MNGT 22: HUMAN BEHAVIOR IN ORGANIZATION
CHAPTER 1 - THE NATURE AND SCOPE OF
ORGANIZATIONAL BEHAVIOR
ORGANIZATIONAL BEHAVIOR
 study of human behavior in the workplace, the
interaction between people and the
organization, and the organization itself.
METHODS OF DATA COLLECTION
- Three frequently used methods of collecting
data in organizational behavior are:
 Surveys
 Interviews
 direct observation of behavior
- The type of survey questionnaire used by an
organizational behavior specialist is prepared rigorously.
RESEARCH METHODS
- Four widely used research methods of
organizational behavior are:
 case studies
 laboratory experiments
 field experiments (or studies)
 meta-analysis
- The essence of conducting an experiment is to
make sure that the variable being modified (the
independent variable) is influencing the results.
META-ANALYSIS
 quantitative or statistical review of the
literature on a particular subject, and is also an
examination of a range of studies for reaching a
combined results or best estimate.
 also a study of studies combining quantitative
information from them all.
 an important use of meta-analysis in
organizational behavior is to understand how
moderator variables influence the results of
studies.
EXAMPLE: how stress from personal life can influence
susceptibility to job stress.
HOW YOU CAN BENEFIT FROM STUDYING
ORGANIZATIONAL BEHAVIOR
- Organizational behavior relates to the process
— rather than the content — of conducting managerial
work.
A. SKILL DEVELOPMENT
 An essential requirement for entering into,
surviving, and succeeding in the modern
workplace is to have appropriate skills.
 Organizational behavior skills have gained in
importance in the modern workplace.
 SOFT SKILLS - interpersonal skills such as
motivating others, communicating, and
adapting to people of different cultures.
 HARD SKILLS - technical skills.
B. PERSONAL GROWTH THROUGH INSIGHT INTO
HUMAN BEHAVIOR
 Understanding others leads to personal
fulfillment, and can also lead to enhanced
self-knowledge and self-insight.
 Insight is useful for such purposes as
selecting people for jobs and assignments,
communicating, and motivating.
C. ENHANCING ORGANIZATIONAL AND
INDIVIDUAL EFFECTIVENESS
 An important goal of organizational
behavior is to improve organizational
effectiveness, the extent to which an
organization is productive and satisfies the
demands of its interested parties.
 Substantial evidence has accumulated that
emphasizing the human factor increases
productivity and gives a firm a competitive
advantage. One reason is that people-
oriented management practices enable
workers to use their wisdom and to receive
appropriate training.
 If a person develops knowledge about
subject such as improved interpersonal
communication, conflict resolution, and
teamwork, he or she will become more
effective.
D. SHARPENING AND REFINING COMMON SENSE
 Organizational behavior sharpens and
enlarges the domain for common sense.
 Organizational behavior knowledge also
refines common sense by challenging you to
reexamine generally accepted ideas that
may be only partially true—such as
inactivity reduces stress for everybody.
HISTORY OF ORGANIZATIONAL BEHAVIOR
 rooted in the behavioral approach to
management, the belief that specific attention
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 MNGT 22: HUMAN BEHAVIOR IN ORGANIZATION
to workers’ needs creates greater satisfaction
and productivity.
 A common theme of the behavioral approach is
a need to focus on people.
A. The classical approach to management
encompasses scientific management and
administrative management, and contributed some
insights into understanding workplace behavior.
 SCIENTIFIC MANAGEMENT - application of
scientific methods to increase individual
worker’s productivity. According to the
principles of scientific management, there is a
division of work between managers and
workers.
 ADMINISTRATIVE MANAGEMENT - how
organizations should be managed and
structured. The core of management knowledge
lies within the classical school, including the
framework of planning, organizing, and
controlling.
B. THE HAWTHORNE STUDIES
 Without the insights gained from the
Hawthorne studies, organizational behavior
might not have emerged as a discipline. The
first Hawthorne study examined the effects of
lighting on productivity. A second study
conducted in a relay assembly room examined
the relationships among rest, fatigue, and
productivity. A major conclusion from these
studies was the workers reacted positively
because management cared about them (the
Hawthorne effect).
 The HAWTHORNE EFFECT is the tendency of
people to behave differently when they receive
attention because they respond to the demands
of the situation.
 The Hawthorne studies also led to many other
conclusions, such as the fact that effective
communication with workers is critical to
managerial success. Keep in mind that the
Hawthorne studies have frequently been
criticized for lacking in scientific rigor.
C. THE HUMAN RELATIONS MOVEMENT
 based on the belief that an important link exists
among managerial practices, morale, and
productivity.
 Key points of the movement are that satisfied
workers are more productive and that, given
the proper working environment, virtually all
workers would be highly productive.
 A cornerstone of the human relations
movement is Theory X and Theory Y of
DOUGLAS MCGREGOR.
 Theory X - the somewhat stern and pessimistic
traditional assumptions about worker
capabilities.
 Theory Y - an alternative, and optimistic, set of
assumptions.
D. THE CONTINGENCY APPROACH
 emphasizes there is no one best way to manage
people or work.
 derived from the study of leadership styles.
 the strength is that it encourages managers and
professionals to examine individual and
situational differences before deciding on a
course of action.
E. POSITIVE ORGANIZATIONAL BEHAVIOR
 focus on what is right with people.
 Luthans defines positive organizational
behavior as the study and application of human
resource strengths and psychological capacities
that can be measured, developed, and managed
for performance improvement.
 The criteria of being measurable and
developmental are significant because they
separate positive organizational behavior from
simply giving pep talks and inspirational
speeches to employees.
 In general, positive organizational behavior
focuses on developing human strengths, making
people more resilient, and cultivating
extraordinary individuals, work units, and
organizations.
SKILL DEVELOPMENT IN ORGANIZATIONAL BEHAVIOR
Developing skills in organizational behavior
refers to learning to work effectively with individuals,
groups, and organizational forces. Skill development in
organizational behavior follows a general learning
model, using the following components:
1. Conceptual information and behavioral
guidelines.
2. Conceptual information and examples.
3. Experiential exercises such as self-assessment
exercises.
4. Feedback on skill utilization or performance,
from others.
5. Frequent practice.
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Developing organizational behavior skills is also
important because it contributes to lifelong learning.

A FRAMEWORK FOR STUDYING ORGANIZATIONAL

BEHAVIOR
The three levels of study in organizational
behavior are (a) individual level, (b) groups and
interpersonal relations level, and (c) organizational
system and the global environmental level.
a. INDIVIDUAL LEVEL
 Individual differences, mental ability,
and personality
 Learning, perception, attitudes, values,
and ethics
 Individual decision making and
creativity
 Foundation concepts of motivation
 Conflict, stress, and well-being
b. GROUPS AND INTERPERSONAL RELATIONS
 Interpersonal communication
 Group dynamics and teamwork
 Leadership
 Power, politics, and influence
c. THE ORGANIZATIONAL SYSTEM AND THE
GLOBAL ENVIRONMENT
 Organizational structure and design
 Organizational culture and change
 The learning organization and
knowledge management
 Cultural diversity and international
organizational behavior

IMPLICATIONS FOR MANAGERIAL PRACTICE

 Managers should raise their level of awareness
about the availability of organizational behavior
information.
 Before making decisions about dealing with
people, pause to search for systematic
information about people and organizations.
 Search for strengths and talents in others and
yourself, and then capitalize on these strengths
as a way of improving organizational and
individual effectiveness.

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 MNGT 22: HUMAN BEHAVIOR IN ORGANIZATION
CHAPTER 2 - INDIVIDUAL DIFFERENCES, MENTAL
ABILITY, AND PERSONALITY
INDIVIDUAL DIFFERENCES
 variations in how they respond to the same
situation based on personal characteristics.
 BEHAVIOR - function of the person interacting
with his or her environment [B = f (P x E)].
 BEHAVIOR - the effects of the individual and the
environment on each other. Also, individual
differences moderate how people respond to
situations.
 Seven consequences of individual differences
that have a major impact on managing people
are as follows:
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 that in
turn influences their productivity and capacity
to take on additional responsibility.
The sampling of individual differences cited is
usually attributed to a combination of heredity and
environment. The manager should therefore create a
positive environment for workers.
DEMOGRAPHIC DIVERSITY
- differences in background factors about the
work force that help shape worker attitudes and
behavior.
A. SEX AND GENDER DIFFERENCES
 The overall evidence suggests that there are
few differences between men and women
in such factors as ability and motivation that
will affect their job performance.
 Gender differences in communication
patterns have been noted.
 Men typically communicate to convey
information or establish status.
 Women are more likely to communicate to
establish rapport and solve problems.
 A researcher has noted that men are more
likely to value equity, whereas women opt
for equality.
 SHIBLEY HYDE observes that overinflated
claims of gender differences can do harm in
the workplace, such denying people
opportunities.
B. GENERATIONAL AND AGE-BASED DIFFERENCES
 People may behave differently on the job
based somewhat on the behaviors and
attitudes of many members of their
generation.
 The four generations currently in the
workforce are traditionalists, baby
boomers, generation X, and Generation Y.
 CONSTANCE PATTERSON says that every
generation is influenced by major
economic, political, and social events of its
era, such as the Great Depression, the
women’s movement, and advances in
information technology.
 Generational differences can sometimes
cause clashes, especially among members
of the same workgroup.
iGen, Gen Z or Centennials: Born 1996 and later
Millennials or Gen Y: Born 1977 to 1995
Generation X: Born 1965 to 1976
Baby Boomers: Born 1946 to 1964
Traditionalists or Silent Generation: Born 1945
and before
 Age differences in the workforce include a
focus on mental and physical capabilities.
 Labor shortages may also contribute to more
seniors working longer.
 Many older people will be working longer
because of decreased value of many pension
funds.
 Advances in technology help workers
compensation for mental losses, such as less
acute memory, associated with age.
 Older workers have lower absenteeism,
illness, and accident rates, higher job
satisfaction, and more positive work values.
C. ETHNIC, RACIAL, AND CULTURAL DIFFERENCES
 Ethnic and racial differences in job
performance and behavior are usually
attributable to culture rather than ethnicity
itself.
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 For example, some ethnic groups take long
lunch breaks because of their culture, not the
fact of being a particular nationality.
 Demographic diversity will often give an
organization a competitive advantage.
 Job satisfaction tends to higher for employees
when others of similar demographic
characteristics are present in the workplace
 ETHNICITY - cultural factors, including
nationality, regional culture, language
 RACE - person’s physical characteristics such
as bone structure, skin, hair, or eye color
 CULTURAL DIFFERENCES - having different
cultures respect each other’s differences
MENTAL ABILITY (COGNITIVE INTELLIGENCE)
 Mental ability is a major source of individual
differences that affects job performance and
behavior.
 INTELLIGENCE - capacity to acquire and apply
knowledge, including solving problems.
 Mental ability tends to predict job performance.
 Some researchers believe that a large
component of mental ability is inheritable,
based on such evidence as identical twins who
are reared apart having similar intelligence.
 The argument that environment is the major
contributor to intelligence centers around
evidence that an enriched environment often
helps people increase their intelligence test
scores. Also, IQs have been on the rise. Based
on hundreds of studies, it appears that heredity
and environment contribute about equally to
traditional intelligence.
A. COMPONENTS OF INTELLIGENCE
 A standard theory of intelligence explains that
intelligence consist of a g (general) factor
along with s (special) factors that
contribute to problem-solving ability.
 g factor - helps explain why some people
perform so well in so many different mental
tasks (the have the right stuff).
B. THE TRIARCHIC THEORY OF INTELLIGENCE
(Emphasis on Practical Intelligence)
 To overcome the limited idea that
intelligence involves mostly the ability to
solve abstract problems.
 The theory holds that intelligence is
composed of three different subtypes:
analytical, creative, and practical.
 PRACTICAL SUBTYPE - type of intelligence
required for adapting to your environment
to suit your needs.
 PRACTICAL INTELLIGENCE - incorporates
the ideas of common sense, wisdom, and
street smarts.
 ANALYTICAL INTELLIGENCE (also called fluid
intelligence) - may decline from early to late
adulthood.
 However, the ability to solve problems of a
practical nature (crystallized intelligence) is
maintained or increased through late
adulthood. So being older makes you wiser.
C. MULTIPLE INTELLIGENCES
 people know and understand the world in
distinctly different ways, or look at it
through different lenses.
 The eight intelligences or faculties are:
linguistic, logical-mathematical, musical,
spatial, body/kinesthetic, intrapersonal,
interpersonal, and naturalist.
PERSONALITY DIFFERENCES
 Personality characteristics contribute to success
in many jobs, and many job failures are caused
by personality problems.
 PERSONALITY - persistent and enduring
behavior patterns of an individual that are
expressed in a wide variety of situations.
 the core of who you are
A. EIGHT MAJOR PERSONALITY FACTORS AND
TRAITS
All eight factors to be mentioned have a
substantial impact on job behavior and
performance.
1) Neuroticism (reflects emotional instability
versus emotional stability)
2) Extraversion (outgoing, sociable, assertive)
3) Openness (well-developed intellect)
4) Agreeableness (friendly and cooperative)
5) Conscientiousness (dependability and
thoroughness)
6) Self-monitoring of behavior (adjusting how we
appear to others)
7) Risk taking and thrill seeking (craving constant
excitement)
8) Optimism (a tendency to experience positive
states)
Research Evidence about Personality and Job Behavior
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 MNGT 22: HUMAN BEHAVIOR IN ORGANIZATION
 Based on a cross-cultural study, it was
concluded that personality structure is
universal.
 Any of the above eight factors can be important
for good job performance, with
conscientiousness having the best research
support.
 The combination of intelligence (“can do”) with
conscientiousness (“will do”) is especially
important for job performance, such as
extraversion most frequently associated with
effective leadership.
 Personality factors are also important for
performance as a team member.

B. EMOTIONAL INTELLIGENCE
 The topmost layers of the brain govern
analytical intelligence.
 The innermost areas of the brain govern
emotion, such as dealing with rage.
 EMOTIONAL INTELLIGENCE - qualities such as
understanding one’s feelings, empathy for
others, and the regulation of emotion to
enhance living.
 Four key factors recently included in emotional
intelligence are as follows:
1. Self-awareness (understanding own
feelings)
2. Self-management (such as controlling
impulsiveness and being honest)
3. Social awareness (such as having
empathy for people, and intuition about
organizational problems)
4. Relationship management (includes a
variety of interpersonal skills
High emotional intelligence is associated
with the ability to cope with job setbacks. Emotional
intelligence underscores the importance of being
practical minded and having effective interpersonal
skills to succeed in organizational life.

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 MNGT 22: HUMAN BEHAVIOR IN ORGANIZATION
CHAPTER 3 & 4 - LEARNING, PERCEPTION, ATTITUDES
AND EMOTIONS, VALUES, AND ETHICS
LEARNING
 relatively permanent change in behavior based
on practice or experience.
A. MODELING AND SHAPING
 MODELING (or imitation) - when you learn a
skill by observing another person perform
that skill. The process often brings forth
behaviors that people didn’t previously
seem to have in their repertoire.
 SHAPING - learning through the
reinforcement of small steps that build up
the final or desired behavior.
B. COGNITIVE LEARNING
 emphasizes that learning takes place in a
complicated manner involving much more
than acquiring habits and small skills.
 Learners also strive to learn, develop
hunches, and have flashes of insight.
 INFORMAL LEARNING (type of cognitive
learning) - planned learning that occurs in a
setting without a formal classroom, lesson
plan, instructor, or examination. Informal
learning can be spontaneous, or the
company might organize work to encourage
informal learning.
 A Center for Workforce Development study
indicated that up to 70 percent of learning
takes place informally, and can be divided
into four types: practical skills; intrapersonal
skills; interpersonal skills; and cultural
(organizational) awareness.
 A mastery orientation relates to a
dedication to increasing one’s competence
on a task.
 performance orientation, learners focus on
how well they perform on a task and
making comparisons with others.
C. E-LEARNING
 An important innovation in learning in both
schools and industry is distance learning,
technology-based learning, a Web based
form of computer based learning.
 based on basic methods of learning, such as
giving the learner reinforcement.
 The success of e-learning depends on
cognitive processes of the learner,
particularly self-motivation and self-
discipline.
LEARNING STYLES
 Some learn best through passive learning;
others learn best by doing rather than studying.
 Some people learn best by working alone,
others by working cooperatively (such as study
groups).
A. VISUAL, AUDITORY, AND KINESTHETIC LEARNING
STYLES
 people learn best using one of three main
sensory receivers.
 VISUAL LEARNERS - learn best by seeing, and
they have two sub-channels, linguistic (mostly
words) and spatial (films and graphics).
 AUDITORY LEARNERS - learn by hearing, and
they tend to move their lips and read out loud.
 KINESTHETIC LEARNERS - learn best while
touching and moving, and rely on two sub-
channels, kinesthetic (movement) and tactile
(touch).
B. LEARNING STYLES BASED ON FOUR LEARNING
STAGES
 divided into four orientations based on four
stages of the learning cycle: concrete
experience, observations and reflections,
formation of abstractions and generalizations,
hypotheses to be tested, leading to new
experiences.
 The four learning orientations stemming from
the cycle are:
1. concrete experiences - human
interactions in a personal way.
2. reflective observation - understanding
meanings.
3. abstract conceptualization - applying
logic, ideas, and concepts.
4. testing implications of concepts in new
situations - actively influencing people
and changing situations.
C. INDIVIDUAL DIFFERENCES RELATED TO SKILL
ACQUISITION
 In general, people with higher mental ability
and personality traits that allow them to
concentrate better (such as emotional stability
and conscientiousness) acquire knowledge and
skills more readily.
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PERCEPTION
 deals with the various ways in which people
interpret things in the outside world and how
they act on the basis of these perceptions.
 process by which people select, organize,
interpret, retrieve, and respond to information
from the world around them.
A. PERCEPTUAL DISTORTIONS AND PROBLEMS
1. CHARACTERISTICS OF THE STIMULUS.
 Perceptual problems are most likely
encountered when the stimulus or cue to be
perceived affects the emotional status of the
perceiver.
 The perception of a stimulus or event
depends on the emotions, needs, attitudes,
and motives of a person.
2. MENTAL PROCESSES OF PEOPLE.
 to make the reality less painful or disturbing.
 types of defensive behavior.
a) Denial - We block out the existence of
painful sensory information.
b) Stereotyping - We lessen discomfort
when we encounter a person who does
not fit a stereotype by looking for
behavior that conforms to the
stereotype.
c) Halo effect - People may color
everything that they know about a
person because of one recognizable
favorable or unfavorable characteristic
d) Projection - We project out own faults
on to others instead of making an
objective appraisal of the situation.
e) Selective perception - they draw an
unjustified conclusion from an unclear
situation. (They perceive what they want
to.)
ATTITUDES AND EMOTIONS
 An attitude is a predisposition to respond that
exerts an influence on a person’s response to a
person, thing, idea, or situation.
 Attitudes are linked with perception, learning,
and motivation.
A. COMPONENTS OF ATTITUDES
 cognitive component - the knowledge or
intellectual beliefs an individual might have
about an object.
 feeling or affective component - the emotion
connected with that object.
 behavioral component - how a person acts.
 All three components are interrelated. People
search for consistency among the components
of an attitude.
 Cognitive dissonance - the situation in which
the pieces of knowledge, information, attitudes,
or beliefs held by an individual are
contradictory.
 People search for ways to reduce internal
conflicts when they experience a clash between
the information they receive and their actions
or attitudes.
B. EMOTIONS IN THE WORKPLACE
 emotion - a feeling such as anger, fear, joy, or
surprise that underlies behavior.
 An emotion consists of three interacting
components:
a) internal physiological arousal,
b) expressive behavior in the face or body , and
c) a cognitive appraisal.
 Managing Emotion - To manage emotion well,
managers should create a friendly emotional
climate by setting a positive example, including
serving as a model of healthy emotional
expression. Managers might also include a
positive attitude as one factor in selecting
individuals and teams
 Emotional labor - process of regulating both
feelings and expressions to meet organizational
goals.
 Surface acting - faking expressions such as
smiling
 Deep acting - controlling feelings
 Emotional dissonance - mismatch between felt
and expressed emotions.
 The greater the emotional dissonance, the more
the exhaustion, job dissatisfaction, and cynicism
toward customers.
 A variation of emotional labor can occur when
workers create a façade in relation to
conforming to corporate values.
C. ATTITUDES AND JOB SATISFACTION
 Attitudes are linked to job satisfaction, the
amount of pleasure or contentment associated
with a job.
 A practical view of job satisfaction is that it
centers on employees having fun on the job.
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Among the consequences of high job
satisfaction are:
a) High productivity when the work
involves people contact
b) Loyalty to the company (important
because of employee retention)
c) A stronger tendency to achieve
customer loyalty
d) Low absenteeism and turnover
e) Less job stress and burnout
f) Better safety performance
g) Better life satisfaction
 High job satisfaction is correlated with high
organizational performance.
D. ORGANIZATIONAL CITIZENSHIP BEHAVIOR
 the willingness to work for the good of the
organization even without the promise of a
specific reward.
 Five key components of organizational
citizenship behavior are
1) Conscientiousness
2) Altruism
3) civic virtue
4) courtesy
5) sportsmanship.
 The good organizational citizen engages in
extrarole behavior.
 Personality factors are sometimes linked to
OCB. Workers may be predisposed to being
good, or poor, organizational citizens.
 Strong organizational citizens are less likely to
quit, as shown by a study in China.
A. ETHICAL DECISION-MAKING CRITERIA
1) Focus on consequences - if nobody gets hurt,
the decision is ethical. Focusing on
consequences is often referred to as utilitarian
2) Focus on the rights of individuals. referred to
as deontological from the Greek work deon, or
duty. A fundamental idea of deontology is that
equal respect must be given all individuals
3) Focus on integrity (virtue ethics ) - If the person
in question has good character, and genuine
motivation and intentions, he or she is behaving
ethically. The decision maker’s environment, or
community, helps define what integrity means.
 Trustworthiness - virtue of major importance
for managers and professionals in recent years
because of well-publicized untrustworthy
executives. Trust improves organizational
effectiveness. Two major contributors to trust
are consistent behavior and clear
communications.
IMPLICATIONS FOR MANAGERIAL PRACTICE
 Two additional suggestions for e-learning are:
(1) Use a three-step structure: show me, let me
practice, and watch me do it.
(2) Not all subject matter and skills are suitable
for e-learning (such as teamwork skills),
although the underlying concepts can be
learned online.

VALUES
 importance a person attaches to something that
serves as a guide to action.
 Religion is another source of values
 set of values (by: psychologist MILTON
ROKEACH)
1) Terminal values - goals an individual would
like to achieve during his or her lifetime
2) Instrumental values - how you might to
about achieving your important end states,
depending on the relative importance you
attached to the instrumental values.

ETHICS
 moral choices a person makes, and what he or
she should do.
 vehicle that converts values into action.

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