Lesson 1 To 5, 7

An Overview of
Human Behavior
in Organization
 Human Behavior – refers to the physical action of a
person that can be seen or heard such as smiling or
whistling. With his thoughts, feelings, emotions, and
sentiments, the person exhibits behaviors similar or
different when he is in or out of organizations.
 Human behavior in organization is more
appropriately referred to as a organizational
behavior (OB).
 Organizational Behavior (OB) – may be defined
as the study of human behavior in organization,
and of the organization itself.
THE GOALS OF OB
The three goals of OB are as follows:

 To explain behavior;
 To predict behavior; and
 To control behavior
THE ELEMENTS OF OB
1. People 2. Structure
3.Technology 4.Environment
THE ELEMENTS OF OB
 The internal social system of 1.People

the organization is composed
of people consisting of
individual persons and
groups. The individual person
is inducted as a member of an
informal group, but soon, he
or she may become a member
of an informal group.
THE ELEMENTS OF OB
2. Structure
 The structure defines the
formal relationship of
people in the organization.
It describes how job tasks
are formally divided,
grouped and coordinated.
THE ELEMENTS OF OB
 Technology refers to the
combination of 3.Technology
resources, knowledge
and techniques with
which people work and
affect the task that they
perform. It consists of
buildings, machines,
work process, and
assembled resources.
THE ELEMENTS OF OB
4.Environment
 It refers to institutions or
forces outside the
organization that potentially
affect the organization’s
performance. It includes
suppliers, customers,
competitors, government
regulatory agencies, and
public pressure groups.
THE BENEFITS OF
STUDYING OB
1. Development of people skills
2. Personal growth
3. Enhancement of the organizational and
individual effectiveness
4. Sharpening and
refinement of common
sense
A Brief History
of Organization
Behavior
The origins of OB can be traced
to the following:
1. The human relations approach

a. The scientific management
approach by Frederick W. Taylor.
b. The human relations approach by
Elton Mayo and others
2. The personality theories
a. Freud’s model
b. The behaviorist approach by
Watson and Skinner
c. The humanist approach by Carl
Rogers, Fritz Perls, and
Abraham Maslow
He was the well-known
disciple of the scientific
management movement.
The primary purpose of
scientific management
was the application of
scientific methods to
increase the individual
worker’s productivity.
Taylor used scientific analysis and experiment
to increase worker output. He did it by
regarding individuals as equivalents of
machine parts and assigned them specific
repetitive tasks.
HAWTHORNE STUDIES
Elton Mayo and his
research team conducted
the Hawthorne studies in
1920 to determine what
effect hours of work,
periods of rests and
lighting might have on
worker fatigue and
productivity.
It was discovered that the social environment
have an equivalent if not greater effect on
productivity than the physical environment.
Mayo concluded that social interaction is a
factor for increased productivity.
A great
contributor is the
psychologist
Sigmund Freud
who brought the
idea that people
are motivated by
far more than
conscious logical
reasoning.
Freud believed that irrational motives make up
the hidden subconscious mind, which
determines the major part of people’s behavior.
THE BEHAVIORIST
APPROACH
Through an approach
called behaviorism,
another eminent
psychologist, J.B.
Watson, formulated the
theory about learned
behavior. This theory
indicated that a person
can be trained to
behave according to
the wish of the trainer.
He extended Watson’s
theory with his own
theory of behavior
modification. Skinner
concluded that when
people receive a
positive stimulus like
money or praise for
tend to repeat theirwhat they have
behavior. Whendone,
they
theyno
are ignored and receive will
response to the
action, they will not be inclined to repeat it.
The humanist movement is
another important aspect in the
development of OB. It is composed
of a group of psychologist and
three prominent contributors –
Carl Rogers, Fritz Perls, and
Abraham Maslow
Rogers focused on the person
as an individual instead of
adhering to a rigid
methodology. He believes that
people should acquire their
own values and attitudes
rather than be committed to a
fixed set of prescribed goals.
The more self-directed and aware people

are, the better they are able to develop their
own individual values and adapt to a
changing environment.
Fritz Perl’s contribution is the
Gestalt psychology wherein
the person is seen as being
plagued by numerous split, or
conflicting desires and needs,
which dissipate energy and
interfere with that person’s
ability to achieve his
potential.
The object Gestalt psychology is to integrate
conflicting needs into an organized whole, in
which all parts of a person work together
towards growth and development.
For his part, he
forwarded his model
which espouses the
idea of developing the
personality toward the
ultimate achievement
of human potential.
This process is referred
to as self-
actualization.
Ethics and
Organizational
Behavior
 Ethics – refers to the set of moral choices as person
makes based on what he or she ought to do.
 Organizational Ethics – these are the moral principles

that define right or wrong behavior in organizations.
 Ethical Behavior – this refers

to behavior that is accepted as
morally “good” and “right” as
opposes to “bad” and “wrong”
What constitutes right and
wrong behavior in
organization is
determined by:
 The public
 Interest group
 Organizations
 The individual’s personal morals and values
ETHICAL ISSUES
There are important ethical issues that confront
organizations. They consist of the following:
 Conflict of interest
 Fairness and honesty
 Communications
 Relationships within the
organization
INDIVIDUAL DIFFERENCES
 It refers to the variation in how people respond
to the same situation based on personal
characteristics.

CONSEQUENCES OF INDIVIDUAL
DIFFERENCES
 People differ in productivity
 People differ in the quality of their work
 People react differently to empowerment
 People react differently to any style of
leadership
 People differ in terms of need for contact with
other people
 People differ in terms of commitment to the
organization
 People differ in terms of level of self-esteem
CONSEQUENCES OF INDIVIDUAL
DIFFERENCES
WHAT MAKES PEOPLE DIFFERENT
FROM EACH OTHER?
People different from each other because they

are different in terms of the following:
1. Demographics
2. Aptitude and Ability
3. Personality
1. Demographic Diversity
 Performance in the workplace and the
behavior of workers are sometimes affected by
the differences between the demographic
characteristics of individual workers.
The sources of demographic diversity include the
following:
A. Gender Differences B. Generational

differences and age
Differences
C. Culture Differences
1.Demographic Diversity
A. Gender Differences
 The differences in the
perception of male and
female roles are
referred to as gender
differences. Research
findings indicate that
there are very few
differences between
men and women that
affect job performance.
A. Gender Differences
Specifically, men and women are not different
along the following concerns:
 Problem solving abilities
 Analytical skills
 Competitive drive
 Motivation
 Learning ability
 Sociability
B. Generational differences and age Differences
 A worker that belongs to a certain generation may
behave differently form a worker who belongs to
another. This difference is called generational
difference.
 Differences in the ages of workers also bring about

expectations of differences in the behavior of workers.
 Differences in job performance and behavior
are sometimes caused by differences in
culture.
 Culture refers to the learned and shared ways
of thinking and acting among a group of people
or society.
Culture has two dimensions:
 Social Culture – This refers to the social

environment of human-created beliefs,
customs, knowledge, and practices that define
conventional behavior in a society.
 Organizational Culture – is the set of values,

beliefs, and norms that is shared among
members of an organization.
People differ in terms of aptitude and ability and
their behavior in the organization is affected.
 Aptitude may be
defined as the
capacity of a person
to learn or acquire
skills.
 Ability refers to an

individual’s capacity
to perform the
various tasks in a
job.
A person’s overall abilities are made up of two
sets of factors:
A. Physical B. Intellectual or
Ability Mental Ability
A person’s overall abilities are made up of two
sets of factors:
A. Physical Ability
 refers to the capacity of the individual to do
tasks demanding stamina, dexterity, strength,
and similar characteristics.
A. Physical Ability
Nine physical abilities needed to perform
certain tasks:
Dynamic strength – this
is the ability to exert
muscular force repeatedly
or continuously over time.
Trunk strength – this is the

ability to exert muscular
strength using the trunk
(particularly the abdominal
muscles) muscles.
A. Physical Ability
certain tasks:
Explosive strength –
Static strength – this this is the ability to
is the ability to exert expend a maximum of
force against external energy in one or a
objects. series of explosive acts.
A. Physical Ability
certain tasks:
Extent flexibility – this is the ability to move the
trunk and act muscles as far as possible.
A. Physical Ability
certain tasks:
Dynamic flexibility –
this is the ability to
make rapid, repeated
flexing movements.
Body coordination – this
is the ability to coordinate
the simultaneous actions of
different parts of the body.
A. Physical Ability
certain tasks:
Balance – this is the ability
to maintain equilibrium
despite forces pulling off
balance.
Stamina – this is the

ability to continue
maximum effort requiring
prolonged effort over time.
B. Intellectual or Mental Ability
 (also referred as intelligence) is one of the
major sources of individual differences.
Intellectual abilities refer to the capacity to do
mental activities, such as thinking, reasoning,
and problem solving.
Dimension of Intellectual Ability
 Cognitive Intelligence – refers to the

capacity of a person to acquire and apply
knowledge including solving problems.
 Social Intelligence – refers to a person’s

ability to relate effectively with others.
Dimension of Intellectual Ability
 Emotional Intelligence – refers to a person’s

qualities such as understanding one’s own
feelings, empathy for others, and the
regulation of emotion to enhance living.
 Cultural Intelligence – refers to an outsider’s

ability to interpret someone’s unfamiliar and
ambiguous behavior the same way that
person’s compatriot would.
Intelligence Subparts
and Individual Variations
The intelligence levels on the four subparts
differ from person to person. For instance, an
individual could get high ratings on two
intelligence subparts, e.g., cognitive and social
but low on emotional and cultural. Another person
could be rated average on all four subparts, and
the like.
In real life situation, it is not surprising to see
an individual who scores below average in school
examinations but gets elected as student council
president.
The Triarchic Theory of Intelligence
An eminent researcher,
Robert Sternberg, developed
an approach to the study of
intelligence.
He maintains that there
are three important parts of
intelligence, namely:
 Componential Intelligence –
referred to as analytical
intelligence, it involves
components (or mental
processes) used in thinking.
The Triarchic Theory of Intelligence
 Experiential Intelligence – referred to as
creative intelligence, is that type of intelligence
that focuses on how people perform on tasks
with which they have either little or no preview
experience or else great experience.
 Contextual Intelligence – also known as

practical intelligence is a type of everyday
intelligence or street smarts. It requires
adapting to, selecting, and shaping out real-
world environment.
Multiple Intelligences
Another eminent
researcher, Howard
Gardner, developed
a very useful means
of understanding
intelligence. It is
referred to as the
Theory of Multiple
Intelligences.
8 Different Components of Intelligence
Linguistic – people who
possess this component of
intelligence is sensitive to
language, meanings, and the
relations among words.
Logical-Mathematical – this intelligence
component covers abstract thought,
precision, counting, organization, and
logical structure, enabling the individual
to see relationship between objects and
solve problems such as those in algebra
and actuarial concerns.
Musical – this Spatial – this intelligence
intelligence component component enables people
gives people the to perceive and manipulate
capacity to create and images in their brain and to
understand meanings re-create them from
made out of sounds and memory, such as in making
enjoy different types of graphic designs.
music.
Bodily-kinesthetic – this
intelligence enables people
to use their body and
perceptual and motor
systems in skilled ways, such
as dancing, plating sports,
and expressing emotion
through facial expressions.
Intrapersonal – the
person with this kind
of intelligence has
highly accurate
understanding of
himself or herself.
Interpersonal – this
intelligence component makes
it possible for persons to
recognizes and make
distinctions among the
feelings, motives, and
intentions of others, as in
managing people ad parenting
children. Naturalist – a person
with this intelligence
posses the ability to
seek patterns in the
external physical
environment.
3. Personality
 Refers to the sum total of ways in which an
individual reacts and interacts with others.
3. Personality
Determinants of Personality
The personality of an individual is a result of both
hereditary and environmental factors.
 Heredity defines the limits by which

environment can develop personality
characteristics.
3. Personality
Hereditary Factors:
 Physical Stature
 Facial Attractiveness
 Gender
 Temperament
 Muscle composition and reflexes
 Energy Level
 Biological Rhythms
3. Personality
 Environmental factors – are those that exert
pressures on the formation of an individual’s
personality.
Environmental Factors :
 Cultural Factor – which refer to the
established norms, attitudes, and values that
are passed along from one generation to the
next and creates consistency over time.
3. Personality
Environmental Factors :
 Social Factor – which refer to those that
reflect family life, religion and the many kinds
of formal and informal groups in which the
individual participates throughout his life.
 Situational Factors – which indicate that the

individual will behave differently in different
situations.
Personality Factors and Traits
 There are certain factors that are considered in
determining human personality. A person’s
personality traits could be either be on the
positive or negative side of the factors and
they will be in various degrees of development.
 The traits are partially inherited and they will

develop depending on the environment where
the person is situated.
8 Personality Factors and Traits
EMOTIONAL INTELLIGENCE
 The concept of

emotional intelligence
or emotional quotient
(EQ) was introduced by
Daniel Goleman. EQ
refers to the ability of
the person to
accurately perceive,
evaluate, express and
regulate emotions and
feelings.
Five Components of EQ
1. Self-regulation – refers to the ability to calm

down anxiety, control impulsiveness, and react
appropriately to anger.
2. Motivation – refers to the passion to work for
reasons that go beyond money or status.
Five Components of EQ
3. Empathy – this refers to the ability to respond
to the unspoken feelings of others.
4. Self-awareness – this refers to the awareness
of one’s own personality of individuality.
5. Social skills – this refers to the proficiency to

manage relationships and building networks.
MORE ON PHYSICAL ABILITY
Factors in determining the reasons for differences
in individual behavior:
Sense of sight –
people differ in what
they actually see
Sense of hearing –
people differ in their
ability to hear
Sense of taste – a
person’s tongue may be
sensitive to various tastes
and this makes him or
her different from another
person who is less
sensitive to taste
Sense of smell –
people have different
degree of sensitivity to
smell
Sense of touch – A person’s sense of touch may
differ in degree with another person’s
LEARNING, PERCEPTION,
and
ATTRIBUTION
LEARNING, PERCEPTION,
and
ATTRIBUTION
Learning may be defined as a relatively permanent
change in behavior or knowledge due to experience.
When a person behaves differently from what he
previously did, it can be said that there is change in
the person’s behavior. With change there is learning.
A change in behavior happens due to any or both

of the following:
1. Learning
2. Other causes such as drugs, injury, disease and
maturation.
LEARNING and BEHAVIOR
1. Classical Conditioning
2. Operant Conditioning
3. Social Learning
1. CLASSICAL CONDITIONING
 It may be defined as a type of learning in which a

stimulus acquires the capacity to evoke a
response that was originally evoked by another
stimulus.
 A stimulus is something that incites action.

CLASSICAL CONDITIONING
2. OPERANT CONDITIONING
• It may be defined as a type of learning where

people learn to repeat behaviors that bring
them pleasurable outcomes and to avoid
behaviors that lead to uncomfortable
outcomes.
OPERANT CONDITIONING
that brings that brings

OPERANT CONDITIONING
3. SOCIAL LEARNING
• It is may be defined as the process or

observing the behavior of other, recognizing its
consequences, and altering behavior as a result.
How Social Learning is Achieved

1. by observing what happens to other people
2. by being told about something
3. through direct experience
SOCIAL LEARNING
• The process by which
people select, organize,
interpret, retrieve, and
respond to information
from their environment.
THE PROCESS OF PERCEPTION
PEOPLE
PLACES
OBJECTS
EVENTS
FACTORS INFLUENCING
PERCEPTION
1. The perceiver
2. The target
3. The situation
1. The Perceiver
The person who perceives the target is the
perceiver. His perception of the target is influenced
by factors that are unique to him, like the
following:
a. his past experience
b. his needs or motives
c. his personality
d. his values and attitudes
2. The Target
The person, object, or event that is perceived by

another person is the target. Perception may be
modified by the following factors which are typical
characteristics of targets:
a. Contrast
If during the perception process, the target is situated
in a background of contrast, perception is affected.
b. Intensity
It varies in terms of brightness, color, depth, and
sound, and because of these, perception is affected.
c. Figure-ground Separation
It is a factor that may affect visual perception. The
figure is the one being looked at, and the ground is
the background against which stands.
d. Size
The size of the target is also a factor that may
affect perception. Those that are smaller or larger
than the average are perceived differently.
e. Motion
In terms of motion, moving objects are perceived
differently from stationary objects.
f. Repetition or novelty
Repetition affects perception. For example, when a
person is repeatedly exposed to a particular music,
that person gets used to it and chances are, he
becomes fond of it.
3. The Situation
Perception is also affected by the surrounding

environment.
For example, a person who is enjoying a meal with

tribal people in the hinterlands may be well
received even if he uses his bare hands. He will be
perceived differently when he does the same in the
dining halls of the privilege class in the city.
The situational factors that affect
perception:
a. Time
As people’s moods vary from time to time, perception
also varies depending on the time the perception is made.
b. Work Setting
Workplaces differ from one another. As such, perception
also differs from workplace to workplace.
c. Social Setting
The social setting is also a factor in perception.
FACTORS THAT INFLUENCE
ATTRIBUTION
1. Distinctiveness
2. Consensus
3. Consistency
Attribution theory is the process by which people
ascribe causes to the behavior they perceive.
Common Attribution Errors

1. The fundamental attribution error
2. The self-serving bias
COMMON ATTRIBUTION ERRORS
1. The fundamental attribution errors

 Refers to the tendency to underestimate the influence
of external factors and overestimate the influence of
internal or personal factors in the behavior of others.
2. The self-serving bias
 It is a type of attribution error whereby people tend to
attribute their achievements to their good inner qualities,
whereas they attribute their failures to adverse factors
within the environment.
FACTORS THAT INFLUENCE
ATTRIBUTION
1. Distinctiveness
 The consideration is given to how consistent a
person’s behavior is across different situations is
referred to as distinctiveness.
2. Consensus
 This refers to the likelihood that all those facing
the same situation will have similar responses.
3. Consistency
 This refers to the measure of whether an
individual responds the same way across time.
SHORTCUT USED IN FORMIN
IMPRESSIONS OF OTHERS
1. Selective Perception
Selective perception happens when a person selectively
interprets what he sees on the basis of his interest,
background, experience, and attitudes.
2. Halo Effect
Halo effect occurs when one attribute of a person or
situation is used to develop an overall impression of the
person or situation.
3. Contrast Effects
Contrasting situations, oftentimes, lead to
inaccurate evaluation of a person’s character and
ability.
4. Projection
Projection is attributing one’s own thoughts,
feelings, or motives to another. It is likely to occur
in the interpretation stage of perception.
5. Stereotyping
Stereotyping refers to judging someone on the
basis of one’s perception of the group to which
that person belongs.
Values refer to the importance a person attaches to
things or ideas that serves as guide to action.
HOW PEOPLE LEARN VALUES
1. MODELING
Parents, teachers, friends,
and other people oftentimes
become models to persons
who would later exhibit
good behavior in the
workplace.
2. COMMUNICATION OF ATTITUDES
When a person often
hears form acquaintances
the risk of buying
products imported from
a certain country, the
person may develop
negative values about that
country.
3. UNSTATED BUT IMPLIED ATTITUDES
Values may also be

affected by attitudes that
are not stated but are
implied by way of action.
4. RELIGION
Values are also learned through religion.
TYPES OF VALUES
1. Achievement
 This is a value that
pertains to getting things
done and working hard
to accomplish goals.
TYPES OF VALUES
2. Helping and concern for others

 This value refers to the person’s concern with
other people and providing assistance to those
who need help.
TYPES OF VALUES
3. Honesty
indicates the person’s
concern for telling
the truth and doing
what he thinks is
right.
TYPES OF VALUES
4. Fairness
indicates the person’s
concern for impartially
and fairness for all
concerned.
ESPOUSED VS. ENACTED VALUES
Espoused values
 are what members of the
organization say they value.
Enacted values
 are reflected in the actual
behavior of the individual
members of the organization.
INSTRUMENTAL & TERMINAL VALUES
Another classification of values may be presented as follow:
Instrumental values
 It is refer to preferable mode of behavior or means
of achieving the terminal values.
Terminal values
 It represents the goals that a person would like to
achieve in his or her lifetime.
INSTRUMENTAL & TERMINAL VALUES
INSTRUMENTAL TERMINAL
VALUES VALUES
-Ambition -Cleanliness -Happiness -Family Security

-Honesty -Affection/Love -Pleasure -Salvation
-Self- Sufficiency -Politeness -Self-Respect -Friendship
-Courage -Rationality -Freedom -Mature Love
-Forgiving Nature -Responsibility -World Peace -Wisdom
-Helpfulness -Competence -Equality -Prosperity
-Self-control -Cheerful -Achievement -National Security
-Independence -Intelligence -Inner Peace -Social Respect
-Obedience -Imagination -Beauty in -Exciting, active life
-Open-Mindedness art and nature
ATTITUDES
 Attitudes are the feelings and beliefs that largely
determine how employees will perceive their
environment, commit themselves to intended
actions, and ultimately
behave.
 Attitudes reflect how one

feels about something.
THE MAIN COMPONENTS OF ATTITUDES
THE MAIN COMPONENTS OF ATTITUDES
1. COGNITIVE COMPONENT
 refers to the opinion or belief segment of an attitude.
2. AFFECTIVE COMPONENT
 refers to the emotional or feeling segment.
3. BEHAVIORAL COMPONENT
 refers to the intention to behave in a certain way
toward someone or something.
DIFFERENCES IN PERSONAL DISPOSITION
POSITIVELY AFFECTIVITY
refers to personal characteristic of employees that
inclines them to be predisposed to be satisfied at
work.
DIFFERENCES IN PERSONAL DISPOSITION
NEGATIVITY AFFECTIVITY
refers to personal characteristic of employees that
inclines them to be predisposed to be dissatisfied at
work.
MOST IMPORTANT ATTITUDES IN THE WORKPLACE
1. Job satisfaction
2. Job involvement
3. Organizational Commitment
EFFECTS OF EMPLOYEE ATTITUDES
1. Positive job attitudes

 indicate job satisfaction and
are useful in predicting
constructive behaviors.
2. Negative job attitudes

 are also useful in predicting
undesirable behavior.
EMPLOYEE EFFECTS OF EMPLOYEE
ATTITUDES ATTITUDES
POSITIVE NEGATIVE
Low
Lack of job organizational
Job commitment
involvement
Job
satisfaction Organizational
commitment
Job
dissatisfaction
Day dreaming
Unauthorized absences, early
Performing departures extended breaks, work
excellently in all job slowdowns
Serving customers
aspects Verbal abuse, dangerous actions
beyond working
against another employee
hours
JOB SATISFACTION &
JOB DISATISFACTION
Job Satisfaction
Refers to the positive feeling
about one’s job resulting from an
evaluation of its characteristics.
Job Dissatisfaction
 When the feeling about one’s
job is not positive.
JOB SATISFACTION
When people are satisfied with their job, the
following benefits become possible:
1. High productivity
2. A stronger tendency to achieve customer loyalty
3. Loyalty to the company
4. Low absenteeism and turnover
5. Less job stress and burnout
6. Better safety performance
7. Better life satisfaction
FACTORS ASSOCIATED WITH JOB SATISFACTION
1. Salary
2. Work itself
3. Promotion opportunity
4. Quality of supervision
5. Relationship with co-workers
6. Working conditions
7. Job security
WAYS OF MEASURING JOB SATISFACTION
The single global rating method
Refers to the approach where individuals are asked to respond
to a single question, “How satisfied are you with your job?”.
The respondents indicate the answers by putting a check
before any of the numbers from 5 to 1
_____1) highly satisfied

_____2) moderately satisfied
_____3) indifferent
_____4) moderately dissatisfied
_____5) highly dissatisfied
WAYS OF MEASURING JOB SATISFACTION
The summation score method

Is an approach where individuals indicate their
feelings regarding each key factors of their job. The
factors would normally consist of the work ,
supervision, current salary, promotion opportunities,
and relations with co-workers.
JOB INVOLVEMENT
 A positive employee
attitude that refers to the
degree to which a person
identifies with the job,
actively participates in it,
and considers performance
important to self worth.
ORGANIZATIONAL INVOLVEMENT
 Refers to the degree to

which an employee
identifies with a particular
organization and its goals
and wishes to maintain
membership in the
organization.
ORGANIZATIONAL INVOLVEMENT
Organizational commitment may be categorized
into three dimensions:
1. Affective commitment
2. Continuance commitment
3. Normative commitment
DETERMINANTS OF JOB
PERFORMANCE
It is a given
requirement in any JOB
PERFORMANCE
organization.
DETERMINANTS OF JOB
PERFORMANCE
Capacity to
perform
JOB
The capacity to perform PERFORMANCE
relates to the degree to which

the employee possesses skills,
abilities, knowledge, and
experiences relevant to his
job.
DETERMINANTS OF JOB
PERFORMANCE
Capacity to
perform
Opportunity JOB
to perform PERFORMANCE
The opportunity to perform

will depend on the work
environment provided to the
employee.
DETERMINANTS OF JOB
PERFORMANCE
Capacity to
perform
Opportunity JOB
to perform PERFORMANCE
Willingness
The willingness to perform
to perform relates to the degree in
which an employee desires
and is willing to exert effort
to achieve the goals assigned
to him.
WHAT IS MOTIVATION?
Motivation may be defined as the process of

activating behavior sustaining it, and
directing it toward a particular goal.
THE PROCESS OF MOTIVATION
KEY ELEMENTS OF MOTIVATION
EXTERN
INTERNA
WORKER AL
L FORCE
FORCE
COURSE CERTAIN
OF BEHAVIO
ACTION R
ORGANIZATIONAL
GOAL
KEY ELEMENT OF MOTIVATION
KEY ELEMENTS OF MOTIVATION
1. Intensity
2. Direction
3.Persistence
1. INTENSITY
Refers to the level of the effort provided by
the employee in the attempt to achieve the goal
assigned to him.
2. DIRECTION
Relates to what an individual choses to do
when he is confronted with a number of possible
choices.
3. PERSISTENCE
Is a dimension of motivation which

measures how long a person can maintain effort
to achieve organization’s goals.
THEORIES OF MOTIVATION
1. CONTENT THEORIES
Focus on analyzing the wants and needs of an individual.
THE FOUR CONTENT THEORIES:

a) Hierarchy of Needs Theory of Abraham Maslow
b) ERG Theory of Clayton Alderfer
c) Acquired Needs Theory of David L. McClelland
d) Two-Factor Theory of Frederick Herzberg
1. CONTENT THEORIES
a) Hierarchy of Needs Theory

• Abraham Maslow forwarded the idea that human
beings possess a hierarchy of five needs such that as
each need is substantially satisfied, the next need
becomes dominant.
• HIERARCHY OF NEEDS
•GROWTH
•SELF-
•SELF-FULFILLMENT
SELF- RESPECT
ACTUALIZATION •ACHIEVEMEN
T
•AFFECTION ESTEEM •RECOGNITIO
•BELONGINGNES N
S •ATTENTION
SOCIAL
•ACCEPTANCE
•SECURITY
SAFET •PROTECTION
•BASIC
Y
NEED
S PHYSIOLOGICAL
1. CONTENT THEORIES
b) ERG Theory
• The ERG theory is a need hierarchy theory of
motivation that was developed by Clayton Alderfer.
He believed that in motivation people, we are
confronted by three sets of needs:
• ERG SETS OF NEEDS
• This refer to the needs satisfied

by such factors as food, air,
water, pay, and working
conditions.

by meaningful social and
interpersonal relationships.
by an individual making creative
or productive contributions.
1. CONTENT THEORIES
c) Acquired Needs Theory

• Acquired needs theory was developed as a
result of a research made by David L.
McClelland and his associates.
ACQUIRED NEEDS:
This refers to the desire to do something

better or more efficiently, to solve problems,
or to master complex tasks.
ACQUIRED NEEDS:
Which refer to the desire to establish

and maintain friendly and warm
relations with others.
ACQUIRED NEEDS: Which refer to

the desire to
control others,
to influence
their behavior,
or to be
responsible for
others.
1. CONTENT THEORIES
d) Two-Factor Theory
• Frederick Herzberg developed his two-factor theory
that identifies job context as a source of job
dissatisfaction and job content as the source of job
satisfaction.
JOB CONTEXT or work setting relates more to the
environment in which people work.
The factors associated with job context are called
hygiene factors which are the following:
• Organizational policies
• Quality of supervision
• Working condition
• Base wage or salary
• Relationship with peers
• Status
• Security
JOB CONTENT relates more to what people actually
do in their work.
Those that are related to job content are called

motivator factors and they consist of the following:
• Achievement
• Recognition
• Work itself
• Responsibility
• Advancement
• Growth
2. PROCESS THEORIES
EXPLAINS HOW PEOPLE ACT IN RESPONSE TO
THE WANTS AND NEEDS THAT THEY HAVE.
THE THREE PROCESS THEORIES:

a) Expectancy Theory of Victor Vroom
b) Equity Theory of J. Stacey Adams
c) Goal Setting Theory of Edwin A. Locke
2. PROCESS THEORIES
a) Expectancy Theory
• It was developed by Victor Vroom. This
theory sees people as choosing a course of
action according to what they anticipate will
give them the greatest rewards.
MOTIVATION IS A PRODUCT OF THE
FOLLOWING FACTORS:
EXPECTANCY INSTRUMENTALITY VALENCE

(perceived effort – (perceived (perceived values
performance performance – of reward)
probability) reward
probability)
2. PROCESS THEORIES
b) Equity Theory
• Assumes that employees are motivated by desire
to be equitable treated at work.
• Equity exist when employees perceive that the
ratios of their inputs (effort) to their outputs
(rewards) are equivalent to the ratios of other
employees. Inequity exist when these ratios are
not equivalent.
2. PROCESS THEORIES
b) Equity Theory
Two types of Inequity:
• Over Rewarded
• Under Rewarded
Over Rewarded
Employees who feel over rewarded will think there is an
imbalance in their relationship with their employer. They
will seek to restore the balance through any of the
following:
They might work harder.
They might discount the value of rewards.
They could try to convince other employee to ask for more
rewards.
They might choose someone else for comparison purpose.
Under Rewarded
When employees feel under rewarded, they will seek to
reduce their feeing of inequity through any of the following:
They might lower their quality or quantity of their
productivity.
They could inflate the perceived value of the rewards
received.
They could find someone else to compare themselves.
They could bargain for more rewards.
They might Quit.
2. PROCESS THEORIES
c) Goal Setting Theory
• It may defined as the theory that specific and
difficult goals, with feedback lead to higher
performance.
• It was Edwin A. Locke and his associates who
developed a comprehensive framework linking
goals t performance.
Findings about Goals include the following:

1. Specific
2. Difficult but achievable
3. Accepted by the person
4. Used in evaluating performance
5. Linked to feedback
MOTIVATIONAL METHODS AND
PROGRAMS
FOUR MOTIVATIONAL METHODS AND

PROGRAMS
1. Motivation through job design

2. Organizational behavior modification
3. Motivation through recognition and pride
4. Motivation through financials incentives
PROGRAMS
PROGRAMS
1. Motivation through job design
• Job design may be defined as the way the
elements in a job are organized.
3 Important Concepts in Designing Jobs
a) Job enrichment
b) Job characteristics model
c) Job crafting
PROGRAMS
Job enrichment
• This term refers to the practice of building

motivating factors like responsibility,
achievement, and recognition into job content.
• Job enrichment provides the worker with a

more exciting job and it increases his job
satisfaction and motivation
PROGRAMS
Characteristics of Job Enrichment

1. Direct Feedback
2. Client Relationship
3. New Learning
4. Control over method
5. Control over scheduling
6. Unique Experience
7. Direct Communication
8. Control Over resources
9. Personal accountability
PROGRAMS
Job characteristics model
• This term refers to the method of job design that focuses on
the task and interpersonal demands of job.
Five Core Job Characteristics:

• Skill Variety
• Task Identity
• Task Significance
• Autonomy
• Feedback
PROGRAMS
Job crafting
• This refers to the physical and mental changes
workers make in the task or relationship
aspect of their jobs.
The common type of Job Crafting:
1. Changing the number and type of job tasks.
2. Changing the interaction with others on the
job; and
3. Changing one’s view of the job.
PROGRAMS
PROGRAMS
PROGRAMS
2. Organizational behavior modification

• It is actually the application of reinforcement
theory in motivating people at work.
• Reinforcement theory may be briefly defined

as the contention that behavior is determined
by its consequences.
PROGRAMS
5 Step Problem-Solving
Model: Among the benefits of OB
1. Identifying critical Mod are:
behaviors
2. Developing baseline data 1. improvement of employee
productivity;
3. Identifying behavioral
consequences of 2. reduction of errors,
performance absenteeism, tardiness, and
4. Developing and accident rates; and
implementing an 3. Improvement of friendliness
intervention strategy toward customers.
5. Evaluating performance
improvement
PROGRAMS
PROGRAMS
3. Motivation through recognition and pride

• Recognition is a natural human need and it is
a strong motivator.
• Pride is also a motivator, but one that is
intrinsic.
PROGRAMS
TO MAKE IT AN EFFECTIVE MOTIVATOR, THE
FOLLOWING STEPS ARE NECESSARY:
1. IDENTIFY A MERITORIOUS BEHAVIOR

2. RECOGNIZE THE BEHAVIOR WITH AN ORAL, WRITTEN, OR
MATERIAL REWARD.
For better understanding and implementation of reward and

recognition programs, the following points must be considered:
1. Feedback
2. Praise
3. Reward and recognition programs
4. Identification of the type of rewards and recognition
5. Evaluate the effectiveness of the reward and recognition program.
PROGRAMS
PROGRAMS
4. Motivation through financials incentives
Financial incentives take the form of any or a
combination of the following:
a) Time Rates
b) Payment by Results
c) Performance and Profit Related Pay
d) Skill/Competency Based Pay
e) Cafeteria or Flexible Benefits System
PROGRAMS
Time Rates
• This type of monetary reward use the number
of hours worked as a means of determining
rewards. It may be classified as hourly rate,
or weekly wage, or a monthly salary.
Payment by Results
• This scheme links pay to the quantity of the
individual’s output.
PROGRAMS
Performance and Profit Related Pay
• This scheme considers results or output plus
actual behavior in the job.
Skill/Competency Based Pay

• This is an organization wide scheme where
pay is linked to company profits. Profit
related pay takes the form of direct cash
outlay, or allocation of stock options.
PROGRAMS
Stock Option
Is a financial incentive that gives employee the right to
purchase a certain number of company shares at a
specified price.
Skills Based Pay
Also known as competency based or knowledge based
pay, this is a pay plan that sets pay levels on the basis of
how many skills employees have or how many jobs they
can do.
Cafeteria or Flexible Benefits System
This is a benefit plan that allows each employee to put
together a benefit package individually tailored to his or
her own needs and situation.
TEAMWORK
AND
GROUP
TEAMS VS WORK GROUP
GROUPS
FORMAL INFORMAL
COMMAND TASK INTERES FRIENDSHI

T P
GROUP GROUP GROUP GROUP
WHAT ARE GROUPS
 A group may be defined
as two or more persons,
GROUPS
interacting and
interdependent, who have
come together to achieve
certain objectives.
 Groups may be
classified as:
1. Formal group
2. Informal group
WHAT ARE GROUPS
 This one is defined by the
FORMAL organization structure, with
GROUP
designated work assignments and
established tasks.
 This group type is neither
formally structured nor
INFORMAL organizationally determined. It is
GROUP
formed by individuals and
developed around common
interests and friendship rather
than around a deliberate design.
WHAT ARE GROUPS
TYPES OF FORMAL GROUPS
 A group composed of individuals

COMMAND
GROUP
who report directly to a certain
manager.
 It is that kind of group consisting

TASK
GROUP
of persons working together to
complete a job task.
WHAT ARE GROUPS
TYPES OF INFORMAL GROUPS
 An interest group is one that is

formed because of some special
INTERES
T
topic interest. In general, the
GROUP group disbands when the interest
declines or a goal has been
achieved.
 A friendship groups is one where
FRIENDSHI
members are brought together
P because they share one or more
GROUP
common characteristics such as age,
WHY PEOPLE FORM GROUP
NEEDS SATISFACTION
PROXIMITY
ATTRACTION
GOALS
ECONOMICS
STAGES OF GROUP DEVELOPMENT
FORMING STAGE
STORMING STAGE
NORMING STAGE
PERFORMING STAGE
ADJOURNING STAGE
FORMING STAGE
 This is the first stage of group
development. There are various ways
of forming groups. One ways is that
person getting appointed to a
discipline committee. Another is that
person who is helping to form a
medical mission, and another is that
person who is gradually becoming
part of a choral group over a period of
FORMING STAGE
Specific concerns of the members:

1. They are eager to learn what tasks they
will be performing
2. How they can benefit from group
membership
3. What constitutes acceptable behavior
4. What rules must be followed
STORMING STAGE
This stage is that stage when

conflict within the group happens.
Members may get involved in
competition for desired assignments
and disagreements over appropriate
behaviors and responsibilities related
to task performance.
NORMING STAGE
This stage is also known as the initial

integration stage, this is when the group
really begins to come together as a
coordinated unit. Cooperation and
collaboration are its main
characteristics
PERFORMING STAGE
In this stage, the group emerges as

a mature, organized, and well-
functioning group, and it is ready to
focus on accomplishing its key tasks.
This stage is also referred to as the
total integration stage.
PERFORMING STAGE
This stage consists of two different sub-stages as
follows:
1. The sub-stage where the group has attained a
level of effectiveness that will remain more or less
constant and as such, group performance will be
maintained at a level sufficient to ensure survival.
2. The sub-stage where the process of learning and
development of the group is ongoing so that group
effectiveness and efficiency continues, and as a
result, group performance will reach higher levels.
ADJOURNING STAGE
Involves the termination of activities. This stage is
applicable to temporary groups such as
committees, project groups, task forces, and similar
entities.
The termination of the group’s activities may
be triggered by any f the following:
1. When the group’s purpose has been fulfilled
2. When the group has failed to revitalize itself
during the performing stage.
ROLES WITHIN GROUPS
KNOWLEDGE
LISTENER
CONTRIBUTOR
PROCESS OBSERVER MEDIATOR
PEOPLE SUPPORTER GATEKEEPER
TAKE-CHARGE
CHALLENGER
LEADER
ADVANTAGES & DISADVANTAGES OF
GROUPS
ADVANTAGES:
More inputs from various perspectives
Synergism
More supportive of decisions
Efficient exchange of information
Fulfilling the safety, affiliation, and esteem
Mutual support
ADVANTAGES & DISADVANTAGES OF
GROUPS
DISADVANTAGES
Slower and more cumbersome
Disseminate strictly routine data
May be diluted
Accountability
Shirk responsibility
Groupthink
GROUPTHINK
This term may be briefly defined as a
deterioration of mental efficiency,
reality testing, and moral judgment in
the interest of group cohesiveness. In
dividable thinking is brought in line with
the average quality of the group’s
thinking.
TECHNIQUES IN GROUP DECISION MAKING
Interacting Groups
Brainstorming
Nominal group technique
Electronic meeting
Interacting Groups
A typically groups in which members
interact with each other face-to-face. The
essence of interaction is the sending and
receiving of information through oral,
written, and nonverbal communication.
The main drawback of
this technique is its
susceptibility to
“groupthink”
Brainstorming
Is a group problem-solving technique

which promotes creativity by encouraging
members to come up with any ideas, no
matter how strange, without fear of
criticism.
Nominal group technique
 Is a group decision-making method in

which individual members meet face-to-
face to pool their judgments in a systematic
but independent fashion. The group
decision is the mathematically pooled
outcome of individual votes.
Electronic meeting
Is a decision-making technique wherein
members interact through computers,
allowing anonymity of comments and
aggregation of votes. This technique
features the distinct advantages of
anonymity, honesty, and speed.
WHAT ARE WORK TEAMS
 Work teams are important elements of
organizations. They are the groups expected
to deliver high performance when the
organization
 A work teamrequires
is ait.
formal group
comprised of people
interacting very closely
together with a shared
commitment to
accomplish agreed-
upon objectives.
TYPES OF TEAMS
Problem solving Team
Self-managed work teams
Cross functional teams
Virtual teams
TYPES OF TEAMS
Problem solving Team
 Problem-solving
teams are groups of 5
to 12 employees from
the same department
who meet for a few
hours each week to
discuss ways of
improving quality,
efficiency, and work
TYPES OF TEAMS
A self-managed work
team is one that is
empowered to make
decisions about
schedules, task
allocations, job skills
training, performance
evaluation, selection of
new team members, and
controlling quality of
TYPES OF TEAMS
Improved flexibility of staff;

A
D
V The reduced number of job classifications result to
A more efficient operations
N
T
Absenteeism and turnover rates are lower; and
A
G
E
Organizational commitment and job satisfaction
S
are at higher levels
TYPES OF TEAMS
D Implementing the concept takes time (as long as several
I years);
S
A
D The cost of training the team members is high;
V
A
N There are inefficiencies created during the training
T period; and
A
G Some employees are not able to adopt to a team
E structure
S
TYPES OF TEAMS
 A cross functional team is one composed
of employees from about the same
hierarchical levels, but from different work
areas, who come together to accomplish a
task.
TYPES OF TEAMS
Exchange information
A
D
V Develop new ideas
A
N
T
A
Solve problems
G
E
S Coordinate complex projects
TYPES OF TEAMS
D
I
S
A
D
The main disadvantage is that
V it consumes much time as the
A
N
members learn to work with
T diversity and complexity.
A
G
E
S
TYPES OF TEAMS
Virtual teams
 Virtual teams are those
that use computer technology
to tie together physically
dispersed members in order
to achieve a common goal.
Members do the same tings
as members of face-to-face
teams. They also share
information, make decisions,
and complete tasks. The
difference is they do it with
TYPES OF TEAMS
Virtual teams
 Can meet D
A without concern I Major

D
for space, time,
S
A
disadvantage of
V
A or physical D virtual teams is
V
N
presence. A
the high cost of
T
A  They can work N the required
T
G
even if they are A
supporting
E
S thousands of G technology and
E
miles apart. S training.
DEVELOPING EFFECTIVE TEAMS
Team must be kept as small as possible
The team members must have a sufficient range of skills,

information and/or experience to do the task
Team members must have a sense of common purpose
The team must be free to develop its work procedures
The team must have sense of accountability

TURNING INDIVIDUALS INTO TEAM PLAYERS
TRAINING
SELECTIO
REWARDS
N
TURNING
INDIVIDUALS
INTO TEAM
PLAYERS
POTENTIAL TEAM PROBLEMS
Changing Membership
Social Loafing

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An Overview of

The three goals of OB are as follows:

 The internal social system of 1.People

1. The human relations approach

The more self-directed and aware people

 Organizational Ethics – these are the moral principles

 Ethical Behavior – this refers

People different from each other because they

A. Gender Differences B. Generational

 Differences in the ages of workers also bring about

Culture has two dimensions:

 Social Culture – This refers to the social

 Organizational Culture – is the set of values,

 Ability refers to an

Trunk strength – this is the

Stamina – this is the

 Cognitive Intelligence – refers to the

 Social Intelligence – refers to a person’s

 Emotional Intelligence – refers to a person’s

 Cultural Intelligence – refers to an outsider’s

 Contextual Intelligence – also known as

 Heredity defines the limits by which

 Situational Factors – which indicate that the

 The traits are partially inherited and they will

 The concept of

1. Self-regulation – refers to the ability to calm

5. Social skills – this refers to the proficiency to

A change in behavior happens due to any or both

 It may be defined as a type of learning in which a

 A stimulus is something that incites action.

• It may be defined as a type of learning where

that brings that brings

• It is may be defined as the process or

How Social Learning is Achieved

The person, object, or event that is perceived by

Perception is also affected by the surrounding

For example, a person who is enjoying a meal with

Common Attribution Errors

1. The fundamental attribution errors

3. UNSTATED BUT IMPLIED ATTITUDES

Values may also be

2. Helping and concern for others

-Ambition -Cleanliness -Happiness -Family Security

 Attitudes reflect how one

1. Positive job attitudes

2. Negative job attitudes

_____1) highly satisfied

The summation score method

 Refers to the degree to

relates to the degree to which

The opportunity to perform

Motivation may be defined as the process of

Is a dimension of motivation which

Focus on analyzing the wants and needs of an individual.

THE FOUR CONTENT THEORIES:

a) Hierarchy of Needs Theory

• This refer to the needs satisfied

• This refer to the needs satisfied

c) Acquired Needs Theory

This refers to the desire to do something

Which refer to the desire to establish

ACQUIRED NEEDS: Which refer to

Those that are related to job content are called