管理學原理-第四講：組織行為課件

第四講：組織行為OrganizationalBehaviorBehaviorisdefinedastheactionsofpeople.Organizationalbehavioristhestudyoftheactionsofpeopleatwork.第四講：組織行為OrganizationalBehavio1個體行為團隊行為層級組織行為任務完成與人力資本價值升值目標、任務個體行為團隊行為層級組織行為任務完成與人力資本價值升值目標、2一個企業(yè)完成任務的基本行為方式包括哪些？

個體方式：職員被作為一個獨立的個體來對待，工作任務、目標和報酬等以個體為導向。自我管理的團隊方式：這種組織方式通常被定義為多個個體的集合，每一個成員與其他成員擁有一個共同的目標，每一個成員的報酬依賴于整個團隊的經(jīng)營業(yè)績。層級組織的方式：某個人專職從事對其他成員的監(jiān)督和協(xié)調(diào)工作。盡管大多數(shù)企業(yè)一般都采用一定形式的層級結(jié)構(gòu)，但是在正式權(quán)威方面卻有很大的差異。

一個企業(yè)完成任務的基本行為方式包括哪些？個體方式：職員被作3三種完成任務的行為方式存在哪些差異？主要表現(xiàn)在：成員之間相互聯(lián)系的程度和協(xié)調(diào)成本的大小。當任務不需要協(xié)調(diào)時，采用個體方式是比較適合的，例如設計工作；當協(xié)調(diào)變得非常必要的時候，團隊方式就更合適一些。這樣，每一個成員的產(chǎn)出可以直接受益于成員之間的頻繁接觸、技能互補和團隊本身所產(chǎn)生的利益（例如成員之間的信息共享和共同價值觀）。當按照團隊方式很難對個體的產(chǎn)出進行監(jiān)督和控制，當團隊的規(guī)模達到到某種程度、協(xié)調(diào)的成本開始大大增加的時候，層級組織方式可能更為合適。

三種完成任務的行為方式存在哪些差異？主要表現(xiàn)在：成員之間相互4第十四章：個體行為

IndividualBehavior1、態(tài)度Attitudes2、個性Personality3、認知Perception4、學習learning第十四章：個體行為

IndividualBehavior5LearningObjectivesYoushouldlearnto:DefinethefocusandgoalsoforganizationalbehaviorDescribethethreecomponentsofanattitudeIdentifytherolethatconsistencyplaysinattitudesLearningObjectivesYoushould6LearningObjectivesExplaintherelationshipbetweensatisfactionandproductivityTellhowmanagerscanusetheMyers-Briggspersonalitytypeframeworkandthebig-fivemodelofpersonalityLearningObjectivesExplainthe7LearningObjectives(cont.)DefineemotionalintelligenceDescribeattributiontheoryanditsuseinexplainingindividualbehaviorIdentifythetypesofshortcutsmanagersuseinjudgingothersExplainhowmanagerscanshapeemployeebehaviorLearningObjectives(cont.)Def8WhyLookAtIndividualBehavior?OrganizationalBehavior(OB)concernedspecificallywiththeactionsofpeopleatworkaddressesissuesthatarenotobviousWhyLookAtIndividualBehavio9TheOrganizationasanIcebergTheOrganizationasanIceberg10WhyLookAtIndividualBehavior(cont.)FocusofOBindividualbehavior-attitudes,personality,perception,learning,andmotivationgroupbehavior-norms,roles,teambuilding,leadership,andconflictGoalsofOBexplain,predict,andinfluencebehaviormanager’ssuccessdependsongettingthingsdonethroughotherpeopleWhyLookAtIndividualBehavio11AttitudesAttitudes12AttitudeDefinitionevaluativestatementsconcerningobjects,people,oreventsthreecomponentscognitive-beliefs,opinions,knowledge,orinformationheldbyapersonaffective-emotionorfeelingtermattitudeusuallyreferstothiscomponentbehavioral-intentiontobehaveinacertainwaytowardsomeoneorsomethingAttitudeDefinition13Attitudes(cont.)Job-RelatedAttitudes

jobsatisfaction-employee’sgeneralattitudetowardher/hisjobjobinvolvement-degreetowhichanemployeeidentifieswithher/hisjobdegreeofactiveparticipationinthejobfeelingthatjobperformanceisimportanttoself-worthorganizationalcommitment-employee’sloyaltyto,identificationwith,andinvolvementintheorganizationorganizationalcitizenbehavior(OCB)-discretionarybehaviorthatisnotpartoftheformaljobrequirementspromoteseffectivefunctioningoftheorganizationAttitudes(cont.)Job-RelatedA14Attitudes(cont.)AttitudesandConsistencypeopleseekconsistency:amongtheirattitudesbetweentheirattitudesandbehaviorinconsistencygivesrisetostepstoachieveconsistencyalterattitudesorbehaviordeveloprationalizationfortheinconsistencyAttitudes(cont.)Attitudesand15presentemployeewithquestionsthatelicithowtheyfeelabouttheirjobs,workgroups,supervisors,ortheorganizationattitudescoreisthesumofresponsestoindividualitemsAttitudeSurveyspresentemployeewithquestion16SampleAttitudeSurveySampleAttitudeSurvey17ImplicationsformanagersSatisfaction-ProductivityControversytraditionalbeliefwasthathappyworkerswereproductiveworkersresearchevidencesuggeststhatifsatisfactionhasapositiveinfluenceonproductivity,itissmallcontingencyfactorshaveclarifiedtherelationshipbetweensatisfactionandproductivityeffectofenvironmentalfactorsthatconstrainemployeebehaviorresearchdesignsdonotpermitconclusionsaboutcauseandeffectImplicationsformanagersSatis18態(tài)度的概念態(tài)度由三個部分組成:(1)態(tài)度的認知成分由一個人所持有的信念、觀點、知識或信息組成。(2)態(tài)度的情感成分是態(tài)度中的情緒或感受部分。(3)態(tài)度的行為成分是指以某種方式對某人或某事做出反應的行為。態(tài)度的概念19與工作相關(guān)的態(tài)度工作滿意度（Jobsatisfaction）是人對其工作的一般態(tài)度。工作投入（Jobinvolvement）是員工認可自己的工作，主動參與工作，認為工作績效對自己的個人價值很重要的程度。(3)組織承諾（OrganizationalCommitment）是員工對組織的忠誠性、認可程度及參與程度。與工作相關(guān)的態(tài)度工作滿意度（Jobsatisfaction20對管理者的意義有明顯的證據(jù)表明，對于那些承諾和滿意的員工來說，他們的離職率和缺勤率很低。同時，那種為了提高生產(chǎn)率而以員工快樂為目標的做法可能會誤入歧途。對管理者的意義有明顯的證據(jù)表明，對于那些承諾和滿意的員工來說21PersonalityPersonalityisdefinedasacombinationofpsychologicaltraitsthatclassifiesaperson.(個性是個體的心理特質(zhì)的綜合)Predictingbehaviorfrompersonalitytraits(根據(jù)個性特質(zhì)預測行為)Personality22PersonalityPredictingBehaviorfromPersonalityTraitsLocusofControlinternals-believethattheycontroltheirowndestinyexternals-believetheirlivesarecontrolledbyoutsideforceslesssatisfiedandinvolvedwiththeirjobsmorealienatedfromtheworksettingMachiavellianism-peoplewhoarehighonthistrait:arepragmatic,maintainemotionaldistance,believethatendscanjustifythemeansareproductiveinjobsthatrequirebargainingandhavehighrewardsforsuccessPersonalityPredictingBehavior23PredictingBehaviorfromPersonalityTraits(cont.)Self-Esteem-degreeoflikingforoneselfrelatedtoexpectationsforsuccesshighself-esteemindividualswilltakerisksinjobselectionmoresatisfiedwiththeirjobslowself-esteemindividualssusceptibletosocialinfluenceSelf-Monitoring-abilitytoadjustone’sbehaviortosituationalfactorshighself-monitorscanpresentstrikingcontradictionsbetweentheirpublicpersonaandtheirprivateselvesPersonality(cont.)PredictingBehaviorfromPerso24君王論在人類思想史上，沒有一位思想家像馬基雅維里那樣受到如此尖銳的毀與譽的了。近5個世紀以來，他的名字始終與陰險狡詐、背信棄義聯(lián)系在一起。因為他在自己的經(jīng)典著作《君主論》中描述了一個意大利君主如何壯大自己、排擠他人的基本行為和做法，并且為許多政治家和野心家效仿和實踐。君王論在人類思想史上，沒有一位思想家像馬基雅維里那樣受到如此25在《君主論》的開篇首頁，馬基雅維里提出，“君主國不是世襲的就是自己開創(chuàng)的”。只要不改變相應的政策和人們的生活方式，并且有足夠的智慧應付突發(fā)事件，世襲的國家比較容易管理；而自己開創(chuàng)的新君主國，管理起來就困難重重。因為那些被征服的君主國在文化、語言和習慣等方面征服者有很大的差異，要有效地控制被征服的君主國，運氣和努力是必須的。在《君主論》的開篇首頁，馬基雅維里提出，“君主國不是世襲的就26最有力的辦法是征服者進駐；其次是征服者在一或二個關(guān)鍵要地把守。最有力的辦法是征服者進駐；其次是征服者在一或二個關(guān)鍵要地把守27同時，馬基雅維里在《君主論》中說過，“君主易變而且健忘，他隨時準備改變自己的立場，只要對他有利，君主必須做到不仁，并且根據(jù)需要選擇仁和不仁”。馬基雅維里將人性的弱點毫無保留地揭示出來，希望人們理性地對待和順勢管理。同時，馬基雅維里在《君主論》中說過，“君主易變而且健忘，他隨28PredictingBehaviorfromPersonalityTraits(cont.)Risk-Taking-affectstimerequiredtomakeadecisionhowmuchinformationisrequiredbeforemakingachoicePersonalityTypesinDifferentCulturesacountry’sculturecaninfluencedominantpersonalitycharacteristicsofitspeoplee.g.,nationalculturesdifferinthestrengthoflocusofcontrolPersonality(cont.)PredictingBehaviorfromPerso29Myers-BriggsTypeIndicator(MBTI)Myers-BriggsTypeIndicator(MBTI)-fourdimensionssocialinteraction:ExtrovertorIntrovertpreferenceforgatheringdata:SensingorIntuitivepreferencefordecisionmaking:FeelingorThinkingstyleofmakingdecisions:PerceptiveorJudgmentalMyers-BriggsTypeIndicator(M30Personality(cont.)PersonalityTraits(cont.)Big-FiveModelofPersonality-traitsincludedegreeof:extraversion-sociability,talkativeness,assertivenessagreeableness-good-natured,cooperative,trustingconscientiousness-responsibility,dependability,persistence,andachievementorientationpredictsjobperformanceinanumberofjobsemotionalstability-calmness,enthusiasm,securityopennesstoexperience-imaginativeness,artisticsensitivity,andintellectualismpredictstrainingcompetencyPersonality(cont.)Personality31EmotionalIntelligence(EI)self-awareness-awareofwhatyou’refeelingself-management-abilitytomanageone’semotionsself-motivation-persistenceinthefaceofsetbacksempathy-abilitytosensehowothersarefeelingsocialskills-abilitytohandletheemotionsofothersPersonality(cont.)EmotionalIntelligence(EI)Per32ImplicationsformanagersThemajorvalueofamanagerunderstandingpersonalitydifferencesprobablyliesinemployeeselection.Implicationsformanagers33個性特質(zhì)（Personalitytraits）控制點（LocusofControl）權(quán)威主義（Authoritarianism）馬基雅維里主義（Machiaviellism）自尊（Selfesteem）自我監(jiān)控（Selfmonitoring）冒險型（Risktaking）個性特質(zhì)（Personalitytraits）控制點（Lo34個性評估社會的相互作用(性格外向或內(nèi)向)對資料收集的偏好（感覺或直覺）Preferenceforgatheringdata(sensingorintuitive)對決策的偏好（感覺或思考）Preferencefordecisionmaking(fellingorthinking)決策的風格（敏銳的或傾向于做出判斷的）Styleofmakingdecision(perceptiveorjudgmental)個性評估社會的相互作用(性格外向或內(nèi)向)35對管理者的意義管理者理解個性差異的主要價值可能在于選拔過程，管理者如果能在個性類型與職業(yè)的匹配性方面予以考慮，將會擁有更高績效和更滿意的員工。對管理者的意義管理者理解個性差異的主要價值可能在于選拔過程，36PerceptionDefinitionprocessbywhichindividualsgivemeaningtotheirenvironmentbyorganizingandinterpretingtheirsensoryimpressionsnoneofusseesrealityweinterpretwhatweseeandcallitrealityPerceptionDefinition37FactorsThatInfluencePerceptionperceiver-individual’spersonalcharacteristicsattitudes,personality,experience,expectationstarget-relationshipoftargettoitsbackgroundsituation-time,location,light,color,andotherenvironmentalfactorsFactorsThatInfluencePercept38PerceptionChallenges:Whatdoyousee?PerceptionChallenges:Whatd39AttributionTheoryusedtoexplainhowwejudgepeopledifferentlydependingonwhatmeaningweattributetoagivenbehaviordevelopexplanationsofwhypeoplebehaveincertainwaysinternalexplanations-behaviorunderthecontrolofthepersonexternalexplanations-behaviortheresultofsituationalconstraintse.g.,chance,rules,customAttributionTheoryusedtoexpl40causeofbehaviordeterminedby:distinctiveness-whetherpersondisplaysabehaviorinmanysituationsorwhetheritisparticulartoonesituationlessdistinctivenessleadstointernalattributionconsensus-behaviorofothersinsamesituationhighconsensusleadstoexternalattributionconsistency-regularitywithwhichpersonengagesinthebehaviorgreaterconsistencyleadstointernalattributionAttributionTheory(cont.)causeofbehaviordeterminedb41AttributionTheoryInternalExternalAttributionofCauseExternalInternalExternalInternalInterpretationLowHighLowHighLowHighDistinctivenessConsistencyConsensusObservationIndividualBehaviorAttributionTheoryInternalExte42errorsandbiasesmaydistortattributionsfundamentalattributionerror-tendencytoexplainbehaviorofothersby:overestimatingtheinfluenceofinternalfactorsunderestimatingtheinfluenceofexternalfactorsself-servingbias-personalsuccessattributedtointernalfactorspersonalfailureattributedtoexternalfactorsAttributionTheory(cont.)errorsandbiasesmaydistort43Perception(cont.)ShortcutsFrequentlyUsedinJudgingOthersmakeperceptualtaskeasiercanbevaluableorleadtoerrorsselectivity-portionsofstimulibombardingone’ssensesareselectedbasedoninterests,background,andattitudesoftheperceiverassumedsimilarity-“l(fā)ikeme”effectperceptionofotherbasedonperceivedsimilaritiesstereotyping-baseperceptionsofanindividualonone’simpressionsofthegrouptowhichs/hebelongshaloeffect-generalimpressionaboutapersonisforgedonthebasisofasinglecharacteristicPerception(cont.)ShortcutsFr44ImplicationsforamanagersManagersneedtorecognizethattheiremployeesreacttoperceptions,notreality.Implicationsforamanagers45影響認知的因素許多因素影響著認知的形成有時造成了知覺的失真，這些因素有：認知者或人的特點，包括態(tài)度，個性，動機，興趣，經(jīng)驗和期望。被認知的標的或客體：目的的特點以及目的同其背景的關(guān)系影響認知。認知發(fā)生的情境（地點，光，熱，顏色等）影響認知的因素許多因素影響著認知的形成有時造成了知覺的失真，46判斷行為原因依據(jù)三個因素

(1)區(qū)別性是指在眾多場合下都表現(xiàn)出這種行為還是僅在某一特定情境下表現(xiàn)這一行為。(2)一致性是指每個人面對相似情境，對相同的行為都有相同的反應。(3)一貫性是指人的行為的持續(xù)一貫性。判斷行為原因依據(jù)三個因素47導致歸因失真的錯誤或偏見基本歸因錯誤（Functionalattributionerror）是指人們在評價他人行為時，低估外部因素的影響而高估內(nèi)部因素的影響的傾向。自我服務偏見（Self-servingbias）是個體傾向把自己的成功歸因為內(nèi)部因素，而把失敗歸因于外部因素。導致歸因失真的錯誤或偏見基本歸因錯誤（Functional48評價他人行為時常走的捷徑(1)選擇性接受（Selectivity）是指人們根據(jù)自己的興趣、背景、態(tài)度和經(jīng)驗等對觀察到的信息進行主動選擇的過程。(2)假設相似性（Assumedsimilarity）是假定別人和我們類似。(3)刻板印象（Stereotyping）是以個體所在的團體知覺為基礎對個體的判斷。(4)暈輪效應（Haloeffect）是根據(jù)個體的某個特征而建立對總體的印象。評價他人行為時常走的捷徑(1)選擇性接受（Selectiv49對管理者的意義管理者需要認識到，員工根據(jù)知覺而不是客觀現(xiàn)實做出反應。

對管理者的意義管理者需要認識到，員工根據(jù)知覺而不是客觀現(xiàn)實做50LearningDefinitionanyrelativelypermanentchangeinbehaviorthatoccursasaresultofexperiencealmostallcomplexbehaviorislearnedOperantConditioningarguesthatbehaviorisafunctionofitsconsequencesdescribesvoluntaryorlearnedbehaviorreinforcementstrengthensabehaviorandincreasesthelikelihoodthatitwillberepeatedpleasingconsequencesthatfollowaspecificbehaviorincreasesthefrequencyofthatbehaviorLearningDefinition51Learning(cont.)SocialLearninglearningbyobservingotherpeopleanddirectexperienceinfluenceofmodeldeterminedby:attentionalprocesses-mustrecognizeandattendtocriticalfeaturesofthemodelretentionprocesses-mustrememberthemodel’sactionsmotorreproductionprocesses-performingactionsobservedinthemodelreinforcementprocesses-positiveincentivesnecessarytomotivateperformanceofthemodel’sactionsLearning(cont.)SocialLearnin52Learning(cont.)Shaping:AManagerialToolshapebehaviorbysystematicallyreinforcingeachsuccessivestepthatmovestheindividualclosertothedesiredbehaviorshapingaccomplishedby:positivereinforcement-desiredresponseisfollowedbysomethingpleasantnegativereinforcement-desiredresponsefollowedbyeliminatingorwithdrawingsomethingunpleasantpunishment-undesirablebehaviorfollowedbysomethingunpleasantextinction-norewardsfollowundesiredresponseLearning(cont.)Shaping:AMan53Learning(cont.)ImplicationsforManagersmanageemployeelearningbymeansofrewardspositiveandnegativereinforcementstrengthenadesiredbehaviortendtoincreaseitsfrequencypunishmentandextinctionweakenanundesiredbehaviortendtodecreaseitsfrequencymanagersshouldserveasmodelssetexamplesofthedesiredbehaviorLearning(cont.)Implicationsf54ImplicationsformanagersManagerscanclearlybenefitfromunderstandingthelearningprocess.Implicationsforindividual:IndividuallearningIncrementallearningAdaptivelearningDevelopmentallearningImplicationsformanagers55社會學習理論(SLT)社會學習理論認為，人們通過觀察和直接經(jīng)驗進行學習。業(yè)已得到證實，榜樣的影響是社會學習的核心。人們發(fā)現(xiàn)四個過程決定了榜樣對個體學習的影響(1)注意過程（AttentionalProcess）(2)保持過程（Retentionprocess）(3)動力復制過程（Motorre-production）(4)強化過程（Reinforcementprocess）社會學習理論(SLT)社會學習理論認為，人們通過觀察和直接56四個過程(1)注意過程:只有當人們認識到榜樣的重要特點時，彩繪想榜樣學習。(2)保持過程：榜樣的影響取決于個體對榜樣活動的記憶程度，即使當榜樣不再真正出現(xiàn)時。(3)主動模仿過程：個體通過觀察而能夠執(zhí)行榜樣的活動。(4)強化過程：如果提供了積極的獎勵，個體會被激勵從事榜樣的行為。四個過程(1)注意過程:只有當人們認識到榜樣的重要特點時57行為塑造行為塑造是系統(tǒng)的強化每一連續(xù)步驟而使個體越來越趨近理想反應。這是一個有用的管理工具。行為塑造有四種方法：(1)積極強化（Positivereinforcement）;(2)消極強化（Negativereinforcement）;(3)懲罰（Punishment）;(4)消除（Extinction）.行為塑造行為塑造是系統(tǒng)的強化每一連續(xù)步驟而使個體越來越趨近理58行為塑造的四種方式(1)積極強化是在一個行為發(fā)生后而出現(xiàn)的愉快的事情。(2)消極強化是中止或逃避不愉快事件的反應而獲得獎勵。(3)懲罰指對不希望出現(xiàn)的行為的處罰。(4)消除是指祛除任何維持行為的強化物的辦法。行為塑造的四種方式(1)積極強化是在一個行為發(fā)生后而出現(xiàn)的59第十五章：組織和團隊行為

UNDERSTANDINGGROUPSANDTEAMS第十五章：組織和團隊行為

UNDERSTANDINGGRO60管理學原理--第四講：組織行為ppt課件61LearningObjectivesYoushouldlearnto:DifferentiatebetweenformalandinformalgroupsDescribethefivestagesofgroupdevelopmentIdentifyhowrolesandnormsinfluenceanemployee’sbehaviorLearningObjectivesYoushould62LearningObjectivesYoushouldlearnto:thekeycomponentsinthegroupbehaviormodelIdentifytheadvantagesanddisadvantagesofgroupdecisionmakingLearningObjectivesYoushould63LearningObjectives(cont.)Youshouldlearnto:ExplaintheincreasedpopularityofteamsinorganizationsDescribethefourmostcommontypesofteamsinorganizationsListthecharacteristicsofeffectiveteamsIdentifyhowmanagerscanbuildtrustLearningObjectives(cont.)You64UnderstandingGroupBehaviorGrouptwoormoreinteractingandinterdependentindividualswhocometogethertoachieveparticulargoalsformalgroups-establishedbytheorganizationhavedesignatedworkassignmentsandspecifictasksdifferenttypesexistinformalgroups-occurnaturallyintheworkplaceinresponsetotheneedforsocialcontactUnderstandingGroupBehaviorGr65ExamplesofFormalGroupsExamplesofFormalGroups66UnderstandingGroupBehavior(cont.)StagesofGroupDevelopmentforming-peoplejointhegroupeitherbecauseofaworkassignmentorforsomeotherbenefitbegintodefinethegroup’spurpose,structure,andleadershipstagemarkedbymuchuncertaintystorming-acceptanceofthegroup’sexistenceconflictoverwhowillcontrolthegroupnorming-relationshipsandasenseofgroupidentitydevelopgroupassimilatesacommonsetofexpectationsofwhatdefinescorrectmemberbehaviorUnderstandingGroupBehavior(67UnderstandingGroupBehavior(cont.)StagesofGroupDevelopment(cont.)performing-groupstructureisfunctionalandacceptedgroupenergyhasmovedtotaskperformanceadjourning-grouppreparestodisbandattentiondevotedtowrappingupactivitiesgroupdoesnotnecessarilybecomemoreeffectiveasitmovesthroughthefirstfourstagesgroupeffectivenessisacomplexissuethatisaffectedbyfactorsotherthandevelopmentalstageUnderstandingGroupBehavior(68StagesOfGroupDevelopmentPrestageStageIFormingStageIIStormingStageIIINormingStageVAdjourningStageIVPerformingStagesOfGroupDevelopmentPre69UnderstandingGroupBehavior(cont.)BasicGroupConceptsRole-setofexpectedbehaviorpatternsattributedtosomeonewhooccupiesagivenpositioninasocialunitgroupmembershaveparticularrolesrolesorientedtowardstaskaccomplishmentormaintaininggroupmembersatisfactionindividualsplaymultiplerolesroleconflict-individualconfrontedbydifferentroleexpectationsUnderstandingGroupBehavior(70UnderstandingGroupBehavior(cont.)BasicGroupConcepts(cont.)Norms-acceptablestandardsorexpectationsthataresharedbythegroup’smemberseachgrouphas:itsownuniquesetofnormscommonnormsrelatedtolevelsofeffortandperformanceexertpowerfulinfluenceonperformanceConformity-acceptancebygroupmakessomememberssusceptibletoconformitypressuresgroupnormspushmemberstowardconformityresultsinalignmentofopinionsUnderstandingGroupBehavior(71UnderstandingGroupBehavior(cont.)BasicGroupConcepts(cont.)Status-aprestigegrading,position,orrankinagroupmaybeconferredinformallybasedonpersonalcharacteristicsmaybeformallyconferredGroupSize-effectonbehaviorofgroupdependsuponthetypeofoutcomelargegroups-goodforgettingdiverseinputsmallgroups-goodatmakinguseofinformationdispersionofresponsibilityinlargegroupsleadstofreeridertendencyUnderstandingGroupBehavior(72UnderstandingGroupBehavior(cont.)BasicGroupConcepts(cont.)GroupCohesiveness-degreetowhichmembersareattractedtoagroupandsharethegroup’sgoalsrelationshipbetweencohesivenessandgroupeffectivenessdependsuponthealignmentofgroupandorganizationalgoalsUnderstandingGroupBehavior(73StrongIncreaseinProductivityDecreaseinProductivityNoSignificantEffectonProductivityModerateIncreaseinProductivityRelationshipBetweenCohesiveness

AndProductivityHighLowCohesivenessAlignmentofGroupandOrganizationalGoalsLowHighStrongIncreaseDecreaseinNoS74UnderstandingGroupBehavior(cont.)BasicGroupConcepts(cont.)ConflictManagement

conflict-perceivedincompatibledifferencesresultinginsomeformofinterferenceoroppositiondifferencesmayberealornottraditionalview-conflictmustbeavoidedhumanrelationsview-conflictisanaturalandinevitableoutcomeinanygroupconflictneednotbenegativeconflicthasthepotentialtobeapositiveforceforperformanceUnderstandingGroupBehavior(75UnderstandingGroupBehavior(cont.)BasicGroupConcepts(cont.)ConflictManagement(cont.)interactionistview-someconflictisabsolutelynecessaryfunctionalconflict-supportsthegoalsoftheworkgroupandimprovesitsperformancedysfunctionalconflict-preventsgroupfromachievingitsgoalsUnderstandingGroupBehavior(76UnderstandingGroupBehavior(cont.)BasicGroupConcepts(cont.)ConflictManagement(cont.)typeofconflicttaskconflict-contentandgoalsoftheworklow-to-moderatelevelsarefunctionalrelationshipconflict-interpersonalrelationshipsalmostalwaysdysfunctionalprocessconflict-howworkgetsdonelowlevelsarefunctionalconflictmayberesolvedinfivewaysnotechniqueisidealforeverysituationUnderstandingGroupBehavior(77ConflictandGroupPerformanceConflictandGroupPerformance78Conflict-ResolutionTechniquesUncooperativeCooperativeCooperativenessAssertivenessUnassertiveAssertiveForcingResolvingconflictsbysatisfyingone’sownneedsattheexpenseofanother’sAvoidingResolvingconflictsbywithdrawingfromorsuppressingthemCollaboratingRewardingconflictbyseekinganadvantageoussolutionforallpartiesCompromisingResolvingconflictbyeachpartygivingupsomethingofvalueAccommodatingResolvingconflictsbyplacinganother’sneedsandconcernsaboveyourownConflict-ResolutionTechniques79GroupDecisionMakingAdvantagesofGroupsinComparisonwithIndividualsProvidemorecompleteinformationGeneratemorealternativesIncreaseacceptanceofasolutionIncreaselegitimacyDisadvantagesofGroupsinComparisonwithIndividualsTimeconsumingMinoritydominationPressurestoconformAmbiguousresponsibilityGroupDecisionMakingAdvantage80UnderstandingGroupBehavior(cont.)BasicGroupConcepts(cont.)EffectivenessandEfficiencyofGroupDecisionseffectivenessdependsoncriteriaofsuccesssizeofgroupaffectseffectivenessgroupsof5-7arethemosteffectiveoddnumberofmembershelpsavoiddeadlocksTechniquesforImprovingGroupDecisionMakingstepsmustbetakentoavoidgroupthinkgroupthink-conformitymarkedbywithholdingdifferentorunpopularviewsinordertogivetheappearanceofagreementUnderstandingGroupBehavior(81GroupVersusIndividualDecisionMakingCriteriaofEffectiveness

Groups

IndividualsAccuracy xSpeed xCreativity xDegreeofacceptance xEfficiency xGroupVersusIndividualDecisi82TechniquesforMakingMoreCreativeGroupDecisionsTechniquesforMakingMoreCre83UnderstandingGroupBehaviorUnderstandingWorkGroupBehaviorExternalConditionsImposedontheGroupformalgroupisasubsystemofalargersystemgroupaffectedbytheoverallstrategy,authoritystructures,formalregulations,resources,performancemanagementsystem,andorganizationcultureGroupMemberResources-task-relevantandintellectualabilitiesofindividualmembersabilitiessetparametersoneffectivenessofperformanceinagrouppositiveattributes-sociabilityandself-reliancenegativeattributes-dominanceandunconventionalityUnderstandingGroupBehaviorUn84UnderstandingGroupBehavior(cont.)UnderstandingWorkGroupBehavior(cont.)GroupStructure-structuralvariablesincluderoles,norms,status,andgroupsizeGroupProcesses-includecommunication,decisionmaking,leadership,andconflictprocessfactorscreatedinthegroupmayhaveapositiveornegativeeffectongroupperformanceGroupTasks

complexity-simpletasksareroutineandstandardizedcomplextasksarenovelandnonroutineimportanttohaveeffectivecommunicationandcontrolledconflictwhentaskiscomplexUnderstandingGroupBehavior(85GroupBehaviorModelExternalConditionsImposedontheGroupGroupMemberResourcesGroupStructureGroupProcessesPerformanceandSatisfactionGroupTasksGroupBehaviorModelExternalGr86TurningGroupsIntoEffectiveTeamsWhatIsaTeam?workteam-formalgroupmadeupofinterdependentindividualswhoareresponsiblefortheattainmentofagoalworkteamsarepopularinorganizationsTurningGroupsIntoEffective87WhyAreWorkTeamsPopular?WhyUseTeams?CreatesespritdecorpsTakesadvantageofworkforcediversityIncreasesflexibilityIncreasesperformanceAllowsmanagerstodomorestrategicManagementWhyAreWorkTeamsPopular?Why88TurningGroupsIntoEffectiveTeams(cont.)TypesofTeamsteamsdifferintermsofmembershipfunctionalteams-composedofamanagerandher/hisemployeesfromonefunctionalareaissuesofauthority,decisionmaking,andleadershiparerelativelysimpleandclearattempttosolveproblemsinspecificfunctionalareacross-functionalteams-memberscomedifferentfromfunctionalareashybridgroupingofindividualswhoareexpertsinvariousspecialtiesTurningGroupsIntoEffective89TypesofTeams(cont.)teamsdifferintermsofstructuresupervised-underthedirectionofamanagerself-managed-operatewithoutamanagerresponsibleforacompleteworkprocessorsegmentassumestheresponsibilitiesofmanagingitselfhaveauthoritytomakeandimplementdecision