1、Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,131,Leading,Part 4,ManagementStephen P. Robbins Mary Coulter,tenth edition,Learning Outcomes,1. Individual Behavior Attitudes Personality Perception Learning 2. Communication Functions Process Barriers,3. Motivation Early theories Co
2、ntemporary theories4. Leadership Early theories Contingency theories,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,132,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,133,Exhibit 13.1 The Organization as an Iceberg,Copyright 2010 Pearson Education, Inc. Publis
3、hing as Prentice Hall,134,The Focus and Goals of Individual Behavior,Organizational Behavior (OB) The actions of people at work Focus of Organizational Behavior Individual behavior Attitudes, personality, perception, learning, and motivation Group behavior Norms, roles, team building, leadership, an
4、d conflict Organizational Structure, culture, and human resource policies and practices,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,135,Psychological Factors Affecting Employee Behavior,Attitudes Personality Perception Learning,Employee Productivity Absenteeism Turnover Organi
5、zational Citizenship Job Satisfaction Workplace Misbehavior,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,136,Psychological Factors Attitudes,Attitudes Evaluative statementseither favorable or unfavorableconcerning objects, people, or events. Components of an Attitude Cognitive
6、component: the beliefs, opinions, knowledge, or information held by a person. Affective component: the emotional or feeling part of an attitude. Behavioral component: the intention to behave in a certain way.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,137,Attitudes and Consis
7、tency,People seek consistency in two ways: Consistency among their attitudes. Consistency between their attitudes and behaviors. If an inconsistency arises, individuals: Alter their attitudes or Alter their behavior or Develop a rationalization for the inconsistency,Copyright 2010 Pearson Education,
8、 Inc. Publishing as Prentice Hall,138,Cognitive Dissonance Theory,Cognitive Dissonance Any incompatibility or inconsistency between attitudes or between behavior and attitudes. Any form of inconsistency is uncomfortable and individuals will try to reduce the dissonance. The intensity of the desire t
9、o reduce the dissonance is influenced by: The importance of the factors creating the dissonance. The degree to which an individual believes that the factors causing the dissonance are controllable. Rewards available to compensate for the dissonance.,Copyright 2010 Pearson Education, Inc. Publishing
10、as Prentice Hall,139,Personality The unique combination of emotional, thought and behavioral patterns that affect how a person reacts and interacts with others.,Psychological Factors Personality,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1310,Classifying Personality Traits,My
11、ers Briggs Type Indicator (MBTI) A general personality assessment tool that measures the personality of an individual using four categories: Social interaction: Extrovert or Introvert (E or I) Preference for gathering data: Sensing or Intuitive (S or N) Preference for decision making: Feeling or Thi
12、nking (F or T) Style of decision making: Perceptive or Judgmental (P or J),Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1311,The Big-Five Model,Extraversion Sociable, talkative, and assertive Agreeableness Good-natured, cooperative, and trusting Conscientiousness Responsible, d
13、ependable, persistent, and achievement oriented,Emotional Stability Calm, enthusiastic, and secure or tense, nervous, and insecure Openness to Experience Imaginative, artistically sensitive, and intellectual,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1312,Personality Types in
14、 Different Cultures,The Big Five model is used in cross-cultural studies. Differences are found in the emphasis of dimensions. No common personality types for a given country A countrys culture influences the dominant personality characteristics of its people. Global managers need to understand pers
15、onality trait differences from the perspective of each culture.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1313,Understanding Personality Differences,Personality Job Fit Theory (Holland) An employees job satisfaction and likelihood of turnover depends on the compatibility of
16、the employees personality and occupation. Key points of the theory: There are differences in personalities. There are different types of jobs. Job satisfaction and turnover are related to the match between personality and job for an individual.,Copyright 2010 Pearson Education, Inc. Publishing as Pr
17、entice Hall,1314,Perception A process by which individuals give meaning (reality) to their environment by organizing and interpreting their sensory impressions. Factors influencing perception: The perceivers personal characteristicsinterests, biases and expectations The targets characteristicsdistin
18、ctiveness, contrast, and similarity The situation (context) factorsplace, time, locationdraw attention or distract from the target,Psychological Factors Perception,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1315,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Ha
19、ll,1316,Exhibit 13.6 Perception Challenges: What Do You See?,英文字母 liar,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1317,盯住灯泡的黑色部份30秒后，迅速將目光移到空白处， 你将会看到另一盞灯慢慢亮起。,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1318,几种颜色?,Copyright 2010 Pearson Education, Inc.
20、 Publishing as Prentice Hall,1319,几个黑点？,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1320,平行还是倾斜?,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1321,有几条腿?,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1322,Copyright 2010 Pearson Educati
21、on, Inc. Publishing as Prentice Hall,1323,How We Perceive People,Attribution Theory How the actions of individuals are perceived by others depends on what meaning (causation) we attribute to a given behavior. Internally caused behavior: under the individuals control Externally caused behavior: due t
22、o outside factors Determining the source of behaviors: Distinctiveness: different behaviors in different situations Consensus: behaviors similar to others in same situation Consistency: regularity of the same behavior over time,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1324,
23、Exhibit 13.7 Attribution Theory,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1325,How We Perceive People (contd),Attribution Theory errors and biases (contd) Fundamental attribution error The tendency to underestimate the influence of external factors and to overestimate the in
24、fluence of internal or personal factors. Self-serving bias The tendency of individuals to attribute their successes to internal factors while blaming personal failures on external factors.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1326,Shortcuts Used in Judging Others,Assume
25、d Similarity Assuming that others are more like us than they actually are. Stereotyping Judging someone on the basis of our perception of a group he or she is a part of. Halo Effect Forming a general impression of a person on the basis of a single characteristic of that person.,Copyright 2010 Pearso
26、n Education, Inc. Publishing as Prentice Hall,1327,Learning Any relatively permanent change in behavior that occurs as a result of experience. Almost all complex behavior is learned. Learning is a continuous, life-long process. The principles of learning can be used to shape behavior. Theories of le
27、arning: Operant conditioning Social learning,Psychological Factors Learning,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1328,Learning (contd),Operant Conditioning (B.F. Skinner) The theory that behavior is a function of its consequences and is learned through experience. Opera
28、nt behavior: voluntary or learned behaviors Behaviors are learned by making rewards contingent to behaviors. Behavior that is rewarded (positively reinforced) is likely to be repeated. Behavior that is punished or ignored is less likely to be repeated.,Copyright 2010 Pearson Education, Inc. Publishi
29、ng as Prentice Hall,1329,Learning (contd),Social Learning The theory that individuals learn through their observations of others and through their direct experiences. Attributes of models that influence learning: Attentional: the attractiveness or similarity of the model Retention: how well the mode
30、l can be recalled Motor reproduction: the reproducibility of the models actions Reinforcement: the rewards associated with learning the model behavior,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1330,Shaping: A Managerial Tool,Shaping Behavior Attempting to “mold” individuals
31、by guiding their learning in graduated steps such that they learn to behave in ways that most benefit the organization. Shaping methods: Positive reinforcement: rewarding desired behaviors. Negative reinforcement: removing an unpleasant consequence once the desired behavior is exhibited. Punishment:
32、 penalizing an undesired behavior. Extinction: eliminating a reinforcement for an undesired behavior.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1331,Implications for Managers,If managers want behavior A but reward behavior B, employees will engage in behavior B. Employees wi
33、ll look to managers as models. Good manager behavior will promote good employee behavior.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1432,What Is Communication?,Communication The transfer and understanding of meaning. Transfer means the message was received in a form that can
34、 be interpreted by the receiver. Understanding the message is not the same as the receiver agreeing with the message. Interpersonal Communication Communication between two or more people Organizational Communication All the patterns, network, and systems of communications within an organization,Copy
35、right 2010 Pearson Education, Inc. Publishing as Prentice Hall,1433,Four Functions of Communication,Functions of Communication,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1434,Exhibit 141 The Interpersonal Communication Process,Copyright 2010 Pearson Education, Inc. Publishing
36、 as Prentice Hall,1435,Distortions in Communications,Message Encoding The effect of the skills, attitudes, and knowledge of the sender on the process of encoding the message The social-cultural system of the sender The Message Symbols used to convey the messages meaning The content of the message it
37、self The choice of message format Noise interfering with the message,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1436,Distortions in Communications (contd),The Channel The senders choice of the appropriate channel or multiple channels for conveying the message Receiver The eff
38、ect of skills, attitudes, and knowledge of the receiver on the process of decoding the message The social-cultural system of the receiver Feedback Loop Communication channel distortions affecting the return message from receiver to sender,Copyright 2010 Pearson Education, Inc. Publishing as Prentice
39、 Hall,1437,Interpersonal Communication Methods,Face-to-face Telephone Group meetings Formal presentations Memos Traditional Mail Fax machines Employee publications Bulletin boards Audio- and videotapes,Hotlines E-mail Computer conferencing Voice mail Teleconferences Videoconferences,Copyright 2010 P
40、earson Education, Inc. Publishing as Prentice Hall,1438,Interpersonal Communication (contd),Nonverbal Communication Communication that is transmitted without words. Sounds with specific meanings or warnings Images that control or encourage behaviors Situational behaviors that convey meanings Clothin
41、g and physical surroundings that imply status Body language: gestures, facial expressions, and other body movements that convey meaning. Verbal intonation: emphasis that a speaker gives to certain words or phrases that conveys meaning.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Ha
42、ll,1439,Interpersonal Communication Barriers,Defensiveness,National Culture,Emotions,Information Overload,Interpersonal Communication,Language,Filtering,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1440,Barriers to Effective Interpersonal Communication (contd),Defensiveness Whe
43、n threatened, reacting in a way that reduces the ability to achieve mutual understanding. Language The different meanings of and specialized ways (jargon) in which senders use words can cause receivers to misinterpret their messages. National Culture Culture influences the form, formality, openness,
44、 patterns, and use of information in communications.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1441,Overcoming the Barriers to Effective Interpersonal Communications,Use Feedback Simplify Language Listen Actively Constrain Emotions Watch Nonverbal Cues,Copyright 2010 Pearson
45、 Education, Inc. Publishing as Prentice Hall,1442,Types of Organizational Communication,Formal Communication Communication that follows the official chain of command or is part of the communication required to do ones job. Informal Communication Communication that is not defined by the organizations
46、 structural hierarchy. Permits employees to satisfy their need for social interaction. Can improve an organizations performance by creating faster and more effective channels of communication.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1443,Communication Flows,Lateral,Diagona
47、l,Downwa r d,Upwa r d,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1444,The Grapevine,An informal organizational communication network that is active in almost every organization. Provides a channel for issues not suitable for formal communication channels. The impact of inform
48、ation passed along the grapevine can be countered by open and honest communication with employees.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1545,What Is Motivation?,Motivation Is the result of an interaction between the person and a situation; it is not a personal trait. Is
49、 the process by which a persons efforts are energized, directed, and sustained towards attaining a goal. Energy: a measure of intensity or drive. Direction: toward organizational goals Persistence: exerting effort to achieve goals. Motivation works best when individual needs are compatible with organizational goals.,Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall,1546,Early Theories of Motivation,
