human values.
• Demonstrate sensitivity to local traditions.
• Recognize that context matters when distinguishing between right and wrong.

Unethical Behavior: Situational Determinants

• Ethical Norms of Society (Openness and honesty?).
• Counternorms in the Organization (Be secretive and deceitful).
• Following the rules? (Always follow rules vs. Break rules if necessary to get ahead).
• Use of resources? (Be efficient, cost-effective, vs Use it or lose it).
• Taking responsibility? (Assume responsibility even for negative actions vs. Pass the buck).
• Working with others? (Be a team player vs. Grandstand).

Managerial Values sometimes discourage Ethical Behavior

• Bottom-line mentality.
• Exploitative mentality.
• Madison Avenue mentality.
• Subordinates emulate managers’ unethical behavior.

Corporate Ethics Programs Components

• Code of ethics.
• Ethics training.
• Official bodies formally responsible for ethics.
• Mechanisms for communicating ethical standards.
• Ethics audits.

Corporate Ethics Programs Effectiveness

• Ethics programs had no effect on employee theft among workers at the preconventional level of cognitive moral development.
• Ethics programs successfully reduced employee theft among workers at the conventional level of cognitive moral development.

Corporate Social Responsibility

• Financial Responsibilities: Making a profit for stockholders.
• Legal Responsibilities: Following the laws of society.
• Ethical Responsibilities: Doing what is right and good for everyone.
• Philanthropic Responsibilities: Contributing to and helping society at large.

Socially Responsible Behavior Forms

• Make charitable contributions.
• Preserve the environment.
• Invest socially responsibly.
• Promote employee welfare.

Profitability and Social Responsibility

• "Doing well by doing good" (Being socially responsible helps companies make money).
• "Doing good by doing well" (Rich companies can afford to be more socially responsible).
• The Virtuous Circle

Perception and Learning

Learning Objectives

• Distinguish between social perception and social identity concepts.
• Explain how attribution process works and describe various social perception bias sources.
• Understand how social perception process operates in performance appraisals, employment interviews, and corporate image cultivation contexts.
• Define learning and describe the two types most applicable to OB: operant conditioning and observational learning.
• Describe how learning principles are involved in organizational training and innovative reward systems and how knowledge can be effectively managed.
• Compare how organizations use reward in organizational behavior management programs and how punishment can be used most effectively when administering discipline.

Social Identity Theory

• Personal Identity (my characteristics) compared to Social Identity (groups to which I belong).

Attribution Process

• Correspondent Inferences: Description (what someone does) -> Act -> Disposition (what someone is like). Example: Observe someone fall off a ladder -> Assume that person is clumsy.
• Causal attribution
  • Internal – based on action
  • External – based on situation
• Causal attribution theory (Kelly)
  • Consensus – the extent to which other people behave the same manner we judge
  • Consistency – the extent to which the person act the same way at other time
  • Distinctiveness – the extent to which the person behave the same in other context
• You observe an individual complaining about the food, service, and decor in a restaurant.
  • To answer "Why?" you note that…
    • No one else complains (consensus is low)
    • This person always complains in this restaurant (consistency is high)
    • This person also complains in other settings (distinctiveness is low)
    • She complained because she is difficult to please (internal attribution)
    • To answer "Why?" you note that…
    • Several others also complain (consensus is high)
    • This person always complains in this restaurant (consistency is high)
    • This person does not complain in other settings (distinctiveness is high)
    • She complained because the restaurant is terrible (external attribution)

Perceptual Biases

• Halo Effect: The more favorably someone is perceived on some characteristics, the more likely that individual will be perceived favorably on other characteristics, too.
• Fundamental attribution error: We judge others based on their action and ignore other situation
• Similar-to-me effect: We see people positively when people act the same manner with us
• Selective perception: Focus on certain aspect. Affected by other people’s background
• poor Initial Impression excellent Evaluation of Work Performed. Quality of Actual Work Performed poor TIME Current Performance excellent. Current impression does not match current performance poor TIME Current impression matches initial impression Current Impression excellent.
• Self-fulfilling Prophecy
  • Managers' behavior General case of self-fulfilling Managers form Managers affect prophecy expectations of behave workers workers workers consistently respond to how with they were treated expectations by managers Positive. Pygmalion expectations Emotional and Added professional experience support boosted given confidence Negative. Golem expectations Emotional and Limited professional support withheld Poor experience and lowered performance confidence
• Stereotyping Yes Negative stereotype Identified? High Performance on the Stereotyped Dimension. Performance is lower (in keeping with stereotype) when negative stereotype is identified than when not identified Expected no performance based on stereotype Low

Organizational Applications

• Performance appraisal
• Impression management
• Corporate image

Impression Management

• Self-promotion (Directly describing oneself in a positive manner for the situation at hand)
• Personal stories (Describing past events that make oneself look good)
• Opinion conformity (Expressing beliefs that are assumed to be held by the target)
• Entitlements (Claiming responsibility for successful past events)
• Other enhancement (Making statements that flatter, praise, or compliment the target)
• Enhancements (Claiming that a positive event was more positive than it really was)
• Overcoming obstacles (Describing how one succeeded despite obstacles)
• Justifications (Accepting responsibility for one's poor performance but denying the negative implications of it)
• Excuses(Denying responsibility for one's actions)

Learning

• Operant Conditioning
  • Steps in the operant conditioning process: Antecedents -> Behavior -> Consequences.
  • Example: Manager shows employee how to do a job -> Employee performs job properly -> Manager praises employee.
• Reinforcement Contingencies
  • Stimulus Presented or Withdrawn Desirability Name of Strength of of Stimulus Contingency Response Example Presented. Pleasant Positive reinforcement Increases Praise from a supervisor encourages continuing the praised behavior. Unpleasant Punishment Decreases Criticism from a supervisor discourages enacting the punished behavior. Withdrawn. Pleasant Extinction Decreases Failing to praise a helpful act reduces the odds of helping in the future. Supervisor in the future. Unpleasant Negative reinforcement Increases Future criticism is avoided by doing whatever the supervisor wants
• Reinforcement
  • Schedules • Continuous • Partial § Interval.Fixed • Variable § Ratio • Fixed • Variable
• Observational Learning
  • Model. Observer Pay attention to Remember model what Practice motivated model s to imitate behavior model. behavior?. Imitate model's behavior

Training

• Definition
• Varieties
  • Classroom training
  • Apprenticeship programs
  • Cross-cultural training
  • Corporate universities
  • Executive training programs
  • E-training

Effective Training Keys

• Participation
• Repetition
• Transfer of training
• Feedback

Organizational Behavior Management

• Discipline
• Progressive discipline

Effective Discipline

• Deliver punishment immediately after undesirable response.
• Give moderate levels of punishment.
• Punish undesirable behavior, not the person.
• Use punishment consistently across occasions.
• Punish everyone equally for the same infraction.
• Clearly communicate reasons for punishment.
• Do not follow punishment with noncontingent rewards.

Individual Differences

Learning Objectives

• Define personality and describe its role in organizational behavior.
• Identify the Big 5 dimensions of personality and elements of core self-evaluations.
• Distinguish between positive and negative affectivity and describe their effects.
• Define achievement motivation and distinguish between learning, performance, and avoidance goal orientations.
• Describe Machiavellianism and the differences between morning and evening persons and their role in work-related behavior.
• Differentiate among cognitive intelligence, emotional intelligence, and practical intelligence.

Personality

• Definition: Traits of people that are relatively stable over time
• Interactionist perspective: Personality + situation = influence on behavior
• Person-job fit: Traits + ability = job requirement

Interactionist Perspective

• Personal Influences (i.e., individual characteristics)
• Situation Influences ( i.e., demands imposed by the context)
• Resulting Effect Constraining personal influences (e.g., individual is predisposed to not act a certain way) Constraining situational influences (e.g., situation discourages one from behaving a certain way
• Situation 1: Act. Person is highly unlikely to act (and to do so strongly) in this case because both his or her personal characteristics and the situation dictate
• Facilitating personal influences (e.g. individual is predisposed to act a certain way). Facilitating situational influences (e.g., situation encourages one to behave in a certain way). don’t Act. Act. Situation 2: person si highly likely to act (and to do so strongly) in this case because both his or her personal characteristics and the situation dictate acting
• Constraining personal influences (e.g. individual is predisposed to act a certain way). Facilitating situational influences (e.g. situation encourages one to behave in a certain way). Person Act. Situation 3: Person may or may not act in this case (and only weakly, if so) because the individual and situational forces are contradictory (balancing each other out)
• Facilitating personal influences (e.g., individual is predisposed to act a certain way). Constraining situational influences (e.g., situation discourages one from behaving a certain way). don’t Act. Situation 4: ActPerson may or may not act in this case (and only weakly, if so) because the individual and situational forces are contradictory (balancing each other out)

Measuring Personality

• Objective tests – personal & mental
• Projective tests – perceive a drawing
• Test properties
  • Reliability – consistency in measuring constructs
  • Validity – measure what is claimed to be measured
  • Predictive validity – predicting performance

Big 5 Dimensions of Personality

• Extraversion – tendency to seek stimulation
• Agreeableness – to be compassionate to others
• Conscientiousness – show self-discipline, competency
• Neuroticism – unpleasant emotion e.g. nervous
• Openness to experience – enjoy new experience or idea
• Affectivity High Positive Affectivity (joy, enthusiasm) Affectivity Low Positive Affectivity (apathy, sluggishness) Affectivity High Negative Affectivity (fear, nervousness)

Core Self-Evaluations

• Overall value that you place on yourself. Confident, secure, steady
• Ability to control situations in a manner that affect you.
• Your belief about your capability to perform tasks successfully

Work-related Personality Aspects

• Machiavellianism
• Achievement motivation
  • Manipulate others
  • Desire to excel; better than others

Work-related Personality Aspects

• Goal orientation
• Morning vs. evening persons
• Alert, energy, flexibility

Intelligence Types

• Cognitive – ability to understand complex idea; adapt to environment – learn from experience to overcome obstacles by careful thought
• Practical – adeptness at solving problem in everyday life – know-how
• Emotional – ability to make accurate judgments of emotion and use such knowledge to enhance the quality of thinking

Physical Abilities

• Strength – capacity to engage with physical tasks to perform a job
• Flexibility – capacity to move a body in agile manner
• Stamina – capacity to endure physical activity over prolonged periods
• Speed – ability to move quickly

Social Skills

• Social perception – perceive other traits, motives, intention
• Impression management – proficiency to use technique for inducing reaction
• Persuasion and social influence – skills to change others attitude
• Social adaptability – ability to interact with others with different background
• Emotional awareness/control – able to regulate emotion

Coping with Organizational Life

Learning Objectives

• Distinguish between emotions and moods.
• Describe how emotions and mood influence behavior in organizations.
• Describe ways that people manage their emotions in organizations.
• Identify the major causes and consequences of stress.
• Describe the adverse effects of organizational stress.
• Identify various ways of reducing stress in the workplace.

Emotions

• Have an object
• Spread is contagious
• Universal expression
• Culturally based display rules

Emotion Sources

• Self-conscious emotions (internal)
  • Shame
  • Embarrassment
  • Guilt
  • Pride
• Social emotions
  • Pity
  • Envy
  • Jealousy
  • Scorn

Moods

• Definition – combination of personality- wise and the conditions we face
• States – short term differences in the way we feel
• Traits – consistent differences toward positive/negative affect – our quality

Happier People à Success

• Job performance
  • Better jobs
  • Perform jobs more successfully
  • Less likely to resign
• Income
  • Higher income happier worker – study in Malaysia, Germany and Russia

Happier Workers à More Successful

• Distraction
• Memory – mood influence to recall event
• Decision quality – good mood, better decision
• Evaluation – mood biases the way we evaluate things/people
• Cooperation – affect a tendency to help others; work carefully

Managing Emotions in Organizations

• Job satisfaction
• Emotional dissonance – inconsistencies between emotion we feel and what we express
• Emotional labor – display emotion
• Anger management
• Organizational compassion

Organizational Stress

• Stressors (physiological) Physical ailments 135 Strain Stressors (physical) Emotional ailments Stressors (behavioral) Beyond control Impaired job performance Strain Strain (psychological)

Occupational Demands

• Making decisions
• Performing boring, repetitive tasks
• Repeatedly exchanging information with others
• Working in unpleasant physical conditions
• Performing unstructured vs structured tasks

Work vs Nonwork Conflict

• Role (parents vs worker)
  • Conflict
  • Role juggling
  • Role ambiguity – not clear
• Sexual harassment
• Information
  • Overload
  • Underload
  • Information anxiety
• Responsibility for others - superior

Stress' Negative Effects

• Task performance
  • High stress level, high accidents/mistakes
• Desk rage
  • Express your anger in dangerous way
• Health – illness, conflict and misbehave
  • Metabolic syndrome

Burnout

• Physical exhaustion
• Emotional exhaustion
• Depersonalization
• Adverse impact on job performance and personal health
• Feelings of low personal accomplishment

Organizations Manage Stress

• Employee assistance program
• Trade union
• Stress management programs
• Training
• Wellness programs – healthy lifestyle

Managing Stress

• Manage time wisely
• Seek social support
• Eat a healthier diet
• Be physically fit
• Relax and meditate
• Get a good night’s sleep
• Avoid inappropriate self-talk
• Take a time-out

Attitudes Related to Work

Learning Objectives

• Distinguish among the concepts of prejudice, stereotypes, and discrimination.
• Distinguish between affirmative action plans and diversity management programs.
• Describe four theories of job satisfaction.
• Identify the consequences of having dissatisfied employees and describe ways of boosting job satisfaction.
• Distinguish among three fundamental forms of organizational commitment.
• Identify the benefits of having a committed workforce and describe ways of developing organizational commitment.

Attitudes

• Definition: feelings about people and things
• Components of attitude: Attitude towards others, Attitudes toward the job or the organization

Anatomy of Prejudice

• Stereotype - Misjudging person either positive or negative
• Discrimination - form of behavior consistent with that attitude.

Strategies for Overcoming Workplace

• Prejudice: Managing a Diverse Workforce-Affirmative Action Plans, Diversity Management Programs

Theories of Job Satisfaction

• Two-Factor Theory of Job Satisfaction Quality of supervision Motivators pay Promotion opportunities company policies chances for personal growth physical working conditions recognition relations with others responsibility achievement

Theories of Job Satisfaction

• Value Theory -What they want-job satisfaction

Theories of Job Satisfaction

• 
  Social Information Processing Model -- attitude manager’s statement can be taken the the other way

Theories of Job Satisfaction

• Dispositional Model of Job Satisfaction

Consequences of JobDissatisfaction

• promoting job satisfaction - pay fairly, increase quality - decentralize power, etc.

Organizational Commitment

• Continuance commitment, Affective commitment, Normative commitment
• Developing committed workforce- enrich job-align interest - recruire new employees

Motivation in Organizations

Learning Objectives

• Define motivation and explain its importance in organizational behavior.
• Describe need hierarchy theory and the motivational-fit approach
• Identify and explain the conditions to improve job performance.
• Describe equity theory and how it may be applied to motivating people in organizations.
• Describe expectancy theory and how it may be applied in organizations.
• Distinguish job enlargement, job enrichment, and the job characteristics model

Motivation

• The set of processes that arouse, direct, and maintain human behavior toward attaining some goal.
• Motivation key - it is not synonymous, multifaceted. People are motivated

Need Hierarchy Theory

• Self-Actualization Needs ,Esteem Needs, Social Needs, Safety Needs., Physiological Needs

Motivational Fit Approach

• Requirements of the Job (selected or trained)Motivational Fit Motivational Motivational Traits Skills Achievement AnxietyI Emotion control-Motivation control

Goal Setting Theory

• Desire to attain goal - Perceived change of attaining goal - Goal commitment - Performance
• Provide feedback

Equity theory

*Type of Inequity Behavioral Psychological. Raise your inputs (e.g., work harder) or lower your outcomes (e.g., work through a paid vacation). Convince yourself that your outcomes are deserved based on your inputs (e.g., rationalize that you work harder than others and so you deserve more pay).Lower your inputs (e.g., reduce effort) or raise your outcomes (e.g., get raise in pay). yourself that others inputs are really higher than your own (e.g., rationalize that the comparison worker is really more qualified and so deserves higher outcomes)

Implications

*ImplicationsManagerial Avoid underpayment avoid over paymen

Expectancy Theory

*Effort Performane. Rewards • Valence ofrewards Skills and Role and. performance

Other Job Performance Determinants

*Role skills and abilities
*Opportunities

Structuring interesting Jobs-job enlargement

ob Characteristics Model

*Core JOB DIMENSIONS Variety significanc,e - High intrinsic work motivation-work performed

Group Dynamics and Work Teams

Learning Objectives

• Define what is meant by a group and identify different types of groups operating within organizations.
• Describe the importance of norms, roles, status, and cohesiveness within organizations.
• Explain how individual performance in groups is affected by the presence of others (social facilitation) and the number of others with whom one is working (social loafing).
• Define what teams are and describe the various types of teams that exist in organizations.
• Describe the effectiveness of teams in organizations.
• Explain the factors responsible for the failure of some teams to operate as effectively as possible and identify steps that can be taken to build successful teams.

Group

*Two or more people in social interaction, Members share common goals. - Non Members Members perceive themselves as being a group Stable structure. - GROUP

Group Types

• Groups -Formal groups - Informa groups

Reasons for Joining Groups

• People join groups.. to satisfy mutual Interests, Bonding to achieve security, Need for fill self-esteem

Stage Model of Group Formation Forming- Storming- Norming- Performing-Adjourning.*

Punctuated Equilibrium Model

• Period of Equilibrium. Period of Change

Group Structure Roles Roles ROLE Ambiguity* Roles Roles Role differentiation

Norms