AB1601 W1-W13 Lecture Notes

1
© Josephine Lang
2
© Josephine Lang
3
© Josephine Lang
1. Cognitive skills:
Learning Outcomes • Critical thinking: analyze diverse
arguments and reconcile divergent
viewpoints
• Design thinking: explore the complexity
of a problem, generate novel ideas and
test-drive proposed solutions
2. Social skills:
• Interpersonal skills: engage others in a 3. Knowledge acquisition skills:
meaningful and supportive way • Knowledge acquisition: define, explain, and
• Teamwork skills: collaborate well with all apply the theoretical frameworks and concepts
team members of organizational behavior
• Knowledge sharing skills: communicate • Knowledge generation: describe how
inspirationally and assertively research is conducted to generate insights on
human cognition, attitudes, and behavior
4
© Josephine Lang
How to Study for
this Course
 Practice critical thinking and design thinking all
the time
 Complete ALL pre-seminar preparations before
each seminar
 Attend all course seminars
 Participate actively in all seminar activities
 Share your knowledge and insights generously
and enthusiastically
5
© Josephine Lang
How to Study for
this Course
eOBSeminarGuide Seminar PowerPoint
Slides
E-Textbook
• Assigned Readings
• Course assignments
McShane & Von Glinow,
• Course assessments
Organizational Behavior, 5th Edition, • Assessment Rubrics
International Student Edition, • Seminar activities
McGraw-Hill.
6
© Josephine Lang
How to Study for
this Course
Please buy the ebook card from the website

below at a price of $32.29
https://www.mheducation.com.sg/ebook-
organisational-behaviour-and-design-
9781307795097-asia
© Josephine Lang
Seminar Activities
8
© Josephine Lang
Seminar Activities
The start-of-class activity allows you to assess the

effectiveness of your pre-class preparation and
readiness to participate in class activities
To size up your self-learning effectiveness:

At the start of each seminar, your instructor will conduct a quiz or give a list of
short-answer questions for you to answer individually.
9
© Josephine Lang
Seminar Activities
The powerUP experiential exercise will give you ample

opportunity to experience, hands-on, how OB theoretical
frameworks and concepts come alive in real-life situations.
To promote active learning:

• This is a time for you to have fun while learning.
• Be prepared to participate in a variety of activities such as mini debates,
contests, and role-plays.
10
© Josephine Lang
Seminar Activities
This team-based activity will help you learn how to

appropriately apply the various theoretical
frameworks to analyze real-life problems and to
propose logical solutions
To demonstrate the application of theoretical frameworks and concepts:

• You will work in a team of 4 to 5 members to complete a team project by
analyzing a real-world management situation.
• For each seminar, a team will enlighten us with its analysis of a case. 11
© Josephine Lang
Seminar Activities
This activity will motivate you to explore the

knowledge frontier by extracting OB insights from
recent publications on artificial intelligence,
neuroscience research, etc.
To explore the knowledge frontier:

For each seminar, four or five of you will share with us your findings from your
“knowledge exploration.”
12
© Josephine Lang
Seminar Activities
This activity will motivate you to voice your

opinions assertively in an inspirational way when
you share your ideas with others
Be bold in speaking up:

This is NOT the usual class participation. You have to volunteer to share your ideas with others.
**Important note** -- If you speak only after a cold call, your instructor will not consider this as
“voiceUP” for grading.
13
© Josephine Lang
Seminar Activities
This end-of-seminar activity will let you assess how well

you have learnt the theories and concepts of the seminar
To check up on your learning effectiveness for the seminar:

At the end of each seminar, your instructor may conduct a quiz.
14
© Josephine Lang
Assignments Weightage Assessment Rubrics
Coursework 1. Critical Thinking 15% (Individual) Critical Thinking Rubric
Assignments 2. Design Thinking 18% (Team) Design Thinking Rubric

Teamwork Peer Evaluation
3. teamUP Project 18% (Team) Knowledge Acquisition &

Sharing Rubric
4. My Reflective 15% (Individual) “My Reflective Learning”

Learning rubric
5. lightUP Assignment 15% (Individual) Inspirational Assertive

Communication Rubric
6. voiceUP 15% (Individual) Knowledge Sharing Rubric
7. Research 4% (Individual) Not Applicable

Participation
Total 100%
15
© Josephine Lang
Coursework
Assignments
Critical Thinking -- The use of
reason in the pursuit of truth.
1. Define the subject matter, identify key concepts, and map their relationship to one another
2. Discuss the subject matter from various theoretical perspectives
3. Assess the truth, relevance and strength of evidence
4. Recognize unstated assumptions and examine the influence of context
5. Draw conclusions by integrating, synthesizing, or reconciling the various arguments
presented
16
© Josephine Lang
Coursework
Assignments
Critical Thinking Assignment (15%)
Read the journal article assigned by your instructor and then

provide a critique by addressing all the elements of critical thinking
listed in the assessment rubric.
Please use the “Submission Document for the Critical Thinking
Assignment” available from the MAIN course site to submit your write-up.
17
© Josephine Lang
Coursework
Assignments
Design thinking is a process that can help managers
understand the complexity of an issue or problem, generate
multiple possible solutions, and test the proposed solutions
for their practicality and feasibility.
1. Describe the project in a way that stimulates interest and enthusiasm

2. Seek inspiration by using a multiplicity of sources
3. Generate many ideas, scenarios, or sketches, and apply integrative thinking in ideation
4. Provide evidence on the feasibility of ideas with prototypes and tests and tell a compelling
story to influence others to view your proposed solution favourably
18
© Josephine Lang
Coursework
Assignments Design Thinking Assignment (18%)
The scenario: You are going to apply for this internship
found on an Internet internship portal.
19
© Josephine Lang
Coursework
teamUP Case Analysis and
Assignments Knowledge Sharing (18%)
You are expected to work in teams of several
members as assigned by your instructor.
1. Develop a comprehensive understanding of key concepts and theoretical frameworks and

apply them when analyzing an assigned situation or issue.
2. Consider contextual and temporal properties of information when providing an interpretation
or analysis.
3. Examine the possible influence of missing information, or lack of information, or ambiguous
information; search the Internet for additional information or other insights.
4. Provide an informed conclusion.
20
© Josephine Lang
Coursework Instructions for knowledge
sharing:
Assignments 1. Share your case analysis by conducting a 20-
minute knowledge sharing session.
2. In the ten (10) minutes following your knowledge
sharing session, engage your audience in a 10-
minute Q&A session.
Instructions for Q&A:

1. For the audience: In the audience, a member from each team may pose a question to the
sharing team.
2. For the sharing team: Every team member is to answer at least one question posed by the
audience.
3. Your instructor will grade your contributions to the Q&A as part of your voiceUP.
21
© Josephine Lang
Coursework
lightUP Knowledge Sharing (15%)
Assignments
This assignment will motivate you to explore the
neuroscience research, etc. and then sharing these
insights with others in an engaging manner.
1. Share valuable insights gathered from newly published neuroscience research

studies, AI, robotics, cross-cultural studies, etc.
2. Use a conversational style to deliver your ideas; speak assertively
3. Align your verbal and non-verbal communication effectively
4. Connect your insights to the relevant OB concepts or frameworks
22
© Josephine Lang
Assignments sharing:
1. Conduct a five-minute knowledge sharing session

2. You may use props and visual aids in your sharing, but
you are not allowed to use any PowerPoint slides
Instructions for all students:

1. During the seminar, students are to provide feedback on each lightUP speakers via an MS-
Form provided by the instructor.
2. In addition to providing their feedback on other lightUP speakers, the lightUP speakers
themselves will also provide reflections on their own sharing.
3. Your instructor will grade the quality of your feedback as part of your voiceUP.
23
© Josephine Lang
Coursework “My Reflective Learning”
Assignments Assignment (15%)
You are to apply two theoretical frameworks in your

analysis of a real-life situation you experienced
before. You should choose these two frameworks
from two different PARTS of the text.
1. PART ONE: Introduction 3. PART THREE: Team Processes

• Chapter 1: Introduction to the Field of Org. Behavior a) Chapter 7: Team Dynamics
b) Chapter 9: Power and Influence in the Workplace
2. PART TWO: Individual Behavior and processes: c) Chapter 10: Conflict and Negotiation in the Workplace
a) Chapter 2: Individual Behavior, Personality and Values d) Chapter 11: Leadership in Organizational Settings
b) Chapter 3: Perceiving Ourselves and Others in
Organizations 4. PART FOUR: Organizational Processes
c) Chapter 4: Workplace Emotions, Attitudes, and Stress a) Chapter 13: Organizational Culture
d) Chapter 5: Employee Motivation b) Chapter 14: Organizational Change
24
© Josephine Lang
Coursework
Assignments
By the end of your scheduled seminar
13, you are required to submit “My
Reflective Learning” assignment for
grading.
Please use the “Submission Document for My Reflection Learning”

available from the MAIN course site to submit your write-up.
25
© Josephine Lang
Coursework
voiceUP Voluntary Sharing (15%)
Assignments
There are two main reasons for developing voicing efficacy:
-- First, by voicing your opinions, you engage your mind at
once in active learning, making learning effective.
-- Second, participation allows us to learn from one another.
You are encouraged to be bold in voicing your views, giving your comments,
providing feedback, and asking questions during the different segments of
each seminar.
26
© Josephine Lang
Coursework Research Participation (4%)
Assignments
Frequently, managers need to verify their assumptions
through research before making decisions.
However, not many managers know how to conduct
such research systematically and scientifically.
The goal of this Research Participation is to expose
students to the process of doing research in
management.
You are required to complete 2 research requirements, each of which will correspond to 2% of your
final grade. You may choose any one of the three options below:
• To participate in two (2) hours of research experiments, or
• To write two (2) reviews of articles, or
• To participate in one (1) hour of research PLUS write one (1) review of an article. 27
© Josephine Lang
Coursework Teamwork Peer Evaluation
Assignments
You will evaluate your fellow team
members at the end of the Design
Thinking Project and the teamUP Project.
Create an effective team by:

1. Working together to complete the team projects with a fair distribution of workloads among
members
2. Being a responsible team member by contributing actively to the projects, sustaining healthy
group processes, and maintaining meaningful relationships with team members
3. Consulting your instructor on any problems that your team may face
28
© Josephine Lang
Coursework Assessment Rubrics
Assignments
1. Critical Thinking Rubric (Critical thinking assignment)

2. Design Thinking Rubric (Design thinking assignment)
3. Knowledge Acquisition and Sharing Rubric (teamUP project)
4. “My Reflective Learning” Rubric (My Reflective Learning assignment)
5. Inspirational Assertive Communication (lightUP expert sharing)
6. Knowledge Sharing Rubric (voiceUP contributions)
7. Teamwork Peer Evaluation Rubric (teamUP project, and design thinking project) 29
© Josephine Lang
Coursework
Important Dates
Assignments
Assignments Due Dates
1 Critical Thinking Assignment – 15% September 29 (Friday), 9.00 pm

• A summary page
• A 1000-word written assignment
• Reference list
• Self-assessed rubric (Self-rating)
• Signed declaration of integrity
2 Design Thinking Assignment – 18% October 13 (Friday), 9.00 pm
• One team video
• Teamwork peer evaluation (eUreka)
3 teamUP – 18% • Submit PowerPoint slides of case analysis to Turnitin 48 hours before the scheduled class sharing
• Case analysis & knowledge sharing
4 My Reflective Learning – 15% • Submit “My Reflective Learning” write-up by the end of your scheduled seminar 13.
5 lightUP Knowledge Sharing -- 15% • Submit a softcopy of your PowerPoint to your instructor 48 hours before your scheduled class
sharing
6 Research Participation – 4% For research experiments – you choose the dates to sign up for the experiments
For article reviews – November 17 (Friday), 5.00 pm.
30
© Josephine Lang
Coursework
Assignments Warning against plagiarism
The penalties for any form of plagiarism, i.e., copying of others' work, are
severe. Written work that you submit must be your own. You must identify
and list in the reference section any source of information used in completing
your work.
If you copy the words verbatim from a reference work, you must place these
words in quotation marks and cite the source. If you paraphrase the words
from a reference, then indicate the source. Submitted work must be your own
effort and it must not duplicate (in whole or in part) the work of others.
31
© Josephine Lang
Coursework
Policy on the use of
Assignments Generative AI
** Policy on the use of Generative AI **
You are permitted to use generative AI in your research. However, it is mandatory for you to check the accuracy of the
information provided by the generative AI you use by citing the actual sources of that information. No generative AI tool
may be cited as your sources of that information. If you have employed any generative AI in your research, you must
furnish a declaration at the end of your submission that acknowledges such usage, i.e., “I declare that I did use generative
AI in my research for this submission.”
The written assignment should demonstrate your own analysis based on the requirements of the assignments. You are
not permitted to use generative AI tools to complete your assignments. Turnitin will be used to check for ChatGPT/AI
generated text as plagiarism. Please ensure each assignment that you submit is truly your own work. Academic
disciplinary action will be taken if you are found to use ChatGPT/AI returns verbatim to complete your course
assignments. If you have any doubt about this policy, please contact your course instructor. 32
© Josephine Lang
33
© Josephine Lang
1
An Overview 2. Anchors of 4. MARS Model of
of Chapter 1 OB Knowledge Individual Behavior &
a. Systematic Research Anchor Performance
b. Practice Orientation Anchor
a. Employee Motivation
c. Multidisciplinary Anchor
b. Ability
d. Contingency Anchor
c. Role Perceptions
e. Multiple levels of Analysis
d. Situational Factors
Ancho
1. Why OB is Important
a. For You 3. The Emerging
b. For Organizations 5. Types of Individual
c. An integrated Model Workplace Landscape Behavior
a. Diversity and Inclusiveness a. Task Performance
b. Work-life Integration b. Organizational Citizenship
c. Remote Work c. Counterproductive Work
d. Employment Relationship Behavior
d. Joining and Staying
e. Work Attendance
2
It examines the following:
What is OB?
• Employee behaviors, decisions,
It is the study of what Organizational perceptions, and emotional responses
people think, feel, and do in Behavior • Interactions of individuals and teams in
and around organizations. organizations
• Interaction of organizations with the
external environment
Key Features:
What are
Organizations? Organizations
• Collective entities with human beings
who interact with one another in an
They are groups of organized way.
people who work
interdependently • Organizational members have a
toward some purpose. collective sense of purpose.
3
OB is Important for You
• Better personal theories to understand, predict,
and influence organizational events
• Application of evidence-based theories
OB is Important for Organizations
Organizational Effectiveness is considered the “ultimate dependent variable” in OB.
Organizations as Open Systems Human Capital as the Organizations and Their

Organization’s Competitive Stakeholders
Advantage
• Understand, manage, and
• Maintain a good FIT with • Introduce work practices satisfy stakeholder needs
the external environment that enhance human capital and expectations
4
An integrated Model
Organizational Individual Inputs Individual Organizational

Inputs and and Processes Outcomes Outcomes
Processes • Personality, values, abilities • Job behaviour & performance (Effectiveness)
• Self-concept, perceptions • Organizational citizenship
• Emotions, attitudes • Well-being (low distress)
• Org. structure
• Motivation • Decision, creativity • Open system fit
• Org. culture • Self-leadership
• Human capital
• Org. technology development
• Org. change • Effective
• HR practices stakeholder
Team/Interpersonal Team/Interpersonal
• Org. strategy management
Inputs and Processes Outcomes
• Corporate social
• Team tasks, size, composition • Team performance responsibility
• Team development, trust, cohesion • Team decisions
• Team/organizational leadership • Collaboration/mutual support
• Power, influence, politics • Social networks
• Conflict & negotiation
5
2. Anchors of
OB Knowledge
4. Contingency
2. Practical
Orientation
Recognize that the
Ensure that OB effectiveness of an
theories are useful in action may depend on
organizations the situation
1. Systematic
Research 5. Multiple Levels
3. Multidisciplinary of Analysis
Studying organizations Understand OB events

Import knowledge
using systematic from THREE levels of
from other disciplines,
research methods analysis: individual,
not just create its own
knowledge team, organization
6
b. Work-Life Integration
3. The Emerging
The degree that peoples are effectively engaged in their work
Workplace Landscape and non-work roles and have a low degree of role conflict
across various life domains
• Resource enrichment – physical, cognitive and emotional
resources
c. Remote Work
When employees work from home or other
a. Diversity & Inclusiveness nonwork site, such as a café, or when
employees are assigned to a client’s
Allow people of all identities to workplace.
be fully themselves while
contributing to the organization.
• Surface-level diversity: differences

in race, gender, age, ethnicity
d. Employment Relationship
• Deep-level diversity: differences in 1. Direct employment – continuous employment, career
psychological characteristics such as advancement, etc.
personalities, beliefs, values, 2. Indirect employment – people hold positions in an agency and
attitudes are temporarily assigned or “leased” to client firms.
3. Self-employment contract work – platform-based workers
7
4. MARS Model of
Individual Behavior &
Performance
Individual Situational
Characteristics Motivation
Factors
Personality
Behaviour and
Values Results
Self Concept Ability
• Task performance
Perceptions • Org. citizenship

• Counter productive
Emotions behaviour
Role • Joining or staying
Attitudes Perceptions with the org
Stress • Work attendance
8
4. MARS Model of
Performance
Goal directed path which

people steer their effort
The amount of effort

allocated to the goal
Motivation
Internal forces that affect a person’s Staying power – the length of time
people continue to exert their
direction, intensity, and persistence effort toward a goal
of effort for voluntary behavior
9
4. MARS Model of
Individual Behavior & Natural aptitudes and learned
Performance Ability capabilities required to
successfully complete a task
Aptitude Learned Capabilities

Natural talents that enable faster
learning and better performance Physical and mental skills and
knowledge acquired
Person-Job Matching strategies:

(a) Select job applicants with the required abilities
(b) Train employees to acquired the required knowledge and skills
(c) Redesign jobs so that employees are given tasks within their current abilities
10
4. MARS Model of The extent to which people
Individual Behavior & Role Perceptions understand the job duties and
roles assigned to or expected of
Performance them
3 forms of Role clarity: Role ambiguity: When employees know 2

1. Employees understand the specific tasks or 3 ways to do a task but misunderstand
assigned or consequences for which they are the preference of the company
responsible
2. Employees understand the priority of their tasks
and performance expectations Role clarity: Motivates employees because
3. Employees understand the preferred behaviors they have a higher belief that their effort will
and procedures for accomplishing the lead to the expected outcomes
assigned tasks
11
4. MARS Model of
Individual Behavior & Situational They are conditions or contexts
Performance that are beyond employees’
Factors
immediate control
Two main situational influences:
1. Work context may constrain or facilitate behaviour and

performance
2. Work environment may provide cues to guide and motivate
employees
12
4. MARS Model of
Performance
FIVE Types of
Individual Behaviours
Counter Joining & Staying Maintaining

Task Organizational
Productive Work with the Work
Performance Citizenship Behaviour Organization Attendance
New employees bring in Employees showing up
Voluntary goal- Various forms of Voluntary behaviours
new knowledge and for work at scheduled
directed behaviours cooperation and that have the
skills time
that contribute to helpfulness to others potential to directly
organizational goals that support the or indirectly harm the Presenteeism –
Employee turnover
organization’s social organization or its showing up for work
removes valuable
and psychological stakeholders when unwell,
knowledge and skills,
1. Proficiency contexts injured, or
and relationships with
2. Adaptability preoccupied with
co-workers and external
3. Proactiveness personal problems
stakeholders
13
1
© Josephine Lang
2
© Josephine Lang
3
© Josephine Lang
1. Cognitive skills:
Learning Outcomes • Critical thinking: analyze diverse
arguments and reconcile divergent
viewpoints
• Design thinking: explore the complexity
of a problem, generate novel ideas and
test-drive proposed solutions
2. Social skills:
• Interpersonal skills: engage others in a 3. Knowledge acquisition skills:
meaningful and supportive way • Knowledge acquisition: define, explain, and
• Teamwork skills: collaborate well with all apply the theoretical frameworks and concepts
team members of organizational behavior
• Knowledge sharing skills: communicate • Knowledge generation: describe how
inspirationally and assertively research is conducted to generate insights on
human cognition, attitudes, and behavior
4
© Josephine Lang
How to Study for
this Course
 Practice critical thinking and design thinking all
the time
 Complete ALL pre-seminar preparations before
each seminar
 Attend all course seminars
 Participate actively in all seminar activities
 Share your knowledge and insights generously
and enthusiastically
5
© Josephine Lang
How to Study for
this Course
eOBSeminarGuide Seminar PowerPoint
Slides
E-Textbook
• Assigned Readings
• Course assignments
McShane & Von Glinow,
• Course assessments
Organizational Behavior, 5th Edition, • Assessment Rubrics
International Student Edition, • Seminar activities
McGraw-Hill.
6
© Josephine Lang
How to Study for
this Course
Please buy the ebook card from the website

below at a price of $32.29
https://www.mheducation.com.sg/ebook-
organisational-behaviour-and-design-
9781307795097-asia
© Josephine Lang
Seminar Activities
8
© Josephine Lang
Seminar Activities
The start-of-class activity allows you to assess the

effectiveness of your pre-class preparation and
readiness to participate in class activities
To size up your self-learning effectiveness:

At the start of each seminar, your instructor will conduct a quiz or give a list of
short-answer questions for you to answer individually.
9
© Josephine Lang
Seminar Activities
The powerUP experiential exercise will give you ample

opportunity to experience, hands-on, how OB theoretical
frameworks and concepts come alive in real-life situations.
To promote active learning:

• This is a time for you to have fun while learning.
• Be prepared to participate in a variety of activities such as mini debates,
contests, and role-plays.
10
© Josephine Lang
Seminar Activities
This team-based activity will help you learn how to

appropriately apply the various theoretical
frameworks to analyze real-life problems and to
propose logical solutions
To demonstrate the application of theoretical frameworks and concepts:

• You will work in a team of 4 to 5 members to complete a team project by
analyzing a real-world management situation.
• For each seminar, a team will enlighten us with its analysis of a case. 11
© Josephine Lang
Seminar Activities
This activity will motivate you to explore the

neuroscience research, etc.
To explore the knowledge frontier:

For each seminar, four or five of you will share with us your findings from your
“knowledge exploration.”
12
© Josephine Lang
Seminar Activities
This activity will motivate you to voice your

opinions assertively in an inspirational way when
you share your ideas with others
Be bold in speaking up:

This is NOT the usual class participation. You have to volunteer to share your ideas with others.
**Important note** -- If you speak only after a cold call, your instructor will not consider this as
“voiceUP” for grading.
13
© Josephine Lang
Seminar Activities
This end-of-seminar activity will let you assess how well

you have learnt the theories and concepts of the seminar
To check up on your learning effectiveness for the seminar:

At the end of each seminar, your instructor may conduct a quiz.
14
© Josephine Lang
Assignments Weightage Assessment Rubrics
Coursework 1. Critical Thinking 15% (Individual) Critical Thinking Rubric
Assignments 2. Design Thinking 18% (Team) Design Thinking Rubric

3. teamUP Project 18% (Team) Knowledge Acquisition &

Sharing Rubric
4. My Reflective 15% (Individual) “My Reflective Learning”

Learning rubric
5. lightUP Assignment 15% (Individual) Inspirational Assertive

Communication Rubric
6. voiceUP 15% (Individual) Knowledge Sharing Rubric
7. Research 4% (Individual) Not Applicable

Participation
Total 100%
15
© Josephine Lang
Coursework
Assignments
Critical Thinking -- The use of
reason in the pursuit of truth.
1. Define the subject matter, identify key concepts, and map their relationship to one another
2. Discuss the subject matter from various theoretical perspectives
3. Assess the truth, relevance and strength of evidence
4. Recognize unstated assumptions and examine the influence of context
5. Draw conclusions by integrating, synthesizing, or reconciling the various arguments
presented
16
© Josephine Lang
Coursework
Assignments
Critical Thinking Assignment (15%)
Read the journal article assigned by your instructor and then

provide a critique by addressing all the elements of critical thinking
listed in the assessment rubric.
Please use the “Submission Document for the Critical Thinking
Assignment” available from the MAIN course site to submit your write-up.
17
© Josephine Lang
Coursework
Assignments
Design thinking is a process that can help managers
understand the complexity of an issue or problem, generate
multiple possible solutions, and test the proposed solutions
for their practicality and feasibility.
1. Describe the project in a way that stimulates interest and enthusiasm

2. Seek inspiration by using a multiplicity of sources
3. Generate many ideas, scenarios, or sketches, and apply integrative thinking in ideation
4. Provide evidence on the feasibility of ideas with prototypes and tests and tell a compelling
story to influence others to view your proposed solution favourably
18
© Josephine Lang
Coursework
Assignments Design Thinking Assignment (18%)
The scenario: You are going to apply for this internship
found on an Internet internship portal.
19
© Josephine Lang
Coursework
teamUP Case Analysis and
Assignments Knowledge Sharing (18%)
You are expected to work in teams of several
members as assigned by your instructor.
1. Develop a comprehensive understanding of key concepts and theoretical frameworks and

apply them when analyzing an assigned situation or issue.
2. Consider contextual and temporal properties of information when providing an interpretation
or analysis.
3. Examine the possible influence of missing information, or lack of information, or ambiguous
information; search the Internet for additional information or other insights.
4. Provide an informed conclusion.
20
© Josephine Lang
sharing:
Assignments 1. Share your case analysis by conducting a 20-
minute knowledge sharing session.
2. In the ten (10) minutes following your knowledge
sharing session, engage your audience in a 10-
minute Q&A session.
Instructions for Q&A:

1. For the audience: In the audience, a member from each team may pose a question to the
sharing team.
2. For the sharing team: Every team member is to answer at least one question posed by the
audience.
3. Your instructor will grade your contributions to the Q&A as part of your voiceUP.
21
© Josephine Lang
Coursework
lightUP Knowledge Sharing (15%)
Assignments
This assignment will motivate you to explore the
neuroscience research, etc. and then sharing these
insights with others in an engaging manner.
1. Share valuable insights gathered from newly published neuroscience research

studies, AI, robotics, cross-cultural studies, etc.
2. Use a conversational style to deliver your ideas; speak assertively
3. Align your verbal and non-verbal communication effectively
4. Connect your insights to the relevant OB concepts or frameworks
22
© Josephine Lang
Assignments sharing:
1. Conduct a five-minute knowledge sharing session

2. You may use props and visual aids in your sharing, but
you are not allowed to use any PowerPoint slides
Instructions for all students:

1. During the seminar, students are to provide feedback on each lightUP speakers via an MS-
Form provided by the instructor.
2. In addition to providing their feedback on other lightUP speakers, the lightUP speakers
themselves will also provide reflections on their own sharing.
3. Your instructor will grade the quality of your feedback as part of your voiceUP.
23
© Josephine Lang
Coursework “My Reflective Learning”
Assignments Assignment (15%)
You are to apply two theoretical frameworks in your

analysis of a real-life situation you experienced
before. You should choose these two frameworks
from two different PARTS of the text.
1. PART ONE: Introduction 3. PART THREE: Team Processes

• Chapter 1: Introduction to the Field of Org. Behavior a) Chapter 7: Team Dynamics
b) Chapter 9: Power and Influence in the Workplace
2. PART TWO: Individual Behavior and processes: c) Chapter 10: Conflict and Negotiation in the Workplace
a) Chapter 2: Individual Behavior, Personality and Values d) Chapter 11: Leadership in Organizational Settings
b) Chapter 3: Perceiving Ourselves and Others in
Organizations 4. PART FOUR: Organizational Processes
c) Chapter 4: Workplace Emotions, Attitudes, and Stress a) Chapter 13: Organizational Culture
d) Chapter 5: Employee Motivation b) Chapter 14: Organizational Change
24
© Josephine Lang
Coursework
Assignments
By the end of your scheduled seminar
13, you are required to submit “My
Reflective Learning” assignment for
grading.
Please use the “Submission Document for My Reflection Learning”

available from the MAIN course site to submit your write-up.
25
© Josephine Lang
Coursework
voiceUP Voluntary Sharing (15%)
Assignments
There are two main reasons for developing voicing efficacy:
-- First, by voicing your opinions, you engage your mind at
once in active learning, making learning effective.
-- Second, participation allows us to learn from one another.
You are encouraged to be bold in voicing your views, giving your comments,
providing feedback, and asking questions during the different segments of
each seminar.
26
© Josephine Lang
Coursework Research Participation (4%)
Assignments
Frequently, managers need to verify their assumptions
through research before making decisions.
However, not many managers know how to conduct
such research systematically and scientifically.
The goal of this Research Participation is to expose
students to the process of doing research in
management.
You are required to complete 2 research requirements, each of which will correspond to 2% of your
final grade. You may choose any one of the three options below:
• To participate in two (2) hours of research experiments, or
• To write two (2) reviews of articles, or
• To participate in one (1) hour of research PLUS write one (1) review of an article. 27
© Josephine Lang
Coursework Teamwork Peer Evaluation
Assignments
You will evaluate your fellow team
members at the end of the Design
Thinking Project and the teamUP Project.
Create an effective team by:

1. Working together to complete the team projects with a fair distribution of workloads among
members
2. Being a responsible team member by contributing actively to the projects, sustaining healthy
group processes, and maintaining meaningful relationships with team members
3. Consulting your instructor on any problems that your team may face
28
© Josephine Lang
Coursework Assessment Rubrics
Assignments
1. Critical Thinking Rubric (Critical thinking assignment)

2. Design Thinking Rubric (Design thinking assignment)
3. Knowledge Acquisition and Sharing Rubric (teamUP project)
4. “My Reflective Learning” Rubric (My Reflective Learning assignment)
5. Inspirational Assertive Communication (lightUP expert sharing)
6. Knowledge Sharing Rubric (voiceUP contributions)
7. Teamwork Peer Evaluation Rubric (teamUP project, and design thinking project) 29
© Josephine Lang
Coursework
Important Dates
Assignments
Assignments Due Dates
1 Critical Thinking Assignment – 15% September 29 (Friday), 9.00 pm

• A summary page
• A 1000-word written assignment
• Reference list
• Self-assessed rubric (Self-rating)
• Signed declaration of integrity
2 Design Thinking Assignment – 18% October 13 (Friday), 9.00 pm
• One team video
3 teamUP – 18% • Submit PowerPoint slides of case analysis to Turnitin 48 hours before the scheduled class sharing
• Case analysis & knowledge sharing
4 My Reflective Learning – 15% • Submit “My Reflective Learning” write-up by the end of your scheduled seminar 13.
5 lightUP Knowledge Sharing -- 15% • Submit a softcopy of your PowerPoint to your instructor 48 hours before your scheduled class
sharing
6 Research Participation – 4% For research experiments – you choose the dates to sign up for the experiments
For article reviews – November 17 (Friday), 5.00 pm.
30
© Josephine Lang
Coursework
Assignments Warning against plagiarism
your work.
31
© Josephine Lang
Coursework
Policy on the use of
Assignments Generative AI
assignments. If you have any doubt about this policy, please contact your course instructor. 32
© Josephine Lang
33
© Josephine Lang
1
An Overview 2. Anchors of 4. MARS Model of
of Chapter 1 OB Knowledge Individual Behavior &
a. Systematic Research Anchor Performance
b. Practice Orientation Anchor
a. Employee Motivation
c. Multidisciplinary Anchor
b. Ability
d. Contingency Anchor
c. Role Perceptions
e. Multiple levels of Analysis
d. Situational Factors
Ancho
a. For You 3. The Emerging
b. For Organizations 5. Types of Individual
c. An integrated Model Workplace Landscape Behavior
a. Diversity and Inclusiveness a. Task Performance
b. Work-life Integration b. Organizational Citizenship
c. Remote Work c. Counterproductive Work
d. Employment Relationship Behavior
d. Joining and Staying
e. Work Attendance
2
It examines the following:
What is OB?
• Employee behaviors, decisions,
It is the study of what Organizational perceptions, and emotional responses
people think, feel, and do in Behavior • Interactions of individuals and teams in
and around organizations. organizations
• Interaction of organizations with the
external environment
Key Features:
What are
Organizations? Organizations
• Collective entities with human beings
who interact with one another in an
They are groups of organized way.
people who work
interdependently • Organizational members have a
toward some purpose. collective sense of purpose.
3
OB is Important for You
• Better personal theories to understand, predict,
and influence organizational events
• Application of evidence-based theories
OB is Important for Organizations
Organizational Effectiveness is considered the “ultimate dependent variable” in OB.
Organizations as Open Systems Human Capital as the Organizations and Their

Organization’s Competitive Stakeholders
Advantage
• Understand, manage, and
• Maintain a good FIT with • Introduce work practices satisfy stakeholder needs
the external environment that enhance human capital and expectations
4
An integrated Model
Organizational Individual Inputs Individual Organizational

Inputs and and Processes Outcomes Outcomes
Processes • Personality, values, abilities • Job behaviour & performance (Effectiveness)
• Self-concept, perceptions • Organizational citizenship
• Emotions, attitudes • Well-being (low distress)
• Org. structure
• Motivation • Decision, creativity • Open system fit
• Org. culture • Self-leadership
• Human capital
• Org. technology development
• Org. change • Effective
• HR practices stakeholder
Team/Interpersonal Team/Interpersonal
• Org. strategy management
Inputs and Processes Outcomes
• Corporate social
• Team tasks, size, composition • Team performance responsibility
• Team development, trust, cohesion • Team decisions
• Team/organizational leadership • Collaboration/mutual support
• Power, influence, politics • Social networks
• Conflict & negotiation
5
2. Anchors of
OB Knowledge
4. Contingency
2. Practical
Orientation
Recognize that the
Ensure that OB effectiveness of an
theories are useful in action may depend on
organizations the situation
1. Systematic
Research 5. Multiple Levels
3. Multidisciplinary of Analysis
Studying organizations Understand OB events

Import knowledge
using systematic from THREE levels of
from other disciplines,
research methods analysis: individual,
not just create its own
knowledge team, organization
6
b. Work-Life Integration
3. The Emerging
The degree that peoples are effectively engaged in their work
Workplace Landscape and non-work roles and have a low degree of role conflict
across various life domains
• Resource enrichment – physical, cognitive and emotional
resources
c. Remote Work
When employees work from home or other
a. Diversity & Inclusiveness nonwork site, such as a café, or when
employees are assigned to a client’s
Allow people of all identities to workplace.
be fully themselves while
contributing to the organization.
• Surface-level diversity: differences

in race, gender, age, ethnicity
d. Employment Relationship
• Deep-level diversity: differences in 1. Direct employment – continuous employment, career
psychological characteristics such as advancement, etc.
personalities, beliefs, values, 2. Indirect employment – people hold positions in an agency and
attitudes are temporarily assigned or “leased” to client firms.
3. Self-employment contract work – platform-based workers
7
4. MARS Model of
Performance
Individual Situational
Characteristics Motivation
Factors
Personality
Behaviour and
Values Results
Self Concept Ability
• Task performance
Perceptions • Org. citizenship

• Counter productive
Emotions behaviour
Role • Joining or staying
Attitudes Perceptions with the org
Stress • Work attendance
8
4. MARS Model of
Performance
Goal directed path which

people steer their effort
The amount of effort

allocated to the goal
Motivation
Internal forces that affect a person’s Staying power – the length of time
people continue to exert their
direction, intensity, and persistence effort toward a goal
of effort for voluntary behavior
9
4. MARS Model of
Individual Behavior & Natural aptitudes and learned
Performance Ability capabilities required to
successfully complete a task
Aptitude Learned Capabilities

Natural talents that enable faster
learning and better performance Physical and mental skills and
knowledge acquired
Person-Job Matching strategies:

(a) Select job applicants with the required abilities
(b) Train employees to acquired the required knowledge and skills
(c) Redesign jobs so that employees are given tasks within their current abilities
10
4. MARS Model of The extent to which people
Individual Behavior & Role Perceptions understand the job duties and
roles assigned to or expected of
Performance them
3 forms of Role clarity: Role ambiguity: When employees know 2

1. Employees understand the specific tasks or 3 ways to do a task but misunderstand
assigned or consequences for which they are the preference of the company
responsible
2. Employees understand the priority of their tasks
and performance expectations Role clarity: Motivates employees because
3. Employees understand the preferred behaviors they have a higher belief that their effort will
and procedures for accomplishing the lead to the expected outcomes
assigned tasks
11
4. MARS Model of
Individual Behavior & Situational They are conditions or contexts
Performance that are beyond employees’
Factors
immediate control
Two main situational influences:
1. Work context may constrain or facilitate behaviour and

performance
2. Work environment may provide cues to guide and motivate
employees
12
4. MARS Model of
Performance
FIVE Types of
Individual Behaviours
Counter Joining & Staying Maintaining

Task Organizational
Productive Work with the Work
Performance Citizenship Behaviour Organization Attendance
New employees bring in Employees showing up
Voluntary goal- Various forms of Voluntary behaviours
new knowledge and for work at scheduled
directed behaviours cooperation and that have the
skills time
that contribute to helpfulness to others potential to directly
organizational goals that support the or indirectly harm the Presenteeism –
Employee turnover
organization’s social organization or its showing up for work
removes valuable
and psychological stakeholders when unwell,
knowledge and skills,
1. Proficiency contexts injured, or
and relationships with
2. Adaptability preoccupied with
co-workers and external
3. Proactiveness personal problems
stakeholders
13
1
Overview
2
Critical Thinking
Observable traits Weightage 1-4 Poor 5-7 Average 8-10 Good
(%)
1. Defines the subject matter, 20% Does not define the subject matter Defines the subject matter well, Defines the subject matter very well,
identifies key concepts and or identify the key concepts; fails identifies nearly all the key concepts identifies all the key concepts and maps
maps their relationships to map the concepts in a logical and maps their relationships with one their relationships with one another
manner another somewhat logically logically
2. Identifies and considers 20% Deals only with a single perspective Develops a better understanding of the Develops a comprehensive
OTHER theoretical and fails to discuss other possible issue by discussing other perspectives understanding of the issue by discussing
perspectives that are perspectives, especially those salient drawn from outside sources other perspectives drawn from outside
important to the analysis of to the issue sources
the issue
3. Identifies and assesses the 20% Fails to examine the validity of the Examines some of the evidence and Examines the evidence and source of
quality of supporting information provided or provide source of evidence; questions its evidence; questions its accuracy,
data/evidence and provides justification for rejecting arguments accuracy, precision, relevance, and precision, relevance, and completeness.
additional data/evidence provided. Confuses associations and completeness. Observes cause and Observes cause and effect and
related to the issue correlations with cause and effect effect and addresses existing or addresses existing or potential
potential consequences consequences
4. Identifies and considers key 20% Does not consider the assumptions Identifies and questions the validity of Identifies and questions the validity of
assumptions and the of the author and does not some assumptions made by the author assumptions made by the author and
influence of the context on examine the contexts and analyzes the issue with some sense analyzes the issue with a clear sense of
the issue of scope and context scope and context
5. Provides a conclusion that 20% Fails to provide a conclusion, or Provides a conclusion that discusses some Provides a conclusion that logically
discusses implications of the provides a conclusion that is implications of the article and gives a good discusses implications of the article, and
article and gives an informed, inconsistently tied to earlier synthesis of the main points discussed gives an informed and well thought-out
overall evaluation discussion overall evaluation
3
Critical Thinking
Cryer, b., McCraty, R., & Childre, D. (2003). Pull the plug on stress. Harvard Business Review. July, 102-107.
4
Critical Thinking
In your own team, discuss this article

and then apply the five observable
traits of critical thinking to develop a
critique of this article.
5
Design Thinking
6
Design Thinking
“What makes design thinking a social

technology is its ability to counteract the
biases of innovators and change the way
they engage in the innovation process.”
7
Design Thinking
An innovation process must produce:

1. Superior solutions
• Asking more interesting questions to discover more
original ideas
• Using user-driven criteria
• Bringing diverse voices into the process
2. Lower risks and costs of change
• Building a portfolio of options
• Letting go of bad ideas
3. Employee buy-in
• Involving employees in the process
• Managing the trade-offs
Design Thinking
Problem Design Thinking Benefits
Innovators can be trapped in Immersion experience: Identifying hidden needs of users

their own expertise, mental • Immersing innovators in
model, and experience users’ experience
• Shifting innovators’ mind-set
toward a better
understanding of users
Innovators can be overwhelmed Sense-making: Guarding against biased
by the volume and messiness of • Making sense of data by interpretation by getting people
qualitative data organizing it into themes and to share their insights and to
patterns challenge one another’s
• Pointing the innovator toward viewpoints
new insights and possibilities
9
Design Thinking
Innovators are divided by Alignment: • Focusing on possibilities and

differences in team members’ • Getting innovators to translate not constraints
perspectives insights into design criteria • Establishing a spirit of inquiry
• Moving an innovation team • Focusing on design criteria will
toward convergence around give novel ideas a fighting
what really matters to users chance against safer
incremental ones
Innovators are confronted by too Emergence of novel ideas: Allowing participants to share
many disparate but familiar ideas • Helping innovators generate ideas with one another and to
fresh ideas through a focused build on these ideas creatively—
inquiry not about negotiating
• Shifting team members toward compromises
a limited but diverse set of
potential new solutions
10
Design Thinking
Innovators are constrained by Articulation: Framing discussion as an inquiry

existing biases about what • Challenging innovators’ implicit into what would have to be true
does and does not work assumptions for an idea to be feasible.
• Overcoming biases, such as over
optimism, confirmation bias,
and fixation on first solutions,
etc.
Innovators do not have a Pre-experiences: Getting people to imagine a
shared understanding of new Getting users to try out rough potential user experience vividly
ideas and they are often prototypes (i.e., low-cost artifacts through pre-experience so that
unable to get good feedback with the essential features of they can provide more accurate
from users proposed solutions) so that assessments of the novelty’s
innovators get accurate feedback at value.
low cost and understand the true
11
value of their potential solutions
Design Thinking
Innovators are afraid of change Learning in action: Reducing employees’ and

and ambiguity surrounding the • Using experiments to engage customers’ fear of change by
new future staff and users Assessing new ideas and
• Helping them build a shared identifying changes with
commitment and confidence experiments
in the new product or
strategy
12
Design Thinking
Design Thinking
The Three Spaces:

Space 1: Inspiration
Space 2: Ideation
Space 3: Implementation
14
Design Thinking
Space 1: Inspiration
• Search for problems or
opportunities
• Identify possible changes to come
• Observe the current situation
• Examine existing constraints
• Seek inspiration from different
disciplines or fields
• Give special attention to “extreme”
users
15
Design Thinking
Space 2: Ideation
• Sketch your ideas
• Create frameworks to integrate different
ideas
• Apply integrative thinking (e.g., edible spoon)
• Focus on users; tell their stories
• Create prototype to test your ideas
• Tell more stories
• Communicate as much as possible
• Create more prototypes to test
16
Design Thinking
Space 3: Implementation
• Execute your vision – engineer the
experience
• Design an effective communication
strategy to persuade others
• Make your business case
17
Assessment Rubrics: Design Thinking
18
Design Thinking
In your own team, discuss how you would go

through the 3 spaces to redesign the vending
machine
Inspirational Assertive Communication
Ames, D. R., & Flynn, F. J. (2007). What breaks a leader: The curvilinear relation between assertiveness and leadership. Journal of Personality and Social Psychology, 92(2): 307-324.(Note: In contrast to prior work that focused on linear
effects, the authors argue that individuals seen either as markedly low in assertiveness or as high in assertiveness are generally appraised as less effective leaders. The authors linked the curvilinear effects of assertiveness to underlying
trade-offs between social outcomes (a high level of assertiveness worsens relationships) and instrumental outcomes (a low level of assertiveness limits goal achievement).
1. Share valuable knowledge and 3. Aligns verbal with nonverbal

insights communication; uses props and
visual aids
2. Speaks in a conversational style; 4. Connects insights to the relevant OB

speaks assertively concepts or frameworks
In your own team, discuss how you

would showcase the FOUR observable
traits of Inspirational Assertive
Communication if you were to present
the insights from the article below:
This Robot Artist Just Became the First to
Stage a Solo Exhibition.
What does that say about creativity?

https://time.com/5607191/robot-artist-ai-da-artificial-intelligence-creativity/
Speaks in a conversational style

A speech is not a conversation.
However, a good speech contains elements of conversation:
• First hand stories, dramatized with vivid details
• Opinions or conclusions, drawn from real life experience
A speech delivered well, is presented in a conversational

style, which differs from everyday conversation in its
specificity and economy.
Assertiveness
Warning Against Plagiarism
** Warning against plagiarism **
your work.
Policy on the Use of Generative AI
assignments. If you have any doubt about this policy, please contact your course instructor.
1
Overview
1. Personality and 4. Ethical Values and
Five Factor Model Behavior
in Organization
2. The Dark Triad 5. Values Across

and MBTI Types Cultures
3. Values in the
Workplace
2
1. Personality and
Five Factor Model
in Organization What are your BIG FIVE?
Please download “For Seminar 3 – Explore Your Big

Five” from the MAIN course site. Complete the
spreadsheet to find out what your BIG FIVE are.
3
1. Personality and
Five Factor Model Personality
in Organization Relatively enduring pattern of thoughts, emotions, and behaviors
that characterize a person, along with the psychological processes
behind those characteristics
Personality traits: Broad concepts that allow us to label individual
differences
Personality • Nature – refers to our genetic • Nurture – refers to our

or hereditary origin that can socialization, life experiences,
affect our attitudes, decisions, and other forms of interaction
Nature vs. Nurture and behavior. with the environment
4
1. Personality and
Five Factor Model
in Organization Five-Factor Model of
Personality
C A N O E
Conscientiousness Agreeableness Neuroticism Openness to Extraversion
• Anxious Experience
• Organized • Trusting
• Dependable • Helpful • Insecure • Imaginative • Outgoing
• Goal-focused • Good-natured • Self-conscious • Creative • Talkative
• Thorough • Considerate • Depressed • Unconventional • Energetic
• Disciplined, • Tolerant • temperamental • Curious • Sociable
• Methodical, • Selfless • Nonconforming • Assertive
• industrious • Generous • Autonomous
• Flexible • Perceptive
5
1. Personality and
Five Factor Model Positive Negative
relationship relationship
in Organization
6
1. Personality and
Five Factor Model
in Organization Caveats When Applying the Five-Factor Model
2. Not the Overall Big 3. Not Static 3. Not All Aspects of

1. Not Linear
Five Factor Personality
• Specific personality trait • Personality is not • This model captures a

• The “perfect employee”
predicts some behaviors completely static large portion of the
is not the person who
better than the overall Big “personality” domain
has the highest scores • A person’s personality
for all five factors Five factor • It is not a complete
does stabilize around
• For example: Specific age 30 model of personality
• The relationship between
some Factors and extraversion traits of • There are other
• Some Factors tend to
performance is assertiveness and perspectives to
increase or decrease
nonlinear. positive emotionality personality
with age
predict proficient task
performance better than • Some Factors may
the overall extraversion change when our
factor environment changes
7
2. The Dark Triad The Dark Triad
and MBTI Types
• Get what they want at the expense of others
Machiavellianism • Believe that deceit is an acceptable way to achieve
their goals
• Take pleasure in misleading, outwitting, and
otherwise controlling others
• Often called grandiose narcissism

Narcissism • An obsessive belief in their superiority and entitlement
• Excessive need for attention -- aggressively engage in
self-promotion, exhibitionism, and other attention
seeking behaviors
• Intensely envious of others – arrogance,
schadenfreude, callous disregard for others’ feelings
• The most sinister personality trait in the dark triad

Dishonesty is a Psychopathy • Refers to social predators who ruthlessly dominate
and manipulate others, yet without empathy or any
core characteristics
feelings of remorse or anxiety.
of the dark triad
8
2. The Dark Triad
and MBTI Types What is your MBTI?
What are your 4 MBTI letters?
E or I S or N T or F J or P
Click HERE to explore your MBTI
9
2. The Dark Triad Myers-Briggs Type Indicator
and MBTI Types
Extraversion Introversion
• Talkative Getting • Quiet
E •
•
External focused
assertive
Energy I •
•
Internally focused
Abstract
Sensing Intuitive
• Concrete Perceiving • Imaginative
S • Realistic
Information N •
•
Future-focused
Abstract
• Practical
MBTI
• Poor predictor of job Thinking Feeling
performance Making • Empathetic
• Not recommended for

T •
•
Logical
Objective Decisions F • Caring
• Impersonal • Emotion-focused
employment selection
or promotion Judging Perceiving
Orienting to the • Spontaneous
• Concern about its J • Organized
measurement
• Schedule-oriented
External World
P •
•
Adaptable
Opportunity-
• Closure-focused
focused
10
3. Values in the Values are stable, evaluative beliefs that guide our
preferences for outcomes or courses of action in a
Workplace
variety of situations.
Value system are values arranged into a hierarchy of

preferences.
(A person’s hierarchy of values is stable and long-lasting)5
Personal values are values that exist within individuals
Shared values are values or similar values held in common by

a group of people such as a team, profession or department
Organizational values are values shared by people

throughout an organization
Cultural values are values shared across a society

11
3. Values in the Differences between values and personality
Workplace
Personality Value
Function Descriptive – they are Evaluative – they tell

labels referring to us what we ought to
what we naturally do
tend to do
Conflict Minimal conflict with Some values are

each other opposed to other
values
Stability More stable – equally Less stable –

influenced by heredity influenced more by
and socialization socialization than
heredity
12
3. Values in the
Workplace Schwartz’s Values Model
Motivation to
Motivation to pursue promote the welfare
innovative ways of others and
nature
Motivation to
Motivation to advance preserve the status
self-interest quo
13
Self-transcendence
3. Values in the Openness to change
Workplace Motivation to promote
Motivation to pursue welfare of others and
innovative ways nature
Self-enhancement Conservation
Motivation to advance Motivation to preserve
self-interest the status quo
14
Personal values influence decisions and behavior in at least three
3. Values in the
ways:
Workplace
Values influence the • Personal values generate positive
attractiveness of choices or negative feelings (valences)
toward available choices
Our decisions and behaviors
are NOT aligned (“disconnect”
) with our values when: Values frame our • Personal values influence
perceptions of reality whether we notice something as
1. The situation does not well as how we interpret it
permit to us to act based
on our values
2. The presence of strong
counter-motivational forces Values help regulate • People are motivated to act
the consistency of consistently with their values
3. We are not mindful of our behavior and other aspects of their self-
own values, i.e., low value
awareness concept
15
3. Values in the Values How similar a person’s values hierarchy is
Workplace Congruence to the values hierarchy of another entity
Person-organization When the employee’s and

organization’s dominant values are
value congruence
similar
Benefits of values congruence Benefits of (some) incongruence

• Compatible decisions • Better decision making (different
• Higher job satisfaction, loyalty perspectives )
and citizenship behavior
• Prevents “corporate cults”
• Lower stress and turnover
16
4. Ethical Values and
Behavior
Four Ethical Principles
Utilitarianism Individual Rights Distributive Justice Ethic of Care

• Seek the greatest good for
• Everyone has the same set • Benefits and burdens of • Everyone has a moral
the greatest number of
of natural rights such as: similar individuals obligation to help others
people
should be the same within their relational
• Choose the option that  freedom of speech
sphere to grow and self-
produces the highest  freedom of movement • People who are actualize
satisfaction for those dissimilar should receive
 right to physical security • Caring for others is a
affected benefits or burden in
 right to fair trials proportion to their fundamental characteristic
• Problems: of humanity and an ethical
• Problem: Conflicting rights dissimilarity
 Focused on outcomes virtue
– transparency vs. privacy • Problem: ambiguity in
 The means to achieve right knowing what is • E.g., using one’s abilities to
those outcomes may be “similar” and what is give care to others, and
considered unethical by “relevant” being responsive to the
other principles person receiving care
17
Behavior
Three Influences on Ethical Conduct
Moral Intensity Moral/Ethical Sensitivities Situational Influences
The degree to which an issue The ability to detect a moral Competitive pressures and
demands the application of ethical dilemma and estimate its relative other conditions that affect
principles importance ethical behavior
Factors impacting one’s moral sensitivity:
Moral intensity is higher when:
1. Expertise or knowledge of prescriptive norms
1. Consequences of the decision could be and rules
very good or bad
2. Previous experience with specific moral
2. High agreement by others that the dilemmas
decision outcomes are good or bad
3. Ability to empathize with those affected by
3. High probability the good or bad the decision
outcomes will occur
4. A strong self-view of being a morally sensitive
4. Many people will experience the person
outcome of the decision
5. A high degree of situational mindfulness
18
Behavior
Ways to Support Ethical Behavior
Ethical code of conduct Ethics training & evaluation
1. Explicit statement: A statement about desired 1. Knowledge: Annual quizzes to test employee
activities awareness of rules and practices on important
ethical issues
2. Clear Standards:
2. Experiential exercises: Practice solving complex
 Rules of conduct
moral dilemmas
 Philosophy about the organization’s
relationship to its stakeholders and the 3. Support: Ethics telephone hotline and website
environment 4. Protection: Ombudspersons who receive
3. Problem: Limited effect on ethical behavior information confidentially from employees and
proactively investigate possible wrongdoing
5. Verification: Ethics audits
19
5. Values Across Individualism & Collectivism
Cultures
Individualism: Collectivism:
The extent to which people The extent to which people
value independence and value duty to groups and group
personal uniqueness harmony
Societies that are high in individualism Societies that are high in collectivism value
value the following: the following:
 Personal freedom  Group membership
 Self-sufficiency  Connection to others in their in-
 Control over personal lives groups
 Appreciation of unique qualities of  Goals and well-being of people
individuals within their groups
** Note: individualism is NOT the opposite of collectivism 20

5. Values Across
Cultures
The degree to which people

Uncertainty tolerate ambiguity or feel
Power Distance The extent to which people Avoidance (UA) threatened by ambiguity and
accept unequal distribution of
(PD) power uncertainty
High PD Low PD High UA Low UA
Relationship Dependence Inter-dependent Clarity Structured Comfortable with

situations; clear less structured
rules of conduct situations
Authority Obedience to Sharing of power and decision
authority making
Communication Direct rather than Comfortable with
Conflict Formal Consultation indirect or indirect or
resolution procedures ambiguous ambiguous
communication communication
21
5. Values Across Achievement-Nurturing Orientation
Cultures
Achievement Orientation Nurturing Orientation
– value assertiveness, - value relationships and
competitiveness, and well-being of others
materialism
Societies that are high in achievement Societies that are high in nurturing
orientation value the following: orientation value the following:
 Assertiveness, competitiveness, materialism
 Appreciation of people who are tough  Relationships and well-being of others
 Personal success  Human interaction and caring
1. Findings from studies using small samples may not be generalizable

Caveats: 2. Out-dated findings from studies done decades ago
3. The presence of cultural diversity within a country or a region
22
Seminar 3: Individual Behavior, Personality and Values
Determine your BIG FIVE personality traits:
1 2 3 4 5
Very Moderately Neither inaccurate or Moderately Very
inaccurate inaccurate accurate accurate accurate
Please fill in your score for each statement, from 1 to 5, in the yellow cell
Statements describing you

Your score
1. I am the life of the party Conscientiousness Total= 12.00
2. I sympathize with others’ feelings Agreeableness Total= 12.00
3. I get chores done right away Neuroticism Total= 12.00
4. I have frequent mood swings Openness to experience Total= 12.00
5. I have a vivid imagination Extraversion Total= 12.00
6. I don’t talk a lot
7. I am not interested in other people’s problem US Samples Chart
Your scoreTitle
8. I often forget to put things back in their proper place C
18 13.5 12.00
9. I am relaxed most of the time A
16 16 12.00
10. I am not interested in abstract ideas N
14 10 12.00
11. I talk to a lot of different people at parties O
12 15 12.00
12. I feel others’ emotions E
10 14 12.00
13. I like order 8
14. I get upset easily 6
15. I have difficulty understanding abstract ideas 4
16. I keep in the background
2
17. I am not really interested in others
0
18. I make a mess of things C A N O E
19. I seldom feel blue
US Samples Your score
20. I do not have a good imagination
Your scores are charted in the graph on the right to compare

your scores with the mean scores obtained by a sample of 329
undergraduates in psychology courses of a large university in
the U.S.
Source: Donnelian, M.B., Oswald, F.L., Baird, B.M.,& Lucas, R.E. (2006). The Mini-IPIP scales: Tiny-yet-effective measures of the Big Five factors of personality. Psychological Assessment, 18(2), 192-201.
Perceiving the World around us
Overview
Perceiving Ourselves
Self-Concept:
1. Complexity– the number of identities and their separation
2. Consistency – compatibility of one’s identities
3. Clarity – Confidence in “who we are”
Self Enhancement Self Evaluation Special Perceptual Processes & Problem

• Rating oneself above • Self-esteem – satisfaction with oneself
• Stereotyping in Organizations • Self-Fulfilling Prophecy
average • Self-efficacy – Belief about one’s  Categorization • Other Perceptual
• Believing in having a ability to complete a task  Homogenization Effects
better chance of success • Locus of control – Belief about control  Differentiation  Halo
• Attributing success to self over personal life events  false-consensus
• Attribution Theory Two attribution errors:  recency
 Consistency  Self-fulfilling prophecy  primacy
 Distinctiveness  Fundamental
Social Identity  Consensus attribution errors
Self Verification
Three levels:
• Stabilizes one’s self view
• Serves as anchor that
• Individual – Personal identity or
internal self-concept
Improving Perceptions
guides one’s thinking and • Relational – Interpersonal • Awareness of perceptual biases
actions relationships • Improving self-awareness
• Collective – collective relationships
• Meaningful interaction
What is your social identity?
Your scores:
1. PIO ____
2. RIO ____
Please download “For Seminar 4 – 3. SIO ____

Exploring Your Identity Orientation” 4. CIO ____
from the MAIN course site to assess
your social Identity (AIQ).
(Self-Concept)
• An individual’s self-beliefs and self evaluations

Self-Concept • “Who am I”; “How do I feel about myself”
• Three levels: Individual, relational, collective
• Three Characteristics: Complexity, consistency, clarity
Complexity Consistency Clarity

The number of distinct and important When an individual’s identities are The extent to which a person’s self-
roles or identities that people perceive compatible with each other and with concept is clear, confidently defined,
about themselves the person’s actual personality and and stable
values
1. Self-expansion – increase self- • Confident about “Who we are”
complexity by seeking new social • Able to describe our important
connections Low consistency occurs when different identities to others
self views require different personal • Provide same descriptions of ourselves
2. Complexity is higher when the
characteristics or attributes across time
multiple identities have a low
• Possess multiple selves with higher
correlation with each other, e.g., they
consistency
apply to distinct spheres of life
• Clarity increases with age
4
Perceiving Ourselves (Self-Concept)
Self-Concept Influences
Complexity 1. A particular self-view is usually domain specific, i.e., it is more likely to be activated in some
-Protect our self-esteem when some settings than in others
roles are threatened or damaged 2. Some individuals struggle to focus on their occupational self-concept when working from home
(remote work)
High complexity
1. More adaptive decision making and performance
2. More diverse social networks  access to more resources and social support
3. More effort to maintain and juggle which can be stressful
Low complexity
1. Less effort and resources to develop
Consistency 1. Better psychological well-being when one’s multiple selves are in harmony with one another
2. Compatible multiple selves -- More adaptable BUT too much variation may cause internal tension
and conflict
Clarity High clarity:

1. Better performance; clearer path forward
2. Less threatened by interpersonal conflict
3. Negative influence – role inflexibility
Low clarity:
1. More easily influenced by others
2. Experience more stress when making decisions
3. Feel more threatened by social forces 5
When individuals rate themselves above average,

Self Enhancement believing that they have better-than-average
probability of success
Positive influences: Negative influences:

1. Better mental and physical health 1. Make poor decisions --
2. Overconfidence  “Can do” Overestimate future returns in
attitude investment decisions
2. Engage in unsafe behavior
6
Self Verification When individuals try to confirm and maintain their

existing self-concept.
Influences:
1. Affects our perceptual process -- more likely to remember information
that is consistent with our self-concept and non-consciously screen out
information (especially negative information) that seems inconsistent
with it
2. People with high self-concept may dismiss feedback that contradicts
their self-concept
3. A preference to interact with people who affirm our self-views
7
Self Evaluation Locus of Control

Self-Esteem Self-Efficacy
(LoC)
• Definition: The extent • A person’s belief that s/he • A person’s general belief
people like, respect, and are can successfully complete a about the amount of
satisfied with themselves task control s/he has over
• Global self-esteem: The • Task-specific self-efficacy personal life events
forming an overall • General self-efficacy – • Internal LoC – Believe that
evaluation of oneself based when people believe that life events are caused by
on multiple self-appraisals they can be successful their personal
across a variety of characteristics
situations • External LoC – Believe that
life events are due mainly
to fate, luck, or external
environment
8
Social Self Individual Relational & Collective

(uniqueness) (relatedness)
Personal Identity or Social Identity or External Self-concept
Internal self-concept
Social Identity theory: Defining yourself by the
Something about you groups to which you belong or have an emotional
as an individual attachment.
without reference to • Reference group: gender, age group, ethnicity,
a larger group profession etc.
• Minority status
• Group’s status, e.g., “I work at Google”
9
The Perceptual process
Perception is the process of receiving information

Environmental Stimuli about and making sense of the world around us.
It begins when environmental stimuli are received
through our senses
Feeling Hearing Seeing Smelling Tasting
Selective Attention: The process of attending to some information

Selective attention & received by our senses and ignoring other information
emotional marker response Emotional markers: help us store information in memory
Perceptual organization & Perceptual Grouping: When we reduce selected information

interpretation through various perceptual grouping strategies
Attitudes and Mental Models, i.e. knowledge structures that we develop to

Behavior describe, explain, and predict the world around us
10
Selective Attention: The process of attending to some information received
by our senses and ignoring other information
• Two potential influences:
Selective attention &  the context in which the target is perceived
emotional marker  the characteristics of the perceiver
• Two potential biases:
response  Assumptions & conscious anticipation of future events
 Confirmation bias – the non-conscious tendency to screen out
information this is contrary our decisions, beliefs, values, and
assumptions, while readily accepting information that confirms those
Perceptual organization & elements.
interpretation
Perceptual Grouping Strategies:
• Categorical Thinking (similarity or proximity)
• Cognitive closure for missing information
• Tendency to see patterns in ambiguous information
Attitudes and
Behavior Mental Models:
• May make it difficult for us to see the world in a different ways
• May block us from recognizing new opportunities
11
Categorical Thinking Mental Models
– Mostly unconscious process of – Internal representations (visual or

organizing people or things into relational images) of the external
preconceived categories stored world
in the long-term memory – Help us to quickly make sense of
– Perceptual grouping principles situations through perceptual
• Similarity or proximity grouping
• Cognitive closure – May block recognition of new
• Identifying trends in opportunities or perspectives
ambiguous information
12
Specific Perceptual Process & Problems
• Stereotyping • Attribution Theory • Self-Fulfilling Prophecy

 Reasons:  Three attribution rules:  Four steps
a) Categorical thinking (a) Consistency  Contingencies
b) Innate need to understand & (b) Distinctiveness
predict others
(c) Consensus • Other Perceptual Effects
c) Need for social identity and
self enhancement –  Halo
Categorization,  Attribution errors:  False-Consensus
homogenization, (a) Self-serving bias  Primacy
differentiation (b) Fundamental  Recency
 Problems: attribution error
a) Overgeneralization
b) Stereotype threat
c) Unintentional discrimination
d) Intentional discrimination
13
Reasons People Stereotype
1. Categorical thinking:
• A natural and mostly non-conscious process -- An “Energy saving”
Stereotyping process that simplifies our understand of others
A perceptual process in 2. An innate need to understand and predict the behaviors of others
which we assign • The higher the need for cognitive closure the higher the reliance on
characteristics to an stereotypes
identifiable group and then
automatically transfer
those characteristics to
3. The observer’s need for social identity and self-enhancement
anyone we believe is a
member of that group • Categorization -- Putting people into distinct groups; viewing someone
as a prototypical representation of a specific group
• Homogenization -- Thinking that people within each group are very
similar to each other
• Differentiation -- Assigning more favorable characteristics to people in
our groups than to people in other groups.
14
Problems with stereotyping:
Overgeneralization Unintentional (systemic) discrimination

Even though a stereotype often has kernels of Decision makers rely on stereotypes to establish
truth, that information doesn’t describe notions of the “ideal” person in specific roles
everyone in a particular social category. Thus, (Systematic discrimination is implicit, automatic, and
stereotyping may lead to perceptual biases unintentional)
Stereotype Threat Intentional discrimination or prejudice

A phenomenon whereby members of a People hold unfounded negative attitudes toward
stereotyped group are concerned that they people belonging to a particular stereotyped group
might exhibit a negative feature of the (Intentional discrimination deliberately puts the
stereotype target person at an unfair disadvantage)
While it is difficult to prevent the activation of stereotypes, we can minimize the application of
stereotypic information
15
Attribution Theory
Attribution • Forming beliefs about the causes of behavior or events

Process • The perceptual process of deciding whether an observed behavior or
event is caused largely by characteristics of person (internal factors)
or the environment (external factors)
Internal/Dispositional attributions External/Situational attributions
Perception that person’s behavior is due to Perception that behavior is due to situation or fate
motivation or ability rather than situation or fate rather than the person
E.g., resources, coworker support, luck
16
Attribution Theory Internal Attribution
[high consistency] [low distinctiveness] [low consensus]

Lee is always late for OB Lee is always late for other Other students are always
seminars seminars punctual for OB seminars
Lee is late for the OB Consistency Distinctiveness Consensus

seminar today How often does Lee come to How often does Lee go to other How often do other students
OB seminars late? seminars late? come to OB seminars late?
Lee is always punctual for OB Lee is always punctual for Other students are always late
seminars other seminars for OB seminars
[low consistency] [high distinctiveness] [high consensus]
External Attribution
17
Attribution Errors
Self-Serving Bias Fundamental Attribution Error or

Correspondence bias
• The tendency to attribute our • The tendency to overemphasize internal
failures to external causes more causes of another person’s behavior and to
than internal causes, while discount or ignore external causes of his or
successes are due more to internal her behavior
than external factors • This occurs because:
• This occurs mainly due to the self- (a) Observers cannot easily see the external factors
enhancement process that constrain another person’s behavior
(b) People like to think that human beings are the
prime source of their behavior
18
Self-fulfilling Prophecy
Contingencies
Self-fulfilling prophecy Manager A
effect is stronger: expects
• At the start of the you to do well in your job
relationship
• When several people
have similar This expectation affects Manager A’s
expectations about Your behavior matches behavior toward you.
the person Manager A’s expectation. He gives you emotional support and sets
You perform well in your job challenging goals for you.
• When the employee
has low rather than
high past
achievement Manager A’s
Leaders need to develop behavior affects you.
and maintain positive, yet You become more self-confident
realistic expectations and motivated.
toward all employees
19
Other Perceptual Effects
Halo Recency
This occurs when our general impression of a person, This occurs when the most recent information
usually based on one prominent characteristics, dominates our perceptions.
distorts our perception of his/her other traits.
Primacy False-Consensus
This occurs when we quickly form an opinion of Also known as Similar-to-me effect -- This occurs
people based on the first information we when we overestimate the extent to which others
receive about them. have beliefs and characteristics similar to our own.
20
Three effective ways
1. Awareness of 2. Improve self-awareness 3. Meaningful interaction

perceptual biases
Contact hypothesis:
Implicit Association Test:
• Under certain situation, people who
Diversity awareness • Detect subtle racial, age, gender, interact with each other will be less
training: disability, and other forms of perceptually biased because they
• Raise awareness of biases have a more personal understanding
systemic discrimination • Raise awareness of own values, of the other person and their group.
• Be more mindful of own beliefs, and prejudices Meaningful interaction:
values, strengths, biases, Johari Window • Reduces dependence on stereotypes
thoughts, and actions • Four windows: • Improves empathy toward others:
 Open-to-all area  empathy refers to understanding
 Blind-to-you area and being sensitive to the
 Hidden-from-others area feelings, thoughts, and
 Unknown-to-all area situations of others
• Strategies: Disclosures to others  Reduces attribution errors with
and feedback from others more contextual information
21
Johari Window
Feedback from others
Known to Self Unknown to Self
Known
to Others
Open Blind
Area Area
Disclosure
to others
Hidden Unknown
Unknown Area
to Others Area
22
Please fill in your score for each description listed below.
Your Total
Descriptions Scores
1 The things I own, my possessions
2 My personal values and moral standards

3 My popularity with other people
Being a part of the many generations of my
4 family
5 My dreams and imagination
The ways in which other people react to
6 what I say and do
7 My race or ethnic background
8 My personal goals and hopes for the future

My physical appearance: my height, my
9 weight, and the shape of my body
10 My religion
11 My emotions and feelings
12 My reputation, what others think of me
13 Places where I live or where I was raised

14 My thoughts and ideas
15 My attractiveness to other people
My age, belonging to my age group or being
16 part of my generation
My gestures and mannerisms, the
17 impression I make on others
18 The ways I deal with my fears and anxieties

19 My sex, being a male or a female
My social behavior, such as the way I act
20 when meeting people
My feeling of being a unique person, being
21 distinct from others
My relationships with the people I feel close
22 to
My social class, the economic group I belong

23 to whether lower, middle, or upper class
24 My feeling of belonging to my community

Knowing that I continue to be essentially the
same inside even though life involves many
25 external changes
Being a good friend to those I really care
26 about
My self‐knowledge, my ideas about what
27 kind of person I really am
My commitment to being a concerned
28 relationship partner
My feeling of pride in my country, being
29 proud to be a citizen
My physical abilities, being coordinated and
30 good at athletic activities
Sharing significant experiences with my
31 close friends
My personal self‐evaluation, the private
32 opinion I have of myself
Being a sports fan, identifying with a sports
33 team
Having mutually satisfying personal
34 relationships
Connecting on an intimate level with
35 another person
36 My occupational choice and career plans

37 Developing caring relationships with others
My commitments on political issues or my
38 political activities
My desire to understand the true thoughts
and feelings of my best friend or romantic
39 partner
My academic ability and performance, such
as the grades I earn and comments I get
40 from teachers
41 Having close bonds with other people
My language, such as my regional accent or

42 dialect or a second language that I know
My feeling of connectedness with those I
43 am close to
44 My role of being a student in college

My sexual orientation, whether
45 heterosexual, homosexual, or bisexual
Norm Scores
Your Total provided by
Scores the site: Low Average High Your Orientation
A PIO= Personal Identity Orientation 0 PIO < 36 41 > 46 Low
B RIO= Relational Identity Orientation 0 RIO < 35 40 > 45 Low
C SIO=Social Identity Orientation 0 SIO < 20 24 > 28 Low
D CIO= Collective Identity Orientation 0 CIO < 19 24 > 29 Low
Special Items were not scored.
A high score means you place a particularly

high value on that aspect of identity when
constructing your self‐definition.
http://academics.wellesley.edu/Psychology/Cheek/aiq_iv.html
1
Overview 1: Workplace Emotions
Workplace Emotions Managing Emotions at Work
1. Types of Emotions 3. Cognitive Dissonance 1. Emotional Display 2. Strategies for Displaying

Three strategies to reduce cognitive
Norms across Cultures Expected Emotions
dissonance: (a) Surface acting
(a) Cultures that discourage
1. Amplify or discover additional (b) Regulating Emotions: Deep
positive features of selected emotional expression
acting
alternative (b) Cultures that encourage
 Change the situation
2. Amplify or discover additional vivid display of emotions  Modify the situation
problems or weaknesses of the  Suppress or amplify emotions
alternatives that were not chosen  Change the focus of attention
3. Reframe the situation  Reframe the situation
2. Emotions, Attitudes, & Emotional Intelligence

Behaviour 4. Emotions & Personality
Higher emotional stability &
extraverted personalities 
more positive emotions
Higher neuroticism &

introverted personalities 
more negative emotions
2
Overview 2: Job Satisfaction & Org. Commitment
Job satisfaction Organizational Commitment
1. JS & Work Behaviour 2. JS & Performance Affective Continuance commitment:

Job dissatisfaction – The commitment: • A calculative attachment to
EVLN model (a) The “Happy Worker” • An emotional the organization
hypothesis attachment to, • Two forms:
(b) JS affects performance involvement in, and
 A lack of alternative
• Exit • Loyalty employment opportunities
only to some extent identification with an
• Voice • Neglect  A significant financial
organization sacrifice
Building Organizational Commitment

3. JS & Customer Satisfaction
Justice & Employee

Trust
support involvement
Organizational
Shared values comprehension
3
Overview 3: Work-Related Stress
General Adaptation Syndrome Stressors: The Causes of Stress

Org. constraints Work overload
1. Stress – An adaptive response
to a perceived challenging • Lack of resources • Technology
situation • Lack of support • Globalization
2. Distress – Stress that results in • Lack of information • “Ideal worker norm”
deviation from healthy
functioning Interpersonal conflicts Low task control
3. Eustress – Stress that motivates • Structural sources • Work is paced by machine
one to act • Psychological harassment • No control over work pace
• Sexual harassment • Burden of responsibility
Consequences of Distress Individual Managing Work-

Physiological
Differences related Stress
Psychological: Behavioral:
• tension • Dissatisfaction • Poor decision making
headaches • Moodiness • Workplace accidents • Physical health • Remove the stressor
• muscle pains • Depression • Aggressive behavior • Coping strategies • Withdrew from the stressor
• cardiovascular • Lower org. • Personality • Change stress perceptions
disease commitment • Workaholism • Control Stress Consequences
• Receive social support
4
Overview 3: Work-Related Stress
5
Workplace Emotions
Physiological, behavioral, and psychological episodes

Emotions toward an object, person, or event that create a state of
readiness
• “Episodes” are very brief events that typically subside or occur in waves
lasting from milliseconds to a few minutes
• Emotions are experiences:
 Physiological state (e.g., blood pressure, heart rate)
 Psychological state (e.g., thought process)
 Behavior (e.g., facial expression)
• Most emotional reactions are subtle, fleeting, low-intensity events that
influence our behavior without conscious awareness
• Emotions put us in a state of readiness
6
Workplace Emotions
Aroused, Astonished, Stimulated

Circumplex Model of High Enthusiastic
Emotions Elated
Distressed Excited
Two common features: Fearful
Jittery
1. Different levels of activation
High- activation High-activation
2. Associated valence --core Negative Positive
Activation
affect -- signalling that the emotions emotions
Unhappy Cheerful
perceived object or event Happy
Sad
should be approached or Gloomy Delighted
Low-activation Low-activation
avoided
Negative Positive
 Evaluate conditions as
emotions emotions
good or bad, helpful or
harmful, positive or Bored
negative Tired Relaxed
Drowsy Content
 Negative emotions tend to Calm
generate stronger levels
of activation than do Tranquil, Quiet, Still
positive emotions – Low
valence asymmetry Negative Evaluation Positive
7
Workplace Emotions
The clusters of beliefs, assessed feelings, and

Attitudes behavioral intentions toward a person, object, or
event (called an attitude object).
Attitudes Emotions
• Are judgments • Are experiences
• Involve evaluation of an attitude object • Operates as events, usually without our

• May operate non-consciously but we are awareness
usually aware of and consciously think
about those evaluations
• Are more stable over time • Mostly brief emotional experiences

8
Workplace Emotions
Model of Emotions, Attitudes and Behavior
Beliefs – Established Perceived Environment

perceptions about attitude
objects; what you believe to Cognitive process Emotional process
be true
Feelings – Conscious Beliefs

positive or negative
evaluations of attitude objects Emotional
Episodes
Attitude Feelings
Behavioral intentions –
motivation to engage in Behavioral
particular behaviours Intentions
regarding the attitude objects
Behavior
9
Workplace Emotions
Attitude-Behaviour Influence of Emotions on Positive Emotions at

Contingencies Attitudes & Behaviour Work
1. Beliefs-feelings link
• People with the same beliefs toward
Automatic and non-conscious Ways to generate
an attitude object may have tagging of emotional markers positive emotional
different feelings because of their experiences
differences in valence. • Our brain tags incoming sensory
information with emotional • Google – Offer superb
2. Feelings-behavioral intention link markers based on a quick and perks such as in-house
imprecise evaluation of whether coffee bars, gourmet
• People with the same feelings toward cafeterias, conversation
an attitude object may develop that information supports or
threatens our innate drives. areas, game rooms, free
different behavioural intentions due to haircuts, personal
their unique individual characteristics. • The experienced emotions then
influence our feelings about the development courses, etc.
3. Behavioral intention – behavior attitude object. • Zoom video
• The influence of both cognitive communications –
link
• People with the same reasoning and emotions on Happiness crew
behavioural intentions may not attitudes may disagree with each • Humor and fun at work
behave the same way due to other. can potentially counteract
their personal characteristics or negative experiences.
situational factors. 10
Workplace Emotions
Cognitive A state of anxiety that occurs when an individual’s

Dissonance beliefs, feelings and behaviors are inconsistent
with one another.
Three methods to reduce cognitive dissonance:

1. Amplify or discover additional positive features of selected
alternative
2. Amplify or discover additional problems or weaknesses of the
alternatives that were not chosen
3. Reframe the situation
11
Workplace Emotions
Emotions are partly determined by personality
People with higher emotional stability and People with higher neuroticism and introverted
extraverted personalities tend to experience personalities tend to experience more
more positive emotions negative emotions
12
Managing Emotions at Work
Emotional Labor The effort, planning and control needed to express

organizationally desired emotions during interpersonal
transactions.
Display rules: Emotional labor is higher when a job requires:

Norms or explicit rules thar require us to  frequent and long duration display of emotions
display behaviors representing specific  displaying a variety of emotions
emotions and to hide observable evidence  displaying more intense emotions
of other emotions.
13
Managing Emotions at Work
Emotional display norms across

cultures Strategies for displaying expected emotions
• Surface acting: pretending to have the expected

• Cultures that discourage emotional emotions by consciously trying to display behaviors
expression: Several countries in Asia depicting those emotions
and Africa
• Deep acting: actively changing our perceptions and
• Cultures that encourage emotional situation so that they naturally produce the expected
expression through voice and emotions and associated behaviors
gestures: Several Latin and Middle • Five strategies to regulate emotions:
Eastern cultures
 Change the situation to avoid specific emotions
 Modify the existing situation
 Consciously trying to suppress or amplify emotions
 Change the focus of attention
 Reframe the situation
14
Emotional Intelligence
Emotional A set of abilities that enable us to recognize and regulate

Intelligence our own emotions as well as the emotions of other people
Self Others EI Outcomes & Development

(personal competence) (social competence)
High EI:
Recognition of Self-awareness Social awareness • More effective team members
emotions (Awareness of own (Awareness of others’ • Perform better in jobs requiring
emotions) emotions) emotional labor
Abilities • Make better decisions involving
other people
• Maintain a more positive
Regulation Self-management Relationship management mindset for creative work
of emotions (Management of own (Management of others’ • More effective leadership
emotions) emotions)
15
Emotional Intelligence
Self Others
(personal competence) (social competence)
Recognition of emotions Self-awareness Social awareness

(Awareness of (Awareness of
own emotions) others’ emotions)
Abilities
Regulation Self-management Relationship

of emotions (Management of management
own emotions) (Management of
others’ emotions)
16
Job Satisfaction
Job Satisfaction • A person’s evaluation of his or her job and work context
(JS) • An appraisal of the perceived job characteristics, work
environment, and emotional experiences at work
• Best viewed as a collection of attitudes about different
aspects of the job and work context
Job Dissatisfaction JS & Performance JS & Customer Satisfaction
“Happy worker” hypothesis – Service Profit Chain Model

Work Behavior:
moderately positive relationship Employee satisfaction & loyalty  customer
• Exit satisfaction  profitability
between JS and performance
• Voice
• General attitudes (JS) don’t predict • JS  more +ve mood  more naturally and
• Loyalty frequently display of friendliness and +ve
• Neglect specific behaviour well
• Lack of control over performance emotions  customers get better service
(EVLN) Model experience
• Job performance may influence JS
• Less likely to quit their jobs
17
Job Satisfaction
A person's appraisal of his or her perceived job characteristics, work environment,

and emotional experiences at work.
Job
Content Supervisor
Career Progress
Job Co-workers
Satisfaction
Working
Pay and Benefits
Conditions
18
Job Satisfaction
Responses to Dissatisfaction
• Leaving the situation

Exit • Quitting, transferring
• Changing the situation

Voice • Solving problem, complaining
• Patiently waiting for the situation

Loyalty to improve
• Reducing work effort or quality

Neglect • Increasing absenteeism
19
Job Satisfaction
Service Profit Chain Model

1. Job satisfaction  good mood  display positive emotions  better
customer experience
2. Satisfied employees  lower turnover better service quality
20
Organizational Commitment
Organizational An employee’s emotional attachment to, involvement in,

Commitment and identification with an organization.
Affective Commitment Continuance Commitment Normative Commitment

• An emotional attachment to, • A calculative attachment to the • A felt obligation or moral duty to
involvement in, and organization. the organization
identification with an • Two forms of calculations: • Norm of reciprocity – a natural
organization.  A lack of alternative human motivation to support,
• A psychological bond whereby employment opportunities contribute, and otherwise “pay
one chooses to be dedicated to  Leaving the company would back” the organization because it
and responsible for the incur significant financial or has invested in and supported the
organization. social costs. employee.
• Intrinsically motivated -- • High continuance commitment:
originates from one’s self-  Tend to have lower
concept and values alignment performance
• Can be a significant competitive  Less likely to engage in org.
advantage citizenship behaviors
21
Organizational Commitment
Strategies to build organizational commitment:

• Fairness, courtesy, forgiveness, moral integrity
Justice & support • Apply humanitarian values
• Support employee wellbeing
Shared values • Values congruence
Trust • Positive expectations one has toward another in risky situations

• Employees trust org leaders
• Job security supports trust
Organizational • How well employees understand the organization

• Know firm’s past/present/future
comprehension • Open and rapid communication
• Involvement in decision making
Employee involvement • Employees feel being part of company
• Involvement demonstrates trust 22
Work-Related Stress
Stress
General Adaptation Syndrome
Two perspectives:
1. Cognitive appraisal -- An Adaptive response to
a situation that is perceived as challenging or
Stage 1 Stage 2 Stage 3
threatening to one’s well-being.
Alarm Resistance Exhaustion
2. An emotional experience, which occur before
reaction
or after a conscious evaluation of the situation
High
• Distress – negative experience – the degree of
physiological, psychological, and behavioral Ability to cope
deviation from healthy functioning
• Eustress – it activates and motivates people
to achieve goals, change their environments, Low
and succeed in life’s challenges
23
Work-Related Stress
24
Work-Related Stress
25
Work-Related Stress
Individual Differences
Physical Health Coping Strategies Personality Workaholism
• Exercise A person who is highly involved in

• Healthy lifestyles work, feels compelled to work,
and has a low enjoyment of work
• Strategies to weaken
stressors
• Social support
The capability of individuals to cope

successfully in the face of significant
change, adversity, or risk
26
Work-Related Stress
Control stress consequences

Remove the Stressors Stress
• Assign jobs to employees based on
their skills and preferences
Management • Physical exercise
• Reduce excessive workplace noise • Wellness program
• Take corrective actions against • Employee assistance program
harassment, give employees more
control over work processes
• Work-life integration – remote work Change stress
• Prohibit the communication of work- perception
related issues during nonwork hours
• Improve self-concept,
Receive social support
personal goal setting & self-
reinforcement
Withdraw from the Stressors • Some forms of humor can • Emotional support
• Job Transfer improve optimism and create • Informational support
• Vacations and holidays positive emotions
• Innovative ways: game rooms, ice-
cream cart break, etc.
27
1
Overview Motivation
Employee Engagement
• Four-Drive Theory • Characteristics of Effective

Drives & Goal Setting & Feedback
• Maslow’s Needs
Needs Feedback • Evaluating Goal Setting and
• Intrinsic & Extrinsic
• Learned Needs Theory Feedback
• Equity Theory
Expectancy • E-to-P Expectancy Organizational • Distributive justice
• P-to-O Expectancy Justice • Procedural Justice
Theory
• Outcome Valences • Interactional Justice
• Job Design & Work Motivation

OB Mod. & Social • OB Modification Job Design -- Job Characteristics Model
Cognition Theory • Social Cognition Theory • Job Design Practices that
Motivate
2
Motivation
Focus -- the choice of

what to do
Effort – the amount of physical, cognitive, and emotional
energy expended at a given moment to achieve an objective
Motivation
Internal forces that affect a
person’s voluntary choice of Staying power -- how long people sustain
behavior their effort as they move toward their goal
An individual’s emotional and cognitive motivation,

Employee particularly a focused, intense, persistent, and purposive
Engagement effort toward work-related goals.
3
Drives & Needs
Individual • An individual’s self-concept, social norms, and past experiences amplify or suppress
emotions, thereby resulting in stronger or weaker needs.
Differences • These individual differences also influence what goals and behaviors are motivated by
the felt emotions.
Drives & emotions Needs

Decisions &
Drives (primary needs):
• Hardwired characteristics of the brain that try
Needs:
Goal-directed forces
behavior
to keep us in balance by correcting that people
deficiencies. experience
• Drives are innate and universal; they are
starting point of motivation because they They are the motivational
generate emotions for us to act on our forces of emotions channels
environment toward particular goals to
• Cognition plays a role in motivation BUT correct deficiencies or
emotions are the REAL sources of energy in imbalances
human behavior
4
Drives & Needs Four-Drive Theory
This theory states that emotions are the source
of human motivation and that these emotions
Drive to Acquire
A are generated through four drives
• To seek out, take, control and retain objects
and personal experiences
• Produces several needs: achievement, Social norms, personal values
competence, status, and self-esteem
& past experiences
Drive to Bond
• To form social relationships and mutual caring
B
commitments with others
• Produces the need for belonging and affiliation Goal-directed choice and
Mental skill set channels effort
emotional forces created by
Drive to Comprehend
• To satisfy our curiosity
C drives
• Produces the need to make sense of our environment
Drive to Defend
• To protect ourselves physically, psychologically and
D
socially
• create a fight or flight response when facing threats
to one’s self-concept, values, well being of others, etc. 5
Drives & Needs Four-Drive Theory
The Four-Drive Theory How the Four Drives Practical implications for
influence Motivation managers
and Behavior
1. All drives are hardwired in 1. Offer conditions in the
our brains and exist in all workplace to help employees
human beings. 1. Four drives determine which fulfill all four drives
emotions are automatically 2. Balance the fulfillment of the
2. The four drives are
tagged to incoming four drives
independent of one another
information
3. There is no hierarchy to 3. Counterbalance the four drives:
2. Emotions generated by the
drives
four drives motivate us to act (a) the drive to bond
4. No fundamental drives are counterbalances the drive
3. Our mental skill set to acquire
excluded in the model
determines how we make
decision and act in ways that (b) the drive to defend
5. Three drives are proactive.
are acceptable to society and counterbalances the drive
Only the drive to defend is
our own moral compass to comprehend/learn
reactive, i.e., it is triggered by
threat
6
Drives & Needs Maslow’s Needs Hierarchy
Self-Actualization Needs Growth need

– ongoing need
Need to
(self-fulfilment, realization of one’s potential)
know
Esteem Needs Deficiency need
+
(self-esteem and social esteem/status)
Belongingness/love Needs Deficiency need

(interaction with and affection from others)
Need for
Safety Needs Deficiency need aesthetic
(security and stability)
beauty
Physiological Needs
Deficiency need
(food, air, water, shelter, etc.)
7
Drives & Needs Maslow’s Needs Hierarchy
The Theory Its weaknesses

– A person attempts to satisfy basic needs before – A lack of empirical support
directing behavior toward satisfying upper-level
needs. – The needs hierarchy is not universal, i.e.,
each of us has a unique needs hierarchy
– Lowest unmet need has the strongest influenced by self-concept, personal values,
motivational effect and personality
– Self-actualization -- a growth need that continues – People have different hierarchies of values
to motivate even after it has been fulfilled
– The theory is widely known and incorrectly
– Maslow generated a more holistic, humanistic, assumed to be accurate – OB students need
positive perspective of motivation to be aware of its true status
8
Drives & Needs Intrinsic & Extrinsic Motivation
• Motivation controlled by the individual and experienced from the

Intrinsic activity itself
Motivation • Anchored in the innate drives for competence and autonomy
• Motivation generated by receiving something that is beyond the

Extrinsic personal control for instrumental reasons
Motivation • For example, we direct our effort toward a reward controlled by
others that indirectly fulfils a need
1. The Additive view: 2. The contrasting view: 3. Research evidence: MIXED

Someone performing an Extrinsic sources of motivation • Extrinsic motivators may reduce existing
intrinsically motivated job will reduce intrinsic motivation intrinsic motivations to some extent under
becomes even more motivated certain conditions; impact is minimal
by also receiving an extrinsic • Extrinsic rewards do not undermine intrinsic
9
source of motivation motivation when they are unexpected
Drives & Needs Learned Needs Theory
Need for Affiliation

• Seek approval from others
• Conform to others’ wishes and
expectations
• Avoid conflict and confrontation
nAff
Need for Power
Need for Achievement • Want to exercise control over others
• Highly involved in team decisions
• Choose moderately challenging tasks nAch nPow • Concerned about their leadership
• Want unambiguous feedback and position.
recognition for success • Personalized power – enjoy power for
• Prefer working alone its own sake
• Socialized power – desire power as a
means to help others
10
Expectancy Theory
E-to-P P-to-O Outcomes

Expectancy Expectancy & Valences
Probability that a specific Probability that a specific Anticipated satisfaction
level of effort will lead to a performance level will lead from the outcome
specific performance level to specific outcomes
Outcome 1
+ or -
Outcome 2
Effort Performance + or -
Outcome 3
+ or -
11
Expectancy Theory
Practical implications: Limitations:
E-to-P P-to-O Outcomes 1. Assumes people are

perfectly rational
Expectancy Expectancy & Valences decision makers
2. Mainly explains
extrinsic motivation
• Assure employees that they • Measure performance • Individualize rewards 3. Ignores emotions as a
have the required abilities, accurately • watch out for source of motivation
resources, and clear role • Distribute valued counter-valent
perceptions to reach the 4. Does not explain how
rewards based on outcomes
desired levels of employees develop E-
performance
performance to-P and P-to-O
• Communicate the expectancies
• Match employee abilities to connection between
job requirements performance and
• Allow behavioral modeling outcome
• Give supportive feedback
12
OB Modification A-B-Cs of Behavior Modification
Antecedents (A) Behavior (B) Consequences (C)

What happens before behavior What a person What happens after behavior
says or does
• Antecedents are events preceding Contingencies of reinforcement:
the behaviour, informing 1. Positive reinforcement
employees that a particular 2. Punishment
action will produce specific 3. Extinction
consequences 4. Negative reinforcement
• Antecedents do not cause
behaviour
OB Mod tries to change behaviour (B) by managing antecedents (A) and

consequences (C)
13
Social Cognitive Theory
Social Cognitive Much learning occurs by observing and modelling others as

Theory well as by anticipating the consequences of our behaviour.
Learning Behaviour Behaviour

Self-regulation
Consequences Modelling
Learning by observing or hearing Learning by imitating and practicing Learning by setting own objectives
about what happened to other the behaviours of others and plan of action
people, not just by directly Self-reinforcement – Reward and
experiencing the consequences punish oneself for exceeding or falling
short of self-set goals
OB Mod and social cognitive theory explain how people learn probabilities of successful performance (E-to-P
expectancies) as well as probabilities of various outcomes from that performance (P-to-O expectancies). 14
Goal Setting and Feedback
Goal • Goals motivate people by clarifying

role perceptions and the direction of
A cognitive representation effort. Task
of a desired end state that a • Goals amplify the intensity &
Performance
person is committed to persistence of effort because they
attain make it easier to judge how much
energy is required to reach them.
S M A R T E R
Specific Achievable Time-framed Reviewed
Measurable Relevant Exciting
15
Strength-based
Coaching
Characteristics of Effective Feedback
1. Also known as appreciative
coaching
2. A positive approach to feedback
Specific that focuses on employees’
strengths rather than their
Relevant weaknesses
Credible 3. People are more receptive to
information about their
Effective strengths than their flaws
4. Problem-focused feedback may
Feedback lead to defensiveness and lower
self-efficacy, which can result in
lower performance
5. Personality becomes quite
Sufficiently Timely stable in the early stages of a
frequent person’s career
16
Four major concerns:

1. Narrow focus 2. Unethical actions
A tendency to focus on a narrow subset Very difficult goals may motivate some
of measurable performance while people to engage in unethical behavior to
ignoring aspects that are difficult to achieve those goals.
measure
3. Easy-to-achieve goals 4. Learning in complex

jobs
When goals are tied to financial
rewards, people tend to be Setting performance goals is effective in
motivated by easy goals established jobs but may interfere with the
learning process in new, complex jobs
17
Organizational Justice
Distributive Procedural Interactional

Justice Justice Justice
The perception that appropriate The perception that The perception that
decision criteria have been appropriate procedural rules appropriate rules have been
applied to calculate how various have been applied throughout applied in the way employees
benefits and burdens are the decision process. are treated throughout the
distributed. decision process.
Equality Principle Need Principle Equity Principle
Everyone in the group should Those with the greatest need Everyone be paid in proportion
receive the same outcomes should receive more outcomes to their contribution
than those with less need
18
Organizational Justice Equity Theory
Own outcomes Other’s outcomes
• Pay/benefits • Promotions • Pay/benefits • Promotions

• Recognition • Workspace • Recognition • Workspace
• Learning • Interesting job • Learning • Interesting job
Compare own ratio
with other’s ratio
Own inputs Other’s inputs
• Skills • Reputation • Skills • Reputation

• Efforts • Hours • Efforts • Hours
• Performance • Experience • Performance • Experience
Perceptions of
equity or inequity
• Individuals determine fairness in terms of a comparison other.

• Research suggests that employees frequently collect information on several referents to form a
“generalized” comparison other. 19
Actions to correct
Example
inequity
Perceived Inequity tension Motivation to Change our inputs Less organizational citizenship
inequity (-ve emotions) reduce tension
Change our outcomes Ask for pay increase
Change other’s inputs Ask coworker to work harder
Ensure coworker gets less

Change other’s
desirable jobs/working
outcomes
conditions
Start thinking that other’s

Change our perceptions
perks aren’t really so valuable
Change comparison Compare self to someone

other closer to own situation
Leave the field Quit
20
Ways to improve procedural and interactional justice:
Unbiased decisions: Ethical principles: Voice: Right to appeal:

Decision makers The decision criteria Employees can Employees can
must be perceived as and decision present their appeal against a
unbiased, without procedures are evidence and decision
self-interest, and not compatible with opinions to decision
blinded by narrow ethical principles. makers
doctrines.
Fair treatment:
• Treat people with politeness and with respect
• Give employees thorough and well justified explanations
• Give honest, candid, and timely information about the decision
21
Job Design
Job Design The process of assigning tasks to a job, including the

interdependency of those tasks with other jobs
Job A set of tasks performed by one person
Scientific
Job Specialization Management
A division of labor -- Work is subdivided into The practice of systematically partitioning work
separate jobs assigned to different people into its smallest elements and standardizing
• Fewer skills and less knowledge to learn tasks to achieve maximum efficiency
• More frequent practice
• Less attention residue from changing tasks
• Better person-job matching
22
Job Design Job Characteristics Model
Job Characteristics The model identifies five core job dimensions that produce
Model three psychological states.
Core Job Critical

Characteristics Psychological Personal and work Outcomes
States
Skill variety
Task identity Felt meaningfulness of the work Intrinsic
motivation
Task significance
Felt responsible for work outcomes Work performance
Autonomy (quality and efficiency)
Knowledge of work results Satisfaction with the work itself

Job Feedback
Individual difference moderators

23
Job Design Job Characteristics Model
Other job characteristics not included in the model:
1. Social characteristics of the job

 Task interdependence − social interaction with coworkers
 Feedback from others − from coworkers, clients, etc.
2. Information processing demands

 High task variability − job has non-routine work patterns
 High task analyzability − use known procedures/rules
24
Job Design
Moving employees from one • Minimizes health risks

Job Rotation job to another • Supports multi-skilling
• Reduces boredom
Job Enlargement Adding more tasks to an • Increases skill variety

existing job • Improve efficiency & flexibility
Giving employees more • Higher job satisfaction & work

Job Enrichment responsibility for scheduling, motivation
coordinating, and planning • Higher productivity
their own work • Natural grouping
• Client relationships
25
Overview
• Org. & Team Environment • An entire piece of work

Team • Team Design • Task interdependence
Self-Directed &
Effectiveness • Team Processes • Substantial autonomy Remote Teams
• Team Effectiveness
• Operate across space,

• Task Characteristics
Team Design time, and org. boundaries Virtual Teams
• Team Size
Elements • Team Composition
• Use inform. technologies
• Brainstorming
Team
• Team Development Team Decision
• Team Norms • Team Trust • Brainwriting
Processes • Team Roles • Team Mental • Electronic brainstorming Making
• Team Cohesion Models • Nominal group technique
About Teams
Teams
1. Groups of two or more people
2. Members interact and influence each other -- interdependence
3. They are mutually accountable for achieving common goals
4. They perceive themselves as a social entity within an organization
Characteristics of Teams:
Team Permanence Skill Diversity Authority Dispersion

How different or similar are the The degree to which decision-
How long lasting is the team
skills and knowledge of team making responsibility is
members distributed throughout the
team
3
About Teams
Team Type Description Team Skill Authority

Permanence Diversity Dispersion
Departmental Teams • Similar or complementary High Low to Medium Low
skills
• Co-located
• Minimal task
interdependence
Self-directed Teams • Organized around work High Medium to High High
processes
• Interdependent tasks
• Substantial autonomy
Task Force (Project) • Cross-functional Low Medium to High Medium
Teams • Focused on a specific task
or problem or opportunity
4
About Teams
Informal Groups exist primarily for the benefit of their members
Why informal groups exist: Benefits:
1. To satisfy our innate drive to bond 1. Reduce work stress

2. To build our social identity on group 2. Create social
memberships networks --
3. To achieve personal goals that cannot be important sources of
achieved by individuals working alone. trust building,
information sharing,
4. To be comforted by the mere presence of power, influence, and
others; social support minimizes stress when employee well-being
others offer emotional and/or informational in the workplace,
resources to help buffer stress experiences
5
About Teams
Advantages of Teams:
Performance Knowledge Sharing Productivity
Under the right conditions: • Faster information sharing 3 motivating forces:
• Better decision • Better in coordinating tasks • Drive to bond
• Better products and services • Mutual accountability
• More engaged workforce • Moving performance standards
In research: Teams outperform
individuals in complex work
Disadvantages of Teams:
Process Losses Brook’s Law Social Loafing
Resources expended toward Adding more people to a late When people exert less effort
team development and project only delays it more – when in working in teams than
maintenance rather than the task mythical man-month when working alone
6
About Teams
Social loafing is more likely to occur when: Ways to minimize social loafing:
1. Form smaller teams – develop stronger

1. Individual performance is hidden or difficult
to distinguish commitment to and identify with smaller than
larger teams
2. Work is boring or has low task significance
2. Measure individual performance
3. Members have low conscientiousness and
low agreeableness personality traits, as well 3. Specialize tasks – each member to perform a
as low collectivist values different work activity
4. Low team motivation: 4. Increase job enrichment – improve job
 Low social identity with the team motivation when the work has high task
 Some team members not pulling their weight significance or is sufficiently varied and
 Little control over the team’s success challenging
 Dependent on members with known
performance problems 5. Select motivated, team-oriented employees:
 Self motivated, moderately high conscientiousness
and agreeableness traits, collectivist value orientation
7
Team Effectiveness
Team Design
Organizational and
Team Environment Team
1. Task characteristics
1. Communication 2. Team size Effectiveness
2. Organizational 3. Team composition
leadership 1. Accomplish tasks
3. Org. structure 2. Satisfy member needs
4. Physical space & virtual Team Processes 3. Maintain team survival
space
5. Rewards 1. Team development
2. Team norms
3. Team roles
4. Team cohesion
5. Team trust
6. Team mental models
8
Team Design Elements
(1) Task Characteristics
1. Task structure and complexity 2. Task Interdependence
Task Variability High A

Reciprocal
Variation in tasks B C
Interdependence
Task Analysability
Sequential A B C
Predictability of task procedures
Well-structured tasks
• Low task variability Resource
Pooled
• High task analyzability
Low A B C
9
(2) Team Size
The ideal team size varies with the Smaller teams are better because:
type of team, the tasks it expected to – Less process loss
perform, and the available forms of
– Require less time to develop
coordination
– More engaged, more influence,
more responsible for team
A balance: large enough to provide success/failure
the necessary abilities and viewpoints,
– Members get to know one
yet small enough to maintain efficient
another better to develop
coordination and meaningful
higher mutual trust and
involvement of members
support
10
(3) Team Composition
1. Competencies (Five Cs of effective team

2. Team Diversity
member behavior)
 Advantage: Better resources for tackling
complex or novel problems
 Different background – see things from different angles
 Different mental models – more likely to identify viable
solutions to difficult problems
 Broader pool of technical abilities
 Better representation of the team’s constituents
 Disadvantage:
 Bonding is slower
 “fault-lines” may create challenges to the internal
functioning of the team (“Fault-lines” are hypothetical
dividing lines that may split a team into subgroups along
gender, ethnic, or other dimensions)
11
(3) Team Composition
Homogeneous Teams Heterogeneous Teams
• Less conflict • More conflict
• Faster team • Longer team

development development
• Performs better on • Performs better on

cooperative tasks complex problems
• Better coordination • More creative
• High satisfaction of team • Better representation

members outside the team
12
Team Processes
(1) Team Development
13
Team Processes
(1) Team Development
Team Norms Team roles Team Cohesion

Sets of behaviours that people are The degree of attraction
Informal rules and shared
expected to perform because they members feel toward the team
expectations that teams establish
hold formal or informal positions and their motivation to remain
to regulate members’ behaviors
in the team members
Team Trust Shared Mental Models

Knowledge structures mutually held
The positive expectations one person
by team members about expectations
has toward another person in situation
and ideals of the collective task and
involving risk.
team dynamics
Team Processes
(2) Team Norms
• Informal rules and shared expectations that teams establish to regulate

behaviors of members
Team Norms • Norms apply only to behavior, not to private thoughts or feelings
• Norms exist only for behaviors that are important to the team
• Team norms are enforced
Reasons for the development of norms: Changing Dysfunctional Norms

a) Most norms develop when members a) State norms when forming teams
associate these behaviors with the team’s b) Select members with preferred norms
performance or members’ well-being c) Counteract dysfunctional norms
(Norms may originate from a critical incident
d) Reward behaviors representing desired
or past team experiences of members)
norms
b) Team norms improve predictability and
e) Disband teams with dysfunctional
conflict-avoidance in co-worker relations
norms
15
Team Processes
(3) Team Roles
• A role is a set of behaviors that people are expected to perform because

Team Roles they hold specific formal or informal positions in a team and organization.
• Some team roles are formally assigned to individual members. However,
many roles are adopted informally during the team development process.
Roles that focus on Roles that focus on

task performance team maintenance
a) Coordinating the team a) Providing emotional support when the
team is frustrated
b) Providing constructive critique of the
team’s plans b) Maintaining harmony among team
members
c) Motivating team members when effort is
lagging c) Creating opportunities for social
interaction among team members
Team Processes
(4) Team Cohesion
The degree of attraction • High team cohesion:

 Members are attracted to the team
Team people feel toward the  Take ownership of the team’s success
Cohesion team and their motivation  Make the team part of their self-concept
to remain members.  Commit to the team’s goals and tasks
 Feel a collective sense of team pride
Factors influencing on team Outcomes of higher cohesion

cohesion Team
1. Spend more time together
1. Member similarity – (Similarity- Cohesiveness
2. Share more information
attraction effect) frequently
2. Team Size 3. More satisfied with one
3. Member interaction Impact on team performance
another
under two conditions:
4. Somewhat difficult entry into the 4. Give more social support in
1. Less impact if there is low task
team stressful situations
interdependence
5. Team success 2. Compatibility of team norms 5. Work to minimize
6. External competition and challenges with organizational objectives dysfunctional conflict
17
Team Processes
(5) Team Trust
• Positive expectations one person has • Trust is emotional – we experience

Trust toward another person in situations positive feelings toward those we trust
involving risk • Swift trust – the initially high trust we
• Trust is perceptual – we trust others have of others
based on our beliefs about their ability, • Trust is fragile in new relationships –
integrity, and benevolence studies report that trust tends to decrease
rather than increase over time.
Identification-based trust • Based on mutual understanding and emotional bond

HIGH among members
Knowledge-based trust • Based on confidence in the other person’s ability or

competence
LOW Calculus-based trust • Based on sanctions for actions that violate reasonable
expectations
18
Team Processes
(6) Team Mental Models
• Mental models are visual or relational images in our mind that we

develop to describe, explain, and predict the world around us.
Team Mental Models
• Team mental models are cognitive images that team members form
about the team’s tasks, relationship dynamics, and knowledge repository
(i.e., where knowledge is located within the team).
• Shared and complementary mental models enable team members to
establish effective coordinating routines.
Shared mental models Complementary mental models

• Emerge when members develop similar • They are cognitive images held by specific
images and expectations about the (rather than all) team members but that
team’s objectives, shared values, are compatible with the mental models
behavior norms, and work style. held by other team members.
19
Team Processes
(7) Team Building
• Team building consists of activities that attempt to speed up or improve team

development processes.
Team Building
• These activities help teams to become cohesive, form productive norms,
assign roles, build knowledge and identification-level trust, and develop
functioning shared and complementary mental models.
Types of Team Building Why some building-building activities

1. Task-focused – clarify team goals, increase are ineffective
motivation, establish a mechanism for systematic
• Applied as a general solution without
feedback
adequate diagnosing the specific issues
2. Problem-solving focus – improve problem solving
that need to be addressed
skills
• Applied as a one-shot jump start for a
3. Role-definition – clarify and reconstruct each
newly-formed team
member’s perception of her/his role and role
• Team building occurs on the job as well
expectations
20
Self-directed & Remote Teams
Success factors
Self-directed Teams 1. Responsible for entire work process

2. High interdependence within the team
3. Low interdependence with other teams
Characteristics: 4. Autonomy to organize and coordinate
• Cross-functional groups organized around work
work processes that complete an entire 5. Work site and technological support to
piece of work facilitate team communication and
• Interdependent tasks coordination
• Substantial autonomy over the execution
of those tasks
21
Self-directed & Remote Teams
Success Factors:
Apply the five effective team behaviors:

Remote Teams Good communication technology skills, self-
leadership skills, high emotional intelligence
• Also known as virtual or distributed teams
• Operate across space, time, and organizational Toolkit of communication channels:
boundaries, and are linked through information e.g., virtual whiteboards, videoconferencing, and
technologies to achieve organizational tasks. freedom to choose channels that work best
• Team remoteness (or virtuality) increases with
the geographical dispersion of team members.
Structure:
• Such teams are gaining popularity because:
clear operational objectives, documented work
 More employees are doing knowledge work processes and agreed-on roles and responsibilities
 Information technologies have made it
easier to communicate and coordinate
remotely with other workers Opportunities to meet face-to-face early in
 Human capital is recognized as an the team development process
organization’s competitive advantage
22
Team Decision Making
Constraints on Team Decision Making:
• Time constraints • Evaluation apprehension

– Consume time organizing, – Reluctant to mention crazy ideas, believing
coordinating, and maintaining that other team members are silently
relationships evaluating them
– Require time to build rapport, agree
on rules and norms of behavior and
understand each other’s ideas • Overconfidence (inflated team efficacy)
– Production blocking – High-efficacy teams set more challenging
goals and are more motivated to achieve
them.
• Peer pressure to conform – There is a curvilinear relationship between
– Members suppress their team efficacy and the quality of team
dissenting opinions, particularly decisions.
when a strong team norm is – Teams make worse decisions when they
related to the issue are overconfident as well as
underconfident.
23
Ways to minimize the pitfalls of
1. Checks and Balances 2. Team Size
• Prevent the leader or other • Large enough to possess the collective

individuals from dominating team knowledge to complete team tasks and
discussion. yet small enough to avoid taking up too
much time or restrict individual input.
3. Avoid Overconfidence 4. Psychological safety

• Members should be confident in their • A shared belief that engaging in
decision making but be wary of being interpersonal risk-taking will not
overconfident. have adverse consequences.
•
Four structures for improving creative
decision making in teams
• Speak freely
• Do not criticize Brainstorming
• Generate as many ideas as
possible • Write down ideas on cards individually
• Build on ideas of others • Place cards at the center of table
• Anyone may pick the cards from the
Brainwriting center to spark their thinking
• No production blocking
• Enter ideas in special applications

• Ideas are distributed anonymously
• Members may vote electronically on Electronic
ideas presented Brainstorming • Write down as many solution as
possible
• Describe solutions in a round-robin
format
Nominal Group • Silently and independently vote on
Technique each proposed solution
25
1
Overview
2
Power
Power is the capacity of a person, team, or organization to

influence others
(a) It is only the POTENTIAL to influence others

(b) Power is based on the target’s perception that the
power holder controls a valuable resource that
can help the target achieve his or her goals
(c) Power involves asymmetric dependence of one
party on another party
(d) The less powerful party has some degree of
power called countervailing power
(e) All power relationships depend on some minimum
level of trust
3
Power
Sources of Power over

Power others
Legitimate Power
Contingencies of
Reward Power
Power
Coercive Power
Expert Power Non-substitutability
Referent Power Centrality

Discretion
(Power of social
network) Visibility
4
Sources of Power Five Sources of Power
Legitimate Power An agreement that people in specific positions can request a

set of behaviors from others
• Zone of indifference – Power holder only has • Employees also have legitimate power over
the right to ask others to perform a limited their bosses and coworkers through legal and
domain of behaviors administrative rights as well as informal norms.
• The size of the Zone of Indifference: • Norm of reciprocity – A felt obligation and
 Highly trusted power holders have a social expectation of helping or otherwise giving
larger zone of indifference something of value to someone who has
 People who are more obedient to already helped or given something of value to
authority you.
 People who value conformity • Information control –Two forms: (a) controlling
 Presence of high power-distance tradition resource and (b) shaping perceptions through
 Organizational culture selective distribution of information
5
Sources of Power Five Sources of Power
Reward Power Coercive Power

Derived from a person’s ability to
control the allocation of rewards • The ability to apply
valued by others and to remove punishment
negative sanctions (i.e., negative
reinforcement)
• Employees have reward power over • Employees have coercive power

co-workers through organizational through peer pressure to change
citizenship behaviors. the behaviors of others
• Employees have reward power over
their bosses through their leadership
performance feedback
6
Sources of Power
Five Bases of Power
Expert Power Referent Power

• Originates within power holders
• Derived from within the power holder by
when others identify with them,
possessing knowledge and skills valued by
like them, or respect them.
others
• An important form of expert power is the • Associated with charisma

perceived ability to manage uncertainties in • Different meanings of charisma:
the business environment
 As a special “gift” or trait within the
• Three ways to cope with uncertainty:
charismatic person
 Prevention – prevent environmental
changes from occurring  Mainly in the eyes of the beholder
 Forecasting – predict environmental  As a set of self-presentation
changes characteristics and nonverbal
 Absorption – Absorb or neutralize the communication behaviors that
impact of environmental shifts generate interpersonal attraction and
referent power over others
7
Contingencies of Power
Non-substitutability Strategies to increase non-substitutability:

1. Controlling access to the resource increases non-substitutability
The number of alternative
2. Differentiating the resource from the alternatives
sources available for a critical
3. Developing personal brand
resource.
Centrality • Centrality increases with the number of people dependent

The degree and nature of on you and how quickly and severely they are affected by
interdependence with others that dependence
Visibility • Power does not flow to unknown people in the organization.

The extent one’s talents remain in the forefront of • Power increases with visibility.
the minds of superiors, coworkers, and others.
Discretion • Discretion involves making decisions without

referring to a specific rule or receiving permission
The freedom to exercise judgment
from someone else
8
Power of Social Networks
Social structures of individuals or social units that are

Social
connected to each other through different forms of
Networks
interdependence
Social capital Networks offer three power

• Social networks generate power resources:
through social capital • Information (expert power) – better
• Social capital is made up of the information access
knowledge, opportunities, and other • Visibility
resources available to members of a • Referent power:
social network, together with the
 Members of a network identify with
mutual support, trust, reciprocity, and or have great trust in each other
coordination that facilitate sharing of
 Reciprocity increases among network
those resources
members 9
Power of Social Networks Gaining Power through
Social Networks
Strong Ties, Weak Ties, Many Ties Social Network Centrality

• Strong ties • Centrality is your importance in a particular
– Close-knit relationships network
– Offer more plentiful resources quickly, but less • Three factors in centrality:
unique 1. Betweenness – how much you are located
– Offer great social support and cooperation for between others in a network
favors and assistance 2. Degree centrality – the number or percentage of
connections you have to others in the network
• Weak ties
3. Closeness – High closeness refers to strong ties
– Acquaintances who are different from us
• Structural hole – the gap between clusters
– Offer unique opportunities, and other resources of people
not available from strong ties
• Many ties
– Power and social capital increase with many ties
10
Influencing Others Hard Influence Tactics
• Any behavior that attempts to alter another person’s beliefs, feelings, and behavior.
Influence • It is power in motion.
• It is an essential process through which people coordinate their effort and act in concert
to achieve organizational objectives.
Hard influence tactics -- Force behavior change through position power (legitimate, reward, and coercion)
Informational
Silent authority Assertiveness Coalition formation Upward appeal
control
• Silent application of • Vocal authority – applying • Power holder reframes a
authority • Pooling the power and resources • Getting support from
legitimate and coercive situation by distributing of others people with higher
• Requester’s legitimate power information selectively
• Coalition’s mere existence can be authority
power & target’s role • Constantly reminding • Power holder withholds
expectations a source of power by symbolizing • Relying on the authority of
targets of their obligations information that is more the legitimacy of an issue the firm’s policy and values
• Most common form of • Frequently monitoring critical or favorable
influence in high power • Coalitions tap into the power of
targets’ work
distance cultures the social identity process
• Using threats to force
compliance
11
Influencing Others Soft Influence Tactics
Soft Influence Tactics -- Rely on personal sources of power (referent, expert) and appeal to the
target person’s attitudes and needs.
Persuasion Impression Management Exchange
• Use facts, logical arguments, and emotional appeals to • Mostly through self-presentation, i.e., crafting
• The promise of benefits or
influence our public image to communicate an identity of
resources in exchange for
• The most widely used and acceptable influence being important, vulnerable, threatening, or
compliance
strategy in organizations pleasant
• Negotiation is an integral
• Effectiveness depends on characteristics of the • A common strategy for people trying to get
part of exchange influence
persuader, message content, communication channel, ahead in the workplace; “personal brand”
activities
and the audience being persuaded • Ingratiation -- Any attempt to increase liking
• Norm of reciprocity –
• Inoculation effect -- when listeners generate by, or perceived similarity to, some targeted
building up of “exchange
counterarguments to the anticipated persuasion person
credits” by helping others in
attempts • Forms of ingratiation: the short term for reciprocal
• Face-to-face communication increases the persuader’s • Flatter your boss in front of others benefits in the long term
credibility and the richness of this channel • Ask your boss for advice
12
Influencing Others Consequences
Commitment Compliance Resistance
• The strongest outcome of • When people are motivated • When targets oppose or
influence to implement the influencer’s refuse to engage in the
• When people identify with request for purely behaviour desired by the
the influencer’s request and instrumental reasons influencer
are highly motivated to • Presence of external sources
implement it even in the to motivate the desired
absence of extrinsic sources behavior
of motivation
13
Influencing Others Contingencies
Influencer’s strongest The relative position Personal, organizational,

sources of power of target person and cultural values
• Those with expertise tend to have • Employees may face adverse • People with a strong power
more influence using persuasion career consequences by being orientation may feel more
• Those with a strong legitimate too assertive with their bosses comfortable using assertiveness
power base may be more • Supervisors who engage in • People who value conformity may
successful in applying silent ingratiation and impression make greater use of upward
authority management tend to lose the appeals
respect of their subordinates • Competitive organizational culture
may encourage more use of
information control and coalition
formation
• Collegial organizational culture
may encourage influence through
persuasion
14
Influencing Others
Use of Power: Attitude or Behavioral

Influence Tactics Change
Influencer’s power base
Hard Influence Tactics Relative Position
Silent authority Personal, organizational and cultural
values
Assertiveness Resistance
Informational control
Coalition formation
Upward appeal
compliance
Soft Influence Tactics
Persuasion
Impression Management
Commitment
Exchange
15
Organizational Politics
Organizational Politics Conditions that encourage

organizational politics:
1. Behaviors that others perceive as self- 1. Scare resources in the workplace –
serving tactics for personal gain at the people rely on political tactics to
expense of other people and possibly safeguard their resources
contrary to the interests of the entire 2. Ambiguous or complex rules, or the
organization. absence of formal rules – Political tactics
2. An alternative view: Politics is an help people get what they want when
essential skill in mangers who wish to decisions lack structural guidelines
get things done; it is an indispensable 3. Organizational change -- Change creates
component of organizational life. ambiguity and threatens employees’
power and valued resources
3. Individuals with dark triad personality
4. Tolerance and reinforcement of political
characteristics are more likely to engage
behaviour in organizations
in organizational politics.
16
Organizational Politics
Ways to Minimize Organizational Politics
1. Introduce clear rules and regulations to specify the use of

scarce resources
2. Establish effective organizational change practices
3. Manage group norms to curtail self-serving influence
activities
4. Leaders serve as role models of organizational citizenship
5. Give employees more control over their work and keep
them informed of organizational events.
17
1
1
Overview
• Problem solving
The • Task conflict Conflict • Forcing
• Relationship conflict • Avoiding
Emergence Handling • Yielding
View Styles • Compromising
• Emphasizing superordinate goals

• Reducing differentiation
The Conflict Conflict • Improving communication
Process Management • Reducing interdependencies
• Increasing resources
• Clarifying rules and procedures
• Incompatible goals • Third Party – Arbitration,

• Differentiation Inquisition, Mediation
Sources of • Interdependence Conflict • Negotiation:
Conflict • Scarce resource Resolution  Preparation
• Ambiguous rules  Negotiation Process
• Communication problems  Negotiation setting
2
Conflict in the Workplace
Conflict
Definition
The process in which one party perceives that its interests
are being opposed or negatively affected by another
party.
Conflict is bad (pre-1970s) Good Optimal

Good conflict
Conflict outcomes
Conflict outcomes
0
0
Optimal Conflict
(1970s-1990s))
Bad Bad
Low Level of conflict High Low Level of conflict High
3
Conflict in the Workplace
Negative Consequences Positive Consequences
• Threatens one’s personal needs • Improves decision making – debating

and self concept, causing lower job issues and evaluating alternatives
satisfaction, higher levels of stress more thoroughly
and turnover, and lower
performance  Tests logic of arguments
• Undermines information sharing  Questions assumptions
and coordination  Generates creative thinking
• Encourages organizational politics • More responsive to changing
• Weakened team cohesion – when environment
conflict exists among team • Stronger team cohesion – when
members conflict exists between the team and
outside opponent
4
The Emerging View
• The emerging school of thought is that there are various types of conflict
with different consequences.
• The two dominant types are task conflict and relationship conflict.
Task Conflict Relationship Conflict

• Also known as constructive conflict • Focus on characteristics of the people in
• Focus on issues while maintaining the dispute
respect for people having other points • E.g., questioning the competence of the
of view people who introduce the ideas, or,
• Focus on the assumptions and logical using status-based arguments to
foundation of the ideas presented and undermine the worth of others, or,
not on the characteristics of the people behaving abrasively to demean others
who presented them
5
The Emerging View
Task (Constructive) Conflict Relationship Conflict
– Conflict viewed as a personal attack

– Conflict is aimed at issue, not parties
– Dysfunctional – Threatens the other
– Helps recognize problems, identify
party’s self-esteem
solutions, and understand the issues
better – Triggers defense mechanism and a
competitive orientation
– Potentially healthy and valuable
– Reduces mutual trust
– Escalates more easily than task
conflict
6
The Emerging View
Psychological Safety
Minimizing Relationship Conflict A shared belief that it is safe
to engage in interpersonal
risk-taking
Emotional Team • Psychological safety flourishes
Intelligence Development when team/organizational
norms:
• Better able to understand • More trust and latitude  Encourage people to respect
and regulate emotions – • Understand other team and value one another
reducing the risk of members better  Demonstrate Interest in one
escalating perceptions of
• Stronger social identity another
interpersonal hostility
• View others’ emotions as
with the group  Be open-minded and
tolerant with others’
valuable information
opinions
 Show positive intentions
toward one another
7
The Conflict Process
8
Sources of Conflict
• One party’s goals perceived to

Incompatible • Motivate competition for the
interfere with the goals of Scarce Resources
Goals others
resources
• Different values or beliefs • Create uncertainty, threaten goals

Differentiation • Explains cross-cultural and Ambiguous Rules • Ambiguity encourages political
intergenerational conflict tactics and free-for-all battle to win
decisions
• Conflict increases with the • Use of emotion-laden language and

level of interdependence aggressive non-verbal behavior
Communication
Interdependence • Amplify conflicts with the use of
• Higher risk that parties Problems distorted images and stereotypes of
interfere with each other
the other party
9
Conflict handling styles
Based on the results :

(a) Your most preferred style is
Please download “For Seminar 9 ________
– Exploring Your Conflict Styles”
from the MAIN course site to know (b) Your 2nd preferred style is
more about your conflict handling
styles. ________
10
10
High Forcing Problem-Solving

• Tries to win the conflict at
• Finds a solution that is
the other’s expense –
beneficial for both parties
perceives a “fixed pie”
• A win-win orientation
• A win-lose orientation
Compromising
Assertiveness • Seeks a middle ground
(Motivation to satisfy
between the interests of
one’s own interests) • Tries to smooth over or • Gives in completely to the
evade conflict situations th two parties other side’s wishes, or
altogether cooperating with or no
attention to your own
• Minimizes discussion of the
interests
sensitive topic
Avoiding Yielding
Low
Low Cooperativeness High

(Motivation to satisfy other party’s interests)
11
Conflict handling styles Choosing the Best Conflict Style

• Interests are not perfectly
• Look for a quick solution opposing
• You have a much stronger logical Compromising • Parties have trust, openness and
or moral foundation time to share information
• Other party would take 1. Single issue conflict with
opposing interests •Issues are complex
advantage or more cooperative
strategies
Assertiveness
2. A lack of time or trust for

problem solving
• When the issue is much less
• Too emotionally charged 3. Want to maintain a important to you
•Want to maintain a harmonious harmonious relationship • Your position is not as clear
relationship 4. Equal power • Value a harmonious relationship
• Cost of trying to resolve the • The other party has substantially
conflict outweighs the benefits more power than you
Low Avoiding Yielding
Low High
Cooperativeness
12
Conflict handling styles Problems of Each Conflict Style

• High level of assertiveness tends • Takes more time and requires a
to generate relationship conflict fairly high degree of trust
more quickly and intensely • can be stressful and difficult when
people experience strong feelings of
the conflict
Compromising
Assertiveness
• Settle for suboptimal solution

• Produces uncertainty and
• May give the other side
frustration rather than unrealistically high expectations and
resolution of the conflict motivate them to seek more from you
in the future
Low Avoiding Yielding
Low High
Cooperativeness
13
Cultural and Gender Differences
Cultural Differences Gender Differences
• High collectivist cultures: • Men are more likely than women to

 expect people to support and show use the forcing style
allegiance to the group
• Women are more likely than men to
 Want to maintain harmonious relations
 Manage disagreements through avoidance
use the avoiding style
or problem solving • Women are slightly more likely than
• Cultural values and norms represent men to use problem solving,
an important contingency when compromising and yielding styles
choosing the preferred conflict- • Women pay more attention to
handling approach relationship between the parties
14
Conflict Management
Emphasizing superordinate goals

Sources of
Conflict
Reducing differentiation: Creating for common
grounds and experiences
1. Incompatible goals
2. Differentiation Reducing interdependence: creating buffers, use
integrators, combine jobs
3. interdependence
4. Scarce resources
Increasing resources
5. Ambiguous rules
6. Poor Communication
Clarifying rules and procedures
Improving communication and understanding
15
Conflict Resolution
Third-party Any attempt by a relatively neutral person to help

Definitionconflicting parties resolve their differences
conflict resolution
High
Mediation Inquisition
Level of
Process Control
Arbitration
Low
Low Level of Outcome Control High

16
Conflict Resolution
Negotiation Parties attempt to resolve divergent goals by redefining the

terms of their interdependence.
Distributive approach Integrative (mutual gains) approach
• Win–lose orientation • Win–win orientation

• View that one party loses when the • Negotiators believe the resources at
other party gains stake are expandable
• Most common when the parties • More common with multiple issues of
have only one item to resolve different value to each party
17
Conflict Resolution
Preparing to Negotiate:
Bargaining Zone
Your opening offer Your realistic goal
Your Your Target Your resistance The point beyond which you will
initial point point make no further concessions
point
Area of
Potential
Agreement
Opponent’s Opponent’s Opponent’s

Resistance point Target point Initial Offer point
18
Conflict Resolution
Preparing to Negotiate:
Bargaining Zone
1. Develop goals and understand needs 2. Know your BATNA and Power
 Develop goals about what you want to  Best alternative to a negotiated
achieve from the exchange agreement (BATNA) -cost of walking
 reflect on what needs you are trying away
fulfill from those goals  Investigate multiple alternatives to this
 Specific needs can be satisfied by negotiation
different goals  Know your power sources and
 Focus on underlying needs, avoid contingencies
locking into fixed goals  Having more than one BATNA to a
– Identify your bargaining zone: initial negotiation increases your power
offer, target point, resistance point
19
Conflict Resolution The Negotiation Process
1. Gather Information 3. Manage Time

• Listen closely to the other party. • Time pressure can be a liability
• Ask questions, pay attention to • “Exploding offer” – when on party gives its
nonverbal communication. opponent a very short time to accept the offer
• Cautiously volunteering information • Tendency to make unwarranted concessions -- when
much time has been invested in the negotiation
2. Manage Concessions
• Concessions symbolize each party’s
4. Build the Relationship
motivation to bargain in good faith Ways to build trust in negotiations:
• Concessions communicate relative • Discover common backgrounds and interests.
importance of each negotiated issue • Manage first impressions.
• Strategy: offer concessions in instalments • Signal trustworthiness.by demonstrating
because people experience more positive sensitivity to negotiation norms and
emotions from a few smaller concessions expectations.
than from one large concession
• Use emotional intelligence.
20
Conflict Resolution
The Negotiation Setting
1. Location – Own turf or neutral territory

2. Physical setting – The physical distance between the parties,
formality of the setting, and seating arrangements
3. Audience – Anyone with a vested interest in the negotiation
outcomes (direct surveillance may lead to “hard-line” behavior)
21
21
Please indicate your disagreement or agreement to the following
statements. Your rating
I try to investigate an issue with my peers to find a solution

1 acceptable to us.
2 I generally try to satisfy the needs of my peers.

I attempt to avoid being "put on the spot" and try to keep my
3 conflict with my peers to myself.
I try to integrate my ideas with those of my peers to come up
4 with a decision jointly
I try to work with my peers to find solution to a problem that
5 satisfies our expectations.
6 I usually avoid open discussion of my differences with my peers.
7 I try to find a middle course to resolve an impasse.
8 I use my influence to get my ideas accepted.
9 I use my authority to make a decision in my favor
10 I usually accommodate the wishes of my peers.
11 I give in to the wishes of my peers.

I exchange accurate information with my peers to solve a
12 problem together.
13 I usually allow concessions to my peers.
14 I usually propose a middle ground for breaking deadlocks.
15 I negotiate with my peers so that a compromise can be reached.
16 I try to stay away from disagreement with my peers.
17 I avoid an encounter with my peers.
18 I use my expertise to make a decision in my favor.
19 I often go along with the suggestions of my peers
20 I use "give and take" so that a compromise can be made
21 I am generally firm in pursuing my side of the issue.

I try to bring all our concerns out in the open so that the issues
22 can be resolved in the best possible way.
I collaborate with my peers to come up with decisions acceptable
23 to us.
24 I try to satisfy the expectations of my peers.

25 I sometimes use my power to win a competitive situation.
I try to keep my disagreement with my peers to myself in order
26 to avoid hard feelings.
27 I try to avoid unpleasant exchanges with my peers.

I try to work with my peers for a proper understanding of a
28 problem.
Your Score
A Collaborating (or problem solving) style 0.0
B Accommodating (or yielding) Style 0.0
C Competing (for Forcing) Style 0.0
D Avoiding Style 0.0
E Compromising Style 0.0
1
Leadership
2
Leadership
Leadership Shared
Leadership
• Definition: The process of influencing,
motivating, and enabling others to • The view that leadership is not
contribute toward the effectiveness and about specific positions
success of the organizations of which
they are members. • Leadership is a role, not a position
• Employees lead each other as the
• Two key components: occasion arises
a) Leaders motivate through • Typically supplements formal
persuasion and other influence leadership
tactics • Facilitated by a collaborative culture
b) Leaders are enablers
3
Transformational Leadership Perspective 1
Develop and communicate Encourage Build commitment

Model the vision
a strategic vision experimentation to the vision
• Vision: a positive image or model of • Leaders enact their vision • Explore new behaviours • Increase enthusiasm
the future that energizes and unifies -- walk the talk and practices that are with words, symbols
employees • Perform activities that more suitable in and stories
• Features of an effective strategic symbolize the vision achieving the desired • Show can-do attitude
vision: vision by enacting and
• Align routine daily
activities with the vision • Question existing behaving consistently
 Refers to an idealized future
and its underlying values practices with the vision
with a higher purpose
associated with personal • Benefits: • Support a learning • Involve employees in
values orientation the change process
 Legitimizes the vision
 Fulfils the needs of multiple • Give rewards and
stakeholders  Builds employee trust recognition, and
with greater celebrate
 A distant goal that is both consistency between
challenging and abstract achievements
leader’s words and
 Unifies and bonds employees actions
4
Transformational Leadership
Transformational leadership Charismatic Leadership
Main feature A set of behaviours that engage A set of self-presentation characteristics and
followers toward a better future nonverbal communication behaviors that generate
interpersonal attraction and referent power over
others as well as follower deference to the
charismatic person
Motivational force Motivates followers through Motivates followers through the leader’s inherent
behaviours that persuade and referent power
earn trust
Possible outcomes Builds follower empowerment, • May produce dependent followers
reducing dependence on leader • May become intoxicated by the gift of charisma
– greater focus on self-interest than on the
common good
5
Transformational Leadership
Positive points: First concern:

• Some models engage in circular logic by defining and measuring
• Subordinates are more transformational leadership by its effects on employees
satisfied and have higher
affective organizational • Transformational leadership should be defined purely as a set of
commitment under behaviors that people use to lead others through the change process
transformational leaders Second concern:
• Subordinates perform • Some transformational leadership theories combine leader behaviors
better, engage in more with the personal characteristics of leaders
organizational citizenship Third concern:
behavior, and make more • Transformational leadership is usually described as a universal
creative decisions concept
• Preliminary evidence suggest thar transformational leadership
perspective is relevant across cultures
6
Managerial Leadership Perspective 2
Managerial • Daily activities that support and guide the performance and well-
Leadership being of individual employees and work unit toward current
objectives and practices
Interdependence of Managerial and Transformational Leadership

Transformational leadership Managerial Leadership
Assumption • Assumes that the organization is • Assumes the organization’s objectives are
misaligned with its environment and a stable and aligned with the external
change in direction is needed environment
Focus • “Do the right thing” • “Do things right”
• Macro-focused and abstract • Micro-focused and concrete
Interdependence • Identifies, communicates, and builds • Translates the abstract vision into more
commitment to a better future specific operational behaviours and practices
• Depends on transformational leadership to set
the right direction
7
Managerial Leadership
Task-Oriented and People-Oriented Leadership – Effective leaders rely on both styles in

different situations
Task-Oriented Leadership People-Oriented Leadership
Behaviours of leaders: Behaviours of leaders:

• Assign work and clarify responsibilities • Show interest in others as people
• Set goals and deadlines • Listen to employees’
• Evaluate and provide feedback on work • Create a pleasant physical work
quality environment
• Establish well-defined best work • Show appreciation to employees for
procedures their performance contributions
• Plan future work activates • Are considerate of the needs of staff
8
Managerial Leadership
• Defines leadership as serving others – selflessly assist others in their

Servant need fulfillment, personal development, and growth
Leadership • Leaders are described as selfless, egalitarian, humble, nurturing,
empathetic, and ethical coaches
Three Key Features:
Natural desire or “calling” to Humble, egalitarian, accepting Ethical decisions and behaviours
serve others relationship with followers
• Display sensitivity to and
• A selfless, deep commitment • Do not viewing leadership as a enactment of moral values.
to help others position of power • Maintain moral integrity by relying
• Selfless desire to support • Serve without drawing on personal values to anchor their
others attention to themselves decisions and behaviour
9
Path-Goal Leadership
• Behaviors of leaders:
 clarify the link between employee behaviors and
outcomes
Path-Goal Leadership  Influence the valence of outcomes
 Provide work environment that facilitates goal
The contingency anchor: accomplishment
The best leadership style • Effective leaders choose one or more leadership styles to
depends on the situation. influence employee expectations regarding the following:
 Employee expectations
 Achievement of desired results (work-related goals)
 Perceived satisfaction with these results ( outcome
valences)
10
Path–Goal Theory of Leadership
Employee Contingencies
• Skills and experience

• Locus of control
Leader behaviors Leader

Effectiveness
• Directive
• Supportive • Employee Satisfaction
• Participative • Employee motivation
• Achievement oriented Environmental Contingencies • Leader acceptance
• Task structure
• Team dynamics
11
Leader Behaviours
Directive Supportive Participative Achievement

Oriented
• Task-oriented • People-oriented • Participative behaviours:
• Clarifying behaviours – • Supportive behaviours:  Encourage and • Achievement oriented
psychological structure  Psychological facilitate employee behaviours:
• Clarifying: support involvement in  Encourage peak
 Performance goals  Friendly and decisions performance
 Means to reach approachable  Before making  Set challenging goals
goals  Respect employees decisions, consult  Seek performance
 Standards for  Concern for the employees, ask them improvement
evaluation status, needs and for suggestions, and  Show high degree of
 Rewards and well-being of reflect on their views confidence in employees
disciplinary actions subordinates  Apply goal-setting theory
12
Employee Contingencies Environmental Contingencies
1. Skill and experience 1. Task Structure

• Routine and simple task – supportive
Directive and supportive leadership is
leadership
best for the inexperienced and unskilled
• Non-routine task -- Directive or
participative leadership
2. Locus of control 2. Team dynamics

• People with internal locus of control • Cohesive teams with performance
prefer participative and achievement- orientation act as substitute for leadership
oriented leadership • Low team cohesion – supportive
• People with external locus of control leadership style or directive style to
prefer directive and supportive counteract negative team norms
leadership
13
Positive points: Limitations:
• Received more research 1. A few contingencies have limited research support; some
support than other contingencies and leadership styles have not been
managerial leadership investigated
models
2. Questionable assumption, i.e., effective leaders can fluidly
• A study found that this
adapt their behaviour and managerial styles according to the
theory explains more
situation
about effective leadership
than transformational 3. Leaders seem less flexible in changing their styles; they tend
leadership model to prefer one style that is most consistent with their
personality and values
Note: Path-goal theory remains a relatively robust theory of managerial leadership.
14
Leadership Substitutes
Leadership Managerial Possible Leadership Substitutes

Leadership Style
Substitutes
Task-oriented • Performance-based rewards
This theory suggests that
certain situations could • Employee is skilled and experienced
• Advice and guidance from co-workers
either limit the leader’s
• Appropriate team norms
ability to influence • Work is intrinsically motivating
subordinates or make a • Employee is self-motivated and applies
particular leadership self-leadership
style unnecessary
People-oriented • Supportive co-worker
• Employee is skilled and experienced
• Work is intrinsically satisfying
• Employee uses effective stress coping strategies
15
Implicit Leadership Perspective 3
• Explains that followers’ perceptions play a role in a leader’s effectiveness

Implicit • Two components:
Leadership a) Prototypes of effective leaders
b) Romance of leadership
Prototypes of effective leaders: Romance of leadership:
• Leadership prototypes are preconceived beliefs • The tendency to inflate the perceived
about the features and behaviours of effective influence of leaders on organizational success
leaders • Two basic reasons:
• People develop leadership prototypes through  A useful way to simplify life events
socialization  A strong tendency in the U.S. and the
Western cultures to believe that life
• Prototypes influence people’s expectations of
events are caused by people –
leaders, their perceptions of leaders’ effectiveness,
fundamental attribution error
and their acceptance of someone as a leader
16
Personal Attributes Perspective 4
Eight Most Important Leadership Attributes
• Extraversion (outgoing, talkative, sociable, • Have strong moral principles – a tendency to

Personality assertive) Integrity be truthful and to be consistent in words and
• Conscientiousness (careful, dependable, self- deeds
disciplined)
• Complex, internally consistent, and clear self- • Posses tacit and explicit knowledge of the
Self-Concept concept as a leader Knowledge of the business environment
• A good understanding or their own
• Leader identity: +ve self-evaluation, self-esteem, Business
self-efficacy, internal locus of control organizations
• Motivated to lead others Cognitive and • Ability to process a lot of information and
Leadership analyse complex alternatives
• A strong need for socialized power to lead
Motivation others in accomplishing organizational
Practical Intelligence • Ability to assess the relevance and
objectives application of ideas
• A moderately high need for achievement • Ability to recognize and regulate emotions in
Drive
• Drive that inspires inquisitiveness, an action Emotional themselves and others
orientation, and measured boldness to take
the org. into uncharted waters
Intelligence • Ability to recognize and change their own
emotional state to suit the situation
17
Personal Attributes
• Self-awareness: How well leaders are aware of, feel comfortable with,
Implicit
Authentic and act consistently with their values, personality, and self-concept
Leadership
• Consistent behaviours: How well leaders behave in ways that are
consistent with their self concept
Three ways for leaders to regulate their decisions and behaviours:
1. Develop own style and 2. Continually think about and 3. Maintain consistency around
move into positions where consistently apply their stable their self-concept by having a
that style is most effective hierarchy of personal values to strong, positive core self-
their decisions and behaviors evaluation
18
Personal Attributes
Limitations of the Personal Attributes Perspective:
1. This perspective assumes that the 4. Perceptual distortions may occur due
same personal characteristics are equally to leadership prototyping and romancing
important in all situations of leadership
2. Different combinations of attributes An Important Point:

may be equally effective This perspective does not imply that
leadership is a talent acquired at
3. This perspective views leadership as birth.
something within an individual but
Attributes indicate only leadership
leadership is relational as well
potential and NOT leadership
performance
19
Cross-cultural & Gender Issues
Cultural Influences: Gender Differences:
1. Shapes the values and norms of 1. No difference between men and women in their
leaders levels of task-oriented or people-oriented
leadership
2. Influences leaders’ decisions and
actions 2. Women tend to adopt a participative leadership
style more readily than men
3. Shapes the expectations that followers
have of their leaders – followers’ 3. Women have somewhat better interpersonal skills
implicit leadership theory than men
4. Some leadership features are universal, 4. Employees’ gender stereotypes expect female
e.g., “charismatic visionary” leaders to be more participative
5. Some leadership features differ across 5. Women are rated higher on emerging leadership
culture, e.g., participative leadership is qualities such as coaching, teamwork, and
regarded as effective in low power empowering employees
distance cultures 6. Women are rated negatively when they try to apply
the full range of leadership styles, especially more
directive and autocratic styles.
20
1
Overview
Elements of • Espoused vs. Enacted Values • Bicultural Audit

Merging Org.
Org. Culture • Content of Org. Culture • Strategies for Merging
Culture Different Organizational
• Organizational Subcultures
Cultures
Artifacts of • Stories and Legends • Model Desired Culture

Changing
Org. Culture • Organizational Language • Align Artifacts with the Culture
Org. Culture • Align Rewards and Recognition
• Rituals and Ceremonies
• Physical Structures & with the Culture
Symbols • Support Workforce Stability
• Ensure Culture Fit
Importance of • Meaning and Benefits Organizational • Learning and Adjustment

Org. Culture • Contingencies Socialization • Stages of Organizational
• Org. Culture & Business Ethics Socialization
• Improving the Socialization Process
2
Elements of Organizational Culture
An organizational template that:

Organizational
• Consists of shared values and assumptions within an organization
Culture
• Defines what is important and unimportant in the organization
• Directs employees toward the “right way” of doing things
Values Shared Values Shared Assumptions

• stable, evaluative beliefs that guide • Values that people within an • Nonconscious, taken-for-granted
our preferences for outcomes or organization or work unit have in perceptions or ideal prototypes of
course of action in different situations common and place near the top of behavior that are considered correct
• Conscious perceptions about what is their hierarchy of values way to think and act toward
good or bad, right or wrong problems or opportunities
3
Espoused Values Enacted Values
• The values that leaders hope will become • An organization’s culture is defined by its
part of their org. culture that guide enacted values, not its espoused values.
decisions and actions • Values are enacted when they influence
• Socially desirable values that project a and guide decisions and organizational
positive public image behavior
• They are values put into practice
4
Artifacts Visible
• Stories & legends • Organizational language
• Rituals & ceremonies • Physical structures & symbols
Shared values Invisible

• Conscious beliefs (below the surface)
• Evaluate what is good or bad, right or wrong
Shared assumptions Invisible

• Unconscious, taken-for-granted perceptions (below the surface)
• Ideal prototypes of behaviour
5
Elements of Organizational Culture Content of Organizational Culture:
Organizational Models
Organizational Culture Competing Values Framework: Limitations of Org. Culture Models:

Profile Dimensions
1. They oversimplify the diversity of cultural
values in organization
1. Innovation
• Diversity of espoused values:
2. Stability
integrity, teamwork, innovation,
3. Respect for people respect, quality, safety, community,
4. Outcome orientation communication, hard work
5. Attention to detail 2. They typically ignore the shared
6. Team orientation assumptions aspect of culture
7. Aggressiveness 3. They incorrectly assume that

organizations have a fairly clear, unified
culture
6
Dominant The values and assumptions shared most consistently and widely by
Culture organizational members
These cultures are located throughout various divisions, geographic regions and
Organizational occupational groups
Subcultures Countercultures – Subcultures that embrace values and assumptions that
directly oppose the dominant culture of an organization
Two important 1. They maintain the organization’s 2. They are spawning grounds for
functions of standards of performance and emerging values that meet the
ethical behaviour evolving needs and expectations of
subcultures external stakeholders
7
Artifacts of Organizational Culture
• Observable symbols and signs of an organization’s culture.

Artifacts
• Represent and reinforce an organizational culture
Organizational Stories Organizational Rituals & Ceremonies Physical Structures

and Legends Language and Symbols
1. Serve as social 1. Verbal symbols of shared 1. Rituals are programmed 1. The size, shape, location,
prescriptions of what values and assumptions routines or daily and age of building both
should or should not be organizational life reflect and influence an
2. Captures less
done complimentary cultural 2. Rituals are repetitive, organizational culture
2. Add human realism to values, e.g., “muppet predictable events that 2. Desks, chairs, office space,
the organization client,” “elephant trade,” symbolize the underlying and wall hangings convey
and “elephant hunting.” values and assumptions cultural meaning
3. Produce emotions that
improve listeners’ 3. Ceremonies are planned
memory of the story activities conducted
specifically for the benefit
4. Communicate corporate
of an audience
culture
8
Importance of Organizational Culture
Meaning and Potential Contingencies of Organizational Organizational Culture &

Benefits of a Strong Culture culture & Effectiveness Business Ethics
1. Strength of a culture refers to how 1. Research findings: Only a moderately 1. Good behaviour is driven by
widely and deeply employees hold positive relationship between culture ethical values
the values and assumptions of an strength and organizational effectiveness 2. An organizational culture can be
organization
2. Three contingencies: the cause of unethical conduct:
2. Strong culture:
• Fit: Whether the culture is aligned with • Uber’s toxic culture
• Most employees embrace the the environment • Enron scandal
dominant values • Strength: Whether the culture is
• Arthur Andersen – Andersen
• Well-established artifacts moderately strong, not cult-like
Effect, i.e., an increased
• Long-lasting (Corporate cults may lock people into fixed
scrutiny of an organization’s
mental models and strong culture may
3. Three functions of a strong culture: suppress dissenting subcultures) financial statements
• Control system • Adaptability: Whether the culture • WorldCom
• Social glue – bonds people incorporates an adaptive culture
together (Receptivity to change & learning
orientation)
• Sense-making
9
Importance of Organizational Culture
Contingencies
1. Whether culture content fits the external environment
2. Moderate strength, not cult-like
3. An adaptive culture – receptive to change & orientation to learn
Functions of strong cultures Organizational outcomes
1. As a control system – influences 1. Organizational performance

decisions and behavior 2. Employee well-being
2. As social glue – bonds people together
3. For sense-making – to understand what
goes on and why things happen in the
company
10
Merging Organizational Cultures
• Diagnoses cultural relations between the merging companies and determines the extent to
which cultural clashes will likely occur
Bicultural Audit • Steps:
a) Identify cultural differences
b) Determines which differences will lead to conflict and which cultural values will set the
common ground to build a cultural foundation for the merged organization
c) Identify and execute strategies to bridge the two cultures
Assimilation Deculturation Integration Separation

Employees of acquired Acquiring firm imposes its Merging organizations Merging organizations
company willingly embrace culture and business practices combine their cultures to remain distinct entities with
the cultural values of on the unwilling acquired firm form a new composite minimal exchange of culture
acquiring firm’ culture
11
Changing & Strengthening Org. Culture
1 2 3 4 5
Model desired Align artifacts with Introduce culturally Support workforce Use attraction,
culture through the the desired culture consistent rewards stability and selection, and
actions of founders and recognition communication socialization for
and leaders cultural fit
• Founder’s • Artifacts are • Rewards systems and • An organization’s • Recruit and select
personality, values, mechanisms to keep informal recognition culture is embedded job applicants with
habits, and critical the culture in place practices have in the minds of its compatible values
events may greatly or to shift the culture powerful effect on employees • Attraction-selection-
influence the firm’s to a new set of values strengthening or • A strong culture attrition (ASA)
core values and and assumptions reshaping an depends on: theory -- aligning
assumptions • Corporate cultures organizational culture personal values with
 a stable workforce
• Leaders’ words and can be strengthened the organizational
 a workplace where
actions on personal through stories and values
employees
values may become a behaviours
regularly interact
reflection of
with each other
organizational values
12
Organizational Socialization
Organizational Definition: The process by which individuals learn the values, expected behaviors,
Socialization and social knowledge necessary to assume their roles in the organization.
Learning Adjustment
• Organizational comprehension by newcomers Adjustments by newcomers:
 To learn about performance expectations, power
dynamics, corporate culture, company history, and • Adapt to the new work environment
jargon • Develop new work roles that
 To form satisfying relationship with other employees reconfigure their social identity
• Adopt new team norms, and practice
• Mental model: To aid the development of an accurate new behaviours
cognitive map of the physical, social, strategic, and cultural
dynamics of the organization
13
Organizational Socialization Stages of
Organizational Socialization
Pre-employment Encounter Role Management Socialization

socialization (newcomer) (insider) outcomes
(Outsider)
• Learn about the Test expectations against • Strengthen work • Higher motivation
organization and job perceived realities relationships • Higher loyalty
• Form employment • Practice new role behaviors • Higher satisfaction
Reality Shock:
relationship expectations • Align attitudes and values • Lower stress
• Stress from discrepancies found with those of the
Possible perceptual • Lower turnover
between pre-employment organization
distortions:
exceptions and on-the-job reality
a) Rely on indirect • Resolve work and non-work
• Unmet expectations – employer conflicts
information
fails to deliver on its promise
b) Avoid in asking important • Resolve discrepancies
• Unrealistic expectations –
questions
newcomers have distorted
c) Engage in impression perceptions
management
• Impedes the learning and
adjustment process
14
Organizational Socialization Improving the
Socialization Process
Realistic Job Preview (RJP) Socialization Agents

Supervisors:
• Balanced views Offering a balance of positive
and negative information about the job and • Give newcomers reasonably challenging first
work context assignment
• Potential outcomes: reducing turnover, • Buffer newcomers from excessive demands
increasing job performance and affective • Help them form social ties with co-workers
organizational commitment
• Generate positive emotions
• Preparation: Preparing people for the most
Co-workers:
challenging and troublesome aspects of the
work context • Easily accessible to answer questions
• Serve as role models for appropriate behaviour
• Being flexible and tolerance in their interactions with
newcomers
15
1
OVERVIEW
4. Leadership, Coalitions, and Pilot
1. Lewin’s Force Field Analysis Model Projects
• Transformational Leadership
Driving forces Restraining forces • Coalitions & Social Networks
• Pilot Projects and Diffusion of change
2. Resistance to Change
5. Two Approaches to Org. Change
(a) Action Research Approach
(b) Appreciative Inquiry
2
1. Force Field Analysis
Desired Restraining
Conditions Forces
Restraining
Forces Driving
Forces
Restraining
Forces
Driving
Forces
Driving
Current Forces
Conditions
Before During After

Change Change Change
3
Restraining forces resisting change
Unfreezing –
producing
disequilibrium
between the two
forces
Stability occurs when two
forces are roughly in
equilibrium, i.e., about
equal in strength
Driving forces pushing for change:

• New competitors
• New technologies
• Evolving client expectations
• Environmental changes
4
• It was slow-moving and bureaucratic
• It was running on outdated technology. No
central data was available to show which of the
bank’s branches were profitable and which were
not.
We are all experimenting with banking “Banking is necessary; banks are not” –
solutions and re-imagining banking to create
Bill Gates
an integrated ecosystem for the customers.
• As customer expectations continue to transform,
technology continues to disrupt banking.
https://www.strategy-business.com/article/Transforming-a-Traditional-Bank-
• Banking industry is moving towards being more
into-an-Agile-Market-Leader?gko=036bf agile and nimble. 5
https://www.dbs.com/lm/digital-transformation-making-banking-invisible.html
Resistance to Change
1. Different forms of resistance -- ranging from overt work stoppages to subtle attempts to
continue the old ways
2. Resistance is a form of conflict – Viewing resistance to change as task conflict is more
productive than viewing it as relationship conflict
3. Issues to manage from a task conflict perspective:
 Adequacy of the preparation to change
 The possibility of altering the change initiative
 The lack of urgency to change
 The lack of confidence to change
 The belief that change is bad
4. Resistance is a form of voice – Using constructive conversations to create a sense of fairness
(procedural justice)
5. Resistance is motivated behavior – Harnessing the motivational force to engage people and
strengthen commitment to the change initiative 6
Resistance to Change
Why people resist change:
7
Unfreezing, Changing, & Refreezing
1. Creating an Urgency for 2. Reducing the Restraining 3. Refreezing the Desired

Change Forces Conditions
• Informing employees about Six strategies: • Realigning organizational systems

external threats and 1. Communication: Create the urgency and team dynamics with the
opportunities that are for change and to reduce resistance by desired change
important illuminating the future  Changing the physical
• Pushing people out of their 2. Learning – Acquire new knowledge structure and situational
comfort zone and skills, strengthen self-efficacy for conditions
• Putting employees in direct change  Providing organizational
contact with customers 3. Employee involvement – Create a rewards that motivate and
• Energizing employees with a sense of ownership reinforce efficient behaviour
vision that projects a more 4. Stress management – Remove  Creating feedback mechanism
appealing future than the negative valence and fear to monitor progress
current situation
5. Negotiation – Use influence tactics
6. Coercion – Use of threats and
sanctions to force compliance 8
Leadership, Coalitions,
and Pilot Project
Transformational
Leadership
Change champions who: Strategic vision that:

• Apply elements of transformational • Provides a sense of direction and
leadership establishes the critical success factors
• Develop a strategic vision of desired future • Provides an emotional foundation for
state change
• Communicate the vision in meaningful ways • Minimizes fear of the unknown
to others • Clarifies the behaviours that employees
• Walk the talk must learn to achieve the desired future
• Encourage experimentation by employees
9
and Pilot Project
Coalitions &
Social Networks
Coalitions Social Networks

• Change agents cannot lead the initiative • Social networks – structures of people
alone connected to each other through various
• Guiding coalition – includes a diagonal forms of interdependence
swath of employees representing • Important roles – Communication and
different functions and levels of the influence
organization
• Viral change process – when information
• Members should be influential, be highly given to a few people is transmitted to
respected by their peers others through their connections
• Opportunities to observe the behaviours of
others and to imitate their behaviors
10
and Pilot Project
Pilot Projects
Pilot Projects Diffusion of Change

• Motivation
• Apply change to one work unit or – Successful pilot project
section of the organization – Managerial support and reinforcement
• A cautious approach to test the • Ability
effectiveness of change and the – Competencies to adopt the practices of the pilot
strategies to gain employee project
support – Behavior modeling of people in pilot project
• Role perceptions
• Easier to select groups that are
– Translating pilot project practices -- neither too
most ready for change specific nor too general
• Situational factors
– Resources and time to implement pilot project
elsewhere
11
Two Approaches
Action A problem-focused change process that combines action

Research orientation (changing attitudes and behavior) and
research orientation (testing theory through data
collection & analysis).
Appreciative A strategy that directs the group’s attention away from

Inquiry its own problems and focuses participants on the
group’s potential and positive elements.
12
Two Approaches
(a) Action Research Approach
1. Action Orientation 2. Research Orientation
– Applying a conceptual
– Diagnosing current
framework to analyze a real
problems
situation
– Applying interventions
– Collecting data to diagnose
to resolve these
problem more effectively and
problems
to evaluate how well the
theory works in practice
13
Two Approaches Action Research Process
• change Twitter’s homepage.

• Renamed its paid subscription feature, Super Follows, to
“Subscriptions”
• Discussed using Starlink, his satellite-based internet service at
SpaceX, to make Twitter available in countries where it is
currently hard to access.
14
Two Approaches Action Research Process
15
15
Two Approaches (b) Appreciative Inquiry Approach
1. Grounded in positive organizational behaviour – Building on strengths

rather than correcting weaknesses
2. Focuses on the future -- Redirecting attention to build a more positive
perspective of the future by focusing on what is possible
3. Adopts an optimistic view of possibilities – Framing reality that provides
constructive value for future development
4. Constructs a different reality -- Using questions and language to convey
a new reality
5. Embraces the power of strategic vision -- Recognizing that people are
motivated by an subtract vision that is aligned with their personal values
16
Two Approaches Five Principles of
Appreciative Inquiry
Constructing different
Positive Focusing on positive events and Constructionist
Principle realities with the use of
Principle potential
questions and language
Simultaneity
Stating that inquiry and
Principle change are simultaneous
and not sequential
Framing reality in a way that Anticipatory Recognizing that people are

Poetic provides constructive value Principle motivated and guided by an
Principle for future development abstract vision of the future
that is aligned with their
personal values
17
Two Approaches (b) Appreciative Inquiry Approach
Four-D Model of Appreciative Inquiry – reframing relationships around the positive and the possible
18
Cross-Cultural & Ethical Issues
A contingency-oriented perspective is required:

1. Cultural norms: Many organizational change practices are based on Western
cultural assumptions and values which may conflict with assumptions and values
of other cultures
2. Sequence of change: The force field analysis assumes a logical linear sequence to
the change process. However, change is viewed as a cyclical phenomenon in some
cultures
3. Presence of conflicts: It is assumed that change is necessarily punctuated by
tension and overt conflict. However, some cultures emphasize harmony and
equilibrium
4. Ethical concerns: (a) Violation of individual privacy rights, (b) increase in
management’s power to induce compliance and conformity in org. members. (c)
19
some interventions undermine the self esteem org. members
1
Putting the Parts Together
PART ONE: Introduction
(a) Chapter 1: Introduction to the Field of Organizational Behaviour
2
PART TWO: Individual Behaviour and processes:
(a) Chapter 2: Individual Behaviour, Personality and Values
(b) Chapter 3: Perceiving Ourselves and Others in Organizations
(c) Chapter 4: Workplace Emotions, Attitudes, and Stress
(d) Chapter 5: Employee Motivation
3
4
5
PART THREE: Team Processes
Putting the Parts Together (a) Chapter 7: Team Dynamics
(b) Chapter 9: Power and Influence in the Workplace
(c) Chapter 10: Conflict and Negotiation in the Workplace
(d) Chapter 11: Leadership in Organizational Settings
6
PART THREE: Team Processes
Putting the Parts Together (a) Chapter 7: Team Dynamics
(b) Chapter 9: Power and Influence in the Workplace
(c) Chapter 10: Conflict and Negotiation in the Workplace
(d) Chapter 11: Leadership in Organizational Settings
7
PART FOUR: Organizational Processes
Putting the Parts Together (a) Chapter 13: Organizational Culture
(b) Chapter 14: Organizational Change
8
Seeing the Big Picture
Try placing all the parts into this Big Picture. 9

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1

Please buy the ebook card from the website

The start-of-class activity allows you to assess the

To size up your self-learning effectiveness:

The powerUP experiential exercise will give you ample

To promote active learning:

This team-based activity will help you learn how to

To demonstrate the application of theoretical frameworks and concepts:

This activity will motivate you to explore the

To explore the knowledge frontier:

This activity will motivate you to voice your

Be bold in speaking up:

This end-of-seminar activity will let you assess how well

To check up on your learning effectiveness for the seminar:

Assignments 2. Design Thinking 18% (Team) Design Thinking Rubric

3. teamUP Project 18% (Team) Knowledge Acquisition &

4. My Reflective 15% (Individual) “My Reflective Learning”

5. lightUP Assignment 15% (Individual) Inspirational Assertive

6. voiceUP 15% (Individual) Knowledge Sharing Rubric

7. Research 4% (Individual) Not Applicable

Read the journal article assigned by your instructor and then

1. Describe the project in a way that stimulates interest and enthusiasm

1. Develop a comprehensive understanding of key concepts and theoretical frameworks and

Instructions for Q&A:

1. Share valuable insights gathered from newly published neuroscience research

1. Conduct a five-minute knowledge sharing session

Instructions for all students:

You are to apply two theoretical frameworks in your

1. PART ONE: Introduction 3. PART THREE: Team Processes

Please use the “Submission Document for My Reflection Learning”

Create an effective team by:

1. Critical Thinking Rubric (Critical thinking assignment)

1 Critical Thinking Assignment – 15% September 29 (Friday), 9.00 pm

** Policy on the use of Generative AI **

OB is Important for Organizations

Organizational Effectiveness is considered the “ultimate dependent variable” in OB.

Organizations as Open Systems Human Capital as the Organizations and Their

Organizational Individual Inputs Individual Organizational

Studying organizations Understand OB events

• Surface-level diversity: differences

Perceptions • Org. citizenship

Stress • Work attendance

Goal directed path which

The amount of effort

Aptitude Learned Capabilities

Person-Job Matching strategies:

3 forms of Role clarity: Role ambiguity: When employees know 2

Two main situational influences:

1. Work context may constrain or facilitate behaviour and

Counter Joining & Staying Maintaining

Please buy the ebook card from the website

The start-of-class activity allows you to assess the

To size up your self-learning effectiveness:

The powerUP experiential exercise will give you ample

To promote active learning:

This team-based activity will help you learn how to

To demonstrate the application of theoretical frameworks and concepts:

This activity will motivate you to explore the

To explore the knowledge frontier:

This activity will motivate you to voice your

Be bold in speaking up:

This end-of-seminar activity will let you assess how well

To check up on your learning effectiveness for the seminar:

Assignments 2. Design Thinking 18% (Team) Design Thinking Rubric

Policy on the use of Generative AI

Policy on the use of Generative AI

Warning against plagiarism

Policy on the use of Generative AI