2022

HBON01B - Human Behavior in Organization

Prepared by: Mr. Virnard P. Globa
Organizational behavior examines the
effects that individuals, groups and
activities have on behavior within an
organization and have this knowledge
be used to accomplish organization’s
goals and objectives more effectively.
This module will present the
importance of studying organizational
behavior, its elements and basic
concepts, its historical background
and the challenges and opportunities
it offers to today’s managers.
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 Topics to be discussed:
1. Definition of Human Behavior and Organizational Behavior
2. Importance of Studying Organizational Behavior
3. Elements of Organizational Behavior
4. Historical Development of Organizational Behavior
5. Contribution of Social Sciences to Organizational Behavior
6. Basic Concepts of Organizational Behavior
7. Challenges and Opportunities for Organizational Behavior
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 any activity of an individual or group, whether a
such activity can be observed by another
person or detected by scientific instruments

 it includes not only man’s directly observable

behavior but also the less directly observable
feelings, thoughts, motives, attitudes, values,
etc. that influence such behavior

 it is the response of an individual to stimulus

situation.

Stimulus situation – refers ta o factor,

condition, situation, or a combination of factors
(whether internal or external, which provide
the occasion for a response)
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  Are individual behavior and group
dynamics in the organization
 The study and application of
knowledge about how people act
within an organization (Keith
Davis).
 is the study of human behavior at
work in an organization
 organizational behavior is
concerned with understanding
and describing human behavior in
Presentation Title an organization 5
 Behavioral Science

 An integrated discipline that is primarily concerned

with developing valid generalizations about human
behavior in group situations from the viewpoints of
psychology, sociology and cultural anthropology

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 Why the study of human behavior?

 The study of behavior of people will find out the behavioral

climate of a work situation
 To meet the demand of leadership in business
 Help to acquire understanding, skills and desires which will
prepare one to work with others with increasing cooperation,
understanding and effectiveness

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1. People
 the living, feeling, thinking beings who are
creators of organizations
2. Structure
 formal relationship between and among the
constituents of an organization. It defines the
lines authority, duties, and responsibilities
incumbent upon each position
3. Technology
 Provides the physical and economic facilities
and resources that lend ease and facilitate
performance of jobs
4. External environment
 The social, cultural, political, and economic
forces which have an impact on an
organization’s management 8
 Historical Development of Organizational
Behavior
 1800 – Robert Owen, a Welsh factory owner, was the first to recognize the human
needs of employees . He introduced many changes towards the improvement of
working conditions. He was called the “Father of Personnel Administration”
 1900- Frederick Taylor (The Father of Scientific Management) created interest in the
working man, that later led to the development of organizational behavior
 1920’s and 1930’s – Elton Mayo’s (Father of Human Relations) and F.J.
Roethlisberger’s study of human behavior resulted in the concept that an organization
is a social system and the worker is indeed the most important element in it.

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 Contributions of Other Social Sciences to
Organizational Behavior
 Psychology – personality, attitude, learning, motivation, and stress
 Sociology – studying the structure and functions of small groups within a society
 Social Psychology – processes of communication, decision making, conflict, and
politics
 Political Science – conflict and power struggles between groups
 Economics – competition for scarce resources
 Anthropology –cultures and belief systems

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 BASIC CONCEPTS OF ORGANIZATIONAL
BEHAVIOR
1. Individual Differences
People possess individual differences due to heredity, environment, training, and individual
functioning.
Management can motivate employees by treating each individual differently, based on his
personal circumstances.

2. The Whole Person

The entirety of a person’s whole being including his distinct characteristics or ability, his
attitude, work life, home life, emotional conditions, and physical condition.
A person’s distinct characteristic or ability could not be singled out as a requirement for
employment.

Presentation Title 11
3. Motivation
Motivation is the driving force that keeps the components of an organization on
the go.
The effectiveness of management to motivate depends on the extent to which
employees evaluate the means employed to satisfy their interests and needs.
Ex. Recognition, promotion, and increase in pay.

4. Human Dignity
People belong to the highest order among God’s creation, and each individual
wants to be treated with respect and dignity.
Management should treat every individual with respect to safeguard the
preservation of everyone’s dignity.

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 Challenges and Opportunities for
Organizational Behavior
1. Responding to globalization
 Increased foreign assignments
 Working with people from different cultures
 Coping with anti-capitalism backlash
 Overseeing movements of jobs to countries with low-cost labor
 Managing people during the war on terror
2. Managing Work-force diversity
 Embracing diversity
 Changing demographics

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Challenges and Opportunities for
Organizational Behavior
3. Improving quality and productivity
4. Improving customer service
5. Improving people skills
6. Stimulating innovation and change
7. Coping with “temporariness”
8. Working in networked organizations
9. Helping employees balance work-life conflicts
10. Creating a positive work environment
11. Improving ethical behavior
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Life Vest Inside - Kindness Boomerang -
"One Day"

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 INDIVIDUAL DIFFERENCES

Variations in how people respond to the same

situation based on personal characteristics

Presentation Title 17
Importance of Understanding Individual Differences on Managing
People

1. People differ in productivity

2. Quality of work varies because people vary in their propensity for achieving high-
quality results
3. Empowerment is effective with some workers, but not with all
4. A given leadership style does not work with all people
5. People differ in their need for contact with other people
6. Company management will find that commitment to the firm varies considerably
7. Workers vary in their level of self-esteem, which in turn, influences their
productivity and capacity to take on additional responsibilities

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 1. Demographic diversity

Refers to the differences in background factors relating

to the workforce that help shape workers’ attitudes and
behavior

Presentation Title 19
 Key Sources of Demographic Diversity

A. Gender
Gender differences refer to differences in the perception of male and female roles

Major Differences Between Sexes:

 Women are better able to understand nonverbal communication

 Women are more expressive of emotion

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 The average woman is more trusting and more nurturing than the average man
 Men more typically communicate to convey information or establish status
 Men also tend to emphasize immediate goals and communicate to exchange facts and ideas
 Women are more likely to communicate to establish rapport and solve problems
 Men are generally more aggressive than women and therefore less sensitive to the feelings of
others
 Women tend to be more courteous and polite
 Men are more likely to value equity, whereas women value equality.
Equity – refers to people being treated fairly
Equality – refers to people sharing equally

There are few differences between men and women in factors such as
ability and motivation that will affect job performance. 21
B. Generational and age-based differences

 The generation to which a person belongs may have a strong influence on his or
work behavior and attitudes
 People may behave differently on the job based somewhat on the behaviors and
attitudes typical of many members of their generation
 Every generation is influenced by the major economic, political, and social events
of its era, such as the Great Depression, the women’s movement, and advances in
information technology

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C. Ethnic, Racial, and Cultural Differences

Differences in job performance and behavior are

sometimes attributed to ethnic group and racial
differences

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1. Mental ability

 Our intelligence is the capacity to acquire and apply knowledge,

including solving problems
 A major source of individual differences that affect job performance
 General mental ability is a good predictor of job performance and
success in training for a wide variety of occupations
 Intelligent workers can best solve abstract problems

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 Factors Contributing to Overall Mental Aptitude

a. Verbal comprehension – ability to understand the meanings of words

and their relationship to one another, and to comprehend written and
spoken information
b. Word fluency – the ability to use words quickly and easily, without an
emphasis on verbal comprehension
c. Numerical – the ability to handle numbers, engage in mathematical
analysis, and do arithmetic calculations

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d. Spatial – the ability to visualize forms in space and manipulate objects mentally,
particularly in three dimensions

e. Memory – having a good rate recall for symbols, words, and lists of numbers, along with
other associations

f. Perceptual speed – the ability to perceive visual details, pick out similarities and
differences, and to perform tasks requiring visual perception

g. Inductive reasoning – the ability to discover a rule or principle and apply it in solving a
problem, and to make judgments and decisions that are logically sound

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 Triarchic Theory of Intelligence (Emphasis on Practical Intelligence)

This theory holds that intelligence is composed of three different types:

Analytical subtype – traditional type of intelligence needed for solving difficult

problems with abstract reasoning
Creative subtype – type of intelligence required for imagination and combining
things in novel ways
Practical subtype – type of intelligence required for adapting to an environment to
suit an individual’s needs

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 Multiple intelligence

- Developed by Howard Gardner

- According to this theory, people know and understand the world in distinctly
different ways, or look at it through different lenses
- Individuals possess the eight intelligences (or faculties), in varying degrees:
linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, intrapersonal,
interpersonal, naturalist:

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1. Linguistic – enable people to communicate through language, including reading,
writing, and speaking
2. Logical-mathematical – enables individuals to see relationships between
objects and solve problems, such as in calculus and statistics
3. Musical – gives people the capacity to create and understand meanings made
out of sounds and to enjoy different types of music
4. Spatial – enables people to perceive and manipulate images in their brain and to
re-create them from memory, such as in making graphic designs

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5. Bodily-kinesthetic – enables people to use their body and perceptual and motor
systems in skilled ways such as dancing, playing sports, and expressing emotion
through facial expressions
6. Intrapersonal – enables people to distinguish among their own feelings and
acquire accurate self-knowledge
7. Interpersonal – makes it possible for individuals to recognize and make
distinctions among the feelings, motives, and intentions of others, as in managing
and parenting
8. Naturalist – enables individuals to differentiate among, classify, and use various
features of the physical external environment

- Profile of intelligence influences how one will best learn and for which types of
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jobs one is best suited
3. Personality differences

Personality refers to the persistent and enduring behavior pattern of

an individual that are expressed in a wide variety of situations
The combination of attributes, traits, and characteristics that makes
you unique
Your walk, talk, appearance, speech, and creativity all contribute to
your personality

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The Myers-Briggs Type indicator (MBTI)

The Myers-Briggs Type Indicator (MBTI) is the most widely used

personality-assessment instrument in the world. It’s a 100-question
personality test that asks people how they usually feel or act in a
particular situation.

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 MBTI Personality Classifications:

 Extraverted vs Introverted. Extraverted individuals are outgoing, sociable and assertive.

Introverts are quiet and shy
 Sensing vs intuitive. Sensing types are practical and prefer routine and order. They focus
on details. Intuitives rely on unconscious processes and look at the big picture.
 Thinking vs. feeling. Thinking types use reason and logic to handle problems. Feeling
types rely on their personal values and emotions.
 Judging vs perceiving. Judging types wants control and prefer their world to be ordered
and structured. Perceiving types are flexible and spontaneous.

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The Big Five Personality Model

1. Extraversion. The extraversion dimension capture one’s comfort level with relationships. Extraverts tend to
be gregarious, assertive, and sociable. Introverts tend to be reserved, timid and quiet.

2. Agreeableness. The agreeableness dimension refers to an individual’s propensity to defer to others. Highly
agreeable people are cooperative, warm, and trusting. People who score low on agreeableness are cold,
disagreeable and antagonistic.

3. Conscientiousness. The conscientiousness dimension is a measure of reliability. A highly conscientious

person is responsible, organized, dependable and persistent. Those who score low on this dimension are
easily distracted, disorganized, and unreliable.

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4. Emotional stability (neuroticism). The emotional stability dimension – often labeled by
its converse, neuroticism – taps a person’s ability to withstand stress. People with positive
emotional stability tend to be calm, self-confident, and secure. Those with high negative
scores tend to be nervous, anxious, depressed and insecure.

5. Openness to experience. The openness to experience dimension addresses one’s

range of interests and fascination with novelty. Extremely open people are creative, curious,
and artistically sensitive. Those at the other end of the openness category are conventional
and find comfort in the familiar.

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1. VALUES

 Represent basic convictions that a specific mode of conduct or end-state of existence is personally or socially
preferable to an opposite or converse mode of conduct or end-state of existence
 They contain a judgmental element in that they carry an individual’s ideas as to what is right, good, or
desirable.
 Values have both content and intensity attributes

Content attributes - says that a mode of conduct or an end-state existence is important

Intensity attributes – specifies how important it is

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2. Value System

 Ranking of individual’s values in terms of their intensity

 All individuals have a hierarchy of values that form their value system
 The system is identified by the relative importance assign to values such as
freedom, pleasure, self-respect, honesty, obedience, and equality

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3. Source of a Person’s Value System

 Established in a person’s early years – from parents, teachers, friends and others
 They tend to be relatively stable and enduring

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4. Importance of Values

 They lay the foundation for our understanding of people’s

attitudes and motivation
 Values generally influence attitudes and behavior

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5. Classifications of Values

Rokeach Value Survey (RVS)

Created by Milton Rokeach consists of two sets of values, each containing 18 individual value
items:

a. Terminal values – refers to desirable end-states. These are the goals a person would like to
achieve during his or her lifetime
b. Instrumental values – refers to preferable modes of behavior, or means of achieving the terminal
values

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WORKPLACE EMOTIONS,
ATTITUDES AND STRESS
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Introduction
Managing emotions and stress in the workplace is
important to both subordinates and supervisors since a
workplace is a professional setting. Expressions of
inappropriate emotions and a stressful environment
have a negative effect to the organization. This module
will explain how emotions and stress influence the
organizational behavior and how they can be managed
properly. It will also cover the concept of attitudes and
its links to behavior and how employees’ satisfaction
and dissatisfaction with their job affects the organization

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Topics to be discussed:

1.Emotions in the Workplace

2.Managing Emotions at Work
3.Emotional Intelligence
4.Attitudes and Job Satisfaction
5.Organizational Commitment
6.Work-Related Stress and Its Management

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DIFFERENCE BETWEEN EMOTIONS, MOODS AND AFFECT

AFFECT

Affect is a generic term that covers a broad range of feelings

that people experience. It’s an umbrella concept that
encompasses both emotions and moods.

EMOTIONS

Emotions are intense feelings that are directed at someone or

something. They are caused by specific event, very brief in
duration, specific and numerous in nature, usually accompanied by
distinct facial expressions as they are action oriented in nature.

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Primary Emotions

Based on research s, may range from a mild sadness to a

deep sorrow that makes a person immobile. The mildest forms
of emotions are called moods.

In addition to primary emotions there are other broader

emotions such as aggression, love, awe, remorse, contempt,
optimism, and disappointment. There are also mixtures of
emotions. For example, an employee may experience joy and
fear at once that a co-worker he doesn’t like was downsized,
glad to see him go but anticipating that the employee himself
may be next in line to be let go.
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Mood

Mood is a low-intensity, long lasting emotional state.

Moods act as subtle emotional factors that affect day-to-day
behavior. Emotions generally last for short time frames,
minutes or hours. Moods often last for longer periods, hours
to days. For example, when a co-worker is in an irritable
mood, he may react angrily to any request made to pitch in
on a specific job task. When the same person is in a good
mood he can handle any request. Such moods may last a
while.
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Expressions

The most basic emotional expressions appear to be fairly

common. Individuals who are born blind have little opportunity to
learn emotional expressions by observing others. Despite being
blind they use the same facial expressions as others to show joy,
sadness, anger, disgust and so on. Some facial expressions are
influenced by learning and are unique to a national culture.
In China, sticking out the tongue is a gesture of surprise; in the
United States sticking out the tongue is a sign of disrespect. It is
important in working with people from different cultures to
remember that expressions need to be evaluated carefully.

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Body Language: Mimicking

The study of communication through body movement, posture,

gestures, and facial expressions is called kinesics. We commonly call
these body language.

Facial Feedback

According to researchers, emotional activity causes innately

programmed changes in facial expression. Sensations from the face
provide a signal to the brain that helps us determine what specific
emotion we are feeling. This is called the facial feedback hypothesis.
This hypothesis suggests that having facial expressions and becoming
aware of them will lead to emotional experience.

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Emotional Labor

Managing emotions for compensation is called emotional

labor. In organizations emotional labor may involve enhancing,
faking, or suppressing emotions to modify the emotional expression.
The rules or norms regarding expectations about emotional
expression may be acquired by observing colleagues or they may
be stated in selection or training material. For example, an
employee working in customer service may be encouraged to smile,
listen attentively, and show respect to even the most belligerent
customers. On the other hand a person attempting to collect
accounts receivable payment may be instructed to be firm,
somewhat angry, but polite in attempting to secure the overdue
payment. In these cases the employee is managing and modifying
the emotions that the organization believes are most effective.
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Two Ways for Individuals to Manage their Emotions

1. Surface acting, where one regulates his or her

emotional expressions

2. Deep acting, where one modifies feelings in order to

express a desired emotion

In both surface and deep acting a conscious effort is being

made.

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EMOTIONAL INTELLIGENCE

 Refers to qualities such as understanding one’s own feelings,

empathy for others, and the regulation of emotion to enhance living

 It has to do with the ability to connect with people and understand

their emotions

 A worker with high emotional intelligence can engage in behaviors

such as sizing up, pleasing, and influencing people

 As discovered by Daniel Goleman, most effective leaders are alike

in some essential way: they all have high degree of emotional
intelligence
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Four Key Factors in Emotional Intelligence

1. Self-awareness – the ability to understand one’s own emotions

and is the most essential of the four emotional intelligence
competencies. Having high self-awareness allows people to know
their strengths and limitations and have high self-esteem.
2. Self-management – the ability to control one’s emotions and act
with honesty and integrity in a consistent and adaptable manner.
3. Social Awareness – having empathy for others and having intuition
about organizational problems
4. Relationship management – includes the interpersonal skills of
being able to communicate clearly and convincingly, disarm
conflicts, and build strong personal bonds
ATTITUDES

 Are evaluative statements – either favorable or unfavorable

about objects, people or events.

 They reflect how one feel about something

Main Components of Attitudes

1. Cognitive component – the aspect of an attitude that is

description of or belief in the way things are

2. Affective component – the emotional or feeling segment of

an attitude

3. Behavioral component – refers to an intention to behave in a

certain way
Major Job Attitudes

1. Job Satisfaction describes a positive feeling about a job,

resulting from an evaluation of its characteristics. A person
with a high level of job satisfaction holds positive feelings
about his or her job, while a dissatisfied person holds
negative feelings.
2. Job Involvement measures the degree to which people
identify psychologically with their job and consider their perceived
performance level important to self-worth. Employees with a high
level of job involvement strongly identify with and really care
about the kind of work they do.

Psychological empowerment – a closely related

concept to job involvement, which is employees’ beliefs in the
degree to which they influence their work environment, their
competence, the meaningfulness of their job, and the perceived
autonomy in their work.
3. Organizational Commitment a state in which an employee identifies with
a particular organization and its goals and wishes to maintain membership in
the organization.
Dimensions to Organizational Commitment

a. Affective commitment is an emotional attachment to organization and a

belief in its values.

a. Continuance commitment is the perceived economic value of remaining

with an organization compared to leaving it.

a. Normative commitment is an obligation to remain with the organization

for moral or ethical reasons.
 Occupational commitment – becoming a more relevant variable than
organizational commitment as it reflects today’s fluid workforce

Dimensions to Occupational Commitment

a. Perceived organizational support (POS) – is the degree to which employees believe

the organization values their contribution and cares about their well-being. People
perceived their organization to be supportive when rewards are deemed fair, when
employees have a voice in decisions, and when their supervisors are seen as
supportive.

b. Employee engagement – an individual’s involvement with, satisfaction with, and

enthusiasm for, the work he/she does. Highly engaged employees have a passion for
their work and feel a deep connection to their company; disengaged employees on the
other hand have essentially “checked out”- putting time but energy or attention into their
work.
JOB SATISFACTION

Job Satisfaction Measurement

1. Single global rating method – a response to one question such as , “All

things considered, how satisfied are you with your job?” Respondents
circle a number between 1 to 5 that corresponds to answers from “highly
satisfied” to “highly dissatisfied”

2. Summation of job facets – it identifies key elements in a job and asks for
the employee’s feelings about each. Typical elements includes the nature of
the work, supervision, present pay, promotion opportunities, and relations with
coworkers.
 Causes of Job Satisfaction

1. Work itself. Interesting jobs that provide training, variety, independence and
control. Most people prefer work that is challenging and stimulating over work
that is predictable and routine.
2. Pay
3. Advancement opportunities
4. Supervision
5. Coworkers
6. Personality. People who are less positive about themselves are less likely to
like their jobs. People who have positive core self-evaluations – who believe
in their inner worth and basic competence are more satisfied with their jobs than
those with negative core self-evaluations.
Impact of Satisfied and Dissatisfied Employees on the
Workplace

1. Exit- involves directing behavior toward leaving the organization, including

looking for a new position as well as resigning

2. Voice -involves actively and constructively attempting to improve conditions,

including suggesting improvements, discussing problems with superiors and
undertaking some forms of union activity

3. Loyalty -involves passively but optimistically waiting for conditions to improve,

including speaking up for the organization in the face of external criticism and trusting
the organization and its management to “do” the right thing

4. Neglect- involves passively allowing conditions to worsen, including chronic

absenteeism or lateness, reduced effort, and increased error rate
STRESS

 An adaptive response moderated by individual differences, that is a

consequence of any action, situation, or event that places special
demands on a person
 A physical and mental condition that results from a perceived threat
that can be dealt with easily

Stressors

 An external event or situation that is potentially harmful to a person

 Force that creates stress reaction

Example: Boss, Mondays, etc.

Three key factors that will determine whether an
experience is likely to result in stress

1. Importance – relates to how significant the event is to the

individual
2. Uncertainty to a lack of clarity about what will happen
3. Duration- the longer the demands are placed upon us, the
more stressful the situation
Individual Stressors

1. Role conflict
2. Role overload
3. Pace of change

Group and Organizational Stressors

Participation
Intra and inter-group relationships
Organizational politics
Lack of performance feedback
Inadequate career development opportunities
Downsizing
Non-work Stressors

1. Raising children
2. Caring for elders
3. Volunteering in the community
4. Taking college courses
5. Balancing family and work

Effects of Stress

1. Positive effects: self-motivation and stimulation to satisfy individual goals

and objectives

2. Negative effects: disruptive , counterproductive, and even potentially

dangerous to the individual and organization
Stress Moderators

1. Personality
2. Behavior pattern

Type A – aggressive, ambitious, competitive, task-oriented, and always on

the move
Type B – relaxed, patient, steady, and even-tempered

3. Social support

includes family members, friends, neighbors, caregivers, health

professionals (physicians, psychologists, counselors)
Stress Prevention and Management

1. Maximizing person-environment fit

a. Extent to which work provides formal and informal rewards that meet or
match the person’s needs
b. Extent to which the employee’s skills and abilities and experience match
the demands and requirements of the employer
2. Employee assistance programs
3. Wellness program
4. Cognitive techniques – centers on removing cognitive distortions such as:
magnifying, overgeneralizing, personalization
5. Relaxation training – bring about a calmer state of affairs, both physiologically
and psychologically
6. Relaxation techniques – breathing exercises; muscle relaxation, etc.
Emotions are intense feelings that are directed at someone or something
while mood is a low intensity long lasting emotional state and usually
aren’t directed at person or an event. There are eight primary emotions:
fear, surprise, sadness, joy, disgust, anger, anticipation, and acceptance.
These eight primary emotions vary in intensity. In addition to primary
emotions there are other broader emotions such as aggression, love,
awe, remorse, contempt, optimism, and disappointment. There are also
mixtures of emotions that can be felt at the same time.
The Gift of Insults

There once lived a great warrior. Though quite old, he still was able to defeat any challenger. His
reputation extended far and wide throughout the land and many students gathered to study under him.
One day an infamous young warrior arrived at the village. He was determined to be the first man to
defeat the great master. Along with his strength, he had an uncanny ability to spot and exploit any
weakness in an opponent. He would wait for his opponent to make the first move, thus revealing a
weakness, and then would strike with merciless force and lightning speed. No one had ever lasted with
him in a match beyond the first move.

Much against the advice of his concerned students, the old master gladly accepted the young warrior's
challenge. As the two squared off for battle, the young warrior began to hurl insults at the old master. He
threw dirt and spit in his face. For hours he verbally assaulted him with every curse and insult known to
mankind. But the old warrior merely stood there motionless and calm. Finally, the young warrior
exhausted himself. Knowing he was defeated, he left feeling shamed.

Somewhat disappointed that he did not fight the insolent youth, the students gathered around the old
master and questioned him. "How could you endure such an indignity? How did you drive him away?"

"If someone comes to give you a gift and you do not receive it," the master replied, "to whom
does the gift belong?"
Team work

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Work friendships
are critical for
long-term
happiness

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 2022

THANK YOU!