第四講：組織行為OrganizationalBehaviorBehaviorisdefinedastheactionsofpeople.Organizationalbehavioristhestudyoftheactionsofpeopleatwork.第四講：組織行為OrganizationalBehavio1個(gè)體行為團(tuán)隊(duì)行為層級(jí)組織行為任務(wù)完成與人力資本價(jià)值升值目標(biāo)、任務(wù)個(gè)體行為團(tuán)隊(duì)行為層級(jí)組織行為任務(wù)完成與人力資本價(jià)值升值目標(biāo)、2一個(gè)企業(yè)完成任務(wù)的基本行為方式包括哪些？

個(gè)體方式：職員被作為一個(gè)獨(dú)立的個(gè)體來對(duì)待，工作任務(wù)、目標(biāo)和報(bào)酬等以個(gè)體為導(dǎo)向。自我管理的團(tuán)隊(duì)方式：這種組織方式通常被定義為多個(gè)個(gè)體的集合，每一個(gè)成員與其他成員擁有一個(gè)共同的目標(biāo)，每一個(gè)成員的報(bào)酬依賴于整個(gè)團(tuán)隊(duì)的經(jīng)營業(yè)績。層級(jí)組織的方式：某個(gè)人專職從事對(duì)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(jí)結(jié)構(gòu)，但是在正式權(quán)威方面卻有很大的差異。

一個(gè)企業(yè)完成任務(wù)的基本行為方式包括哪些？個(gè)體方式：職員被作3三種完成任務(wù)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(dāng)任務(wù)不需要協(xié)調(diào)時(shí)，采用個(gè)體方式是比較適合的，例如設(shè)計(jì)工作；當(dāng)協(xié)調(diào)變得非常必要的時(shí)候，團(tuán)隊(duì)方式就更合適一些。這樣，每一個(gè)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(bǔ)和團(tuán)隊(duì)本身所產(chǎn)生的利益（例如成員之間的信息共享和共同價(jià)值觀）。當(dāng)按照?qǐng)F(tuán)隊(duì)方式很難對(duì)個(gè)體的產(chǎn)出進(jìn)行監(jiān)督和控制，當(dāng)團(tuán)隊(duì)的規(guī)模達(dá)到到某種程度、協(xié)調(diào)的成本開始大大增加的時(shí)候，層級(jí)組織方式可能更為合適。

三種完成任務(wù)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(gè)體行為

IndividualBehavior1、態(tài)度Attitudes2、個(gè)性Personality3、認(rèn)知Perception4、學(xué)習(xí)learning第十四章：個(gè)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(gè)部分組成:(1)態(tài)度的認(rèn)知成分由一個(gè)人所持有的信念、觀點(diǎn)、知識(shí)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(duì)某人或某事做出反應(yīng)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(duì)其工作的一般態(tài)度。工作投入（Jobinvolvement）是員工認(rèn)可自己的工作，主動(dòng)參與工作，認(rèn)為工作績效對(duì)自己的個(gè)人價(jià)值很重要的程度。(3)組織承諾（OrganizationalCommitment）是員工對(duì)組織的忠誠性、認(rèn)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(duì)管理者的意義有明顯的證據(jù)表明，對(duì)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(shí)，那種為了提高生產(chǎn)率而以員工快樂為目標(biāo)的做法可能會(huì)誤入歧途。對(duì)管理者的意義有明顯的證據(jù)表明，對(duì)于那些承諾和滿意的員工來說21PersonalityPersonalityisdefinedasacombinationofpsychologicaltraitsthatclassifiesaperson.(個(gè)性是個(gè)體的心理特質(zhì)的綜合)Predictingbehaviorfrompersonalitytraits(根據(jù)個(gè)性特質(zhì)預(yù)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(yù)的了。近5個(gè)世紀(jì)以來，他的名字始終與陰險(xiǎn)狡詐、背信棄義聯(lián)系在一起。因?yàn)樗谧约旱慕?jīng)典著作《君主論》中描述了一個(gè)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(shí)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(yīng)的政策和人們的生活方式，并且有足夠的智慧應(yīng)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?yàn)槟切┍徽鞣木鲊谖幕⒄Z言和習(xí)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(yùn)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(jìn)駐；其次是征服者在一或二個(gè)關(guān)鍵要地把守。最有力的辦法是征服者進(jìn)駐；其次是征服者在一或二個(gè)關(guān)鍵要地把守27同時(shí)，馬基雅維里在《君主論》中說過，“君主易變而且健忘，他隨時(shí)準(zhǔn)備改變自己的立場，只要對(duì)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(diǎn)毫無保留地揭示出來，希望人們理性地對(duì)待和順勢管理。同時(shí)，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(gè)性特質(zhì)（Personalitytraits）控制點(diǎn)（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(xiǎn)型（Risktaking）個(gè)性特質(zhì)（Personalitytraits）控制點(diǎn)（Lo34個(gè)性評(píng)估社會(huì)的相互作用(性格外向或內(nèi)向)對(duì)資料收集的偏好（感覺或直覺）Preferenceforgatheringdata(sensingorintuitive)對(duì)決策的偏好（感覺或思考）Preferencefordecisionmaking(fellingorthinking)決策的風(fēng)格（敏銳的或傾向于做出判斷的）Styleofmakingdecision(perceptiveorjudgmental)個(gè)性評(píng)估社會(huì)的相互作用(性格外向或內(nèi)向)35對(duì)管理者的意義管理者理解個(gè)性差異的主要價(jià)值可能在于選拔過程，管理者如果能在個(gè)性類型與職業(yè)的匹配性方面予以考慮，將會(huì)擁有更高績效和更滿意的員工。對(duì)管理者的意義管理者理解個(gè)性差異的主要價(jià)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(rèn)知的因素許多因素影響著認(rèn)知的形成有時(shí)造成了知覺的失真，這些因素有：認(rèn)知者或人的特點(diǎn)，包括態(tài)度，個(gè)性，動(dòng)機(jī)，興趣，經(jīng)驗(yàn)和期望。被認(rèn)知的標(biāo)的或客體：目的的特點(diǎn)以及目的同其背景的關(guān)系影響認(rèn)知。認(rèn)知發(fā)生的情境（地點(diǎn)，光，熱，顏色等）影響認(rèn)知的因素許多因素影響著認(rèn)知的形成有時(shí)造成了知覺的失真，46判斷行為原因依據(jù)三個(gè)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(gè)人面對(duì)相似情境，對(duì)相同的行為都有相同的反應(yīng)。(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(gè)因素47導(dǎo)致歸因失真的錯(cuò)誤或偏見基本歸因錯(cuò)誤（Functionalattributionerror）是指人們?cè)谠u(píng)價(jià)他人行為時(shí)，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(wù)偏見（Self-servingbias）是個(gè)體傾向把自己的成功歸因?yàn)閮?nèi)部因素，而把失敗歸因于外部因素。導(dǎo)致歸因失真的錯(cuò)誤或偏見基本歸因錯(cuò)誤（Functional48評(píng)價(jià)他人行為時(shí)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(yàn)等對(duì)觀察到的信息進(jìn)行主動(dòng)選擇的過程。(2)假設(shè)相似性（Assumedsimilarity）是假定別人和我們類似。(3)刻板印象（Stereotyping）是以個(gè)體所在的團(tuán)體知覺為基礎(chǔ)對(duì)個(gè)體的判斷。(4)暈輪效應(yīng)（Haloeffect）是根據(jù)個(gè)體的某個(gè)特征而建立對(duì)總體的印象。評(píng)價(jià)他人行為時(shí)常走的捷徑(1)選擇性接受（Selectiv49對(duì)管理者的意義管理者需要認(rèn)識(shí)到，員工根據(jù)知覺而不是客觀現(xiàn)實(shí)做出反應(yīng)。

對(duì)管理者的意義管理者需要認(rèn)識(shí)到，員工根據(jù)知覺而不是客觀現(xiàn)實(shí)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(huì)學(xué)習(xí)理論(SLT)社會(huì)學(xué)習(xí)理論認(rèn)為，人們通過觀察和直接經(jīng)驗(yàn)進(jìn)行學(xué)習(xí)。業(yè)已得到證實(shí)，榜樣的影響是社會(huì)學(xué)習(xí)的核心。人們發(fā)現(xiàn)四個(gè)過程決定了榜樣對(duì)個(gè)體學(xué)習(xí)的影響(1)注意過程（AttentionalProcess）(2)保持過程（Retentionprocess）(3)動(dòng)力復(fù)制過程（Motorre-production）(4)強(qiáng)化過程（Reinforcementprocess）社會(huì)學(xué)習(xí)理論(SLT)社會(huì)學(xué)習(xí)理論認(rèn)為，人們通過觀察和直接56四個(gè)過程(1)注意過程:只有當(dāng)人們認(rèn)識(shí)到榜樣的重要特點(diǎn)時(shí)，彩繪想榜樣學(xué)習(xí)。(2)保持過程：榜樣的影響取決于個(gè)體對(duì)榜樣活動(dòng)的記憶程度，即使當(dāng)榜樣不再真正出現(xiàn)時(shí)。(3)主動(dòng)模仿過程：個(gè)體通過觀察而能夠執(zhí)行榜樣的活動(dòng)。(4)強(qiáng)化過程：如果提供了積極的獎(jiǎng)勵(lì)，個(gè)體會(huì)被激勵(lì)從事榜樣的行為。四個(gè)過程(1)注意過程:只有當(dāng)人們認(rèn)識(shí)到榜樣的重要特點(diǎn)時(shí)57行為塑造行為塑造是系統(tǒng)的強(qiáng)化每一連續(xù)步驟而使個(gè)體越來越趨近理想反應(yīng)。這是一個(gè)有用的管理工具。行為塑造有四種方法：(1)積極強(qiáng)化（Positivereinforcement）;(2)消極強(qiáng)化（Negativereinforcement）;(3)懲罰（Punishment）;(4)消除（Extinction）.行為塑造行為塑造是系統(tǒng)的強(qiáng)化每一連續(xù)步驟而使個(gè)體越來越趨近理58行為塑造的四種方式(1)積極強(qiáng)化是在一個(gè)行為發(fā)生后而出現(xiàn)的愉快的事情。(2)消極強(qiáng)化是中止或逃避不愉快事件的反應(yīng)而獲得獎(jiǎng)勵(lì)。(3)懲罰指對(duì)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(qiáng)化物的辦法。行為塑造的四種方式(1)積極強(qiáng)化是在一個(gè)行為發(fā)生后而出現(xiàn)的59第十五章：組織和團(tuán)隊(duì)行為

UNDERSTANDINGGROUPSANDTEAMS第十五章：組織和團(tuán)隊(duì)行為

UNDERSTANDINGGRO60管理學(xué)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