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The document provides information about an organizational behavior course including the course name, code, credit hours, semester, instructor, intended learning outcomes, and chapter outlines. The chapter outlines discuss topics like defining organizations and organizational behavior, the goals of organizational behavior, what managers do, and challenges like talent management and corporate social responsibility.

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0% found this document useful (0 votes)
51 views17 pages

Ob 1,2,3

The document provides information about an organizational behavior course including the course name, code, credit hours, semester, instructor, intended learning outcomes, and chapter outlines. The chapter outlines discuss topics like defining organizations and organizational behavior, the goals of organizational behavior, what managers do, and challenges like talent management and corporate social responsibility.

Uploaded by

prancisetasnim
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Course Name: Organizational Behavior

Course code: MGT 102 E


CreditMGT403E
hours : 3 hours
Semester/Academic year: Spring 2022-2023
Lecture: 1,2,3
Course instructor : Dr. (Mahmoud Badawy)

Principles of Marketing - lecture ( ) 1


Nahda University
Faculty of Business Administration

Intended Learning outcomes (ILOs)


By the end of this lecture the student will be
able to:
• 1-Define
• organizational behavior and describe the goals of the
field.
• 2-Identify The goals of organizational behavior

• 3-Compare between The “Big Five”


dimensions of the Five-Factor model of personality
Principles of Marketing - lecture ( ) 2
CHAPTER ONE

ORGANIZATIONAL BEHAVIOUR
AND MANAGEMENT
CHAPTER LEARNING OBJECTIVES
After reading Chapter 1, students should be able to:
1- Define organizations and describe their basic characteristics.
2- Explain the concept of organizational behaviour and describe the
goals of the field.
3- Define management and describe what managers do to accomplish
goals.
4- Contrast the classical viewpoint of management with that
advocated by the human relations movement.
5- Describe the contingency approach to management.
6- Explain what managers do — their roles, activities, agendas for
action, and thought processes.
7- Describe the four contemporary management concerns facing
organizations and how organizational behaviour can help
organizations understand and manage these concerns.
CHAPTER OUTLINE AND TEACHING NOTES
This first chapter introduces several basic concepts that provide students
with a frame of reference upon which to integrate the more complex
topics to come. It is useful to spend some time explaining just what
organizational behavior is, since students may have some difficulty in
grasping the meaning of this wholly qualitative term. It is also helpful to
and explain the differences and relations between organizational
behaviour and human resources management.
What Are Organizations?
Organizations are social inventions for accomplishing common goals
through group effort. There are three important elements of this definition
highlighted in the chapter.
Social inventions
There is a fundamental requirement for a coordinated presence of people
which is the essential characteristic of organizations as social inventions.
The field of organizational behaviour is about understanding people and
managing them to work effectively.
Goal Accomplishment
The reason organizations exist is to achieve goals. Survival is the
overriding goal of all organizations. The field of organizational behaviour
is concerned with how organizations can survive and adapt to change.
Group Effort
Individuals who function in an organization must be coordinated to
achieve goals efficiently. This coordination is accomplished through
group effort. The field of organizational behaviour is concerned with how
to get people to practise effective teamwork.
What Is Organizational Behaviour?
Organizational behaviour refers to the attitudes and behaviours of
individuals and groups in organizations. The field of organizational
behaviour involves the systematic study of these attitudes and behaviours.
Why Study Organizational Behaviour?
There are three good reasons to study organizational behaviour.
Organizational Behaviour Is Interesting
We see the subject matter every day, although we may not understand it
completely. Organizational behaviour is interesting because it is about
people and human nature.
Organizational Behaviour Is Important
Organizational behaviour is important to managers, employees, and
consumers and understanding it can make us more effective managers,
employees, or consumers and improve organizational effectiveness and
efficiency.
Organizational Behaviour Makes a Difference
Effective management and organizational behaviour can provide an
organization with a competitive advantage. Today, the main factor that
differentiates organizations is their workforce or human capital and the
most successful organizations are those that effectively manage their
employees. Furthermore, there is increasing evidence that management
practices and organizational behaviour not only influence employee
attitudes and behaviour, but also have an effect on an organization’s
effectiveness. Research shows that the best companies to work for are
also among the best performing companies. Thus, organizational
behaviour makes a difference in terms of good management and
organizational performance and competitiveness.
Goals of Organizational Behaviour
There are three goals of organizational behaviour.
Predicting Organizational Behaviour
Predicting the behaviour of others is an essential requirement of everyday
life. Although some prediction about future behaviour in organizations is
possible because of the very regularity of much behaviour, its accuracy
requires systematic study. Through systematic study, the field of
organizational behaviour provides a scientific foundation that helps
improve predictions of organizational events.
Explaining Organizational Behaviour
A second goal of organizational behaviour is to explain events in
organizations and why they occur. It is usually more difficult to explain a
behaviour than to predict it, since a given behaviour may have multiple
causes, and the reasons people do things tend to change over time and
circumstances. The ability to understand behaviour is a necessary
prerequisite for effectively managing it.
Managing Organizational Behaviour
Management is defined as the art of getting things accomplished in
organizations through others. If behaviour can be predicted and
explained, it can often be managed. If prediction and explanation
constitute analysis, then management constitutes action. Responding to
the information gathered through prediction and explanation helps to
influence organizational behaviour.

What Do Managers Do?


Organizational behaviour is not only useful to aspiring managers. A good
understanding is useful to consumers or anyone else who has to interact
with organizations to get things done. This section examines what
managers actually do, using research studies as a source.
Managerial Roles
Henry Mintzberg conducted an in-depth study of the behaviour of
managers and found a rather complex set of roles played by managers.
The relative importance of these roles will vary with management level
and organizational technology.
Interpersonal Roles. Interpersonal roles were those that were used to
establish and maintain interpersonal relations. These included the
figurehead role, leadership role, and liaison role.
Informational Roles. Informational roles were concerned with various
ways the manager receives and transmits information. Roles in this group
included the monitor role, disseminator role, and spokesperson role.
Decisional Roles. Decisional roles deal with managerial decision-making
and include the entrepreneur role, the disturbance handler role, the
resource allocation role, and the negotiator role.
Managerial Activities
Fred Luthans, Richard Hodgetts, and Stuart Rosenkrantz studied the
behaviour of a large number of managers and have compiled data on what
managers actually do with their time. The four basic activities were:
Routine communication. Formal sending and receiving of information.
Traditional management. Planning, decision making, and controlling.
Networking. Interacting with people outside the organization and
informal socializing and politicking with insiders.
Human resource management. Motivating and reinforcing, disciplining
and punishing, managing conflict, staffing, and training and developing
employees.
One of the interesting findings of this research was how emphasis on
these various activities correlated with managerial success. Networking
proved most critical for moving up the ranks of the organization quickly.
Human resource management proved most critical for unit effectiveness
and employee satisfaction and commitment.
Talent Management and Employee Engagement
A major challenge facing organizations today is talent management. A
survey of senior executives from all over the world found that talent was
ranked as the second most critical challenge just behind business growth.
Talent management refers to an organization’s processes for attracting,
developing, retaining, and utilizing people with the required skills to meet
current and future business needs. The ability of organizations to attract
and retain talent has become especially critical for organizations that are
struggling to find the employees they need to compete and survive. The
shortage of skilled labour is expected to get even worse in the coming
years as the baby boomers begin to retire.
Corporate Social Responsibility
Corporate social responsibility refers to an organization taking
responsibility for the impact of its decisions and actions on its
stakeholders.
CHAPTER TWO
PERSONALITY AND LEARNING
CHAPTER LEARNING OBJECTIVES
After reading Chapter 2 students should be able to do the following:
1- Define personality and describe the dispositional, situational, and
interactionist approaches to organizational behaviour.
2- Discuss the Five-Factor Model of personality, locus of control,
self-monitoring, and self-esteem.
3- Discuss positive and negative affectivity, proactive personality,
general self
efficacy, and core self-evaluations and their consequences.
4- Define learning and describe what is learned in organizations.
5- Explain operant learning theory and differentiate between positive
and negative reinforcements, and extinction and punishment, and
explain how to punish effectively.
6- Explain when to use immediate versus delayed reinforcement and
when to use continuous versus partial reinforcement.
7- Explain social cognitive theory and discuss observational learning,
self-efficacy beliefs, and self-regulation.
8- Discuss the following organizational learning practices:
organizational behaviour modification, employee recognition
programs, and training and development programs.
CHAPTER OUTLINE AND TEACHING NOTES
What Is Personality?
Personality refers to the relatively stable set of psychological
characteristics that influences the way individuals interact with their
environment. It is reflected in the distinctive way that individual’s react to
people, situations, and problems.
Personality consists of a number of dimensions and traits that are
determined in a complex way by generic predisposition and by one’s
long-term learning history. As well, people have a variety of personality
characteristics. There is no one best personality.
Personality and Organizational Behaviour
Personality has a rather long history in organizational behaviour that is
demonstrated by the “person-situation” debate and the dispositional,
situational, and interactionist approaches. According to the dispositional
approach, individuals possess stable traits or characteristics that influence
their attitudes and behaviours. According to the situational approach,
characteristics of the organizational setting such as rewards and
punishment
The Five-Factor Model of Personality
The “Big Five” dimensions of the Five-Factor model of personality and
examples of traits are introduced as well as the kind of jobs where each
trait is likely to be relevant:
• Extraversion. Sociable, talkative vs. withdrawn, shy. It is especially
important for jobs that require a lot of interpersonal interaction, such as
sales and management, where being sociable, assertive, energetic, and
ambitious is important for success.
• Emotional Stability/Neuroticism. Stable, confident vs. depressed,
anxious. For most jobs the performance of persons with low emotional
stability is likely to suffer. Persons who score high on emotional stability
are likely to have more effective interactions with co-workers and
customers because they tend to be more calm and secure.
• Agreeableness. Tolerant, cooperative vs. cold, rude. Agreeableness is
most likely to contribute to job performance in jobs that require
interaction and involve helping, cooperating, and nurturing others, as well
as in jobs that involve teamwork and cooperation.
• Conscientiousness. Dependable, responsible vs. careless, impulsive.
Persons who are high on conscientiousness are likely to perform well on
most jobs given their tendency toward hard work and achievement.
• Openness to Experience. Curious, original vs. dull, unimaginative.
People who are high on openness to experience are likely to do well in
jobs that involve learning
creativity given that they tend to be intellectual, curious, and imaginative
and have broad interests.
These dimensions are relatively independent and hold up well cross-
culturally. There is also evidence for a genetic basis to them. Research
has linked the Big Five to organizational behaviour. There is evidence
that each of the “Big Five” dimensions is related to job performance and
organizational citizenship behaviours. High conscientiousness is related
to performance for all jobs across occupations and is the strongest
predictor of overall job performance of all of the “Big Five” dimensions.
The “Big Five” have also been found to be related to other work
outcomes such as attendance, retention, counterproductive work
behaviours, work motivation, job satisfaction, life satisfaction, and career
success.
The Big Five personality dimensions are basic and general while those
that follow are more specific.
Locus of Control
Locus of control is introduced using the examples of Laurie, a hard-
working, driven individual who believes that she controls her destiny, and
Stan who believes that luck is what provides advancement opportunities.
These two examples are used to show the differences between an external
locus of control (Stan) and an internal locus of control (Laurie).
Locus of control is a set of beliefs about whether one’s behaviour is
controlled mainly by internal or external forces. High “externals” see
their behaviours controlled by factors like fate, luck and powerful people.
High “internals” see stronger effects on their behaviour as a consequence
of self-initiative, personal actions and free will.
Locus of control influences organizational behaviour in a variety of
occupations.
Internals are more satisfied with their jobs, more committed to their
organizations, earn more money, and achieve higher organizational
positions. In addition, they seem to perceive less stress, to cope with
stress better, experience less burnout, and to engage in more careful
career planning. They are also less likely to be absent from work and to
be more satisfied with their lives.
Self-Esteem
Self-esteem is the degree to which a person has a positive self-evaluation.
People with high self-esteem have favourable self-images. People with
low self-esteem tend to be more susceptible to external and social
influences than those who have high self-esteem, that is, they are more
plastic. This is known as behavioural plasticity theory.
People with low self-esteem tend to react badly to negative feedback – it
lowers their subsequent performance and they do not react well to
ambiguous and stressful situations.
Despite a possible downside to excessive esteem, organizations will
generally benefit from a workforce with high self-esteem. Such people
tend to make more fulfilling career decisions, they exhibit higher job
satisfaction and job performance, and they are generally more resilient to
the strains of everyday work life. Organizations can bolster self-esteem
by providing opportunities for participation, autonomy, and interesting
work which have been found to be positively related to self-esteem.
Advances in Personality and Organizational Behaviour
Five more recent personality variables that are important for
organizational behaviour are positive affectivity, negative affectivity,
proactive personality, general self-efficacy, and core self-evaluations.
Positive and Negative Affectivity. People who are high on positive
affectivity have a propensity to view the world, including oneself and
other people, in a positive light. People who are high on negative
affectivity have a propensity to view the world, including oneself and
other people, in a negative light.
Proactive Personality. Proactive behaviour involves taking initiative to
improve one’s current circumstances or creating new ones. It involves
challenging the status quo.
What Is Learning?
Learning occurs when practice or experience leads to a relatively
permanent change in behaviour potential. Practice or experience prompts
learning which stems from an environment that gives feedback
concerning the consequences of behaviour.
Positive Reinforcement
Positive reinforcement increases or maintains the probability of some
behaviour by the application or addition of a stimulus to the situation in
question. The stimulus is called a positive reinforcer. Whether or not
something is a positive reinforcer depends on whether it increases or
maintains the occurrence of some behaviour by its application.
Negative Reinforcement
Negative reinforcement increases or maintains the probability of some
behaviour by the removal of a stimulus from the situation in question. It
also occurs when a response prevents some event or stimulus from
occurring. The removed or prevented stimulus is called a negative
reinforcer.
Although negative reinforcers tend to be unpleasant things, it is important
to note that stimuli are not inherently positive or negative; they become
so only if they increase or maintain the probability of some behaviour by
their application (a positive reinforcer) or by their removal or prevention
(a negative reinforcer).

Punishment
Punishment involves the application of an aversive stimulus following
some behaviour designed to decrease the probability of that behaviour. It
decreases the probability of some unwanted behaviour by the application
or addition of a negative stimulus to the situation in question.
Observational Learning
Observational learning is the process of imitating the behaviour of
others. It is a form of learning that occurs by observing or imagining the
behaviour of others rather than by direct personal experience. With
observational learning, self-reinforcement often shapes the behaviour of
the learner. The best models for observing are attractive, credible,
competent, and of high status. Vivid, memorable behaviour is most often
imitated. The extent of observational learning as a means of learning in
organizations suggests that managers should pay more attention to the
process.
Self-Efficacy Beliefs
Self-efficacy beliefs refer to beliefs people have about their ability to
successfully perform a specific task. It is a cognitive belief that is task
specific and is the result of four sources of information: experience and
success performing the task; observation of others performing the task;
verbal persuasion and encouragement; and one’s physiological or
emotional state. Self-efficacy influences the activities people choose to
perform, the amount of effort and persistence devoted to a task, affective
and stress reactions, and job performance.
Organizational Learning Practices
Organizations employ a number of practices to enhance employee
learning. These practices include organizational behaviour modification,
employee recognition programs, and training and development programs.
Organizational Behaviour Modification
Organizational behavior modification (O.B. Mod) involves the
systematic use of learning principles to influence organizational
behaviour. The example in the text describes a program to improve safe
working practices. Research supports the effectiveness of organizational
behaviour modification. O.B. Mod programs have also been used to
improve work attendance and task performance. The effects on task
performance tend to be stronger in manufacturing than in service
organizations. Although money has been found to have stronger effects
on performance than social recognition and performance feedback, the
use of all three together has the strongest effect on task performance.

Training and Development Programs


Training and development is one of the most common and important
types of formal learning in organizations. Training refers to planned
organizational activities that are designed to facilitate knowledge and
skill acquisition to change behaviour and improve performance in one’s
current job; development focuses on future job responsibilities. One of
the most widely used and effective methods of

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