3200 Exam 1

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Some common causes of unethical behavior include:

- "ill conceived goals" - "motivated blindness" (turned blind eye because we benefit) - "indirect blindness" - "slippery slopes" (grey then more unethical in future) - "overvaluing of outcomes" (outcomes not valued appropriately)

primary elements of strategic management

- Strategy Formulation (designing/developing a strategy) - Strategy Implementation (making it happen/implementation)

what an individual brings

- Visions and aspirations - Intellect, knowledge, etc. - Technical and social skills - Confidence/self-esteem - Enthusiasm - Motivation and commitment - Honesty and integrity - Persistence - Initiative/entrepreneurship - Emotional maturity - etc.

Top "Derailers" That Cause One to Fail

-insensitivity to others -poor working relations -inability to build or lead a team -authoritarianism -inability to change and adapt

Actions that improve an organization's ethical climate include:

1) Demonstration of ethical behavior from leaders 2) Careful recruitment and selection of new employees 3) Developing a meaningful and "real" code of ethics 4) Training employees to better deal with ethical issues 5) Use operant conditioning to drive ethical behavior 6) Incorporate structural mechanisms to deal with ethics issues ○ Companies can have high expectations and consequences for ethical behavior=not tolerant ○ Recruitment standards ○ Meaningful code of ethics specific to the organization ○ Training and development ○ Operant conditioning=positive and negative reinforcement ○ Structural policies=anonymous phone service to comment on unethical behavior

when did strategy and strategic human capital start

2nd industrial revolution

Alderger's ERG Theory

3 needs: existence, relatedness, growth

Corporate Social Responsibility

Corporate Social Responsibility is something that can be integrated into an organization's strategic plan(s), namely by: 1) Making a profit consistent with expectations for international business to fulfill economic responsibility 2) Obeying both host country and international law 3) Acting ethically by considering both host country and global standards 4) Being good corporate citizens and fulfilling the host country's expectations for philanthropic responsibility ○ How we do it, not just what we do ○ If talented individual=this can play a role ○ Do you make profit consistent with international law ○ Acting ethically? Are you good corporate citizen? Charity?

human resource plan

Describes an organization's human resource capabilities with regard the short- and long-term goals and objectives, with recommended actions as needed. Given strategic plan and operating plan, what do people look like? Do we have the people necessary to achieve broad strategic goals?

strategic plan

Describes an organization's long-term strategies, goals and objectives. Time frame is typically 5+ years.

annual operating plan

Describes an organization's short-term strategies, goals and objectives for the given/upcoming year. Time frame is typically 1 year. What has to happen now to get to long term goals set in strategic plan?

model of employee enagement

Employee Engagement is a measure of how engaged, involved, satisfied and committed individuals feel in their job and as an employee. It is measured (e.g., using an employee survey) by looking at three key behaviors: Say: Employees speak positively about the Company to coworkers, potential coworkers, and current and future customers. Stay: Employees strongly desire to continue working for the Company. Serve: Employees exert extra effort and are dedicated to doing the best job to contribute to business success. Employee engagement is influenced and driven by the following factors: - Relationships (e.g., with coworkers, managers, etc.) - Organization Leadership - Organization Culture and Purpose - Quality of Work Life - Career Opportunity - Work Activities - Total Compensation • What do people say about workplace; are they willing to stay; do they give extra effort

Job Design Approaches to Motivation

Focuses on design of job having implications for improved satisfaction, motivation and performance and reduced absenteeism, turnover, etc. • Job Enlargement (growing job horizontally) • Job Enrichment (vertical growth of job=promotions) • Job Rotation (rotate people around jobs=develop different skills) • Job Crafting (ability to craft own job and do what you want to do) • Job Simplification (e.g., use of Scientific Management) (we can be more efficient if cut job up) • Job Characteristics Model (more specifics about job) Should also consider the "little things" that sometimes go along with these... • Are they losing aspects of job they enjoyed when make change • Location/ time/etc • Outcomes that are important to see; theory suggests to get these outcomes there are certain psychological states we need to see; in order to get these states there are core job characteristics that need to be seen • Identitfiable start and finish • Autonomy=there should be responsibility and accountability for the work people do • Designing jobs to allow people to have some variety=more skills you got in situation the more meaningful the work is going to be • Design work that uses a variety of skills • Task identity=identifiable whole, have something in start/middle/finish • Significance=to what extent are what people doing seemingly significant for scoiety/themselves/business • When driving bolts all day=task variety is low, task identity=low • 10 person teams=more autonomy, more specific feedback • More motivating work if created around team • When you have opportunity to design job/redesign job be thoughtful about these issues

equity theory

Has its roots in cognitive dissonance theory (Festinger) • Cognitive dissonance creates psychological discomfort • Discomfort causes "dissonance reduction" activities Components of Adams' Equity Theory • Outcomes: What one gets from the job (both tangible and intangible) • Inputs: What one puts into the job (both tangible and intangible) • Outcomes/Inputs Ratio (can be equitable or inequitable) • This ratio is what can create dissonance and motivate behavior Focuses on perceived fairness, justice in social exchanges • Perceived differences between people (someone getting paid more than you=less motivation now because feel less valued) • Lack of motivation/positive feeling because stress in mind that things arent right • What gets out of situation

equity theory in operation

In this situation there are a number of things that could reduce your perceived inequity and restore an equitable ratio... You could ask for a raise (or increase your outcomes) You could reduce your inputs You could somehow get Beth's inputs raised (the tangible) You could (somehow!) get Beth's outcomes lowered You could realize that there are intangibles that might alter this too... (e.g., Beth's greater experience and/or education, etc.) • Three possible situations for people to experience equity theory • This comparison is all about perception • Three possible situations for people to experience in equit theory • Negative inequity, positive inequity (favors them), equity • • Work less (effort), ask for raise (increase outcomes), gets beths inputs raised (beth is bored=she wants more work, I is larger now), get beths outcomes lowered=she asks for pay cut • Inputs and outcomes can be tangible and intangible • Beth has 5 more years experience and inputs larger □ She is getting more money but higher level education and experience

• Motivation defined

Motivation "Psychological (and physiological) processes that underlie the direction, intensity, and persistence of behavior or thought." - Aspects related to the job, internal characteristics of the person, etc. (intrinsic motivation) § Comes from within oneself • Aspects related to rewards, recognition, promotion, etc. (extrinsic motivation) § Comes from outside the person, external to person Fundamental "equation" regarding performance: P=A x M x O • P=Performance • A=Ability • M=Motivation • O=Opportunity • Performance model is multiplicative; need all three elements! § If person ability is high and motivation high but no opporutnit yto perform=cant get into game § If performance issue=decide which aspect is truly being impacted • Organization=how offer package that is enjoyed by different people who have different motivations

McClelland's Theory of Needs

Motivation is a function of three different needs that vary from individual to individual: Need for Achievement (n-Ach) The desire to accomplish something difficult. Need for Affiliation (n-Affil) The desire to spend time in social relationships and activities. Need for Power (n-Pow) The desire to influence, coach, teach, or encourage others to achieve. Success in a role often a function of fit between the job and person's needs. • Motivation is function of needs we have § Need for achievment=each person has some level of each of these three needs • Lots of organizations can use this because success is the match between the leader's need levels and the jobs needs

need based theories of motivation

Needs Physiological or psychological deficiencies that arouse and drive behavior. - Maslow's Need Hierarchy Theory - Alderfer's ERG Theory - McClelland's Need Theory

galbraith's star model

Strategy=if don't have good read on strategic objectives=do not move forward ○ Structure=given strategy what should we look like ○ What technology/systems can we use ○ How to track success and rewards for being on track ○ Do we have the people to achieve this plan ○ Go clockwise from strategy ○ Don't start anywhere else because when designing strcuture=design ideal □ To achieve what we want to achieve what do we want to do ideally □ When those people leave, what left with □ Not saying we don't care about people but do strategies first then people last to ensure achieving this goal □ Widely used □ All elements need to be aligned for organizational success strategy, structure, systems and processes, metrics and rewards, people

Douglass McGregor

Theory X and Theory Y in 1960

motivation is important

We probably know motivation when we see it! But how do we operationalize it? And how do we figure out how to measure it, track it, and improve it? • Lets talk about job satisfaction and employee engagement • • We can see when someone is motivated • How can we track it? Measure it?

ace interview

acquired needs theory

acheivement, affilitation, and power ○ Mcclelland=relationship between needs and behavior ○ Acquired needs theory=states that three needs for achievement, affilitation, and power are the key drivers of employee behavior § Acquired needs because he believes we are not bron with our needs, rather we learn to acquire them as we go about lviign our lives ○ Mcclleands three needs § Balanaced=all thee equal ize circles § Achievement orientaiton=achievement more § Affilitiation orientted=affiliitaiton mor § Power orientation=power larger circle ○ Directs managers to drive employee motivation by appealing to three basic needs § Need for achievement=desire to excel, overcome obstacles, solve problems, and rival and surpass others § Need for affilitaition=desire to maintain social relationships, be liked, and join groups § Need for power=desire to influence, coach, teach, or encourage others to achieve ○ Often times one need domiantes the others, and people vary in the extent they possess these needs ○ Positive and negative form of power needed § Positive side=institutional power=manifests desire to organizae people in pursuit of organizational goals and help people obtain the feeling of comeptence § Negative side=need for personal power □ Peole with this want to control others and they manipulate people for their own gratification ○ Using this to motivate others § Cameron mitchells § Use by appeling to preferences associated with job like set goals, assign tasks, provide feedback, design the job § Need for achievmeent □ Motivated=perfer to work on challenging but not impossible tasks or projects □ Like situations in which good performance relies on effort and ability rather than luck, and they like to be rewarded for the efforts □ High acheivers also receive fair and balanced amount of positive and negative feedback § Need for affiliation □ Like to work in teams and in organizational climates characterized as cooperative and collegial § Need for power □ Like to be in charge, enjoy coaching and helping others develop

human relations movement started with

after 2nd industrial revolution § Increasing numbers of studies/writings from behavioral scientists focusing on the human factor § Collective bargaining legalized in 1935; management looking for other ways to manage the workforce

self determination theory

competence, autonomy, and relatedness ○ Identifies innate needs that must be satisfied for us to flourish, not lerned over time ○ Self determination=assumes that three innate needs influence our behavior and well being=needs for competence, autonomy, and relatedness ○ Focus on intrinsic motivation § Focuses on needs that drive intrinsic motivaiton=longer lasting and has more positive impact on task performance than extrinsic motivation § Theory proposes that our needs for competence, autonomy, and relatedness product intrinsic motivation which in turn enhances our task performance § Research supports this idea ○ Three innate needs § Competence=I need to fee efficacious=desire to feel qualified, knowledgeable, and capable to complete an act, task, or goal § Autonomy=I need to feel independent to influence my environment=desire to have freedom and discretion in determining what you want to do and how you want to do it § Relatedness=want to feel connected with others □ Feel apart of group, to belong, and to be connected with others ○ These can change over our lives and vary across cultures ○ Using this to motivate § Try to create work environments that support and encourage the opportunity to experience competence, autonomy, and relatedness § Competence=provide tangible resources/time/contacts and coaches to improve competence □ Have knowledge and infromantion they need to perform their jobs □ Employee developemtn and training § Autonomy □ Empower employees and delegate meaningful assingments and tasks to have feelings of authonomy □ Support decisions employees make □ Intrinsic motivation higher when they perceived that their manager supported them □ Work anywhere In compant as long as they meet business needs § Relatedness □ Use camaraderie to foster relatedness □ Positive environment=create a feeling of commitment to common purpose

continugency perspectives

contemporary foundation of OB □ Contingency approach calls for using OB concepts and tools that best suit the situation, instead of trying to rely on one best way ® No single best way to manage people, teams, or organization ® Best or most effective course of action instead depends on the situation ® Best answer/most appropriate behavior depends on the situation ® Need to do what is appropriate given the situation, rather than adhering to hand and fast rules or defaulting to personal preferences or organizational norms ® This approach helps them consider many factors that influence the behavior and performance of individuals, groups, and organizations ® Key to success in short and long term ® Effectively applying contingency appraoch requres knowing yourself, your own skills, abilities, weakenssses, strngths, and prefernces ® Knowledge=self awareness and it is key to success in both the short and long term

high turnovers

crushing workloads and fear based management ○ Unrealistic expectations of management ○ Higher level need satisfaction is more liekly to foster well being and floruishing

organizational behavior

describes an interdisciplinary field dedicated to understanding and managing people at work ○ Draws on research and practice from many disciplines § Anthropoloy, poltiical science, psychology, sociology, statistics, vocational counseling, organizational theoyr, ethics, economics, maangement

bottom up approach

design own job ○ Job crafting-represents employees attempts to proactively shap their work characteristics § Help employees experience a sense of meaning in jobs § 36% fel they have meaningful work ○ Forms of job crafting § Define and create their own job boundaries § Task boundaries=taking on more or fewer tasks by altering scope and nature of job □ Number, scope, and type of job tasks □ Engineers are now guardians por mover of projects they complete work in a more timely fashion § Relational nature=alter wuantity and quality of interactions you havewith others at work wih estbalishing new relaionships □ Quality and or amount of itneraction with others encountered in job, cleaners ar enow helpers of sick they see the work of the floor unit as vital part of integrated while § Cognitive crafting=perceive or think differenlty about existing tass and relationshops associated wit hyor job □ Perceptions of or thinking about tasks and relationhsips to your job □ Now patient advocates they provide high quality, technical care ○ Questions of job crafting § Results more positive attitudes about the job which is expected to increase employee motivation, enagement, and performance

ethics

guides behavior by identifying right, wrong, and the many shades of gray in between § Ethicsis covered □ Employees are cofnronted with ethical challenges at all levels of organizations and throughout their careers □ Unethical behavior damages relationships, erodes trust, and thus makes it dificult to influence otehrs and conduct business □ Unethical behavior als reduces cooperation, loyalty, and contribution, which hurts the performance of individuals, teams, and organizations ○ Many OB topics have direct and substantial influence on the conduct of individuals and organization Reward systems, decision making, leader behavior and organizational culture can call upon our ethical standards at work

Practice of OB organizes the workplace into three levels=

individual, group or team, and the organization

levels

individuals, groups/team, and organization ○ Some people quit their job because it doesn't fulfill what they value, such as challenging and stimulating work (individual elvel) ○ Others quit because of conflicts with their boss or because they have nothing in common with their coworkers (group/team level) ○ Common reason people quit is faulty reward system that unfairly distributes raises, bonuses, and recognition (organizational level process)

a 3 step approach

legality, frequency, causes, and solutions ○ Vast majority of managers mean to run ethical organization yet corporate corruption is widespread § Some executives whose unethical behavior bankrupeted the organization they led, destroyed lives of many employees, and cuased enormous losses for employees, investors, and customers in the last few decades □ None of these leaders acted alone □ Indictments and verdicts are matter for the courts ® Each of these disgraced executives led companies or organizations that in most cases employed other people ◊ These organizations did not advertise for and hire the criminally minded to help the leaders in their unethcial endavors ◊ Most employees probably knew little or nothing about any unethical or illegal activities, while others deeply involved ◊ How do people who are otherwise good become unethical ○ Unethical does not mean illegal § Very few unethical acts are also illegal, most are not punished in any way, even if illegal, few are prosecuted § Not rely on the legal system to manage unethcial conduct at work § Of more than 14,000 financial fraud cases brought during the period of the crisis, only 17 named ceos/other responsible executives, and only 1 conviction □ Conduct that led to crisis was unethical and irresponsible □ Some of this behavior while morally reprehensible may not be criminal ○ Why ethics matters to me and my employees § Unethical behavior negatively affects noy only the offending employee but also his or her coworkers and employer □ Unethical behavior by your coworkers icnlduing company executives, can make you look bad and tarnish your career □ How does it look to be working for an untehtical company § Sustainable busiensses are led by ceos who take people centered, inclusive approach rather than controlling, target driven one □ People who listen, who foster cultures in which employees are not scared to point out problems, and in which staff feel they have a personal responsibility to enact corporate values, be they health and safety concerns or putting clients interests first ○ Ethical dilemmas=situations with two chocies, neither of which resolves the situation in an ethically acceptable manner § Choosing among available options is not always a chocie between right and wrong □ Which employees to downsize=know who was going to be fired but couldn't tell these people even as they were socially friends ○ Whistle blowers dilemma § People do wrong, unethical, and even illegal things at work and you may know about it, now what do you do about it § Dodd-frank act of 2010 and some regulatory agencies provide incentives for whistle blowers □ Receive 30% of any settlement if regulators collect more than 1 million to infraction § Costs=people who expose issues=fired and no job=ruined professionally and financially § Lesson=don't underestimate likelihood and costs of retaliation □ Codes of ethics forbid retaliation are just empty words if unethical people arent held accountable □ Lack of accountability is the hallmark of corrupt organization ○ Causes of unethical behavior at work and what to do about it § Ill conceived goals □ Set goals and incentives to promote a desired behavior but they encourage a negative one □ Padding □ Brainstorm unintended consequences when devising goals and incentives □ Consider alternative goals that may be more improtant to reward § Motivated blindness □ Overlook unethcial behavior of another when its in our interest to remain ignorant □ Created environment for steroid use □ Root out conflicts of interest, simply being aware of them doesn't necessarily reduce their negative effect on decision making § Indirect blindness □ Hold others less accountable for unethical behavior when its carried out through third party □ Deflects attention from price increase by selling rights to another company that impsoes increase □ Handing off or outsourcing work, ask whether the assignments might invite unethical behavior and take ownership of the implications § Slippery slope □ Less able to see others unethical behavior when it develops gradually □ More likely to accept questionable financial statements if infractions have accured over time □ Be alert even for trivial ethical infractions and address them immediately. Investigate whether a change in behavior has occurred § Overvaluing outcomes □ Give a pass to unethical behavior if outcome is good □ Research whose fundamental clinical trial saves lives is considered more ethical than one whose fraudulent trial leads to death □ Examine both good and bad ethical implciation, reward solid decision processes not just good outcomes ○ What causes unethical behavior § While criminally minded people exist in workplace, most employees are in fact good people with good intnetions § Cognitive biases and organization practices blind managers to unethical behavior, whether it is their own or that of others ○ What about unethical behavior in college and when applying for jobs § Peer behavior strongest predictor of student cheating, followed by severity of penalites and certainty of being reported § Cheat if classmates cheat and they think probability of being caught=small and if caught that the penalties will not be severe § Many other reasons for cheating=perceived unfairness in grading, different degrees in cheating § Also many lie on job applications □ Lie bout work histories, education, falsify credentials or licenses □ Lie because personal motivation to perform (number 1), pressure from supervisor to reach unrealistic performanc egoals along with threats for underperforming, reward system that honor untehtical behavior, employees perceptions of little or no consequences for crossing the line § Some view in ideal terms=ethical principles or standards apply univerally across situations and time § Relativistic view=ethical depends o nthe situation ○ What can I do about it § Witness questionable unethical conduct at work § Common practice, incident is minor, its not my responsibility to confront such issues, and loyal workers don't confront each other § Recognize that its business and treat it that way □ Ethcial issues are business issues, just like costs, revenues, and employee development ® Collect data and present convincing case against unethcial conduct just as you would to develop a new product or strategy □ Accept that confronting ethical concerns is part of your job ® Whether it is explicit in your job description or not, ethics is everyone job ® If something questionable, take action □ Challenge the rationale ® Would you be willing to explain what you did and why in meeting with superiors or customers, or during interview on evening news □ Use lack of seniority or status as an asset ® Raise issues by saying, im confused is that okay to do, it seems out of bounds or could cause problems □ Consider and explain long term consequences ® Many ethical issues driven by temptations and benefits that play out in short term □ Suggest soltuions not compliants=provide alternative course or solution ○ What role do business schools play § Leaders have particular influence on ethical policies, practices, and conduct of organizations § Female deans with background in management were likely to require ethics, while men with economics backgrounds=less likely § Rivate and religiously affiliated=more liekly than public to require classes in ethics ○ Problem=difference or gap between an actual and desired state or outcome § Arise when our goals (desired outcomes) are not being met (acutal situations) § Problem solving=systematic process for closing these gaps ○ Problem solving skills are increasingly needed in todays complex world § Ability to identify the most important problems and devising to imaginative responses to them is crucial to superior performance in modern workplace, where workers ata ll levels of the organization are called upon to think critically, take ownership of problems, and make real time decisions

ethical lapses

idiosyncratic deals

negotiate the design of your job ○ Middle ground between top do wn and bottom up methods and attempts to overcome their limitaitions ○ Top down constrained by fact that managers cannot always create changes in task characteristics that are optimal for eveyone ○ Job crafting is limited by amlunt of latitude people have to change their own jobs ○ Represent employment terms individuals negotiate for themselves taking myriad forms from flexible scheules to career developemnt § Increased opportuntiies for more people to negotiate I deals § Tend to affect task and work responsibilites, schedule flexibility, location flexibility, na dcompendation § Increase intrinsic motivation and productivity by allowing employees flexibility to negotiate employement relationships that meet their own specific needs and values § Ideals are associated with higher perceived organizational support, job satisfaction, and perceived voice § Less likely to quit

link between individual and social capital

not a given; people can bring their own individual talents to the organization but if they don't work together with others=no social capital for organization ○ We find people who can bring individual capital but its what the organization does to bring individuals together that can create social capital

Women just quit google

not returning after maternity leave § Leaving at twice average rate of all employees § Industry standard=usually offer 12 weeks paid time off for maternity leave and seven for employees outside california § New plan=begin offering 5 months of full pay and full benefits, exceeding the industry standard □ New mothers split the time, taking some before/after/later on when child older § New plan plus=improved benefits extended all employees even those outside silicon valley and included father □ Outside silicon valley and fathers=7 weeks off □ Manage their time and focus on the new baby

• Organizing framework for understandig and applying ob

nputs=person factors and situation factors § Person factors □ Personality □ Personal attitudes □ Value=theory x/y □ Needs § Situation factors □ Hygiene factors, motivating factors, job characteristics, job design, leadership, organization culture ○ Processes § Individual level □ Equity/justice □ Expectancy processes □ Goal setting processes □ Voice § Group/team level □ Climiate for jsutice § Organizational level □ Climiate for justice ○ Outcomes § Individual level □ Intrinsic and extrinsic motivation □ Task performance □ Work attitudes □ Citizenship behavior/counterproductive behavior □ Turnover § Group/team level □ Group/team performance § Organization level □ Customer satisfaction

One of the biggest differentiators in organization success

people

Pay inequality

performance productivity vs pay=if not equal then feel unjust and can leave company ○ Arent allowed to discuss=lead to feelings of inequality, which in turn lowers employee engagement, motivation, and performance § Millennials want to discuss their pay and don't like the secrecy ○ Companies need to be open about pay and allow employees to freely talk about their pay concerns § Sharing pay data on company intranets and performance information by unit ○ Can talk about pay outside work if hourly employee and on social media, but if manager or supervisor companies can legally be prevented from discussing pay ○ If discuss pay § Understand your companys policy on the matter § Restrict your conversation to people you trust § Don't brag about your pay

maslows hierarchy of needs

physiological, safety, love/belonging, esteem, self-actualization

job design

referred to as job redesign or work design refers to any set of activities that alter jobs to improve the quality of employee experience and level of productivity ○ Focuses on motivating employees by considering the situation factors within organizing framework ○ Historical models of job deisng § Topdown=historical □ Management designs jobs § Bottom up=employee or work teams design jobs=recent § Emerging=idiosyncratic deals appraoch=employees and management design job ○ Top down § Managers change the mployees taks with itnent of increasing motivation and productivity □ Job desirn was management led ○ Bottom up=in last 10 years the top down perspecitve gave way to bottom up processes based on idea that employees can change or redesign their own jobs and boost their own motivation and engagement § Job design is then driven by employees rather than managers ○ i-deals § Lastest approach to job design attempts to merge these two approaches § Envisions job design as process in which employees and individual managers jointly negotiate the type of tasks employees complete at work

team

small number of people who are commitedd to common purpose, performance goals, and approach for which they hold themselves collectively accountable ○ All employees need to develop their skills related to being good team players and building effective teams § Organizaitons need leaders who are adept at teamwork themselves and can cultivate the level of trust necessary to foster constructive teamwork § Employees reproted that the three traits of their most admired bosses were trust in employees, honesty/authenticity, and great team building skills ○ Team is more than just group § A group becomes a team when leadership becoems a shared activity, accountability shifts from strictly indvidual to both indviidual and collective, group develops its own purpsoe or mission, problem solving becomes a way of life not a part time activity, effectiveness is measured by the groups collective outcomes and products ○ Both teams and groups can perform at high levels § Clear expectations ○ Being team player instead of free rider § Teams collaborate and perform most effectively when ocmpanies develop and encoruage teamwork competencies □ All competencies are action oriented □ Contributes to teams work=exmaples of member behaviors=completed work in timely manner, came to meetings prepared, and did complete and accurate work □ Constructively itneracts with other team members= communciated effectively, listened to teammates, accepted feedback □ Keeps team on task=jelped team plan and organize work, stayed aware of team members progress, provided constructive feedback □ Expects high quality work ® Expected team to succeed, cared that the team produced high quality work □ Possesses relevant knowledge/skills/abilites for teams responsibilies=possessed necessary ksa's to contribute meaningfully to team, applied knowledge and skills to fill in as needed for other members roles § Evaluating teamwork competencies □ Apply team and your competencies ® Enhance self awareness and means to measure your performance and the other members of your team § What does it mean to be team player □ Need to know competenices and while everyone has their own ideas of characeristics that are most important people likely include the three c's ® Commited, collaborative, and componetn ® Bare minimum to be considered a team player; effective team members feel and display the 3 c's § What is social loafing □ Social loafing=tendency for individual effort to decline as group size increases □ Can 3 people accomplish more/same/less if they worked indvidually ® Less than □ Problematic because it typically consists of more than simply slacking off ® Free riders loafers not only produce low quality work which causes others to work harder to compensate but they often disrupt and distract the work of other team members ◊ Expect same rewards □ Guard against it ® Limit group size ® Ensure equity of effort to reduce the possibility that member can say everyone else gooding off sso why shouldn't I ® Hold people accountable. Don't allow members to feel they are lost in crowd

human capital

the knowledge and skills that workers acquire through education, training, and experience; talented people

social capital

the networks of relationships among people who live and work in a particular society, enabling that society to function effectively; increase efficiencies and effectiveness of organization

Talented people make the difference because

they have choices where they work Not enough to hire talented people (human capital) but you also need them to work together (social capital)

trust

willingness to be vulnerable to another person and the belief that other person will consider the impact of how their intentions and behaviors will affect you ○ Lubricant for itnerpersonal relationships within and between all organizaitional levels and thus is also drives perforamnce across levels ○ Lack of trust=turnover ○ Trust benefits § With clients=willing to work through challenges if you are honest § Is the authentic collaboration will take root within firm=act honorably and to fulfill their defined role on project assignment according to shared company values

how ob fits into my curriculum and influences my success

§ Academic discipline focused on understanding and managing people at work □ Includes managing yourself, others □ Unlike jobs associated with functional disciplines such as accounting, marketing, and finance you will not get a job in OB □ Beneficial to know because effective application of OB is critical to your success in all disicplines of work and all job levels □ Technical knowledge associated with any given job is important, but your ability to influence, get along with, manage, and get things done through others is what makes the difference=people skills □ Applying OB gives you opportunities, sets you apart from competition, and contributes to your success ® Ability to know which tools to use and under what circumstances

Resource-based view of the firm

§ Do human capital a source of competitive advantage § Advantage=value in what they do, rareness (is what people do rare=advantage), not easily imitated, not easily substituted or replaced if lost, organization able to successfully utilize the resource □ If can wield it=advantage human capital

○ Where employers say new hires fall short

§ Employers and students largely agree on the most important skills such as teamwork, critical thinking, ethical decision making, and problem solving § However no more than 37 percent of employers thought students well prepared in any of these skills though students believed they are □ Skill gap has motivated companies to build learning centers to teach its employees 21st century skills: communication, collaboration, cooperation, management, decision making, and problem solving

○ Employers want problem saving and critical thinking

§ Greatest benefit of your education is developing problem solving and critical thinking skills § National associations of colleges and employers survey revealed the three skills most valued by emplpyers crtical thinking, problem solving, and teamwork

Limits of common sense

§ If common sense were all that mattered managers would always treat employees fairly, businesses would never make stupid decisions and you would make few mistakes § Everyone would perform better and be happier § However this isnt true of all employers and managers § Entry level employees are often ill prepared and thus underperform

○ Knowledge is not enough

§ Knowledge does not solely solve business problems § Organization realized that knowledge and training alone do not guarantee success what people know and what they do often don't align □ This disparity the knowing-doing gap=difference between what people know and what they actually do □ Everyone knows treating people with respect is a good idea but some managers don't always do this □ Closing gaps is important element of your own success

aldergers erg theory defintions

§ Relatedness needs=need to relate with group □ Other people/social group § Growth=needs we have to grow as a person § Not a strict hierarchy □ There is hierarchy but can work on all these at the same time ® Talking with group of friends over food=can do all; maslow=only satisfying need for food § Alderfer=existance=safety and physiologicla § Relatedness=social needs § Growth=top 2 from maslow § This more realistic

• • Whats lower in pyramid is more powerful

§ Until lower needs satisfied cant move up a level § Physiological=food/sex/etc= what need mentally § Safety=physical and mental safety to be yourself § Social needs=needs to belong in group/community and feel love by other people § Esteem needs=need to feel good about ourselves § Self actualization needs=needs to be all that we can be/maximize our potential § 3 bottom needs=deficiency needs □ Deficiency in these three things drive behavior § Top 2 □ Growth needs □ Never satisfied and can always be growing in these § Does support hierarchy, some needs more needed than others

theory y

® Work is seen as natural activity, like rest and play ® Given objectives, people can be very self directed ® People become committed to objectives with some reward ® Most people are ambitious and can accept (and seek out) responsibility

organiztional jsutice

• Courtroom Distributive Justice: The perceived fairness of how resources and rewards are distributed (decision itself). Procedural Justice: The perceived fairness of the processes and procedures used to make allocation decisions. Interactional Justice: The extent to which people feel fairly treated when decisions and procedures are implemented. Many/most people make judgments in these areas quickly, emotionally, and often subconsciously—but they still make them. • Give people a voice in decisions that impact them (if you can) • Help ensure the process is fair and be as transparent as possible. • Take the "high road" and do everything you can to treat people well. Remember that justice is felt by more than those directly effected! • Suppose that coworkers are talking and have extra money • Could use money for each team • You don't get any money but had fair ability to talk • Distributive justice=im not feeling good about this because you didn't get the money to achieve your teams goals (descision wrong) • Procedural justice=we all got to argue our points, so our argumental opportunity was fair (procedure to get to decision right) □ Process used was correct • Interactional justice=how are people treated when decision implemented (employees get emailed about decision and no severence if fired) (vs severence and job resources)

Why so many theories of motivation?

• Different people are motivated in different ways • The same person (e.g., you) is motivated in many different ways within a given week, day, hour...in some cases even minute! (complex people) • Motivation is a "multi-faceted construct"...it's complex! • That complexity presents a challenge not only for organizations but also for managers (you!). • The theories we'll talk about can be applied to a variety of work situations and settings. • An understanding of these theories can help us not only manage our own motivation and engagement, but that of others as well! It's worth your time to understand motivation before acting/reacting!

what do we know about goals and success

• Goals should be difficult and ambitious but achievable • As much as possible, try to quantify goals and use the SMART acronym • Provide regular feedback ("constructive" and positive) • Use whatever type of goal setting (participative, assigned, or self-set) seems appropriate • Follow up on goals, actions and outcomes regularly (e.g., quarterly) • Treat employees equitably depending on goal attainment Effective goal setting and follow-up can be very motivational! • • Goals should be difficult but ambitious and achievable • If goals too hard= motivation drops drastically □ Give up • When simple □ No effort • Try to remember smart acronym • Specfiic, measurable, attainable, relevant to organization, and time specific • Provide feedback=positive and constructive feedback • Seek out feedback • Be open to feedback • Establish goals measured and then each quarter, set good goals, and follow up process • What can I do to help achieve these goals • Equitably=depending on goal attainment

some common ratios

• Is it worth it?/am I being treated fairly? • Referent other person/other situation • Your experience

thoughts on equity theory

• It can help explain a large number of motivation situations. • It is VERY important to remember equity is perceived. • Explains a lot of behavior and motivation in life and work. • It is VERY important to remember that both the tangible and intangible (experience, world view, reputation) are relevant here! • The "referent other" can be a number of things (another person, another potential job, etc.). Sometimes don't even need a referent! • Work hard to treat everyone in an equitable (vs. equal) manner. (equality is not equitably) (equitably=not contributing equally, giving grade for everyone=not fair, grade scale by effort) • Where equity exists but is not perceived, help others understand. • Where inequity exists, work to reduce/eliminate it. • One of many situations potentially requiring managerial courage • Ability to have tough conversations=important and necessary

job satisfaction vs employee engagement

• Job Satisfaction: "An affective or emotional response to one's job." • Satisfaction moderately correlated (at best) with most work outcomes/measures. • Satisfied employees may not necessarily be high performing, innovative, enthusiastic, etc. • Engagement assumes satisfaction plus a level of excitement and enthusiasm about the work, energy/enthusiasm for the organization, and passion for what one does. • Engagement more strongly correlated with positive outcomes than satisfaction. • Engagement a better measure of commitment and discretionary effort • Emotion=satisfaction • Why think emotion and outcomes=not supported=moderate correlation at best □ People satisfied by complacent □ Satisfied people may be highly performing or may not be ® This is why we turn to engagement ® More engagement=more performance, but those who are satified may not be engaged □ Strong negative correlation between engagement and turnover

model of employee engagement

• Stay=long term vs short term; serve=benefit coompany outside work hours; say=do I say positive things • Survey=look at engagement levbels for different parts of the company • Are there certain 7 characteristics correlated with engagement

expectancy theory

• Well researched • About linkages • You believe that more effort=better grade • Performance will be recognized and rewarded • Link between effort and performance is expectancy • What is probability that if I perform well there will be instrumentality • Valence=value of outcome • Multiplicative=need all three of these to get motivation • Implications for leader behavior?= • Help people to feel performing well will lead to success=help them set good goals so they can perform well • Make sure they have the resources to get the job done • Instrumentality=observe what they are doing, and show that you see they are doing well • Outcomes are valued=get to know them and know what their interest are=gift card to what they like • These can maximize motivation in an organization

Theory X and Y

□ Different paradigm about viewing people □ One doesn't replace the other just different than the other □ X organization-hierarchical organization □ Y- more progressive organization

studies from behavioral scientists focusing on human factors

□ Mary parket follett in 1920s □ Elton mayo= human problems of an industrial civilization 1933 Hawthorne studies=we need to think about peoples emotions/motivaitons not just the lighting in the room (1927-1932)

how self awareness can help build fulfilling career

□ Most frequent answer to what mba students should learn=self awareness ® Have successful career need to know who you are, what you want, and how others perceive you ® Know strengths and weaknesses ® Capacity to learn from your mistakes as well as your successes ® Enables you to grow ® Need to know yourself to be authentic=essential to influencing others ◊ Authenticty=build trust/manage others

theory x

□ Theory x prevalent in the 1930s-1950s ® People dislike work and avoid it whenever possible ® People need to be coerced to work ® People require close supervision at all times ® Most people prefer to be directed, have little ambition and avoid responsibility

cheating

○ 57% high school students agreed with statement that in real world, successful people do what they have to do to win even if others consider it cheating § 59 percent of high school students admit to cheating on test in past year, 32 percent reported plagiarizing material found on internet ○ Nearly 3 dozen adminstrators and teachers were indicted for changing, fabricating, or otherwise falsifying student scores on aptitutde tests ○ Organizational people as well cheat on training exams

basic elements for selecting an effective solution

○ After deciding whether to resolve, solve, or dissolve your identified problem you need to select the most effective solution ○ Three common elements that will help you qualify the best solution § Selection criteria=identify the criteria for the decision you must make, such as its effect on □ Bottom line profits □ You and classmates or coworkers □ Your organizations reputation with customers or the community □ Your own values □ The ethical implications § Consequences □ Consider consequences of each alternative especially tradeoffs between pros and cons □ Who wins and loses □ Ideal vs practical options □ Perfection vs excellence □ Superior vs satisfactory results § Choice process □ Decide who will participate in choosing the solution ® You ® Third party ® Team ○ Consider necessary resources including which people wol be key sources of support for your ultimate selection

• Uncommon sense

○ At first glance the contingency perspective may look like simple common sense § Common sense=often based on experience or logic, both of which have limits § Weaknesses of common sense □ Overreliance on hindsight ® Common sense works best in well known or stable situations with predictable outcomes, what worked before should work again ® Modern business situations are complex and uncertain and require adapting to change ® Common sense is weak in responding to unknwon or unexpected ® Because it focuses on the past, common sense lacks vision for the future □ Lack of rigor ® People comfortable with common sense reponses may not apply the effort required to appropriately analyze and solve problems ® If lack rigor then you are unlikely to define the problem accurately, identify the true causes, or recommend the right courses of action □ Lack of objectivity ® Common sense can be overly subjective and lack basis in science ® We are not always able to explain or justify our reasoning to others which is a sign that common sense lacks objectivity § Scientific approach=test stories and modify them when they don't work □ Stroytelling is starting point and then what we do next □ OB scientific means for overcoming the limits and weaknesses of common sense ® Contingency approach in OB means you don't settle for options based simply on experience or common practice if another solutions may be more effective ® Goal of OB is to give you more common sense and thus enhance your understanding of situations at work and guide your behaviors ◊ Make you more attractive to potential employers and more effective once hired

mcgregors theory x and theory y

○ Book=the human side of enterprise ○ Formulated two sharply contrasting sets of assumptions about human nature ○ Theory x is pessimistic view of employees:they dislike work, must be monitored, and can be motivated only with rewards and punishment (carrots and sticks) § Typical perspective held by managers ○ Theory y is modern and positive set of assumptions about people at work: they are self enaged, committed, responsible, and creative § Higher performance when their managers displayed theory y behaviors § Higher levels of job satisfaction, organizational commitment, and organizational citizenship when managers engaged in theory y behaviors

example of ethical climate

○ Cirque du soleil ○ Magical/powerful/moving ○ Goals and values Mission "Invoke, provoke and evoke the imagination, the senses and the emotions of people around the world." ○ Goal In the pursuit of its dreams and in its business practices, Cirque du Soleil strives to position itself in the community as a responsible proponent of change. Values • To uphold the integrity of our creative process ○ To recognize and respect each individual's contribution to our body of work ○ To extend the limits of the possible ○ To draw our inspiration from artistic and cultural diversities ○ To encourage and promote the potential of youth ○ Built headquarters in bad part of town=be part of change Founded: June 1984 Number of employees: 5,000 Number of artists: Over 1,300 Average age of employees: 32 Number of nationalities: Over 50 Languages spoken: Over 25 Number of cities visited since 1984: Over 130 Number of spectators since 1984: More than 100 million • This dviersity=challenge because langauge and nationality standards different Touring Shows - Alegría (Germany, Austria, Serbia, France, Israel, Greece, Turkey, The Netherlands, Spain) - Amaluna (Canada, USA) - Corteo (Belgium, Switzerland, Germany) - Dralion (USA) • Kooza (USA, UK) • Luzia (USA) - Michael Jackson Tour (North America, UK, Denmark, Sweden, Finland, Russia, Germany, other) - Ovo (Australia) - Quidam (Canada, USA) • Saltimbanco (Italy, Jordan, Qatar, China, Singapore, Phillippines) • Toruk (USA) • Totem (USA) - Varekai (Brazil, Argentina) - Zarkana (USA) Resident Shows in Las Vegas - Criss Angel Believe - KÀ - The Beatles LOVE - Mystère - O - Viva ELVIS - Zumanity Other Resident Shows - Joya - La Nouba (Walt Disney World, FL) - Iris (Los Angeles, CA) • Discussion questions To what extent would Cirque's human capital (their people) be a source of competitive advantage? What employees provide value for the organization? What they provide rare? Is it hard to imitate? Therefore, huge source of competitive advantage. To what extent do they need to not only have a long term strategic plan, but also a year-to-year operating plan and a human resource plan? Have to think about people and number of people they have. How important do you think it is for Cirque to operate in an ethical, moral and socially responsible manner? Why? Hard to attract employees if they don't comply with ethics and socially responsible Looking ahead to the rest of our course, to what extent are those topics important? All those things are important • Nice example how strategy is the context for other actions

collaboration and team rewards

○ Collaboration is the act of sharing information and coordinating efforts to ahcieve a collective outcome § Who collaborate is more effective than those who members don't § Collaboration is what enables teams to produce more than the sum of their parts ○ Collaboration=lifeblood of teamworks § Interdependence increases so too does the need for collaboration § Globalization, outsourcing, and strategic partnering and virual teams make collaboration even more improtant § Foster collaboration □ Communciate expectations=clarifying roles and responsibilites for each team member is essential □ Set team goals=smart goals and review these goals regularly to ensure roles and responsibilties align with team goals □ Encourage creativity with safe environment where they take risks, asking why or why not not saying yes or no □ Build work flow rhythm=technology software as well as scheduling can help team members know exactly what they need to do and when; assist in coordination efforts and help assure that interdependent needs of team members are met □ Leverage team members strangths=utiilzie strengths § Reward collaboration and teamwork □ Dissatisfaction with reward=suboptimal team performance □ Reward indvidual contributions like hours and competition between team membrs ® Incentives can also be team based ® fosters greater collaboration and assemble the most effectibve teams use hybrid reward system that recognize indvidiual and team performance ○ Recommendations for improving the coordination and motivation of teams and team members § Speed □ Low interdependence=relay teams; measure individual performance by managerial assessment and reward with compeititve rewards □ Moderate inderdependence=road cycling teams; measure individual performance by managerial assessment and reward competitive rewards □ Hgih interdependence=crew teams, measure team performance through managerial and peer assessment and reward cooperative rewards § Accuracy □ Gynastics teams=measure individual through amangerial asessment and competitive rewards □ Basketball teams=team perforance through managerial and peer assessment and cooperative rewards □ Synvhronized swimming teams=team performance, managerial and peer asessment, and cooperative ○ Appropriate rewards for collaboration and teamwork motivate at both the individual and team levels and positively influence many important outcomes across levels in organizing framework

building trust

○ Communciation=infromed by exmaplina policies and decision and providing accurate feedback ○ Support=be available and approachable=provide help, advice, coaching, and support for team ○ Respect=delegation in form of real decision making authority is most improtant expression of managerial respect § Delegating meaninful responsibilities to somebody shows trust in them § Actively listen ○ Fairness=quick to give credit and recongition to those who deserve it § Objective and impartial in reviews ○ Predicatbaility=be consistent and predictable in daily affairs § Keep both expressed and implied promises ○ Competence=enhance crediblilty by demonstrating good business senss, technical ability, and professionalism

• Dan price, ceo of gravity payments, established a minimum salary of 70000 for all employees

○ Cons of giving people a lot of benefits § Long hours § Rejection and apathy § Intimidating to work with such high quality and capable people § Industry tough ○ Raise minimum wage § Some estatic and others felt unjust=because people getting raises least qualified; people who don't put in as much work are now making same money as higher performers

what is an organization

○ Consciously coorginated social unit ○ Composed of two or more people ○ Functions on a continuous basis to achieve a common goal Characterized by formal roles that define the behavior of its members

three forms of trust

○ Contractual trust=trust of character=do what they say, do managers make clear what they expect of one another ○ Communciation trust=trust of disclosure, how do people shre information and tell the truth ○ Competence trust=trust of capability=how effective do people meet or perform their responsibilties and acknowlege other people skills and abilitirs

what is ever increasing in role in strategic management

○ Corporate Social Responsibility and ethics

strategic management

○ Critical for organizational success ○ Addresses the competitive challenges faced by the organization ○ A plan for integrating goals, tactics, policies and actions into a meaningful whole ○ Understand challenges they are facing (competitvely in industry, for future) ○ Strategic plan long and short term to be successful ○ Formulation=planning; implementation=carrying out plan CSR=way to carry out plan=need to be ethical and socially responsible

united airlines

○ Cutting to get ahead § Cutting costs has demorlaized employees § Unhappy empoyees not going the extra mile for the customers or the airline ○ Problem solving approach to OB § Define the problem □ Problem=gap between a desired and current state, state your problem as a gap and be sure to consider problems at three levels □ If there is more than one desired outcome that is not being accomplished, decide which one is most improtant focus on it for steps 2 and 3 § Cases have protagonists (key players) and problems are generally viewed from particular protagonists perspective □ Need to determine from whose perspective- employee, manager, team or organization youre defining the problem § Use details in cases to determine the key problem. Don't assume, infer, or create problems that are not included in the case § To redefine your choice, ask yourself, why is this a problem □ Explaining why a particular outcome is a problem helps redefine and focus your thinking □ Useful if you focus on topics in current chapter as we generally select cases that illustrate concepts in current chaoter ○ Step 2 § Identify causes of problem § Determine which person factors are most likely causes to defined problem □ Explain why this is a cause of a problem □ Asking why question multiple times is more likely to lead you to root causes of the problem § Follow same process for the situation factors □ In context of case, situation factors can external to organization such as competitiors and economic environment □ Internal to company but outside the employee, such as leadderhsip and organizational culture □ Why is this a cause □ United leadership made cost cutting a priority above all else, inclusing customer and employee satisfaction □ Eroded employee morale and further diminished customer satisfaction □ Asking why multiple times you are likely to arrive at more complete and accurate list of causes § Process box □ Are any processes at the individual, group/team, organizational level potential causes of your defined problem □ Seems that poor leadership and/or ineffective change management are potential causes □ Why is this a cause □ Do this serveral times to arrive at the root causes § Check accuracy or appropriateness of the causes be sure to map them onto defined problem ○ Step 3 § Make recommendations for solving the problem. Consider whether you want to resolve it, solve it, or dissolve it § Which recommensation is desirable and feasible § Given causes identified in step 2, what are your best recommendations § Details of this case describe how the board replaced the first CEO due to the aileged ethics violations Consider both personal and situation factors as well as processes at different levels create an action plan for implementing your recommendations

process theories of motivation

○ Describe how various person factors and situations factors in organizing framework affect motivation § Helping you understand why people with different needs and levels of satisfaction behavior in the way they do at work ○ Equity/justice theory § Model of motivation that expalins how people strive for fairness and justice in social exchanges or given and take relationships □ Motivated to maintain conssitency between their beliegs and their behavior □ Am I being treated fiarly □ Perceived inconsistencies create congitive dissonance (psychological discomfort) which I nturn motivates corrective action ® Feel victimized for unfair social exchanges=result cogntivie dissonace prompts us to correct situations ◊ Change of attitude or behavior ® Postiive views of organizatin and lack of support=dissonance ◊ Resign § Elements of equity theory: comparing my outputs and inputs with those of others □ My perceptions ® My ratio=outcomes (what am I getting out of my job). What am I putting into my job (inpiuts=time/skill/education) ® Vs others ratio=what are others getting out of their jobs/what are the outting into their jobs ® This results in equity, negative inequity, or positive inequity ◊ Equity=im satsified, faring comparably with others ◊ Negative inequtiy=im dissatsified=faring worse than others ◊ Positive inequity=am I satisfied=see myself faring better than others (guilt or can be happy) □ Outputs=what do I perceive that im getting out of my job ® Pay/bonuses/medical benefits, challenging assignments, job securitt, promotions, status symbols, recognition, and participation in important decisions ® Vary widely depending on organiztion and rank □ Inputs=what do I perceive that im putting into my job ® An employees inputs=expect just return include education/training/skills/creativty/ seniority/age/personaltiy traits/effort expended/personal appearance □ Comparison ® How does my ratio of outputs to inputs compare with those of relevant others ® Feelings of equity come from your evaluation of whether you are receving adequate rewards to compensate for your inputs ® People perform evaluation by comparing the perceived fairnes of their output to input ratio to that of relevant others ® Larger the ratio the greter the expected benefit ® Comparison is the same across personalities and cpoutnries ® Compare to those they have close interpersonal ties like friends and whom they are similar=same job or same gender § The outcomes of equity comparison □ Equity is based on comapriosn raitos of outcomes to inputs we will not necessarily perceive inequality just because someone else receives greater rewards ® Additional outcome due to geater inputs=equality exists ® Greater outcomes for similar inputs=negative inequality ® Positive if his or her outcome to input ratio greater than other person's □ 35% People who above the market still think they are being underpaid while 20% correctly perceived they were overpaid □ If paid at market rate=equity believed they were underpaid 64% □ If fail to correct perceptions=lower job satisfaction, commitment, and performmance § Elements of justice theory: distributive, procedural, and interactional justice □ Expand equity theory in explaining emoployee atitudes and behavior □ Organizational jsutice=reflects extent to which people perceive they are treated fiarly at work ® Identification of three components of system ◊ Distributive justice=reflects perceived fairness of way reosurces and rewwards distbiuted and allocatied } Same size offices ◊ Procedural justice=perceived fairness of process and procedures used to make allocation decisions ◊ Interactional jsutice=describes quality of the interpersonal treatment people receive when procedures are implemented } Not pertain to outcomes or procedures, focuses on whether people believed they were treated fairly when decisions are implemented § The outcoems associated with justice □ Strenght of relationship between individual level outcomes and three components of organziational justice ® Distributive and procedural justice have cosnsitently stronger relationships with outcomes ® Managers be better off paying attention to those two forms of justice ® Interactional justice is not leading indicator in this instance ® Certain outcomes like job satisafaction and roganizational commitment have stronger relaionshios with justice ◊ Majority of relationships between justice and important ob outcomes are weka } Motivating people via justice works for some outcomes and not for others § Using equity and justice theories to motivate employees □ Managers need to pay attention to employees perceptions of equity and jsutice at work □ Employee perceptions count ® Each employees perception of equity of these factors is what counts not manger ideas ◊ Females found to be more sensitive to perceived injustice in procedural and distributive issues ® Justice procedures can change over time=regualrly assess employees jsutice beliefs □ Emploees want a voice in decisions that affect them ® Perceiptions of justice are enhanced when they have a voice in process ® Voice=discretionary or formal expression of ideas, opinions, suggestions, or alternative approaches directed to a specific target inside or outside the organizaiton with the intent to change an objectionable state of affairs and to impvoe the current functioning of the organization ® Seek input on organziational issues that are important to employees even though many employees are reluctant to use their vocie ® Voice climate=ione in which employees are encouraged to freely express their opinions and feelings □ Employees should have an appeals process ® Need to be able to appeal decisions that affect their welfare ® Fosters perceptions of distributive and procedural justice □ Leader behavior matters ® Employees perceptions of jsutice are strongly influenced by their managers leadership behavior and the jsutice related implicaitons of their decisions, actions, and public communciations □ Climate for justice makes a difference ® Teams performance found to be higher in companies that possessed climate for justice ® Incorporated relationships between employees and customers ® Employees are more liekly to provide poor customer service when maangers allowed cutomers to treat employees rudely or disrespectfully □ Distributive justice=significant correlation to all outcomes and is most coequal with procedural justice in effort=main indicator for mental health ® Strong in job saisfaction, orgnaizational commitment, turnover □ Procedural jsutice ® Significant correlation to all outcomes and is mostly coequal with distributive justice ® Main leading factor to performance ® Strong in job satisfaction, organziational commitment, turnover □ Weak for all in health problems, stress, absenteeism, organizational citizenship behavior □ Interactional justice=weakest correlation to all outcomes as it is lagging behind or equal to two above ® Not signifciant for for turnover or performance

types of teams

○ Differentiate on purpose of team, duration of team existence, level of member commitment § Work teams=well defined and common purpsoe are more or less permaneent, and require complete commitment of their members (sports team) § Project teams=assembled to tackle a particular problem, taks or project □ Depending on their purpose or duration can vary immensely from one meeting to years □ Members most often divide their time between team and primary jobs and responsibilites □ May be from same department, product, customer or service area in orderiaiton or different functional disciplines □ May be on multiple project teams at once § Cross functional teams=created with members from different disciplines within organization □ Used for any prupsoe, can be work or project teams, and they may have shorter or indefinite furation □ New product development § Self managed teams=groups of workers who adminsitraitve oversight over their work domains □ Activities like planning, scheudling, monitoring, and staffing □ Normally performed by managers but these employees act as their own supervisors □ Defined purpose and their duration can vary, along with level of member commitment □ Cross functional, work, and project teams can all be self managed □ Leadership responsibilites are shared ad shift as demands on and mebers of self managed teams change □ Outside managers and leaders maintain indirect accoutnability ® Contrasts of hierarchical tyoes historically found in teams □ Does not mean workers are simply turned loose to do their own thing ® Organization embracing self managed teams should be prepared to undergo revolutionary changes in its management philosophy, structure, staffing, and training, and reward systems ® Resist this sometimes due to perceived threat to manager authority and job security

repairing trust

○ Dimish trust and lead to distrust § Both parties need to active in the repair of trust § Acknowledge what caused trsut to be compromised § Allow feelings and emoitons to be discussed constructively § Get and give support to others in process § Reframe the experience and shoft from being victim to taking look at options and chocies § Take responsibility asky what did I do or not fo that caused this to happen § Forgive yourself and others § Let go and move on

characteristics of high performing teams

○ Eight attributes of high performing teams § Shared leadership=interdependence created by empowering, freeing up, and serving others § Strong sense of accountbaility=an environment in which all team members feel as responsible as manager for the performance of work unit § Alignment on purpose=a sense of common purpose about why the team exists and function it serves § Open communciation=climate of open and honest communciation § High trust=belief that member actions and intentions focus on whats best for the team and its members § Clear role and operational expectations=defined indviiduals member responsiblies and team processes § Early conflict resolution=resolution of conflcits as they arise rather than avoidnace or delay § Collaboration=cooperative effort to achieve team goals ○ 3 c's of effective teams § Charters and strategies, composition, and capacity § Charters and strategies □ Urge groups and teams to plan before tackling their tasks, early in group development process (storming phase) □ Plans ® Team charters=describe how the team will operate such as through processes for sharing information and decision making (teamwork) ® Team performance strategies=deliverate plans that outline what exactly the team is to do, such as goal setting and defining particular member roles, tasks, and responsibilites § Composition □ Describe the colllection of jobs, personalities, knowledge, skills, abilities, and experience levels of team members □ Can affect team performance □ Team member charcertistics should fit the responsibilites of the team if the team is to be effective ® Fit facilitates effectiveness and misfit impedes it=need riht people for your team □ In early stages of team development, teams perform better when members have high tolerance for uncertainty (personality trait) ® Same finding applies to self managed and virtual teams due to their relative lack of imposed deirection and face to face communication ® Teams with members who possess high levels of openness or emotional stability deal with task conflict better than those without these composition characteristics ® Create teams with composition to match desired objectives § Capacity □ Team adaptive capacity=ability to make needed changes in repsonse to demands put on the team □ Fostered by team members who are both willing and able to adapt to achieve the teams objectives □ Team adaptive capacity is matter of team composition the characteristics of individual team members

ethics and ethical issues

○ Ethics is about behavior—right vs. wrong, good vs. bad and the "many shades of gray" ○ "Legal" vs. ethical—not always the same ○ Ethical "dilemmas" ○ Having a strong internal and moral compass will help you navigate ○ Need to understand what the right things is in all situations ○ There is continuum of behaviors that a person can do ○ Is it legal, is it ethical? ○ Ethical dilemmas ○ Internal moral compass=helps you in grey areas ○ Having strong internal and moral compass will help you navigate

• Expectancy theoyr: does my effort lead to desired outcomes

○ Expectancy theory holds that peole are motivated to behave in ways that produce desired combinators of expected outcomes ○ Predict behavior in any situation in which choice between two or more alternatives must be made ○ Elements of expectancy theory § Expectancy=what are the chances of reaching my performance goal § Instrumentality =what are the chances of receiving various outcomes if I achieve my performance goals § Valence=how much do I value the outcomes I will receive by achieving my performance goals § Effort to expectancy to performance goals to instrumentliaty to valence and outcomes together ○ The elements of vrooms expectancy theory § Motivation boils down to deciding how much effort to exert in specific task situation □ Choice is based on two stage sequence of expectations mvoing from effort to performance and then from performance to outcome § Expectancy=can I achieve my desired level of performance □ Expectancy represents a individuals belief that a particular degree of effort will be followed by particular level of performance □ Take the form of subjective probabilities □ Employees expectancies are affected by host of factors=self efficacy, time pressures, task difficulty, ability and knowledge, resources, support from peers, leader behavior, and organizational climate § Instrumentality □ What intrinsic and extrinsic rewards will I receive if I achieve my desired level of performance □ Is perceived relationship between performance and outcome □ Reflects persons belief that particular outcome contingent on accomplishing a specific level of performance § Valence=how much do I value the rewards I receive □ Valence describes the positive or negative value people place on outcomes □ Mirrors our personal preferences ® Positive valence for receving additional money or recongition ® Being laid off=negative valence ® Outcomes consequences that are contingent on performance, promotion, recognition, or celebratroy events § Motivation will be high when all three elements I nmoderl are high □ If any element near 0=motivation will be low ○ Using expectancy theory to motivate employees § Agreement that attitudes and behaviors are influenced when organizations link rewards to targeted behaviors § Important implciations for individual managers and organizations □ Managers ® Determine outcomes employees value ® Identify good performance so appropriate behaviors can be rewarded ® Make sure employees can achieve targeted performance levels ® Link desired outcomes to targeted levels of performance ® Make sure changes in outcomes are large enough to motivate high effort ® Monitor the reward system for inequities □ Organizations ® Reward people for desired performance and do not keep decisions secret ® Design challenging jobs ® Tie some rewards to group accomplishments to buold teamwork and encourage cooperation ® Reward managers for creating, monitoring, and maintaining expectations, instrumentalities, and outcomes that lead to high effort and goal attainment ® Monitor employee motivation through interviews or anonymous questionaires ® Accommodate individual differneces by building flexibility into motivation programs § Three additional recommendations often overlooked □ Establish right goal □ Remember you can better keep behavior and performance on track by creating more opportunties to link performance and pay ® Bonuses more often □ Monetary rewards must be large enough to generate motivation, and this may not be the case for annual merit raises in us ® Average merit raise was around 3 percent the last 5 years ® Overcome this limitation organizations starting to eliminate merit raises and replace with bonuses for high performers

Team Interdependence

○ Extent to which members are dependent on each other to accomplish their work ○ Task interdependence=degree to which team members depend o neach other for informaiton, materials, and other resoruces to complete their job taskes § Determiend by degree of interaction between members and amount of coordination required among them § Types of task interdependence □ Pooled=sells a chosen drug to customers which requres little interaction or coordination with other representatives; then end of month meet and give numebrs for sales team total □ Sequential=manufacturing or aseemby processes □ Reciprocal=hiring processes=interviewed hr and then by manager and two commmunciate and decide on canidate □ Comprehensive=product devleopment teams often utilzie comprehnsive itnerdependence; online games require signifciant back nad forth; not linear and not sequential; all work together every step to get collective team output ○ Outcome interdependence=degree to which the outcome of task work are measured, rewarded, and communciated at group level so as to emphasize collective outputs rather than indviidual contributions § Determined by extent to which team members objectives and rewards aligned ○ Task interdependence provides opporutnities for itneraciton, sharing, and coordination § Should mathc what the team require sot achieve its goals § Common mission or purpose helps see their own efforts and outcomes contribute to larger orgnaization § Rewarding teamwork liekly to fruther enahce actual teamwork and team performance

optimizng team performance at google

○ Finding out what makes top performing teams effective ○ Project aristole § Not who was in the group but the way the group functioned or operated that made the performance difference § Looked into team norms, treatment teammates, and ways of communication § All high functioning teams allowed members to speack in roughly same proportion § Member sof successful teams seemed to be good at sensing other team members emotions through tone, expressions, or nonverbal cues

Roles and norms: the social building blocks of group and organizational behavior

○ Groups transform individuals into functioning organizational members through subtle yet powerful social forces § Social forces turn I into we and me into us § Group influence weaves indviiduals into the organizations social fabric by communciating and enforcing both role expectations and norms § Gorup members positively reinforce those who adhere to roles and norms with friendship and acceptance § Nonconformists experience criticism and even ostracism or rejection by group members § Anyone who has experienced the silent treatment from gorup of friends know what potent social weapon ostracism can be ○ What are roles and why do they matter § Role is set of expected behaviors for a particular position § Group role=set of expected behaviors for members of group as whole § Each role you play is defined in part by expectations of that role □ Roles and their associated expectations as fundamental basis of human interaction and experience § Two types of roles are important=task and maintenance; keeps group on track; let's get things done □ Task roles=enable work group to define, clarify, and pursue common purpose ® Intiator=suggests new goals or ideas ® Information seeker/giver=clarifies key issues ® Opinion seeker/giver=clarifies pertinent values ® Elaborator=promotes greater understanding through examples or exploration of implicttions ® Coordinator=pulls together ideas and suggestions ® Orienter=keeps groups headed toward its stated goals ® Evaluator=tests gorups accomplishments with various criteria such as logic and practicality ® Energizer=prods group to move along or to accomplish more ® Procedural technician=performs routine duties (handing out materials or rearranging seats) ® Recorder=performs as group memory function by documenting discussion and outcomes □ Maintenance roles=foster supportive and constructive interpersonal relationships; keep group together; let's hear from eveyrone ® Encourager=fosters group solidarity by accepting and praising various points of views ® Harmonizer=mediates conflict through reconcilliation or humor ® Compromiser=helps resolve conflict by meeting other halfway ® Gatekeeper=encourages all member to participate ® Standard setter=evaluates the quality of group processes ® Commentator=records and comments on group processes/dynamics ® Follower=serves as passive audience § Members can play more than one role at a time; these roles help ensure group developemnt and effectivenss □ Ensure roles being fulfilled by clarifying specifically what is expected of employees ○ What are norms and why do they matter § Norm= an attitude, opinion, feeling, or action shared by two or more people that guide behavior □ Help create order and allow groups to function more efficiently because they save groups from having to figure out how to do the same things each time they meet □ Help groups move through the development process □ Mor eencompassing roles which tend to be at the individual level in organizing framework and pertain to a specific job or situation □ Norms in contrast are shared and apply to the group, team, and organization § Norms are typically unwritten and are seldom discussed openly they have a powerful influence on group and organizational behavior □ Individual and group behavior are guided in part by shared expectations and norms § Why norms are reinforced □ Make deparment look good in top mnagements eyes=have to norm for goroup/organizational survival; reinforcement=defends vital role of department at meeting □ Work hard and don't make waves=clarificaiton of behavioral expectations; cautioned by upper management to be more patient with coworkers □ Be team play not star=avoidance of embarrassment=ridiculed by peers for dominating the discussion during progress report □ Make customer service our top priority=clarification of central values=party for winning best in industry customer service awards § Norms can emerge on their own or purposefully created (which is advocated) § Peer pressure=is abput expectations and we all know how effective or problematic expectation can be □ Peer pressure is simply the influence of group on the individual and the expectations of associated roles and norms are means of influence

• How OB fits into my career

○ Hard skills are important § However to be competitive and give employers what they want, you need to develop your soft skills as well § Some soft skills will increase in importance over your career and help set you apart from compeititioon ○ What it takes to get hired § Think education, grades, interpersonal skills, an internship □ Whereas ost jobs are selected for your technical skills, your ability to do the given job ○ What it takes to get promoted § Performance in current job is a primary consideration □ However perceived ability to get things done through others and to manage people will also be important deciding factor □ Succeed longer terms=having strong team skills and knowing how to build and manage relationships were also seen as important § Front line relative importance of different skills based on job level=low personal skills and high improtance of technical skills § Management=equal technical and personal skills § Executive=personal skills high and technical skills low § People have the technical skills to succeed at higher level jobs and even if there is some new technical knowledge is needed=it is easy to learn; however as rise through hierarchy your job generally will require a more developed set of soft skills □ Skills like communication, emotional intelligence, ethics, and stress management □ Mentions of critical thinking in job posting have doubled since 2009 § Job specific skills decline in importance as you move to higher levels of responsibility while personal skills increase ○ Performance gives me credibility § Performance matters because it gives you credibility with your peers nd those you may manage □ Early in career management will evaluate your potenital and their opinion will affect your opportuntiies □ Need to know how to ® Apply different motivational tools ® Provide constructive feedback ® Develop and lead productive teams ® Understand and manage organizational culture and change § Knowledge of ob critical to your individual performance, your ability to work with and manage others, and your career success □ And because ethics can similarly make or break you at every step of your career

Employers want both hard and soft skills

○ Hard skills=technical expertise and knowledge required to do particular task or job function=financial analysis/accounting ○ Soft skills=relate to human interactions and include both interpersonal skills and personal attributes ○ Rise in organization because hard skills and fall due to dearth of soft skills § Weight soft skills heavily for top positions § Most sought after skills=problem solving, leadership, and communication § Find grads lacking in people skills and have trouble solving problems and thinking creatively' ○ Rise of soft skills=consequence of managers listening to lcients and what they value ○ Key aspect of soft skills=not job specific, but portable skills=more or less relevant in everyday jobs, at every level, and throughout your career § Personal attributes=with which we build goodwill and trust and demonstrate integrity □ Attitudes, personality, teamwork, leadership § Interpersonal skills=with which we foster respectful interactions □ Active listening, positive attitudes, effecive communciation ○ Skills desired by employers § Critical thinking □ Using logic and reasoning to identify the strengths and weaknesses of alternate solutions, conclusions, or approaches to problems § Problem solving □ Identifying complex problems and reviewing related information to develop and evaluate options andimplement solutions § Judgement and decision making=considering the relative costs and benefits of potential actions to choose the most appropriate ones § Active listening=giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate and not interrupting

comparison of need and satisfaction theories

○ Higher level needs § Maslow=self actualization, esteem, half of love § Acquired needs=acheivement, power, affilitation § Self determination=competence, authonomy, relatedneess § Herzberg=motivating factors ○ Lower level needs § Maslow=half of love, safety, physiological § Herzberg=hygiene factors

one approach to strategy implementation

○ How make strategy go forward? ○ Galbraith's star model

example of elements in strategy formulation

○ Hypersonic transport vehicles=what is the way of traveling faster in the future for boeing ○ Swot analysis ○ Strengths= brand awareness - Cockpit design - Avionics - Passenger issues (seats, lavatories, etc.) - Etc. ○ Weaknesses= □ Fuselage/materials - Engine - Power systems - Pilot availability=WOULD SKILLSETS PILOTS HAVE NOW WORK FOR THIS NEW FLIGHT PLAN - Mechanic support ○ Opportunities= - Be the first to do it - Become the generic (e.g., "xerox" a copy) - Employment brand and attracting talent ○ Threats= - Is there a market? - Costs=COST MORE, WILL PEOPLE PAY? - Facilities (e.g., length of runways) - Noise ordinances

benefits from taking this course

○ Improved understanding of behavior in organizations ○ Improved understanding of behavior OF organizations ○ Greater knowledge of your own self ○ Increased knowledge of how organizations manage their human capital ○ Improved awareness and skills in these "soft" areas ○ Greater potential for long-term success in whatever career you pursue ○ Some personal learnings and epiphanies (e.g., total rewards, leadership, etc.)

individual human capital

○ Individual human capitl=what a person brings to party § Each indviidual person is a soruce of human capital

formal and informal groups

○ Individuals join or are assigned to group for various purposes § Formal group is assigned by an organization or its managers to accomplish specific goals □ Labels like work group, team, committee, or task force § Informal groups exists when the members overriding purpose in getting together is a friendship or common interest □ Formal and information groups often overlap such as when a team of analysts plays tennis after work ○ New types and functions of informal groups § Era of job hopping, reorganizations, and mass layoffs, friendships forged at work often outlast a paarticular job or employer □ Alumni groups=using them for sources of new business, referrals for new candidates, and talent (former employees who eventually return) ○ Functions of formal groups § Organizational and individuals functions □ Complex combinations of these functions can be found in formal groups at any given time □ Organizational ® Accomplish complex, interdependent tasks that are beyond capabilities of individuals ® Generate new or creative ideas and solutions ® Coordinate interdepartmental efforts ® Provide a problem solving mechansim for complex problems requiring varied information and assessments ® Implement complex decision ® Socialize and train newcomers □ Individual ® Satisfy individuals need for affilitation ® Develop, enhance, and confirm the individuals self esteem and sense of identity ® Give individuals an opportunity to test and share their perceptions of social reality ® Reduce the individuals anxieties and feelings of insecurity and powerlessness ® Provide a problem solving mechanism for personal and interpersonal problems

organizing framework

○ Inputs § Personal factors □ Hard and soft skills, ethical behavior, values, attitudes, intelligence, cognitive abilities, personality, core self evaluations, emotional intelligence, stereotypes, diversity, motivation, positive OB, emotions, mindfulness, psychological capital, communications, social media, decision making § Situaional factors □ Ethical behavior of others, leadership, job design, human resource policies/practices/procedures, relationship quality, decision making, organizational culture and climate, mentoring, organizational design, forces to change, resisteance to change (coworker and organizational), organizational mission and vision ○ Processes § Individual level □ Emotions, perceptions, attributes, motivation, job design, performance management practices, communication, trust, decision making, creativity, leadership, mentoring § Group/team level □ Group/team dynamics, communication, group roles and norms, group development, trust, team effectiveness, conflict and negatiation, decision making, creativity, power/influence/politics, structural and psychological empowerment, impression management, organziational culture and climate, organizational socialization, mentoring, organizational design § Organizational level □ Managing diversity, human resource policies/practices/procedures, communication, organizational culture and climate, decision making, creativity, leadership, organizational socializations, organizational design, leading and managing change and stress ○ Outcomes § Individual level □ Task performance, work attitudes, turnover, career outcomes, well being/flourishing, citizenship behavior/coutnerproductive behavior, intrinsic and extrinsic motivation, creativity, physical health, stress (physical and emotional), resistance to change, accidents, un/ethical behavior § Gorup/team level □ Group/team performance, group satisfaction, group/team cohesion and conflict, innovation, resistance to change, un/ethical behavior § Organizational level □ Accounting/financial performance, customer service/satisfaction, survival, reputation, employer of choice, innovation, organizational effectiveness, legal liability, product/service quality, operational efficiency, un/ethical behavior ○ Inputs affect processes. Which affect outcomes ○ More people factors that affect processes than situation factors=pay particular attention to person factors when looking for causes of problems ○ Solving problems requires you to think across levels ○ Ob concepts are both inputs and processes § Leadership=good exmaple=reinforces the dynamic nature of organizational behavior and underscores consideration of connections between inputs and processes when solving problems ○ Knowledge about ob improtant

Organizing framework for understanding and applying OB

○ Inputs=person factors and situation factors ○ Processes=individual level, group/team level (group/team dynamics), organizational level ○ Outcomes=individual level (task performance, work attitudes, turnover, career outcomes, creativity), group/team level (group/team performance, group satisfaction, group cohesion and conflict), organziational level (accounting/financial performance, customer satisfaction, innovation)

top down management designs your job

○ Management creates efficient and meaninful combiantions of work tasks for employees ○ Employees will display higher performance, job satisfaction, and engagement, and lower absenteeism and turnover ideally ○ Five principal approaches § Scientific management □ Draws from research in industrial engineering and influenced by frederick taylor □ Developed priciples of scientific management based on research and experimentation to determine the most efficient way to perform jobs □ Is that kind of management which conducts a business or affairs by standards estbalished by facts or truths gained through systematic observations, experiment, or reasoning □ Positive consequences=employee efficiency and productivity icnreased □ Cons=simplified, repetitive jobs also lead to job dissatisfaction, poor mental health, and higher levels of stress, low sense of accomplishment and personal growth § Job enlargement □ Usd in 1940w in response to complaints of tedious and overspecialized jobs ceated by scientific manaegement □ Puts more virety imto workers job by combining specialized takss or comparable difficulty □ Horizontallly loading the job □ Need to combine with other motivational methods because by self does not have siginificant and lasting positive effect on job performance § Job rotation □ Greater variety in work □ Calls for moving employees from one specialized job to another □ Workers traimed and given opportunity to perform two more more jobs ® Increased engagement and motivation because employees have broader persepctove ® Increased worker flexibility and easier scheduling because cross trained to perform idfferent jobs ® Increase employee knowledge and abilities=improves employees promotionability and builds a pipeline of internal talent □ Evoloved into job swapping ® Could be internal or external swp § Job enrichment=practical application of herxberg's motivator hygiene theory of job satisfaction □ Modifies job such that employee has opportunity to experience achievement, recognition, stimulating work, responsibility, and advancement □ Vertical loading=gives employees more authonomy and responsibility § Job characteristics model □ Proposed intrinsic motivaiton was determine dby three psychological states and these fostered by prescnece of five core characteristics ® Promote high intrinsic motivation by designing jobs that poseess five core job characteristics ◊ Skill variety=extent to which job requires an individual to perform variety of tasks that require him to use different skills and abilities ◊ Task identity=extent to which job requries an individual to perform a whole or completely identifiable piece of work } High when a person works on product or project from beginning to ens and sees tangible result ◊ Task significance=extent to which job affects the lives of other lives within or outside the orgnaization ◊ Autonomy=the extent to which the job enables an individul to expeirence freedom, independence, and discretion in both scheduling and determining the procedures sed in completing the job ◊ Feednack=extent to which an individual receives direct and clear informaiotn about how effectively he or she is performing job ® Job characteristcs model ◊ Core job characteristic=skills variety, task identiy, task signifcance, authonomy, feeback from job ◊ To ritcal sychological states=experienced meaninfulness of work, experienced responsibility for outcomes, gained knowledge of the actual results of work activites ◊ To outcomes=high intrisic work motivaiton, high growth satisfaction, high general kob satisfaction, high wrok effectivenss ◊ Moderators between steps= not eveyone wants a job covering all five. Job design is moderated by knowledge and skills, growth need strength, context satisfaction } Moderators affect or moderate both the critical psychological states and the outcomes ® Moderators=variable that changes relationships between other vairables ◊ Knowledge and skills=representing whetehr person has knowledge and skills to perform enriched job ◊ Growth need strength=desire to grow and develop as individual ◊ Context satisfaction=representing the extent to which employees are satisfied with various aspected of their job like pay, coworkers, and supervision ◊ Job design work when people have the knowledge and skills, want to devleop, nadn satisfed with their jobs ® Application ◊ Managers can increase job satisfaction, can enhance intrinciv motivaiton and performance while reducing absenteeism and stress, managers can find noticeable icnreases in quality of perfromance after job redesign

life is sweeter on mars

○ Mars culture=aligns values and practices § Positive relationships at work=employeees=one big family § Values=quality, responsibility, mutuality, efficiency, and freedom ○ Processes=practices frugal but awards bonuses, invests heavily in the community with volunteers ○ Outcomes=low turnover rate=hgihly satisfied with their jobs

motivation: what is it?

○ Motivation explains why we do the things we do § Describes the psychological processes that udnerlie the direction, intensity, and persistence of behavior or thought § Direction pertains to what an individual is attending to at a given time § Intensity=amount of effort being invested in the activity § Persistence=for how long the activity is the focus of ones attention ○ Motivation types=extrinsic and intrinsic § Extrinsic motivation=results from the potential or actual receipt of external rewards □ Recognition, money, or promotion represent payoff we receive from others for performin a particular task § Intrinsic motivation=occurs when an individual is inspired by the positive internal feelings that are generated by doing well □ Rather than being dependent on external factors like incentive pay or compliments from the boss for the motivation to work effectively □ Create our own intrinsic motivation by giving ourselves intrinisc rewards such as positive emotions, satisfaction, and self praise

human capital as key strategic asset

○ Organizations can use their resources and competencies (e.g., human capital) to create value for customers by lowering costs, providing something of unique value, or some combination of the two. This is a strong source of competitive advantage. powerful part of organizational success

basic version of organizing framework

○ Organizing framework is system model wherein inputs influence outcomes through processes § Person and situation factors are inputs § Organized processes and outcomes into three levels=individual, group/team, organizational ○ Framework implies that person and situation factors are initial drivers of all outcomes that managers want to achieve § This is the case because inputs affect processes, and processes affect outcomes § Because events are dynamic and ongoing, many outcomes will in turn affect inputs and processes § Relationship between outcomes at one point in time and inputs and processes at another=shown as feedback loops ○ By definition frameworks and models are simplifications of reality; they necessarily exclude information § Not show every aspect of OB concept that will affect employee behavior and performance § But will help you understand and apply any OB topic you encounter

applying ob concepts to identify right problem

○ People quitting in department § Person factors=do departing coworkers have something in common, is there anything about their personalities that makes work difficult for them such as preference to work collaboratively rather than independently, what about their ages/gender/skills § Situation factors=have there been changes in job market, like sudden increase in employment opporutnities at better wages, have working conditions such as promotion opportunities become less attractive in your organization § Group/team level=have there been changes in work group that might make work less satisfying, how does turnover in your department compare to that in other departments in organization § Organizational level=had organization changed ownership or rewritten company policies, or restructured such that most desirable positions are now at headquarters in another state ○ Cover more possible causes=increasing likelihood you will identify the right problem

• The person situation distinction

○ Person factors=infinite characteristics that give individuals their unique identities § Combine to influence every aspect of your life § They affect your goals and aspiration, the plans you make to achieve them, the way you execute such plans, and your ultimate level of achievement ○ Situation factors=are all the elements outside ourselves that influence what we do, the way we do it, and the ultimate results of our actions § Potentially infinite number of situation factors can eitehr help or hinder you when trying to accomplish something ○ Which influences behavior and performance more=person or situation factors § Nature vs nurture and whether leaders are born or made § Some people are by their nature better suited than others to perform well at work § Others believe some people are clearly better in given job or situation § Interactional perspective=behavior is a funciton of interdependent person and situation factors □ Dfifferent people may perceive similar situations in different ways and similar people may perceive different situations in the same way ○ People and situations are dynamic § People change, situations change, and the two can change each other □ People bring abilities, goals, and experiences to each and every situation which often changes the situation □ Because situations have unique characteristics, such as opportuntiies and rewards, they change peole ® What you value in job likely differ beteween now and the time trying to move to senior management □ Current job market and employer expectations differ from those at height of technology bubble in late 1990s or great recession in 2007-2009 ® In first=employees changed and in second situation or environment changed □ Your manager=situational factor can change what you do, the way you do it, and your effectiveness ® Can exert the same influence on your manager § Work life is that knowledge of one type of factor without the other is insufficient □ Need to understand the interplay between both person and situation factors to be an effetive employee and manager ○ How does person situation distinction help me apply ob knowledge § Categorizing your knowledge in terms of person and situation factors will be helpful applying OB knowledge to solve problems □ Downsizing may not be felt the same for every person=might be okay because didn't like job while others depressed ® Situation factors were identical ® Assume that the differences ineveryone reactions were due to things aqbout you as individuals (person factors) such as other job opportunities, how much each of you likes the job you lost, ratio of savings to debt, and whether you have kids/mortgage/working spouse ® Person situation distinction thewrefore provides a means of classifying ob concepts and theories into causes of behavior and problems

hypothetical problem solving scenario

○ Problem=employee turnover ○ Individual problem=yo are thinking of quitting ○ Step 1: define the problem § Reiterate a problem is a gap between current situation and desired situation or outcome § Problem if valuable people leaving § Problem=turnover talented, high performing, junior employees ○ Step 2: use ob to hightlight the causes § Both person and situaiton inputs and then various processes as potential causes of your organizations turnover problem § Person factors=jobs don't fulfill their personal values; low job satisfaction, and demotivating job characteristics also might cause turnover § Situation factors=poor relationships with their bosses or working in culture characterized by damaging poltiical behavior § Individual, group/team, and organizational processes can also cause turnover □ Conflict, a team lvel procress may constitute a cause of turnover □ Faulty performance management=unfairly distributes raises/bonuses/recognition ○ Step 3: generate effective recommendations using ob § Recommendations for improving perosnal factors □ Needs most valuable employees satisfied if allowed to work on projects that employees could be better satisfy their values of self direction or acheivement □ Job satisfaction might be icnreased through rewards that equitably meet employees needs □ Allowed to assume more responsibility for projects (job enrichment) and decide how and when to do their work (autonomy) § Recommendations improving situation factors □ Poor leader member exchange=remedied if managers are trained to be more inclusive and implement formal mentoring and development programs □ Improve political behavior driving negative culture by acknowledging existence and discontinuing the pracice of rewarding people who are political □ Team building § Recommendations for improving processes □ Communicate performance goals and expectations □ These goals are smart then they are more likely to be achieved □ Rewards are more effective if links between particular levels of performance and rewards are made clear □ Rewards and consewuences should be fair znd based on accurate performance evaluations

applied apporahces to selecting a solution

○ Save time and hassle with following practical advice from renowned problem solving expert russell ackoff ○ Ackoff recommends deciding how complete a response yo uare looking for; do you want problem to be resolved, solved, or dissolved ○ Resolving § Problems is arguably the most common action managers take and simply means choosing a satisfactory solution, one that works but is less than ideal. Putting on a doughnut or temporary spare tire fixes a flat but it certainly is not ideal and is unliekly to last ○ Solving § Problems is the optimal or ideal response. You could buy a new high quality, full size spare to keep in your trunk not the typcial doughnut or the run flats that manufacturers frequently provide ○ Dissolving § Problems requires changing or eliminting the situation in which the problem occurs. Keeping with our example, the city you live in coud build and utilize effective public transportation and thus remove the necessity of having cars and tires altogether ○ Making decision first helps guide your choice among alternatives § Helps you decide what you need, whether it is realistic, and what level of effort and resources to use

Group as two or more freely interacting individuals who share norms and goals and have a common identity

○ Size of group is limited by the possibilities of mutual interaction and mutual awareness § Mere aggregates of people do not fit this definition of group because they do not interact and do not perceive themselves to a group even if they are aware of each other as for instance a crowd § A total department, a union, or a whole organization would not be a group in spite of thinking of themselves as we because they generally do not all interact and are not all aware of each other § However, work teams, committees, subparts of deparments, cliques and various other informal associations among organizational members would fit this definition of a group ○ Group accomplish more than individuals § Imporves both individual and team accuracy to work in group ○ Performance benefits increase further still if the team receives feedback that descries which members approach is more effective § Rationale is that team becomes more efficient, focuses on best approach, and then applies and improves it, which raises performance even more

preview of methodology

○ Sneak peek and foreshadows all that you will learn in this book, illustrates how to use the organizing framwork when solving problems with the 3 step problem solving approach, and it serves as a review for comprehensive final exam for this course ○ Common sense oftern is not common practice ○ Step 1: define the problem § Effective problem solver you must define the problem accurately ○ Step 2: identify potential causes using OB concepts and theories § Many OB theories and concepts you will learn are extremely useful in helping identify the underlying causes of problem you defined step 1 ○ Step 3: make recommendations and if appropriate take action § Once you have identified the problem and its causes, you can plan and implement recommendations, applying OB knowledge and tools Improving your problem solving abilities will lead to better performance for you, your team, and your organization

individual social capital

○ Social capital=value when people works together - Shared visions/goals - Shared values and culture - Trust, mutual respect, etc. - Friendship and supportiveness - Engagement - Cooperation/collaboration - Team effectiveness - Mentoring/role modeling - Functional vs. dysfunctional conflict - Organizational citizenship - etc.

punctuated equilibrium

○ Some groups follow a form of developemtn called punctuated equilibrium § Groups estbalish periods of stable functioning until an event causes a dramatic change in norms, roles, and or objectives § Group then estbalishes and maintains new norms of functioning, returning to equilibrium ○ Occur because of disruptive technologies; companies and teams that can adapt will realize tremendous new opportunitees but thos ethat don't often find themselves obsolete and go out of busienss § Plays out all levels of ob § Punctuated equilibrium at organizational level drives significant change, development, and opportunity at the grup and individual levels too ○ Time increases and change increases § Level to abrupt change to level...

groups and teams go through developmental processea

○ Stages of specific number, sequence, lentght, and nature ○ Other kinds of group form, progress in stable manner but then respond to an event by radically changing their approach ○ Tuckmans five stage model of development § Forming, storming, norming, performing, and adjourning § Easy to remember and apply § The stages not necessarily of same duration or intensity § Team effectiveness increase time increase □ Forming □ Storming □ Norming □ Performing □ Adjourning □ Independent at forming then increase dependence, anf the return to independent § Individual issues □ Forming=how do I fit in □ Storming=whats my role here □ Norming=what do others expect me to do □ Performing=how can I best perform my role □ Adjourning=whats next § Group issues □ Where are we here □ Why are we fighting over who is in change and who does what □ Can we agree on roles and work as team □ Can we do the job properly □ Can we help the members transition out § Step 1: forming □ Group members tend to be uncertain and anxious about such unknown as roles, people in charge, and groups goals □ Mutual trust low and there is good deal of holding back to see who takes charge and how □ Conflict at this stage beneficial ® Can boost creativity ® However results can be quite different=life and death situations uncertainty can be dangerous § Step 2 storming □ Time of testing □ Individuals test policies and assumptions as they try to decide how they fit into power structure □ Subgroups may form and resist the current direction of leader or another subgroup □ Some management experts say the reason many new ceos don't survive is that they never get beyond storming stage □ Stall in stage 2 because of way the use of power and politics can erupt into open rebellion § Step 3: norming □ Do so because respected member, other than leader, challenges group to resolve its power struggles so work can be acocmplished □ Questions about authority and power are best resolved thorough unemotional, matter of fact group discussion □ Team spirit experienced during this stage ebcause members believe they have found their proper roles □ Group cohesiveness=we feeling that binds members of group together is the principal by product of stage 3 § Stage 4: performing □ Focused on solving task problems as contributors get their work done without hampering others □ Characterized by climate of open communciation, strong cooperation, and lots of helping behavior □ Conflicts and job boundary disputes are handled constructively and efficiently □ Cohensiveness and personal commitment to group goals help the group ahcieve more than could any one individual acting alone § Stage 5: adjourning □ Time to move on □ Return of independence can be eased by rituals such as parties and award ceremonies celebrating end and new beginnings Leader need to emphasize valuable lessons learned

organizing framework for problem solving

○ Step 1: define the problem=problems can be defined in terms of outcomes in organizing frameowrk, ad these outcomes occur at three levels ○ Step 2: identify causes= causes are often best thoiught in terms of inputs (person or situation), or processes at various levels (individuals, group/team, organizational) ○ Step 3: make recommendations= consider the most appropriate solutions using your OB knowledge and tools then map these onto the causes (inputs or processes) ○ Selecting a solution and taking action § Selecting solutions is both art ad science □ Some like to rely on intuition and experience while others like analytical or systematic methods ○ Don't forget to consider constraints § Most people lack time, knowledge, or access to data to routinely follow such rigorous procedure § Selection most often requires you to ocnsider various constraints on time, money, authority, and information that can occur at different levels

three critical organization planning processes

○ Strategic plan (strat plan) Annual Operating Plan (AOP) Human Resource Plan (HRP) ○ All three of these planning processes need to be aligned to be successful

strategy as context for human capital practices

○ Strategic plan/objectives ○ This influences what human capital we need=skills, behaviors, culture ○ Hc practices= Recruiting, Training, Performance Management, Job analysis/Job design, Recruiting and Selection, Training and Development, Pay Structure/Incentives, Benefits, Team Effectiveness, Leadership Excellence, Organization Change Strategic plan/objectives are context for evey decisions

• Goal setting theory: how can I harness the power of goal setting

○ Successful people tend to have one thing in common: lives are goal oriented ○ Results of more than 1000 studies from wide range of coutnries clearly show goal setting helps individuals, teams, and organizations to achieve success ○ Edwin locke and gary lathams theory of goal setting § Goals that are specific and difficult lead to higher performance than general goals like do your best or improve performance □ Goal specificity means whether a goal has been quantified § Certain conditions are necessary for goal setting to work □ People must have the ability and resources eneded to achieve goal and they need to be committed to the goal □ If conditions not met the goal setting does not lead to higher performance § Performance feedback and participation in deciding how to achieve goals are necessary but not sufficient for goal setting to work □ Feedback and participation enhance performance only when they lead employees to set and commit to a specific difficult goal □ Goals lead to higher performance when yoy use feedback and participation to stay focused and committed to specific goal § Goal achievment leads to job satifaction which in turn motivates employees to set and commit to even higher level of performance □ Goal setting puts in motion a positive cycle of upward performance § Poor goals=poor performance and unethical behavior § What are the mechanisms behind the power of goal setting □ Goals direct attention ® Direct attention and effort toward goal relevant activites and way from goal irrelevant activites ® Prioritize your goalsso effectively allocate your efforts over time □ Goals regulate effort ® Have energizing function in that they motivate us to act ® Harder goals foster greater effort than easy ones ® Deadlines also factor into mtoivation equation ® Expend greater effort on projects and tasks when time is running out □ Goals increase persistence ® Represents the effort expended on task over an extended period of time ® This type of persistence happens when goal is personally important □ Goals foster the development and application of task strategies and action plans ® Goals prompt us to figure out how we can accomplish them ◊ Begins with cognitive process in which we develop a plan outlining the steps, tasks, or activities we must undertake ® Implementation of the plans can take between 6 and 18 months depending on complexity of the goal ® Setting and using action plans also reduces procrastination ◊ If this is problem break goals into smaller and more specific subgoals

○ Using team charters at boost effectiveness

○ Team charter=detail members mutul expectations about how the team will operate, allocate resources, resolve conflict and meet the commitments § Idnetify member strengths, setting goals agreeing on processses for communication and decision making, and deciding how to measure and use contributions from members § Charter allows to anticipate opportunites, needs, and challenges of team; get agreed upon expectations and anticipate and then aovid potential and consequential conflicts

problem solving application

○ Technology a situation factor that affects my performance ○ Downside of technology=working more hours because can access work outside work hours (concern for pile of work accumulate in absence, feel only they can do their job, cocnerned about being replaced while away) § If doing work at home=is this overtime ○ Upside=cost effective, less errors=up to date information

What Do We Mean by "Total Rewards"?

○ The sum total of all the things in the work experience that affect (or are available) to an employee. ○ These can be tangible (i.e., compensation) or intangible (i.e., recognition, mission, etc.) ○ Each person's "ideal" total rewards will be different. ○ Organizations need to fully focus on this; can be a big "equalizer". ○ Goal is to find a set of total rewards that are meaningful to widest possible group of employees (incl. potential ones!) ○ What would your ideal set of total rewards be? What's important for you? ○ Extrensic motivation=outside self, intrinsic=from within an indvidiual ○ Each one of us have our own circle and what is in it ○ Charities cant compete with compensation but have great mission, what total rewards=compensation smaller circle and mission much bigger circle ○ Organizations need to focus on what is important because each person is unique and looking for something different § Smaller companies offer unique rewards specific to certain people § Strategic concept companies need to be conscious of □ REI taylor this and give time off to employees for hiking/etc

maslows need hierarchy theory

○ Theory based on clinical observation of few neurotic individuals, it has subsequently been used to explain the entire spectrum of human behavior ○ Need hierarchy theory=states that motivation is a function of five basic needs: physiological, safety, love, esteem, and self actualization § Physiological=most basic needs; entails having enough food, air, and water to survive § Safety=conssits of need to be safe from physical and psychological harm § Love=desire to be loved and to love, includes needs for affection and belonging § Esteem=need for reputation, presitge, and recongition from others. Also includes need for self confidence and strength § Self actualization=desire for self fulfillment to become the best one is capable of becoming ○ Five levels § Needs are met sequentially and relate to each other in prepotent hierarchy § Prepotent means the current most pressing need will be met before the next need becomes the most powerful or potent § Human needs emerge in predictable stair step fashion § When physiological needs have been met, safety needs emerge, and so up one step at a time § Once need has been satisfied it activates the next higher need ○ Using to motivate employees § Reminds us that employees have needs beyond earning paycheck § One style fits all approach to motivation is unlikely to work § Satisfied needs lose their motivational potential therefore managers are advised to motivate employees by devising programs or practices aimed at satisfying emerging or unmet needs

two fundametal perspectives on motivation

○ Two general categories of motivation theories § Content theories=identify internal factors such as needs and satisfaction that energize employee motivation □ Most content theories of motivation are based on the idea that an employees needs influence his or her motivation □ Ask what are the different needs that activate motivations direction, intensity, and persistence □ Needs=defined as psychological or physiological deficiencies that arouse behavior ® Can be strong or weak and are influenced by environmental factors ® Human needs vary over time and place ® Include ◊ Mcgregors theory x and theory y ◊ Maslows need hierarchy theory ◊ Acquired needs theory ◊ Self determination theory ◊ Herzbergs motivator hygiene theory § Process theories=explain the process by which internal factors and situational factors influence employee motivation

herzberg motivator hygiene theory

○ Two ways to improve satisfaction ○ Interviews accoutants and engineers ○ To determine factos responsible for job satisfaction and dissatisfaction=uncovered sepearate and distinct clusters of factors associated with each ○ Motivator-hygiene theory=proposes that job satisfaction and dissatisfaction arise fro mtwo dofferent sets of factors=satisfaction comes from motivating factors and dissatisfaction from hygiene factors ○ Hygiene factors § What makes employees dissatified □ Associated with factors in work context or environment □ Hygiene factors=including company policy and administrtion, technical supervision, salary, interperosnal relaionships with supervisors, and working conditions cause a person to move from state of no dissatifaction to dissatifaction □ Their removal created immeidate impact on satifaction or mtoviation □ Individuls ill experience the absense of job dissatisfaction when they have no grievances about hygiene factors ○ Motivating factors=what makes s=employees satisfied § More frequently associated with factors in work content of the task being performed § Labeled these motivating factors or motivators because each was associated with strong effort and good performance § Motivating factors or motivators including acheivement, recognition, characteristics of work, responsibility, and advancement=cause person to move from state of no satisfaction to satisfaction § Managers can motivate indvidiausl by incorporating motivators into an indvidiuals job ○ Group hygiene and motivating factors don't itneract ○ Opposite of job satifaction is not job dissatifaction but rather no job satisfaction § Dissatisfaction and satisfaction as two parallel continuums § Starting point=null state in which both dissatisfaction and satisfaction are absent § An orgnaizaion member could have good superviison, pay, and working condition (no dissatisfaction) but a tediuous unchallenging task with little change of advanceent (no satisfaction) ○ Managerial view of job satisafaction and dissatifaction § Allow managers to consider dimension of both job content and job context § So they can manage for greater overall job satisfaction § Believe you can satisfy and motivate poepke by providing good hygiene factors ○ Job content § Motivators § No satisfaction=jobs that do not offer acheivement, recognition, stimulating work, repsonsibility, and advancement § Satisfied=job offering, acheivement, reognition, stimualting work, responsibility, and advancement ○ Job context § Hygiene factors § No disatisfaction □ Jobs with good company polcieis, and administration, technical supervision, salary, itnerperosnl relaionships with supervisors, and working conditions § Dissatisfaction □ Jobs with poor compay policies and admisnitration, technical supervision, salary, itnerpersonal relationshops with supervisors and working conditions ○ Compaies agree with our conclusions § Been offering host of hygiene factors in attempt to attract and retain millenials ○ Using this model to motivate employees § Research not support two factor aspect of this theory nor the proposition that the factors are unrelated § Important still □ Hygiene first=practical resasons to elimiante dissatisfaction ebfore trying to use motibatores to increase motivation and performance ® Harder time motivating someone who is dissatisfied □ Motivation next=remove the dissatisfaction you can hardly go wrong by building motivators into someones job ® Represents the core idea behind technqiue of job design □ Well chosen words ® Don't underestimate the power of verbal recognition to reinforce good performance ® Positive recongition can fuel intrinsic motivation for people who are engaged in their work

elements in strategy formulation

○ Vision=start here, vision for what they want to be doing, lofty future state trying to reach ○ Mission=how making vision happen, values, what are ways we are going to achieve it ○ Goals=specific ways of achieving vision and mission ○ External analysis=opportunities and threats outside the organizaion ○ Internal analysis=what strengths and weaknesses in organzaition SWOT Analysis ○ Goals, analysis to strategic plan

virtual teams

○ Work together over time and distance via electronic media to combine effort and achieve common goals § Very flexible and efficient because they are driven by information and skills not time and location □ People with information and skills can be apart of team regardless of their residence ○ Best uses of virtual teams § Reduced real estate costs, abiltiy to leverage diverse knowledge/skills/experience across geography and time, ability to share knwoeledge of diverse markets, reduced communiting and travel expenses § Flexibility often affforded can also reduce work life conflicts=makes easier for companies to attract and retain talent ○ Obstacles for virtual teams § Difficult for them than face to face to establish team cohesion, work satisafaction, trust, cooperative behavior, and commitment to team goals § Used with caution § Building relationships hard § Being unable to observe nonverable cues and lack of collegiality ○ Effective virtual team participation and management § Adapt your communciations=learn how to use remote workers functions (their preferences), reguarly scheduled calls, be strategic and talk to right people at right time with right topics, accommodate the different time zones in fair and conssitent manner § Shar ethe love=keep distributed workers in loop, acknowledge birthdays and accomplishments, newsletters great touch point and vehicle for communciating best practices § Devleop productive relationships with key people on team □ May require attention, travel, and communciation § Be good partner=treat them like true partners and not hired help; need them and they need you § Be available=when can people be reached, where, and how § Document the work=need to be specific what they have completed and what they need to get done still during transfer § Provide updates § Select right people=independent workers, self starters, and initiative § Use your communciation skills=need to be easily understood and to the point ○ Face time § Need face to face contact § Especially early on § Enable peoplle to get familiar with each other and build credibility/trust/understanding § Reduces misunderstanding and build credibility=more efficeint and effecitive and it increases job performance and reduces conflict and itention to quit § Get real time feedback, forge meaningful and real connection, and get better sense of what others acutally think and feel § Cannot succed without additional and old fashioned factors like effective decision making, good communciaiton, training, clear mission, and sepcifc objectives, effective leadership, schedukes, and deadlines

during second industrial revolution

○ Workplaces with assembly lines=before child labor laws § Workers seen as cogs in a machine § Common throughout the united states and world

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