DYNAMICS OF BEHAVIOUR

Submitted To: Submitted By:

Dr. Mamta Boora Disha Saini
Assistant Professor 210171720004
Department of Physiotherapy MPT- 1st Year
GJUS&T, Hisar (Musculoskeletal Disorder)
INTRODUCTION:

• BEHAVIOUR: Behaviour is defined as the activity of an organism interacting with its environment.
(Doron and Parot, 1999)
• ORGANISATION: Organisation is defined as a group of people working together in a formally
organized way to achieve a common objective.
• ORGANIZATIONAL BEHAVIOUR:
1. According to Stephen P Robbins, Organizational Behaviour is a field of study that investigates the
impact that individuals, groups, structures have on behaviour within the organization, for the purpose
of applying such knowledge towards improving organizational effectiveness.
2. According to Keith Davis, Organizational Behaviour is the study and application of knowledge about
how people act within the organization.
• HUMAN BEHAVIOUR: Human behaviour is the potential and expressed capacity for physical,
mental and social activity during the phases of human life.
KEY ELEMENTS OF ORGANIZATIONAL
BEHAVIOUR:

• OB studies the following aspects:

1. People: Individuals and Groups
2. Structure: Official Relationship
3. Technology: Physical and Economic Resources
4. Environment: Political, Legal and Natural
NATURE OF OB:
1. It is just a field of study and not a discipline: OB is accepted science with theoretical foundation and it
serves as a base of research. It is a recent field of study which has its origin from management. It is broad
based and inter disciplinary in nature. Hence it is not a discipline but a field of study.
2. It is interdisciplinary in nature: It is broad based and inter disciplinary in nature because it has its origin
from subjects like psychology, sociology, anthropology, medical sciences, political science etc.,
3. It is normative science and value centered :( cause and effect application): A positive science analyses
only the cause and effect relationship but a normative science analyses the cause and effect and also its
application to achieve organizational results. It is also value centered as it analyses what is acceptable to
employees based on the values they have.
4. It is applied science: The principles of OB are proven and can be applied to solve organizational
problems.
5. It has humanistic approach: OB considers human feelings , their values and attitudes and considers that
human beings are not machines and they too be cared for.
6. It has optimistic approach: It has positive approach and views that the employees well contribute
positively to achieve the objectives of the organization. It is directed towards achievement of organizational
objectives: Organizational objectives are given more importance then individual objectives.
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7. It has rational approach: It believes that there is a reason being every behaviour of 5 man and works on
the same formula.
8. It is developmental in nature: It aims at the development of the its employees and help them to attain
their goals.
9. It is part of management science: OB is a study that has emerged from the discipline of management.
Hence is a part of management science.
10. It is both science and art: OB is both science and art . It is science because, like science OB is also a
systematic body of knowledge, its analyses is also consistent in nature, it can be systematically explained
and critically evaluated, the analyses are based on the findings of management theorists. It is art because it is
related to bringing desired result, it is application of skills like leadership skills, managerial skills, training
skills etc.,
11. It has total systems approach: It takes all variables in consideration. It studies individuals and groups in
formal and informal relations in organizations.
DYNAMICS OF HUMAN BEHAVIOUR:
• Dynamics of human behaviour deals with the effects of multiple causal forces in human behaviour,
including network interactions, groups, social movements and historical transitions, among many other
concerns.

MODELS OF HUMAN BEHAVIOUR:

The models of human behaviour are as follows:
1.Psychoanalytic Model
2. Existential Model
3. Internal vs. External Determinants of Behaviour
4. Personality vs. the Environment
5. Cognition vs. the Environment
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1. Psychoanalytic Model:
Freudian approach depends on conflict model of humans. By using clinical techniques of free association
and psychotherapy Freud felt that behaviour is not always consciously explained. "Unconscious" is the
major factor which guides the individual's behaviour. Freud felt that the individual's behaviour depends on
three factors: (i) id, (ii) Ego and (iii) Super ego.
• Id: By Id it means pleasure. To certain degree of having Id in an individual is constructive but may also
lead to destructive tendencies like being aggressive, dominating, fighting and generally destroy. This kind
of instinctive is more dominating in childhood. But once individuals develop and mature they learn to
control the id. But it is always unconscious. Throughout life the `id' becomes important source of
thinking and behaving.
• Ego: Ego represents `conscious' stage in one's behaviour. Though Id comes in conflict with ego, the ego
depends on the super ego.
• Superego: It represents "conscience". An individual is not aware of the superego's functioning. The
conscience is dependent on two factors that is cultural values and moral of a society. Superego's
development depends mostly on parent's influence. Once the child grows up the child will unconsciously
identifies with parents value and morals.
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2. Existential Model:
• This model is not scientifically based. It's base is literature and philosophy.
• The existentialists believe that the depersonalising effects of this environment forces individuals to make
their own destiny. So the individuals shape their own identity and make their "existence" meaningful and
worthwhile to themselves.
• This is more true and happening in today's urbanisation. Because people have become so materialistic
and busy, they do not have time for traditional values and norms and it becomes impractical sometimes to
follow them. Existential model is, especially true when you are employed in today's world.
• Though this model is not scientific it can be definitely be used in understanding human behaviour.
3. Internal vs. External Determinants of Behaviour:
• Environment plays a major role in shaping behaviour and genetic endowment and personality
development is influenced by our historical heritage.
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4. Personality vs the Environment:

Both personality and situational variables must be taken into account in order to explain an individual's behaviour
but a focus on the environment is as important or perhaps slightly more important than focusing on personality
traits.
5. Cognition vs the Environment:
To understand one's behaviour all we have to know is the individual's past responses to similar (stimulus)
situations and the rewards or punishments that followed that response. There are two models which come out of
these approaches:
❑ Behaviouristic Model: In this model the behaviour is dependent on two factors i.e., stimulus and response.
Learning occurs with this kind of model. Pavlov and Watson with their research felt that behaviour can be best
understood by stimulus and response.
Behaviourist model is represented as: S - R (Stimulus-Response)
❑ Cognitive Model: This model emphasises the positive and free-will factors of human beings and uses concepts
such as expectancy, demand and incentive. Tolman with his experiments found that the basis of learning as of
`expectancy' which is understood as one particular event leading to a particular consequence i.e., goal. Human
behaviour is based on these goals.
The cognitive model is represented as: S - O - R (Stimulus-Organism-Response model)
FACTORS AFFECTING HB:

Three Factors Affecting Human Behaviour

BIOLOGICAL/ SOCIO-
PHYSIOLOGICAL PSYCHOLOGICAL CULTURAL
DYNAMICS
DYNAMICS DYNAMICS
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BIOLOGICAL/PHYSIOLOGICAL
DYNAMICS

1. GENETIC
2. GENDER
3. NUTRITION
4. PHYSICAL GROWTH
5. ILLNESS AND INBORN DISABILITIES
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PSYCHOLOGICAL DYNAMICS

1. COGNITION
2. PERCEPTION
3. ATTITUDE
4. EMOTION
5. MEMORY
6. PSYCHOLOGICAL NEEDS
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SOCIO-CULTURAL
DYNAMICS

1. SOCIAL VALUES
2. SOCIAL CLASS
3. FAMILY STRUCTURE
4. RELIGION AND CULTURE
5. EDUCATION
6. MODERNIZATION
DYNAMICS OF BEHAVIOUR IN ORGANIZATION:

FIVE DYNAMICS OF BEHAVIOUR IN ORGANIZATION

1. ATTITUDE
2. PERSONALITY
3. PERCEPTION
4. LEARNING
5.STRESS MANAGEMENT
ATTITUDE:

• Attitude is a positive, negative or mixed evaluation of an object that is expressed at some level of
intensity.
• According to Stephen P. Robbins – Attitude is manner, disposition, feeling and position with regard to a
person or thing, tendency or orientation especially in mind.
COMPONENTS OF ATTITUDES:
1. Cognitive Component: Includes the beliefs, opinions and information the person has about the object of
the attitude.
2. Affective Component: It is the person’s emotions or feelings about the object of the attitude.
3. Behavioural Component: Behavioural component of an attitude is the person’s intention to behave
toward the object of the attitude in a certain way.
PERSONALITY:

• Personality is defined as the sum total of the ways in which an individual reacts and interacts with
others.
• According to Gordon Allport- Personality is the dynamic organization within the individual of the
psychologicals systems that determines his unique adjustment to his environment.
TYPES OF PERSONALITY:
1. Introvert and Extrovert: When a person is reserved and does not open up easily, he or she is said to be
an introvert whereas an extrovert is an outgoing and outspoken person who enjoys being around and
talking to people.
2. Type A and Type B Personality: Type A personality implies a temperament which is stress prone,
concerned with time management whereas Type B personality implies a temperament which is less
prone to stress, easy going, enjoy achievement, modest ambition and live in the moment.
3. Machiavellianism: High Machs tend to take control, especially in loosely structured situations; Low
Machs respond well to structured situations. High Machs tend to be more logical, rational and
pragmatic. They are more skilled in influencing.
PERCEPTION:
• According to Stephen P. Robbins, Perception is the process by which individuals organize and interpret
their sensory impressions in order to give meaning to their environments.
• Perception is the process by which an individual selects, organizes and interpret information to create a
meaningful picture.
PERCEPTUAL PROCESS:
LEARNING:
• Learning can be defined as the permanent change in behaviour due to direct and indirect experience.
THEORIES OF LEARNING:
1. CLASSICAL CONDITIONING THEORY:
The classical conditioning occurs when a conditioned stimulus is
coupled with an unconditioned stimulus. Usually, the conditioned
stimulus (CS) is an impartial stimulus like the sound of a tuning
fork, the unconditioned stimulus (US) is biologically effective
like the taste of food and the unconditioned response (UR) to
the unconditioned stimulus is an unlearned reflex response
like salivation or sweating.
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2.OPERANT CONDITIONING THEORY:

Operant conditioning, sometimes referred to as instrumental
conditioning, is a method of learning that employs rewards
and punishments for behavior. Through operant
conditioning, an association is made between a behavior
and a consequence (whether negative or positive) for that
behavior.
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3. SOCIAL LEARNING THEORY: Social learning theory, emphasizes the importance of observing,
modelling, and imitating the behaviors, attitudes, and emotional reactions of others.
The most common examples of social learning situations are television commercials. Commercials
suggest that drinking a certain beverage or using a particular hair shampoo will make us popular and win
the admiration of attractive people.
4. COGNITIVE LEARNING THEORY:
The ability of the brain’s mental processes to absorb and retain information through experience, senses, and
thought is known as cognition.
Cognitive learning theory explains how internal and external factors influence an individual’s mental
processes to supplement learning. Example includes:
• Asking students to reflect on their experience.
• Helping students find new solutions to problems.
• Encouraging discussions about what is being taught.
• Helping students explore and understand how ideas are connected.
• Asking students to justify and explain their thinking.
STRESS MANAGEMENT:

• STRESS:Physiological and emotional response to stimuli

that place physical or psychological demands on an behaviour.
• Type A Behaviour: Pattern characterized by extreme
comparitivness, impatience, aggressiveness and devotion to work.
• Type B Behaviour: Pattern that lacks Type A and
includes a more balanced, relaxed lifestyle.
THANK YOU