Course Title

ORGANIZATIONAL BEHAVIOUR AND

HUMAN RESOURCE DYNAMICS-I

Course Code
MGNM581
 Pedagogy

•news
•Article
•Live
Example
•Video
•Content
•MCQ
•Activity
•Case based
discussion
 Topic

Individual behavior
Values
Attitude and job satisfaction
Theories of learning and behavior modification
Group behavior
Formation of groups and teams
Types of teams
Difference between groups and teams
 Learning Outcome

Students will understand the development of attitude in an

individual.
Students will be able to discuss how managers can shape behavior
and differentiate between classical and operant conditioning theory.
Students will comprehend the group development process and the
role of group dynamics and organizational elements in various
business situations.
 MCQ

• Lets Revise
 MCQ

Which Principle means that an employee should receive orders from

one superior –
(A) Coordination
(B) Unity of Command
(C) Unity of direction
(D) Authority and responsibility
 MCQ

Which Principle means that an employee should receive orders from

one superior –
(A) Coordination
(B) Unity of Command
(C) Unity of direction
(D) Authority and responsibility
 MCQ

Espirit the corps means__________

(A) Union is strength
(B) service is our motto
(C) Buy beware
(D) Product is our strength
 MCQ

Espirit the corps means__________

(A) Union is strength
(B) service is our motto
(C) Buy beware
(D) Product is our strength
 MCQ

Administration is taken care by which level of management

(A) Top Level
(B) Middle Level
(C) Lower level
(D) All of the above
 MCQ

Administration is taken care by which level of management

(A) Top Level
(B) Middle Level
(C) Lower level
(D) All of the above
 MCQ

Which approach helps to have a better quality of output by recognizing

and eliminating the causes of faults and reduce inconsistency in
manufacturing processes.
(A) Retail Management
(B) Six Sigma
(C) Knowledge Management
(D) Contingency approach
 MCQ

Which approach helps to have a better quality of output by recognizing

and eliminating the causes of faults and reduce inconsistency in
manufacturing processes.
(A) Retail Management
(B) Six Sigma
(C) Knowledge Management
(D) Contingency approach
 MCQ

The planning of routine activities are planned at __________

(A) Top Level
(B) Middle level
(C) Lower Level
(D) Administration
 MCQ

The planning of routine activities are planned at __________

(A) Top Level
(B) Middle level
(C) Lower Level
(D) Administration
 Activity

You have been given a check for Rs.5,00,000 to do

whatever you like with it. What would you do with
it?
Share with the class what you would do with it.
 Activity Concludes

• What you spend the money on has everything to do with what you
value
• Investment
• Shopping
• Business
• NGO (donation/teething)
• Social work
• Self development

9/21/22 05:22:02 PM 17
 Relevance of Values

• Values: Derived from French word valoir , which means the worth,
merit, usefulness or importance of a thing

• Values are the rules by which we make decisions about right and
wrong, should and shouldn't, good and bad.

9/21/22 05:22:03 PM 18
 From Where do we get values?

Discuss

9/21/22 05:22:03 PM 19
 Where do we get values?

Our homes
 School
 Society
 Friends
 Media
 Church
 Music
 Books
 Families
 Culture
 Employers
 Can we change our values

 Discuss
 Values

• Introduction
• Most of the people you interact with on a daily basis are thirteen-
year-olds walking around in thirty-, forty-, or even eighty-year-old
bodies.
• According to Massey “ your values only change if you experience
what he called a significant emotional event, or SEE—something
that rocks your world and causes you to step back and reconstruct
your viewpoint”
 Example
Philips Lighting ,illuminated ‘Ganpati
-on-Wheels’
A mobile gaming van, a Ganapati-on
wheels travelling into small towns and
villages across Maharashtra, campaigns
espousing the spirit of harmony and
celebration
Ganapati festival saw brands get the
annual festive show on the road. Many
have announced special sales days,
launched a new project or introduced
a brand innovation.
Types of Value by Allport and associates

 Classification (Six types of values)

1 Theoretical value- Discovery of truth
2 Economic value – Usefulness and practicability
3 Aesthetic value – Harmony, beauty
4 Social value- Love of people
5 Political value- Power and influence
6 Religious value- Unity of experience and understanding of the
cosmos (universe) as a whole
 Types of Value by Rokeach value survey: Milton Rokeach
conducted (RVS)

• Two sets of value

• Terminal Values(End State of Existence)
• Instrumental values (Mode of achieving one’s terminal value)
 Types of Value by Rokeach value survey: Milton Rokeach
conducted (RVS)

• Terminal Values
• A personal conviction about life-long goals
• Desirable end states of existence the goals that a person would like to achieve
during his or her lifetime
• Instrumental Values
• A personal conviction about desired modes of conduct or ways of behaving
• Preferable modes of behavior or means of achieving one’s terminal values
Values
Milton Rokeach Value Survey
Instrumental – values that represent the
acceptable behaviors to be used in
achieving some end state A personal conviction about
life-long goals

Examples: honesty, politeness, courage

Terminal – values that represent the goals to be

achieved, or the end states of existence

Examples: happiness, Family security , prosperity

Values in the
Rokeach
Survey
End states of
existence
Values in the
Rokeach Survey
Preferable
modes
achieving one’s
terminal values
 Attitude
What do you see
 DEFINITIONS

 An attitude is a mental state of readiness, learned and

organized through experience, exerting a specific influence on
a person’s response to people, object, and situation with which
it is related.

 Attitudes are learned predispositions towards aspects of our

environment. They may be positively or negatively directed
towards certain people, services, or institutions.
 TYPES OF ATTITUDE
 Attitudes are of three types.
­ Positive Attitude:
An inclination that brings out
a desired output
­ Negative Attitude:
The inclination of a person
that leads to an undesirable
result
­ Neutral Attitude:
People with a neutral attitude
do not feel like giving
suggestions
 COMPONENTS OF
ATTITUDE
• It refers to the emotional aspect of attitude that influences the
feelings of an individual.
Affective • For example: “I am afraid of snakes”.

• It refers to the behavioural part of attitude. The behavioral

component consists of an individual’s tendency to behave in a
particular way towards an object or a person.
Behavorial • For example: “I will scream if I see a snake”.

• It refers to opinion or belief part of attitude. When a person makes

an opinion or judgment on the basis of available information it is
called cognitive part of attitude.
Cognitive • For example: “In my opinion snakes are dangerous”.

 Every attitude has three components that are represented in what

is called the ABC model of attitudes:
 A for affective (feeling),
 B for behavioural (action), and
 C for cognitive (evaluation).
 Question

Find out Affective, Behavioral and Cognitive component of

attitude

I am looking for another job, even I have complaint about my

supervisor
I dislike my supervisor
My supervisor is unfair(reason gives promotion to someone no
deserving)
 Question

Find out Affective, Behavioral and Cognitive component of

attitude

I dislike my supervisor (Feeling): Affective

I am looking for another job, even I have complaint about my
supervisor( Action): Behavioral
My supervisor is unfair(reason gives promotion to someone no
deserving) Evaluation : Cognitive
 Attitude reflects job satisfaction

• For the post of sales

person in supermarket
Write job description
(about the job) and job
specification (skills of
applicant/personality)
Find out the causes of job
satisfaction
Outcome why
organization work on this

priyanka chhibber
 Attitude and job satisfaction
• For the post of sales person in supermarket
Write job description (about the job) and job specification (skills of applicant)
Selling skills
Sales presentation
Find out causes of job satisfaction
Pay
Promotion
Supervision
Coworkers
Work itself
Job conditions
CSR practices (corporate social responsibility)
Outcome
Job performance
Customer satisfaction
Life satisfaction
Less Attrition
 LEARNING DEFINITIONS
 Learning is a change in personality self-described as a new
pattern of reactions in the form of skills, attitudes, habits,
intelligence, or an understanding.—Wetherington

 Any process through which experience at one time can alter an

individual's behaviour at a future time.—Peter Gray

 Learning associated with changes in a person's behaviour to

some situation caused by repeated experiences in that situation,
where changes in behaviour cannot be explained or basic innate
response tendencies, maturation.—Hilgard Bower
 REINFORCEMENT
 Reinforces may be either primary or secondary.
­ Primary Reinforcers: It is any reinforcer that does not
need to be learnt. It occurs naturally. For example, air,
food, water, and so on.
­ Secondary Reinforcers: They are also known as
conditioned reinforcers. It is a learned reinforcer. For
example, hike in salary for good performance.
 External, environmental reinforcement was not the
only factor to influence learning and behavior, intrinsic
reinforcement as a form of internal reward, such as
pride, satisfaction, and a sense of accomplishment.
 This emphasis on internal thoughts and cognitions
helps connect learning theories to cognitive
developmental theories.
 TYPES OF
REINFORCEMENT
 Learning theories

• Classical conditioning: by Russian physiologist, Ivan

Pavlov
• Stimuli vs. response
• Passive response
 Theories of Learning
Classical Conditioning
A type of conditioning in which an individual responds to some
stimulus that would not ordinarily produce such a response.

Key Concepts
• Unconditioned stimulus :Offering Meat
• Unconditioned response: Increase in Salivation
• Conditioned stimulus: Ringing bell (encouragement)
• Conditioned response: Response ringing a bell
 LEARNING THEORIES
 Classical Conditioning
­ Unconditioned Stimuli: The meat being offered to the dog was
unconditioned stimuli that forced the dog to act in a specific manner.
­ Unconditioned Response: The response to unconditioned stimuli is
referred to as unconditioned response. In this experiment, the
unconditioned response was increase in salvation.
­ Conditioned Stimuli:  Ringing of the bell was a conditioned stimulus.
­ Conditioned Response: The response of the dog in reaction of
ringing the bell alone is known as conditioned response.
• Operant conditioning
• By psychologist B.F. Skinner (behaviorism)
• A type conditioning in which desired voluntary
behavior leads to a reward or prevents a
punishment.
• Individuals learn to behave in a particular manner
in order to achieve or avoid something
• Operant conditioning behavior is expected to be
repeated if consequences are favorable
• Deals with response and stimulus (development
or interest )connection
• Rewards/Treat are most effective stimulus,
reinforcing to repeat the same behavior
• A child may tend to study harder for the next
time if he/she realizes that the teacher
appreciates good marks
 Social learning theory

• The social learning theory proposed by Albert Bandura has become

perhaps the most influential theory of learning and development.
• While rooted in many of the basic concepts of traditional learning
theory, Bandura believed that direct reinforcement could not account
for all types of learning.
• His theory added a social element, arguing that people can learn new
information and behaviors by watching other people.
• Known as observational learning (or modeling), this type of
learning can be used to explain a wide variety of behaviors
• People can learn through observation
• Mental states are important to learning
People can learn
through
observation.
In his famous
Bobo doll
experiment
 Social learning theory
The Modeling Process

• Factors involving both the model and the learner can play a role in
social learning .Certain requirements and steps must also be followed.
 Social learning theory
The Modeling Process
• The following steps are involved in the observational learning and modeling
process:
• Attention: In order to learn, you need to be paying attention. Anything that
detracts your attention is going to have a negative effect on observational
learning.
• Retention: The ability to store information is also an important part of the
learning process. Retention can be affected by a number of factors, but the
ability to pull up information later and act on it is vital to observational
learning.
• Reproduction: Once you have paid attention to the model and retained the
information, it is time to actually perform the behavior you observed.
Further practice of the learned behavior leads to improvement and skill
advancement.
• Motivation: Finally, in order for observational learning to be successful, you
have to be motivated to imitate the behavior that has been modeled.
Group and Group Dynamics
 Meaning of Groups
• Group
• Two or more people who interact with
each other to accomplish certain goals
or meet certain needs.
 Why do people join group

• Discuss
 Why People Join Groups

 Security for
novices
 Knowledge
sharing
 To create
identity
 For self
satisfaction
 Power in
number
 Goal
achievement
becomes easier
 Easy adoptation
© Copyright 2003, Prentice Hall
 Group characteristics
 Two people
 Group identity: identity of member
 Communication: sharing idea/opinion
 Common goal
 Classification of group

• Group:
• Two or more individuals interacting and interdependent, who have come
together to achieve particular objectives
• Formal Group:
• Defined by the organization’s structure with designated work assignments
establishing tasks
• Informal Group:
• Alliances that are neither formally structured nor organizationally determined
• Appear naturally in response to the need for social contact
• Deeply affect behavior and performance
 Formal group

Team Group (interchange-able ideas, project team)

Task Group (specific task, no command)
Technological Group (based on rules and goals)
Status Group (members of elite club)
Committees (grievance redressal Committee, R&D Committee)
Command Group (superior and subordinate, progress to be monitored)
 INFORMAL GROUP

• Friendship Groups
• Interest Groups (Picnic groups)
• Reference Groups (Religious groups)
• Membership Groups (enjoys benefits from achieving group goals)
• Cliques (different professionals join and develop opinion about
control, productivity norms) e.g., Quality Circle
 FORMAL AND INFORMAL GROUPS
DIFFERENCES
• Source/evolution: voluntarily informal, formal structure
• Authority: informal age wise/seniority wise, formal top management
• Communication: Formal top to down , informal no such hierarchy
• Behavioral Trends: Formal rules, informal moral values
• Size: Formal large size, informal close ended/smaller
• Stability: formal longer stable , informal unstable due to high level of
emotions
• Performance rewards: Formal financial, Informal: prestige /status
• Group dissolution: Formal by management, informal because of group
members
• Number of groups: Formal : unit wise, informal: inside or outside
organization
 Group dynamics

Group dynamics relates to

Group formation
Group structure
Interaction
Process followed
When group is informal then group dynamics does not encompass
any definite structure
 How Groups are Formed

Five-Stage Model: The conceptualization claiming that

groups develop in five stages – forming, storming,
norming, performing, and adjourning.

Punctuated Equilibrium Model: The conceptualization

of group development claiming that groups generally
plan their activities during the first half of their time
together, and then revise and implement their plans in
the second half.
Five Stages of Group Development Model
Stages of Group Development

Prestage I Stage I Stage II

Forming Storming

Stage III Stage IV Stage V

Norming Performing Adjourning
 Five Stage Model of Group Development

• Forming- 1st stage much uncertainty , very little difference in opinion

• Storming- 2nd stage Characterized by intra group conflicts ,
disagreement and differences
• Norming- 3rd stage by close relationships and cohesiveness, (normation)
The establishment of a norm(good behavior expected), resolution of
conflict
• Performing- 4th stage come when group is fully functional, identifying
their strength and weakness
• Adjourning – Final stage , break off (a meeting, legal case, or game)
with the intention of resuming (Begin to do or pursue something again
after a pause or interruption) it later.
 Five Stage Model of Group Development
Phases in group development
• Forming:- Characterized by a great deal of uncertainty about the groups
purpose, structure and leadership. This stage is complete when members have
begun to think of themselves as a part of group.
• Storming:- Represents intra group conflicts. Members have accepted the
existence of the group but there is resistance to the constraints that the group
imposes on individuality.
• Norming:-Close relationship develops and the group demonstrates
cohesiveness. It is completed when group structure solidifies and group has
assimilated a common set of expectation. Here problem solving attitude is
developed.
• Performing:- The structure at this point is fully functional and accepted. For
permanent group this is the last stage
• Adjourning:- Here group prepares for its disbandment. Instead attention Its
directed toward wrapping activities. People may have different reactions in this
situation.
 An Alternative Model for Group Formation
Temporary groups with deadlines don’t follow the five-stage model
•Punctuated-Equilibrium Model
• Temporary groups under deadlines go through transitions between inertia and
activity—at the halfway point, they experience an increase in productivity.
• Sequence of Actions
1. Setting group direction
2. First phase of inertia
3. Half-way point transition
4. Major changes
5. Second phase of inertia
6. Accelerated activity
It is essentially limited to
Temporary task groups who are working under a time- constrained completion
deadline
The Punctuated-Equilibrium Model
 GROUP BEHAVIOUR
Group size: 2 to 10 people

Group rules :
Essential: to be followed by every member,
Applicable: followed and confirmed by the members

Group role:
work roles : strategies , task assigned , progress is evaluated
maintenance role: maintain participation, encouraging
blocking roles: disrupt the group, dominant, aggressive, distracting
 GROUP COHESIVENESS

• Group cohesiveness (also called group cohesion and social cohesion)

arises when bonds link members of a social group to one another
and to the group as a whole. Although cohesion is a multi-faceted
process, it can be broken down into four main components:
• Social relations,
Task relations,
perceived unity, and
Emotions
Interaction
Unity
Teamwork
Less conflict
Fewer obstacles
 Groupthink
IMPACT OF GROUP ON INDIVIDUAL
BEHAVIOUR
• Groupthink-
groupthink occurs when a group makes faulty decisions because group pressures
Isolation from external environment
Extreme loyalty to the group
Loss of creativity
Biased leadership
• Groupshift- e.g., racists and liberals , without judging the consequences, acts in
accordance with the group
• Deindividuation- losing individual identity and undertaking activities dictated by
the group.
Group Decision Making

Groupthink Groupshift
Team Work and team work

84
 Team Example
Indian cricket team

85
Learning
outcome
from the
story
 Learning outcome from the story
• Ant good planners: contingency, executing plans
• Perceiving risk of the winters
• Strategy to store food
• Optimum consumption of food throughout the winter
• High degree of collaboration
• Cooperation
• Strategic direction from the leader: guide, mentor, show the right direction
• Effective teamwork
• Strong focus on achieving the goal
• Complex task become quite achievable : Big insect quite heavy
• Effective load distribution
• Theory X and theory Y
 Team

• A group whose members work intensely with each other to

achieve a specific, common goal or objective.
• All teams are groups but not all groups are teams.
• Teams often are difficult to form.
• It takes time for members to learn how to work
together.
 Building Effective Teams

Setting clear goals

Selecting team members
Providing leadership
Providing training
Rewarding the team
Developing trust

89
 Characteristics of Effective Teams

• Clarity of goal • Are unified(make or become

united, uniform, or whole) in
• Have good communication systems their commitment to team
• Clarity of roles goals.
• .Have appropriate leadership
• participation • Possess effective negotiating
• Value diversity: Have competent skills
members with relevant
• Have both internally and
technical and interpersonal skills.
• Exhibit high mutual trust in theexternally
character supportive
and integrity of
their members. environments
Characteristics of Effective Teams

15–91
 Creating Effective Teams: Diversity
Group Demography
The degree to which members of a group share a common
demographic attribute, such as age, gender, race, educational level,
or length of service in the organization, and the impact of this
attribute on turnover

Cohorts(a group of people with a

shared characteristic)
Individuals who, as part of a group,
hold a common attribute
 Team Example
Group Team

93
Team Versus Group: What’s the Difference?
Group
A group that interacts primarily to
share information and to make
decisions to help each group
member perform within his or her
area of responsibility

Team
A group whose individual efforts
result in a performance that is
greater than the sum of the
individual inputs
Teams
 Group vs.
Team
Criteria Group Team
1. Interest 1. Shared interest 1. Mutually agreed

2. Contribution 2. Individual 2. Synergic

3. Skills 3. Complementary 3. Random

4. Identity 4. Shared 4. Clearly defined

5. Culture 5. Diverse 5. Shared

6. Example 6. Cricket fans 6. Cricket team

96
 Teamwork Benefits
• Benefits of teamwork
Effective utilization of resources
Better decisions
Motivation
Self development and growth
 Organizational enhancement
 Range Of Options
 Division Of Work
 Motivation
 Help in Decision Making
• Benefits of teamwork from organizational perspective
Higher productivity
Consensus
Knowledge transfer
• Benefits of teamwork from individual perspective
Rich work experience
Diverse skill set
 Teamwork
• Disadvantages of teamwork
 Role clashes
 Complains
 Doing work
 No excuses
 No isolation
 Ego
 Groupthink
• Reasons for team failure
Unclear roles
Absence of team dynamics
Inconsistent vision and goals
Time management
Impact of changing market scenario
 Processes of teamwork
• Phase 1: Transition process: formation of team, objectives , strategy formulation
• Phase 2: Action process: workflow of information, mentoring
• Phase 3:Interpersonal process: conflict management, differences opinions
 Types of Teams
• Classification of team based on nature of management
Self managed teams: independent , self regulated, no supervisor
Supervised teams: lead by manager
• Classification of team based on period of existence
Permanent teams: HR, Finance, operations, branding team
Temporary teams: natural calamities ,earthquake, tsunami
• Classification of team based on nature of work performed
Work teams: manufacture team, providing services
Management teams: managerial positions, guide others for special projects
Task force: particular station , Bangalore metropolitan task force
Committees: task or project
Virtual teams: videoconferencing , not meet physically
Cross functional teams: marketing ,finance work togetther
 Creating effective teams
Skilled individuals
Purpose of team
Clear vision
Complementary skills, balance of personality types
Deadlines
Responsibilities
Supply of resources
Deadlines
Standards and output clearly specified
Recognize and rewards performers
Continuous efforts
Monitoring
Team efficacy: the ability to produce a desired or intended result.
 Discussion and case study

• Teamwork at its peak

• Three performance dimension
1. Adapt to changes
2. Common goals
3. Interaction skills

Examples of team
Kindly Explore: SEWA, Head office : Ahmedabad
TEAMS

103
 SEW
A
• Head office : Ahmedabad
• Total members:1,916,676
• Goal: ’Full employment and self-reliance’

104
SEWA Activities

105
 SEW
A
 Workers'
leadership
 Literacy

31
 SEWA

Self Employed Women’s Association

107
108
 MCQ

• Lets Revise
 MCQ

Transmission of rumours and resistance to change are potential

disadvantages often associated with ________________
• Virtual organizations
• Informal structures
• Delegation
• Specialized staff
 MCQ

Transmission of rumours and resistance to change are potential

disadvantages often associated with ________________
• Virtual organizations
• Informal structures
• Delegation
• Specialized staff
 MCQ

Informal organization focus on

(A) Work Performance
(B) Achieving objectives
(C) Interpersonal Relation
(D) No emotion
 MCQ

Informal organization focus on

(A) Work Performance
(B) Achieving objectives
(C) Interpersonal Relation
(D) No emotion
 MCQ

Which of the these operates on the group psychology ?

(A) Formal Organization
(B) Informal Organization
(C) Functional structure
(D) Divisional structure
 MCQ

Which of the these operates on the group psychology ?

(A) Formal Organization
(B) Informal Organization
(C) Functional structure
(D) Divisional structure
 Activity and Discussion
Study Articles Related to team

• Using Link
• http://files.eric.ed.gov/fulltext/ED49 5823.pdf