Class 1: Introduction to OB, Psychological Contract

Example: Brian and the pizza. Split the cost. Ill buy now you buy next time.

Objectives

 Understand the structure of Intro to OB and purpose of Interactive Classes

 Get to know you guys
 Describe OB as a discipline
 Understand and apply the concepts of “psychological contract”

Structure of Course and Purpose of Interactive Class

 Essential to attend lectures and interactive classes

 Interactive are based on: 1) learning through experience and interaction,
2) application of theory, 3) learning through reflection on experiences

What is OB?

 A field of study that investigates that impact that individuals, groups and
structure have on behavior within organizations, for the purpose of
applying such knowledge toward improving an organization’s
effectiveness.

What is an Organization?

 A consciously coordinated social unit, composed of a group of people,

which functions on a relatively continuous basis to achieve a common goal
or set of goals.

The Psychological Contract

 An individual’s beliefs, shaped by the organization, regarding the terms

and conditions of a reciprocal exchange agreement between individuals
and their organization.
 It defines the implicit agreement about what the employee will do (e.g.
work hard, be supportive of organizational change efforts, work in multiple
project teams, travel extensively, etc.), in exchange for what kinds of
things the employer will do (development opportunities, effective bosses,
respect, promotion, different types of rewards, etc.), and vice versa.

Why is it important to learn about?

a) Helps orient us to the subject matter of OB: the relationship between the
individual and the organization
 b) Helps us understand what we are doing in this course: as teachers and
students, we have psychological contracts with one another

Class 2: Group Dynamics

Group Development
Forming-members focus on accepting each other and learning more about the
group and its purpose. Period of uncertainty, self-consciousness, and
superficiality. Effective group leaders help orient, clarify the purpose of the group,
and work on establishing trusting relationships. Members will feel that they
belong in the group.
Storming-members confront the issues of how much individuality they must
relinquish to belong to the group and who will control the group. Tension,
criticism, and confrontation are typical of this stage. Effective leadership involves
helping group members to focus on a common vision. Paves way for later
productivity.
Norming- members develop shared expectations about a group roles and
norms. This stage is characterized by collaboration, commitment, increased
cohesion, and identification with the group. Effective leaders continue to provide
positive feedback and prevent group think.
Performing-group focuses its energy on achieving its goals and being
productive. There is also increase cohesion, acceptance of individual
differences, and mutual support during this stage. Skilled leaders help the group
run itself at this point, foster the development of group traditions, and encourage
the group to evaluate its effectiveness.
Adjourning- temporary groups disband and focus less on performance and
more on closure. In this stage, members struggle with holding on (nostalgia) and
letting go (looking ahead to the future). Effective leaders encourage the group to
reflect on, learn from, and celebrate its achievements.

Group Think: is the tendency for members of a highly cohesion group facing a
collective threat to seek consensus so strongly that they fail to explore alternative
courses of action
P.256

Group Cohesion: is the degree to which members are motivated to stay in the
group

Objectives

 Understand group/team assets and liabilities

 Be able to identify task, maintenance, and self-oriented behaviors and
their impact on team dynamics
 Analyze the dynamics of your LT

Importance of Learning Teams (LTs)

  Experience of working on a team
 Be able to better understand team dynamics
 Teams are super important in today’s workplace, so this experience is
invaluable

Task Behavior: concerns the actual task processes the group is going to
perform.

 Initiating
Some person must be willing to take initiative. Without them people would just sit
in silence or side conversations would develop
 Seeking and giving information
This clear and efficient flow of information, facts and opinions is essential to any
task accomplishment. Because decisions should be based on full information,
information-seeking statements not only help the seeker but the entire group.
 Giving information or opinions
Group members can offer both information and their opinions to aid the group
 Clarifying and elaborating
They communicate a listening and collaborative stance
 Summarizing
A moment to summarize the groups discussion. This gives the entire group an
opportunity to pause for a moment, step back, and see how far they have come,
where they are, and how far they have to go
 Consensus testing
A group work must result in a consensus decision. Adds positive work tension
into the group and clarifies how much consensus building remains to be done.
 Reality testing
Important to analyze ideas critically and see whether they will hold up when
compared to facts or reality. This helps the group to get back on track.
 Orienting
Define its position with respect to goals and identify points of departure from
agreed-upon directions. When questions are raised about the direction the group
is pursuing, everyone is reminded of the group goal and has an opportunity to
reevaluate and/or recommit to meeting it.
Maintenance Behavior: concerns how groups function in regard to meeting
group members psychological and relationship needs.

 Gate keeping
Direct the flow of conversation is an essential maintenance function in a group.
Without it information gets lost, multiple conversations develop, and people get
cut off and drop out of the meeting
 Encouraging
Encouraging also ensures that all the potentially relevant information the group
needs is shared, listened to, and considered.
 Harmonizing and compromising
If smoothing over issues (harmonizing) and each party’s giving in a bit
(compromise) serve to mask important underlying issues, creative solutions to
problems will be fewer in number and commitment to decisions taken will be
reduced
 Setting standards
Its focus how well the group’s needs for task-orientated behavior and
maintenance-orientated behaviors are being what. Set new standards where
they are required.
 Using humor
Reduce tension.

Self-oriented behaviors: meeting individual needs – they interfere and are

destructive to group functioning.

 Pursing own goals/agenda

 Trying to exert control over the group
 Establishing own role/identity in the group; drawing attention to self
 Working to be accepted by the group

Different Styles for Reducing Tension

 Friendly helper: mutual affection, tenderness, sympathy

 Tough Battler: conflict, fighting, power
 Logical thinker: understanding, logic, systems, knowledge
Class 3: Decoding Human Behavior and Personality

Dealing with Difficult People

1) Create a rich picture of the problem person

 Remember that we tend to think that people cause their own behavior,
and we tend to downplay other causes. But we need to think about the
following when trying to analyze the causes of behaviors:
a) The Problem Person: what motivates the person? What obstacles are
preventing them from achieving what they want? How often has their
behavior occurred?
b) Yourself: what might you be doing to encourage the problem behavior?
Are you unknowingly rewarding some behaviors and punishing others?
Is there something that you do that sets the person on the wrong
track?
c) The Situation: what might be causing you and the problem person to
behave poorly? Is there something happening in the organization that
might have an impact? Was there something that happened that might
have triggered this behavior?

2) Reframe your goals

 Try to think flexibly about what you want to happen.

3) Stage the encounter

 Schedule a face-to-face meeting to discuss the issues. Acknowledge the

person’s value and then describe the problem behavior as you see it in
factual terms. Clearly indicate that the problem behavior cannot continue
and suggest that you would like to work together to find a solution that is
acceptable to the both of you. Then, begin discussing possible solutions.

4) Follow up

 Set aside time to monitor and reward progress or take corrective action.

 Personality is the relatively stable set of psychological characteristics that

influences the way an individual interacts with his or her environment and
how he or she feels, thinks, and behaves.
Conscientiousness
 Dependable, organized, reliable, ambitious, hardworking, and persevering.
 Strongest influence on performance of the Big 5.
 Conscientious individuals prioritize accomplishment
striving:
 spend more time on-task.
 build job knowledge.
 goal-setting and persistence.
 exceed work requirements.
 Also predicts other work/non-work outcomes:
◦ career success, health (e.g., mortality)
Agreeableness
 Warm, kind, cooperative, sympathetic, helpful, courteous.
 Prioritize communion striving
◦ seek to gain acceptance in personal relationships.
 Focus on “getting along”, not necessarily
“getting ahead”.
 Beneficial in many positions/roles but can be
detrimental in others.
Neuroticism
 Nervous, moody, emotional, insecure, jealous.
 Synonymous with negative affectivity:
◦ tendency to experience unpleasant moods such as hostility,
nervousness, and annoyance.
  Associated with a differential exposure to
stressors:
◦ neurotic people more likely to appraise day-
to-day situations as stressful.
 Associated with a differential reactivity to
stressors:
◦ neurotic people less likely to believe they can cope
with the stressors that they experience.
Openness to Experience
 Curious, imaginative, creative, complex, refined, sophisticated.
 Valuable in jobs that require high levels of creativity and spontaneity.
◦ Predictive of cross-cultural sensitivity and success in international
assignments.
◦ More likely to migrate into artistic and scientific fields.
Extraversion
 Talkative, sociable, passionate, assertive, bold, dominant.
 Prioritize status striving:
◦ a strong desire to obtain power and influence within a social
structure as a means of expressing personality.
 Tend to be high in positive affectivity:
◦ tendency to experience pleasant, engaging moods such as
enthusiasm, excitement, and elation.

“Big Five” Recap

 Five broad factors of personality
 Different measures of Big Five
(e.g., NEO, IPIP)
 Conscientiousness is best predictor of job
performance; other constructs
predictive for certain jobs.
 Big Five constructs also predict various employee work attitudes, career
preferences and outcomes
 Impact of personality is not without contingencies
◦ e.g., need to consider the situation / the individual’s overall profile
 Susan Cain: “The Power of Introverts”…

The “Dark Triad”

 Three interrelated traits sharing a component of callousness and
manipulative /exploitative behavior.
 Linked to destructive workplace behaviors:
◦ Workplace harassment & bullying, theft, white collar crime, etc.
 Machiavellianism
◦ A pragmatic, emotionally distant power-player
who believes that the ends justify the means
◦ Manipulative, deceptive, unethical, and
persuade more than they are persuaded.
  Narcissism
◦ An arrogant, self-centered, entitled person
who needs excessive admiration
◦ http://education-portal.com/academy/lesson/narcissism-in-
organizations-definition-characteristics-effects-on-the-
workplace.html
◦ Psychopathy
◦ Prone to deviant behavior partly due to high levels of thrill-seeking,
impulsivity, and selfishness
◦ Tend to display a superficial charm, and lack of emotion and
remorsefulness
◦ “Workplace Psychopath”…

The dark triad is a group of three personality traits: narcissism,

Machiavellianism and psychopathy.[1][2][3] The use of the term "dark"
means evil and reflects the perception that these traits have
interpersonally aversive qualities:[4][5][6][7]
• Narcissism is characterised by grandiosity, pride, egotism, and a
lack of empathy.[8]
• Machiavellianism is characterised by manipulation and exploitation
of others; a cynical disregard for morality, and a focus on self-
interest and deception.[9]
Psychopathy is characterised by enduring antisocial behaviour,
impulsivity, selfishness, callousness, and remorselessness.
Myers Briggs Type Indicator

Extroversion/Introversion: how individuals act socially

Sensing/Intuiting: how people prefer to collect information
Thinking/Feeling: how people evaluate information
Judging/Perceiving: how people like to make decisions

 Very popular measure of personality (MBTI Clip…)

 Participants are classified on four axes to determine one of 16 possible
personality types, such as ENTJ.
 Each of the 16 possible combinations has a name, for
instance:
◦ Visionaries (INTJ) – original, stubborn, and driven
◦ Organizers (ESTJ) – realistic, logical, analytical, and businesslike
◦ Conceptualizer (ENTP) – entrepreneurial, innovative,
individualistic, and resourceful
 Research results on validity mixed
◦ MBTI® is a good tool for self-awareness and counseling.
◦ Should not be used as a selection test for job candidates.
Emotional Intelligence
 The capacity to: “monitor one’s own and others’ feelings and emotions, to
discriminate among them, and to use this information to guide one’s
thinking and actions” (Salovey & Mayer, 1990).
 4 core dimensions:
◦ Self-awareness: the appraisal and expression of emotions in
oneself
◦ Other-awareness: the appraisal and recognition of emotion in
others
◦ Emotional regulation: being able to recover
quickly from emotional experiences
◦ Use of emotions: being able to harness
emotion to enhance performance

Refer to Joanna role-play

Dealing with difficult people

Example. Roommate
1. Create a rich picture of the problem person
 The problem person. What motivates this person?
 Yourself. What might you be doing to encourage the problem behavior?
 The situation. What might be causing you and the problem, person to
behave poorly?
2. Reframe your goals
 Try to think flexibly about what you want to happen
3. Stage the encounter
 Schedule a face-to-face meeting to discuss the problem.
4. Follow up
 Set aside time to monitor and reward progress or take corrective action

Locus of control: refers to the beliefs people have about why things happen to
them. People with an internal locus of control tend to believe that they control
their own fate and destiny. People with an external locus of control tend to think
that luck, chance control what happens to them.
Class 4: Motivation

McClelland’s Need Theory

Need for Power:

 the need to influence and lead others and be in control of ones
environment.
 Positive face is socialized power, influence use for the good of others
 Negative face is personalized power, personal dominance, exercise power
impulsively

Need for Affiliation:

 The desire for friendly and close interpersonal relationships
 Positive face is affiliate interest, concern for interpersonal relationships but
not at the expense of goal-orientated behavior.
 Negative face is affiliate assurance, concern with obtaining assurance
about the security and strength of one’s relationships and avoiding
rejection. They worry about being disliked.

Need for Achievement:

 The need to accomplish goals, excel, and strive continually to do things
better

Job Design Hackman’s Theory

1. Skill Variety: the degree to which a job requires a range of personal

competencies and abilities in carrying out the work
2. Task identity: The degree to which a job requires completion of a “whole” and
identifiable piece of work, doing a good job from beginning to end with a visible
outcome.
3. Task Significance: The degree in which the job is perceived by the employee
as having a substantial impact on the lives of other people, whether those people
are within or outside of the organization
4. Autonomy: The degree to which the job provides freedom, independence,
and discretion to the employee in scheduling the tasks and in determining the
procedure to be used in carrying out the task.
5. Job Feedback: The degree in which carrying out the job-related tasks
provides the individual with direct and clear information about the effectiveness of
their performance.
Goal-Setting Theory: involves setting a clear objective and ensuring that every
participant is aware of what is expected from him or her, if this objective is to be
achieved. Goals provide direction and a sense of how much effort is needed to
be successful.

Equity Theory: The equity people perceive in their situation also influences
motivation. According to equity theory, employees evaluate what they receive
from a job (outputs such as pay, bonuses, job security, promotions) in relation to
what they contribute (time, skills)

Expectancy Theory: Assumes motivation is a function of three link ages.

1) the effort-performance expectation that if a person makes an effort, it will result
in good performance
2) the performance-outcome expectation that good performance will result in a
reward or outcome
3) the value of the reward to the person

For example a student with good study habits may need to study 10 hours for a
test, while another student may need to put in twice the hours. If a student
believes that studying 10 hours for a test will make it possible for her to do
extremely well on the exam, she will be more motivated to study than if she has
no previous experience with hard work paying off in the classroom. Our student
must also believe that her good performance on an exam will be fairly graded
and will yield a good outcome.
Reinforcement Theory: The main tenets of reinforcement theory are that
mangers should reinforce desired behaviour and discourage undesirable
behavior by negative reinforcement by punishment.

Negative reinforcement- desired behaviour results in punishment.

Positive reinforcement- desired behaviour results in bonuses

Class 5: Conflict and Negotiation Chapter 13

Reservation point: the lowest you’ll go

Task conflict refers to conflict about the work itself such as its substance and
goals; process conflict focuses on how the work gets done

Thomas’s Five Conflict-Handling Models

Competition: implies winning at the other’s expense. Sense of power

Avoidance: lack of concern about the desire of either party, a lose-lose situation
Accommodation: satisfying the others concern without taking one’s own needs
or desires into consideration
Compromise: reflects the mid0way point between these 2 styles and involves
give-and-take by each party
Collaboration: fully satisfy both concerns of both parties, better chance for
solutions

Fisher Negotiation

1. People: Separate the People from the Problem

 Maintain a relationship with the other party “soft on people and hard on the
problem”
2. Focus on Interests, Not Positions
 Parties should assertively present their own interests and mutually identify
those
3. Options: Invent Options for Mutual Gains
 Come up with optimal solutions in the pressure of a negotiation setting.
Brainstorm options that are favorable to both parties.
4. Criteria: Insist on Objective Criteria
 Look for objective criteria, such as market value, expert opinion, custom,
or law that are agreeable to both parties

BATNA stands for Best Alternative To a Negotiated Agreement

Week 6: Communication

Barriers to Communication

Poor Relationships
Lack of Clarity
Individuals Differences in Encoding and Decoding
Gender
Perception
Culture

The act of distortion is the difference between what the sender intended to
communicate and what the receiver actually understood.

Assertiveness is the ability to communicate clearly and directly what you need
or want from another person in a way that does not deny or infringe upon the
other’s rights.

Week 6: Perception & Attribution

Perception is the process by which is defined as the process of filtering the

information our senses receive

3 stages of perceptual process

Selection: selective attention, which is defined as the process of filtering the

information our senses receive. Internal factors that affect perception are
motives, values, interests, attitudes, past experiences and expectations. The
external factors that influence perception are characteristics of the target we
perceive. Our attention is drawn by motion, intensity, and size.

Organization: Organization of the stimuli that has been selected to make it

simpler. Our thought process automatically structure stimuli into patterns that
make sense to us.

Evaluation: We interpret stimuli in a subjective rather than objective fashion.

Our conclusions are biased by our individual attitudes, needs, experiences, and
goals.

Social identity theory is based on the belief that people tend 1) perceive
themselves and others in terms of social categories rather than as individuals 2)
social comparison 3) social groups in which they belong social identification
The Johari Window is an information-processing model that consists of four
regions determined by whether information about oneself is known or unknown to
oneself and others.

Cultural Influence on Perception

1. Subconscious cultural blinders: we use our own cultural assumptions to
interpret the events and behaviour of a foreign culture.
2. Lack of cultural awareness: we are unaware of our cultural values and norms
and the way that other cultures perceive us. Without understanding our own
culture we cannot adapt our behavior so that it is perceived more accurately by
others.
3. Projected similarity: We assume that people from other countries are more
similar to us than they rarely are or that situations are similar when they are not.
This is based on the ethnocentric view that there is only one way to be like me.

D.I.E Model

To teach more accurate perceptions and attributions in cross-cultural

interactions.

Description: what you see, observed fact

Interpretation: refers to inferences, what you think about what you see
Evaluation: judgments, what you feel about what you think

Attribution theory: when people observe behavior, they attempt to determine

whether it is internally or externally caused. “hes lazy” is internal, “too much work
to do a good job” externally

3 types of information to help us make judgments

Consensus: refers to the extent to which others behave in the same manner
Consistency: extent, which the person acts in the same manner at other times
Distinctiveness: extent, which the person behaves in the same manner in other
contexts
Chapter 3

A learning organization is an organization skilled at creating acquiring, and

transferring knowledge, and at modifying its behaviour to reflect new knowledge
and insights.

Accommodating: leading, taking risks, initiating

Diverging: creative, open-minded
Converging: logical, solving problems
Assimilating: planning, creating models
Chapter 18

Power is defined as the capacity to influence the behavior of others.

Influence: successfully persuading others to follow your advice or orders
Authority: power granted to an employee recognized as legitimate power

4 Sources of Power

1. Coercive Power
• Also called command and control
• Power granted in one’s position to:
reward and punish
make work requests
make decisions
2. Charismatic Power
• Power to attract others
• influence over others
• it is acquired from being well liked or respected

3. Expertise Power
• Knowledge that is respected /valued
4. Being in the Right Place at the Right Time
• Control over resources or access to information

Dependency and Power

• The more dependent someone is on another the more power that person
has over them

Current Trend:
Moving from Power to Influence

– Power hierarchy flattening

– Increased interdependence
– More team work
– Need to be able to use influence

Nine Influence Tactics

1. Rational persuasion – logical argument
2. Inspirational appeal – appeal to other’s aspirations
3. Consultation – support or assistance
4. Ingratiation – praise and flattery
5. Personal appeals – loyalty and friendship
6. Exchange – exchange of favours
7. Coalition tactics – aid of others
8. Legitimating tactics – use of authority or right
9. Pressure and Threats – demands and threats

A Process of Influence
Muscle level 1: Polite request
“I’d like you to let us know when you can’t come to a meeting”
Muscle level 2: Stronger
“When you don’t let us know that you’re going to miss a meeting, we sometimes
end up meeting without a quorum. I need to know if you are going to miss a
meeting.”
Muscle level 3: Statement of consequences
“If you can’t let us know when you’ll miss a meeting, we will ask you to resign
from the committee.”
Muscle level 4: Consequences
“Because you have not been keeping us informed about your attendance, I will
have to ask you to leave the committee.”

Six Influence Strategies

1. Reciprocity
• Repay in kind
• Includes gifts, favours and concessions people make to one another
e.g. Increasing Disabled American Veterans donations

2. Social proof
• Follow the lead of similar others
e.g. Milgram, Bickman and Berkoswitz people looking in the sky

3. Consistency
• Align with clear public commitment

4. Scarcity
• Want scarce items
e.g. “limited time offer”

5. Expertise and authority

• Relevant expertise and experience persuades

6. Liking
• respond to those who are pleasant, likable and charismatic
e.g. physically attractive people in elections
Four Influencing Styles
Berlew and Harrison

1. Assertive Persuasion
• Use of facts, logic, rational argument and persuasive reasoning
• Not from an emotional source – emotionally neutral
• Feelings should not enter the argument
• Not appropriate for emotional or value-ladden issues

2. Reward and Punishment

• Use of bargaining, incentives, pressures, and demanding certain
behaviour
• Steps:
State expectations of how others should behave
Evaluate that behaviour
Rewards offered for compliance
Punishment threatened for noncompliance

3. Participation and Trust

• Get results by getting people involved
• People who use this style are:
Patient
Good listeners
Build on other’s ideas
Quick to credit others for their contributions
Use personal disclosure
Take non-defensive attitude toward feedback
Help others to feel more accepted for what they are

4. Common Vision
– Identify a common vision for the future
• Good in organizational change
• Objective is common ground
• Synergy by working together
• People who use this style are:
Able to talk in emotionally vivid imagery and metaphors
• “Power distance” is a measure related to power originated by Hofstede

Power distance: measures the extent to which the less powerful members of
organizations and institutions (family) accept and expect that power is distributed
unequally

Power Distance: Canada

• Canadians are interdependent

• Canadians place value on egalitarianism
There is no overt status or class distinctions in society
With respect to communication, Canadians value a straightforward exchange of
information
• Hierarchy in Canadian organizations is established for convenience
Superiors are always accessible
Managers rely on individual employees and teams for their expertise

Conger
Effective persuasion

1. Establish credibility
2. Frame goals in a way that identifies common ground with those you intend to
persuade.
3. Reinforce your position using vivid language and compelling evidence.
4. Connect emotionally with your audience.

The assertive persuasion style, we “push” others with our intellect. The use of
facts, logic, rational argument, and persuasive reasoning.

The second “pushing” style is reward and punishment, we are “pushing our will”
onto other people.

Chapter 16

What is Organizational Culture?

It is a set of shared assumptions, common values, and beliefs. These are often
accepted, but not discussed.

 Subcultures
Accept general values, etc.
Overlay this with their own
Often around professional values
 Countercultures
Reject general cultural values
May work to undermine the organization
Usually implies larger issues

Functions of Organizational Culture

 Control
Cheap
Self-administered
Group responsibility
 Integration
  Guidance

Strong and Weak Cultures

 In a strong culture
Values are clear
Values and beliefs are widely and strongly held
Organizational culture provides a clear guide for behaviors and attitudes
Not adhering to cultural values has negative consequences
 In weak cultures values and beliefs are less clear and less important

Thick and Thin Cultures

 Thick cultures pervade all aspects of the organization
 May even stretch outside the organization
 Thin cultures are less important and only apply to some segments of
organizational live
 The guidance offered by thin cultures is limited
 As a consequence behaviors are more various and variety is more
accepted

Transmitting Culture

Socialization: organizations bring new members in their cultures.

Stories: stories repeated to newcomers
Symbols: represents, stands for, or suggests an idea, visual image, belief,
action, or material entity. Ex. Toronto Maple Leafs logo
Rituals: routines that reflect values of a culture
Statements of Principles: code of ethics
Heroes: role models Ex. Gretzky

They find ways to integrate the many different computer systems and
databases that are part of their operations with each other (internal
integration), or with parties on the outside (external integration) so they
function together seamlessly.

Ethics
What is ethics?
• Ethics concerns principles of right and wrong
Ethics sets standards of moral behaviour
Defines things we should and shouldn’t do
Helps guide our behaviour
Reflects how we should treat one another
Underlies our evaluations of the appropriateness of our own and others’
behaviour
Makes us not animals

What is business ethics?

• Business ethics (or “organizational ethics”)
a form of “applied ethics” wherein principles of ethics are applied to business
settings and issues.
• Among other things, business ethics looks at:
the ethical principles businesses and the people who work for them should
adhere to in their activities
how to promote ethical behaviour by and within businesses
the impacts of ethical or unethical business behaviour on business
performance

Ethical subjectivism
implies that statements about what’s right and wrong are just a matter of opinion
or tastes.
and there’s no real way to say that one person’s opinion is better than any
others.
this suggests that everyone should just do whatever they themselves think is
right.
Justice/Fairness
Distributive justice concerns fairness in the distribution of resources and/or the
benefits and harms of our decisions among those affected.
Procedural justice concerns the fairness of processes, and the application of
them.
Compensatory justice concerns compensating people fairly if they have been
harmed.
Retributive justice concerns fairness in punishing people for undesirable
behaviour.
Rights
• Rights are entitlements a person has to behave in a certain way, or be
treated in a certain way.
• A variety of rights may need to be considered (depending on the
situation).
Human/moral rights are rights that a person has just because (s)he is a human
being.
Legal rights are rights that a person has because the law says they do.
Contractual rights are rights a person has because (s)he has signed a contract.
Utilitarian considerations relate to the consequences of our decisions.
Greatest amount of good for the greatest amount of people.
Utilitarianism argues that your goal should always be to maximize net utility
across everyone affected by your decision.
Utility is derived from the benefits (positive utility) and harms (negative utility) of
our decisions.
benefits and harms to be considered can be physical, psychological, financial,
emotional, or of any other type

Generalizability concerns the rationality of the principle underlying a proposed

action.
It is irrational to think that something is ethically permissible for you, but not
ethically permissible for someone else the same situation.
So, you must be willing to have everyone behave in the same ways that you do.
And, you must be willing to be treated in the same ways that you treat other
people.
Kind of like the Golden Rule (but not exactly)

Values are core beliefs or desires that guide or motivate attitudes and actions.

Terminal Values are desirable end states of existence or the goals that a
personal would like to achieve during his or her lifetime. End result

Instrumental Values are preferable modes of behaviour or the means to

achieving one’s terminal values. How are you going to get there.

Ethical vs. Nonethical Values

Ethical values relate to what is right and proper. Core values are trustworthy,
respect, responsibility and fairness. Character building

Nonethical values deal with the things we like, desire or find personally important.
Examples are fame, money and pleasure.

Kohlberg’s Moral Reasoning

Level 1: Self-Centered (Pre-conventional)

Stage 1: Obedience and Punishment
Stage 2: Purpose. What’s in it for me?
Level 2: Conformity (Conventional)
Stage 3: Conformity. People think of you
Stage 4: Law. Applies as a member of society

Level 3: Principled (Post-conventional)

Stage 5: Social Contract. Respect for rights of others, general good. See
yourself
Stage 6: Universal Ethics. Fight for your values

Corporate Social Responsibility: company’s commitment and contribution to

the quality of life of employees, their families and the local community and
society.

Chapter 22

Resistance: natural reaction to change

Personal Resistance: personal discomfort with change. Don’t want to do

something.

Political Resistance: change threatens people who hold power.

Systemic Resistance: due to habit, this is the way we have always done things

Inadequate change goal: A successful change requires a high-quality idea or

goal and acceptance by organizational members.

Inadequate process: People resist changes when process is not carefully

managed. Resistance will occur when 1) feeling out of control 2) uncertainly
where is will lead 3) lack of time 4) stress 5) greater work demands

Tactics for dealing with Resistance

1) Education and Communication: understand the reasons for the change

2) Participation and Involvement: encourage others to help with the design and
implementation. This creates commitment.
3) Facilitation and Support: Provide encouragement, training to help people
adapt to change

4) Co-optation: Non-elected outsiders are ‘co-opted’ by being given formal or

informal power taking over. When unrepresented faction are given a voice.

5) Negotiation and Agreement: offer incentives in return for decreased

resistance to the change.

6) Manipulation: withholding information so that employees agree to change

7) Coercion: threated with negative incentives