Organisational Behavior 1

• Definition • Nature of Organizational Behavior  • Historical Background • Fundamental Concepts of OB • Different models of OB

“ OB is a branch of the social sciences that seeks to  build theories that can be applied to predicting, understanding and controlling behavior in work  organizations.” “ OB is a subset of management activities concerned with understanding, predicting and influencing individual behavior in organizational settings.” “ OB is the study and application of knowledge about human behavior related to other elements of the organization such as structure, technology

A field of study and not a discipline 

Interdisciplinary Approach



An applied science

 Normative  Normative and value centred





Humanistic and optimistic



Oriented towards organizational objective



A total systems approach

Note: Dedicated to better understanding and managing

 people at work  

“ Historical perspective is the study of a subject in light of  its earliest phases and subsequent evolution. Historical  perspective differs from history, in a sense that the object of  historical perspective is to sharpen one’s vision of the  present, not the past.” 3 significant landmarks in the evolution of understanding and managing people: The Human Relations Movement  The Total Quality Management Movement The contingency Approach to Management

The TheHuman HumanRelations RelationsMovement Movement  Happened during the 1930s. Happened during the 1930s.

 Legalisation of union-management collective Legalisation of union-management collective

   bargaining bargaining inin the the United United States States inin 1935, 1935 management managementbegan beganlooking looking for for new new ways ways of  o handling employees. handling employees.

 Behavioral scientists conducting Behavioral scientists conducting

on-the-job on-the-job research started calling for more attention to the research started calling for more attention to the ‘human’ factor. ‘human’ factor.

 Hawthorne Experiments Hawthorne Experiments  Studies Studieswere were given given a a new new name name –– ‘human ‘human

relations’, relations’,‘human ‘humanapproach approachofoforganisation’ organisation’

Findings of his experiments: Social factors in output:

• Organisation is influenced by social factors •He says that the level of production is set by social norms, not by physiological capacities. Groups According to Hawthorne, individuals tend to create groups in the organisations. Workers react as members of the group and the group determines their norms of behavior  Management cannot deal with workers as individuals but as members of work group

Leadership Leadership cannot come from superiors only. According to Hawthorne, there may be some informal

leadership and in some cases it can be more important than the formal one. Communication Communication in the organisation is very important It is included in both that is decision making and also feedback or sharing of their opinions Conflict `Conflicts generates in the organisation because of the creation og groups with conflicting objectives Groups can also be in conflict with the organisation

Supervision Friendlier,

attentive, genuinely concerned supervision- better productivity. Turned out to be more myth than fact The writings of Mayo and Follett:Elton Mayo – headed Harvard researchers at Hawthorne – laid emphasis on the emotional needs of  the employees – wrote “ The human problems of  Industrial civilization” in the year 1933 Mary Parker Follett – 1920’s – laid emphasis on attitudes, beliefs and needs of employees – focused on motivating employees’ job performance instead of  merely demanding it.

 McGregor’s Theory X and Theory Y:  Theory X – pessimistic, negative and typical of 

how traditional manager perceived employees.  Theory Y – modern and positive

set of  assumptions about people. McGregor believed managers could accomplish more through others by viewing them as self-energized, committed, responsible and creative beings.

Outdated(TheoryX) Modern (Theory Y) Assumptions about People at Assumptions about People work  at Work  1. Most people dislike work; they 1. Work is a natural natural acti activity vity avoid it when they can like play or rest. 2. Most people must be coerced 2. People are capable of selfand threatened with punishment direction and self-control if  before they will work. Peoplethey are committed to require close direction while objectives. working. 3. Most people actually prefer to3. People generally become be directed. They tend to avoidcommitted to organisational responsibility and exhibit little objectives if they are rewarded ambition. They are interested only for doing so. in security. 4. The typical employee can learn to accept and seek responsibility. 5. The typical member of the

“ An organisational culture dedicated to training, continuous improvement and customer satisfaction.” “ TQM means that the organisation’s culture is defined by and supports the constant attainment of  customer satisfaction through an integrated system of  tools, techniques and training. This involves the continuous improvement of organisational processes , resulting in high quality products and services.” “ continuous, customer-centered, employee-driven improvement

The W Edwards Deming Legacy: Formal training in statistical process control techniques and

team work  Helpful leadership, rather than order giving and punishment Elimination of fear so employees will feel free to ask  questions Emphasis on continuous process improvements rather than on numerical quotas Teamwork  Eliminations of barriers to good workmanship 85-15 rule: when things go wrong – 85% the system (including management, machinery and rules) is at fault. Only 15% of the time is the individual employee is at fault

Principles of TQM: Do it right the first time to eliminate costly

rework  Listen

to employees Make

and

learn

from

customers

and

continuous improvement on everyday

matter  Build teamwork, trust and mutual respect.

The Contingency Approach to Management  Is a solution to how best to apply the diverse and

growing collection of management tools and techniques.  It is nothing but using management tools and

techniques in a situationally appropriate manner; avoiding the one-best-way mentality.  It says that ‘do not go according to the hard-and-

fast rules; first carefully read the situation and then apply lessons learned from published research studies, observing role models, self-study and training, and personal experience in situationally appropriate ways.

“ Models are nothing but a simplified description of a complex entity or process.”

•Comprise of representation of a set of components of a  process, system, system, or subject area, generally, developed for  understanding, analysis, improvement and/or  replacement of the process. •In other words, they are a representation of information, activities, relationships and constraints. •In an organisational set-up, models refer to the behavior   pattern of interactions among employers and employees. •Douglas McGregor’s Theory X and Theory Y laid the foundation for the models of OB.

OB MODELS: Autocratic Model : Managerial orientation is towards power / authority.  Employees      

in turn is are oriented towards obedience and dependence on the boss. Management decides what is best for the employees. The model is based on the Theory X assumptions of McGregor  Represents traditional thinking. Employees live on the subsistence level Performance result is minimal. Happens at lower strata of the organisation.

 Custodial Model: Basis of this model is economic resources with a

managerial orientation of money.  Employees are in turn are oriented towards security

and benefits and dependence on the organisation. organisation.  This model provide security but fails to provide

strong motivation.  Is similar to patrimonial approach where the basic

assumption is that it is the prerogative of  management to decide what benefits are best suited to the employees.  Performance result is passive cooperation   Not suitable for matured employees.

 Supportive Model: Basis of this model is leadership with a managerial

orientation of support.  Employees

in turn are oriented towards job  performance and participation

 Employees

need that is met is status and

recognition.  Performance result is awakened drives  Emphasis is not on the economic resources of the

organisation but its human aspect (i.e., selfmotivation)  This model can be applied more fruitfully for 

managerial levels as compared to operative levels.

 Collegial Model: Collegial

refers to a body of people having common purpose.

 Basis of this model is partnership with managerial

orientation of teamwork.  Employees in turn are oriented towards responsible

  behavior and self-discipline, need little direction and control from the management.  Employees need that is met is self - actualisation.  Performance result is moderate enthusiasm.  Tends to be more useful with unprogrammed work 

requiring behavioral flexibility, an intellectual environment, environment, and considerable considerable job freedom.

Note: Various

models of OB are based on the assumption of human behavior and how can they work best.

 Models are basically constructed around need

hierarchy  The need hierarchy changes with the level of a

 person in the organisation, level of his education, level of maturity, personality factors, and the type of work environment.    No organisation operates exclusively in one

model

Meaning of Personality Development of Personality  Nature and Dimensions of Attitude Job Satisfaction Organisational Commitment

 Meaning of Personality

“ Per sonnare” – to speak through – Latin “Personality refers to the relatively stable pattern of  behavior and consistent internal states that explain a person’s behavioral tendencies.” It includes:  External Appearances and Behavior   The

inner awareness of self as a permanent organizing force.

 87,953 words that describes personality and relates

the personality traits.  “I” - personality

 Development  Development of Personality  Erikson’s Theory:

“Saw personality as developing throughout the lifetime of a   person, and looked at identity crises as the focal point for  each stage of human development.” • Interested in how children socialize and how this affects their sense of belief. • Saw ego as driving force in human development and  personality. He believed the ego’s main job was to establish and maintain a sense of identity. • Strong ego – sense of uniqueness, belonging & wholeness. • Weaker ego – encounter trying times; •  poorly developed egos – identity crisis. • His theory of psychological development has 8 distinct stages, each with 2 possible outcomes.

Stages: 1. Infancy Infancy (Tru (Trust st versus versus Mistr Mistrust ust): ):  From birth to one year   Learn the ability to trust others based upon the consistency of their caregivers.  If trust develops successfully, the child gains confidence and security in the world around him and is able to feel secure even when threatened.  Unsuccessful completion of this stage can result in an ability to trust, and therefore a sense of  fear about the inconsistent world. It may result in anxiety, heightened insecurities, and deep mistrust of the world around them.

2. Early Early Ch Child ildhoo hood d (Au (Auton tonomy omy vs. Sh Shame ame & Doub Doubt) t)  Between the ages 1 and 3.  Children begin to assert their independence.  If encouraged and supported in this stage, they

 become more confident and secure in their own ability to survive in the world.  If criticized, overly controlled, or not given the

opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of  shame or doubt in their own abilities.

3. Play Play Age Age (In (Init itia iati tive ve vs. vs. Gui Guilt lt): ):  Around age 3 and up to age 6.  Children assert themselves more frequently.  If given this opportunity, children develop a

sense of initiative, and feel secure in their  ability to lead others and make decisions.  Conversely, if this tendency is squelched, either 

through criticism or control, children develop a sense of guilt, remain followers, lacking in selfinitiative.

4. Sch School ool Age (Indu (Indust stry ry vs. Infer Inferio iori rity ty): ):  Age 6 – teenage years  Begin to develop a sense of pride in their 

accomplishments.  Teachers play an important role in the child’s

development.  If

encouraged and reinforced for their  initiative, they begin to feel industrious and feel confident in their ability to achieve goals.

 If restricted by parents or teacher, then the

child begins to feel inferior, doubting his own abilities.

5. Adoles Adolescen cence ce (Ide (Ident ntit ityy vs. Role Role Confu Confusio sion) n)::  Transition – most important  Are becoming more independent, and begin to

look at the future in terms of relationships, families, housing etc.

career,

 Explores possibilities and begin to form their 

own identity based upon the outcome of their  explorations.  This sense of who they are can be hindered,

which results in a sense of confusion (“ I don’t know what I want to be when I grow up”) about themselves and their role in the world.

6. Early Early Adul Adulth thood ood (Inti (Intimac macyy vs. vs. Isola Isolati tion) on)::  Begin to share ourselves more intimately with

others.  We

explore relationships leading towards longer term commitments with someone other  than a family members.

 Successful completion can lead to comfortable

relationships and a sense of commitment, safety, and care within a relationship.  Avoiding intimacy, or fearing commitment and

relationships can lead to isolation, loneliness, and sometimes even depression.

7. Adult Adulthoo hood d (Gene (Generat rativ ivis istt vs. vs. Stagn Stagnat ation ion): ):  Its a middle adulthood stage.  We establish our careers, settle down within a

relationship, begin our own families and develop a sense of being a part of the bigger   picture.  We give back to society through raising our 

children, being productive at work, and  becoming involved in community activities and organisations.  By failing to achieve these objectives, we

 become stagnant and feel unproductive.

8. Matur Maturee Adult Adulthoo hood d (Ego (Ego integr integrit ityy vs. Desp Despai air) r)::  Senior Citizens  We tende to slow down our productivity, and

explore life as a retired person.  It is during this time that we contemplate our 

accomplishments and are able to develop integrity if we see ourselves as leading a successful life.  If we see our lives as unproductive, feel guilt

about our pasts, we become dissatisfied with life, and develop despair, often leading to depression and hopelessness.

•  ATTITUDES AND VALUES  • “ Attitude is the persistent tendency to feel and behave in a favorable or unfavorable way towards some object, person, ideas, or situations.” situations.”  Attitude, Opinion and Belief:

• “ An opinion is generally the expression of one’s   judgment of a particular set of facts, an evaluation of  the circumstances presented to him.” • “ A belief is an ‘enduring organisation of perceptions and cognitions about some aspects of individual’s world.” • Beliefs are stronger than opinions. • Beliefs are less affected by the pro or con positions fundamental in attitudes than are opinions.

VALUES  “ Values are convictions and a framework of philosophy of  an individual on the basis of which he judges what is good or bad, desirable or undesirable, ethical or unethical.” “ Values are global beliefs that guide actions and judgments across a variety of situations.”  Factors in Value Formation:

• Value forming institutions:  – Family, School, State and Religion.  – Value systems are constructed over a lifetime of  experience in which the value-shaping influences of  these institutions predominate.  – Prescribes what is good or bad for an individual.

• Organisational Values:  – Organisations, where the individuals work, also shape their values though in a lesser degree.  – Since various organisational processes are designed mostly by managers at comparatively higher levels, organisational values are more in tune with the values of these managers.  – Manager values – matching with – organisation values – easy adapatability  – Manager values – not matching with –  organisation values – either resignation or  adjustment/compromise.

•  Peers and Colleagues:  – Develops and applies beliefs, attitudes and values derived from the groups of peers and colleagues with whom he is associated. • Work and Career:  – Work consists of the tasks or responsibilities associated with a particular job or position in an organisation.  – Work, is human energy directed at the achievement of  a desired end.  – An individual’s experience over a period of time constitutes his career.  – Work and career create special values that give unity,

•  Professional Codes:  – These are nothing but are the source of ethical norms for  managers in business organisations.  – 3 types of codes are available: Company creeds or philosophies which cover those

  basic philosophies and behavior that govern the  business. A code is found in company operational policies

which set up guides to action that have an ethical content like recruitment, selection, quality, selling etc. Third, since people belong to various professions, they

are also governed by code of conduct framed by their  associations or professional bodies like AIMA, ICWAI, ICSI, etc.

“ Attitude are not the same as values, but the two are inter-related.”   Can be understood by 3 components of Attitudes: Cognition, affect, and behavior Belief : “ Discrimination is wrong” - a value statement. • The given statement is the opinion- is the cognitive (thought process) part of the attitude. • Affect is the emotional or feeling segment of an attitude. – “ I don’t like John because he discriminates against minorities.” • Behavioral component of attitude, refers to an intention to behave in a certain way towards someone or something. – “ I try to avoid John because of my feeling about him.” • In contrast to values, attitudes are less stable.

Types of Attitudes: work related 1.Job 1. Job Satisfact Satisfaction: ion:  – Refers to collection of feelings that an individual holds towards his or her job.  – Employee attitudes – Job satisfaction  – High level of job satisfaction – positive feeling about the job and the organisation.  – Dissatisfaction with the job – Holds negative feeling about the job and the organisation.  – Dissatisfied employees – reactions – exit, voice (complains, suggestion for improvements, discussion), loyalty, and neglect (absenteeism or lateness, reduced effort, & increased error 

2. Or Orga gani nisa sati tion onal al Com Commitm mitmen ent: t:

 – State in which an employee identifies with a  particular organisation and its goals, and wishes to maintain membership in the organisation.  – High organisational commitment means identifying with one’s employing organisation.  – There is a positive relationship between organisational commitment and job productiviy and is a better indicator of turnover.

Module 3: 1. MotivesMOTIVATION 2. Char Charac acte teri rist stic ics s 3. Clas Classif sific icati ation on of Moti Motive ves s 4. Morale 5. Mora Morale le Ind Indic icat ator ors s 6. Theor Theorie ies s of Moti Motiva vati tion on

1.Motives “ Motive is a stimulus that leads to an action is motivation.”

Motive is the energy

directed by the individual

towards achieving his/her goal at work 

Needs are strong motives and can make individuals to act and change

haracteristics of motiv It is an inner mental state Motives are goal directed Motives are the apparent form of need or desire Motives can explain the cause of behavior and activity

ms of motivation at wo Helping individuals to look at better ways of doing tasks

Making people quality conscious

increase productivity/retentio productivity/retentio of employees

assification of motiv Primary

General

Secondary  

Unlearned and

Unlearned but not Learned

Physiological

physiological



Hunger 



Curiosity



Power 



Thirst



Manipulation



Achievement



Pain



Activity



Affiliation

(Relationship) 

Maternal concern



Affection

assification of motiv Primary motives

Secondary motives

physiological or instinctive

Learnt and intuitive

Hunger thirst pain

Power achievement status

When a goal directed drive is blocked

a defense mechanism is set up

otives

move towards

goals

Tension builds up!

Frustration at work  Tension Provokes a defense mechanism

Different forms of defense mechanism

OR

OR With drawl

Aggression

OR Fixation

Compromise

ense mechanisms in the work cont Unwarranted wastages

Symptoms Of  Aggression at work 

Excessive breakages Accidents Extra talkativeness Quick  rebellion

Poor cooperation Wanting to finish work rapidly Go slow movement

Increasing unplanned discussions

Lack  of initiative

Sympt oms Of  With drawl at work 

Poor motivation Poor risk taking Absenteeism Late coming Incoordination Addictions to substances Inability to meet targets

Apathy towards work 

Symptoms of  compromise at work 

Reluctance to take up newer task  Easy disruption of relationships

Inability achieve higher targets

The nature of  morale

willingness to work  together

Morale Satisfaction derived by working together

Factors affecting morale at work  the influence the nature of the of the job work  group the organizational culture

the boss

the general work  environment

Inter nal factors affecting morale

Persona lity of the Employe e The Level of  intellige nce of the

physic al health of the

employe emplo family e yee support to the employ

The nature of Organizational go

The organizational structu The managerial philosoph

External factors affecting morale

The working condition The compensation and rewards systems

The work culture

e relationship of Morale and Work productivi

Morale

Directly related

Work  productivity

Theree ar Ther are f 

Low morale High morale High productivity High productivity

Low morale Low productivity

High morale Low productivity

Low morale w

 job dissatisfactio

Occurs when there is productivity

Lack of commitme

This situation cannot be ustained for a prolonged perio

high motivation

High morale igh

Occurs when there is productivity

under optimal supervised conditio

s to optimum utilization of res

poor employee skil High morale Low

Occurs when there is productivity

improper supervisi

ork conditions appear satisfactor because personal goals are being achieved

poor employee skil High morale Low

Occurs when there is productivity

improper supervisi

ork conditions appear satisfactor because personal goals are being achieved

Theories of Motivation 1. Maslow Maslow’s ’s Theor Theory y of need hierarchy 2. Herzberg Herzberg’s ’s theory of job job loading

MOTIVATION THEORY – Maslow’s Need Hierarchy “Defines human effectiveness as a function of matching man’s Theory

opportunity with the appropriate appropria te position on hierarchy of  needs”. SELF-ACTUALISATION NEEDS (a person need to be and do that which the person was “ born to do”) SELF-ESTEEM NEEDS LOVE, AFFECTION AND BELONGINGNESS NEEDS SAFETY NEEDS PHSYSIOLOGICAL NEEDS

Herzberg’s Herzberg’s Two Factor  Theory  : Theory: • According to to Herzberg's the factors leading to job satisfaction are separate from those that lead to job dissatisfaction •   Two categories of needs essentially independent of each other affecting behavior in different ways: - Hygiene factors and motivational factors

• Hygiene/Maintenance /Extrinsic factors: • are those factors the presence of  which does not necessarily motivate but the absence of which, demotivates. • Are not intrinsic parts of a job, but are related to conditions under which a job is performed. • Produce no growth in worker’s output, but prevent losses in worker’s performance.

An

i

in the the l

el wil will n t

• Factors are: company policy and administration, technical supervision, interpersonal relationship with supervisors, interpersonal relationship with peers, interpersonal relationship with subordinates, salary, job security, personal life, working conditions and status. • Are also known as dissatisfiers.

• Motivational /Intrinsic Factors: • Capable of having a positive effect on

• An increase in the factor will satisfy the employee; however, any decrease will not affect their level of  satisfaction. • Achievement, recognition, advancement, work itself, possibility of growth and responsibility.

Factors is influenced by the personality characteristics of the individuals: • Motivation seekers: individuals who are primarily motivated by the ‘satisfiers’.

Contrasting views of satisfaction and dissatisfaction dissatisfaction Traditional View Satisfaction Dissatisfaction

Herzberg's view Satisfaction Motivators no satisfaction Hygiene factors

No dissatisfaction Dissatisfaction

RELATIONSHIP BETWEEN HERZBERG AND MASLOW MODELS

SELF ACTUALIZATI ON

MOTIVATIO NAL

SELF ESTEEM BELONGING SAFETY / SECURITY  PSYCHOLOGICAL

H  Y  G I E N E

Module 4: GROUP DYNAMICS AND TEAMS • Group Dynamics •  Theories of Group Formation • Formal Organisations • Formal Organisations and Informal Groups and their interaction • Importance of Teams • Formation of Teams •  Team Work

Group – a collectivity of two or more persons Dynamics – operation of force – ‘force’ Group Dynamics – Refers to the interaction of forces between group members in a social situation. Features: • Two  Two or more persons. •Collective Identity •Interaction •Shared Goal Interest

• THEORIES OF GROUP FORMATION:

1.Propinquity Theory: • Propinquity – means-nearness • Individuals associate with another because of spatial (space)or geographical proximity. • It is only a facilitating factor for group formation and not the reason for it. 2.Homan’s Interaction Theory: • Is based on activities, interactions and sentiments. •   This theory explains the basic idea behind forming groups.

3. Balan Balance ce Theo Theory ry:: •

Is based on the similarity of attitudes towards relevant objects and goals. • States that “ person are attracted to one another on the basis of similar attitudes towards commonly relevant objects and goals. •   There is a symmetrical balance between the attraction and common attitudes.

 4.  4. Ex Exch chang ange e Theor Theory: y: •

• •

Suggests that an individual will join (or will not) a group on the basis of the outcomes of  reward and cost. Reward for joining a group is in the form of  gratifying the needs Cost is in the form of anxiety, frustration, embarassment, and fatigue.

• Formal Organisations/Formal Groups: • “Refers to the structure of well-defined   jobs, each bearing a definite authority, responsibility and accountability.” • Formal Organisations is built on 4 pillars: • Division of labor • functional processes • Structure • Span of control

• Formal Organisations/Formal Groups: • “Refers to the structure of well-defined   jobs, each bearing a definite authority, responsibility and accountability.” • Formal Organisations is built on 4 pillars: • Division of labor • functional processes • Structure • Span of control

• Characteristics of formal organisations:• Organisation structure is designed by the top management to fulfill certain requirements – performance of necessary activities thereby achieving goals • Is based on the principles of division of labor and efficiency in operations • Concentrates more on the performance of    jobs and not on the individuals performing the jobs. • Authority and responsibility assigned to each  job have to be adhered to by the job holders. Based on the concept of authority and responsibility, people are placed in hierarchy,

• Informal Organisation:

Group/Informal 

• “ Refers to the natural grouping of  people on the basis of some similarity in an organisation.” • In other words, whenever people work together, they evolve some sort of  grouping or pattern of relationships among them which is not according to what is prescribed by the formal i ti T hi i i i f l

• Characteristics: • Natural outcome – not designed and planned • Created in the organisation because of  operation and psychological forces operating at the work place. • Created on the basis of similarity among members like age, sex, place of origin, caste, religion, likes/dislikes etc. • Membership in an informal group is voluntary. • Behavior of members of the informal

Comparison – Formal and Informal Group BASIS OF COMAPRISON

FORMAL ORGANISATION

INFORMAL ORGANISATION

FORMATION

PLANNED and DSELIBERATE

SPONTANEOUS

PURPOSE

WELL-SET GOALS

SOCIAL INTERACTION

STRUCTURES

WELL STRUCTUREDUNSTRUCTURED

NATURE

OFFICIAL

UNOFFICIAL

FOCUS

POSITIONS

PERSONS

LEADERSHIP

SUPERIOR

ANY ONE

SOURCE OF POWER

DELEGATED

GIVEN BY GROUP

GUIDELINES FOR

RULES &

GROUP NORMS

• Formal Group and Informal Groups and their Interaction :• Problems due to Informal organisation • Dealing with Informal Organisation • Hierarchical Control and Communication

 Problems

due to Informal organisation: • Resistance to change:  – since informal groups are bound by convention, custom, and culture, often they resist change. • Role Conflict:  – An individual perceives role conflict when he has to fulfill conflicting requirements of both his group as well as of organisation as a whole. • Rumor:  – It deals with temporary events in a way that implies that whatever is said is true even though there is not much information to support it. The basic reason for the circulation

Dealing

with Informal Organisation:

•Ignoring informal organisations: Possible only when the informal group does not interfere strongly in the formal organisational processes; but still not a desirable action. •Making use of informal organisations: organisations: Management can treat informal groups as complementary to formal organisations. This will not only contribute to the oragnisational performance positively but also will help in minimising the negative consequences of informal organisations.

•Influencing informal organisations: management can influence informal organisation by taking suitable actions.:Manager

should let employees feel that management accepts and understands informal organisations. He should consider possible influence upon informal systems when taking any decision. He can integrate interest of informal groups with those of formal organisations. He can keep formal activities from unnecessarily threatening informal organisation in general.

 Hierarchical

Control

and

Communication:  – Existence of hierarchy creating superiorsubordinate relationships and separating decision-makers and decision implementers.  – In such hierarchical structures there is a natural tendency of exercise of control by superiors.  – If the communication does not carry message, meaningful from the point of  subordinates, they resort to seek such information from informal sources.  – Greater the degree of bottleneck in hierarchical communication, greater is the

Team “ Groups are a set of entities classified together due to certain common characteristics. Teams in the modern perspective are the wider dimensions of  groups.”   Two issues involved while working in teams: 1.The first is the task and the problems involved in getting the job done. 2.The second is the process of the teamwork itself; the mechanisms by

Importance of Teams: •   Teams are particularly good at combining talents and providing innovative solutions to unfamiliar problems. • It engenders a fuller utilization of the work force and can be seen as self-managing unit. •   The range of skills provided by its members and the self – monitoring which each team performs makes it a reasonably safe recipient for delegated responsibility. • From the individual’s point of view, there is the added incentive that through belonging to a team, each can participate in achievements well beyond his/her own individual potential.

 Formation

/Development

of 

Teams/Groups: Has five stages:1.Forming – Members share personal information, start to get to know and accept one another and begin turning their attention towards the group’s task. Is the stage when the tam comes together. 2.Storming- Members compete for status,   jockey fro positions of relative control and argue about appropriate directions for the group. 3.Norming- Group begins moving together in a competitive fashion and a tentative balance among competing forces is struck. 4.Performing- Group matures and learns to handle complex challenges.

• GROUP VS. TEAM: Group

Team

1. It has has str strong ong,, focus focused ed,, clear clear lea leade derr

1. It has has sha share red d leade leaders rship hip role roles s

2. It has has ind indivi ividual ual account untabil bility ity

2. It has has ind individua dual as wel well as gro group accountability

3. It It ha has in individual wo work pr products

3. It It ha has co collective pr products.

4. It runs efficient meetings.

4. It encourages open ended. Active, problem solving meetings.

5. It measures effectiveness indirectly5. It measures performance directly (performance of overall business)

(assessing collective work products)

6. It discuss discusses es decide decides s and delega delegates tes

6. It discuss discusses es decide decides s and does does the real work.

• GROUP VS. TEAM: Group

Team

1. It has has str strong ong,, focus focused ed,, clear clear lea leade derr

1. It has has sha share red d leade leaders rship hip role roles s

2. It has has ind indivi ividual ual account untabil bility ity

2. It has has ind individua dual as wel well as gro group accountability

3. It It ha has in individual wo work pr products

3. It It ha has co collective pr products.

4. It runs efficient meetings.

4. It encourages open ended. Active, problem solving meetings.

5. It measures effectiveness indirectly5. It measures performance directly (performance of overall business)

(assessing collective work products)

6. It discuss discusses es decide decides s and delega delegates tes

6. It discuss discusses es decide decides s and does does the real work.

 TEAMWORK

VALUES • If work is interdependent and if you want to keep costs low and quality high, then you need to implement actions that will :  – Facilitate people working together  – Minimize waste and rework •   These two go together - teamwork facilitates the efficient management of  processes and the efficient management of processes suggests that you have to get people to really work well with each

• WHY YOU NEED VALUES SUPPORT TEAMWORK 

THAT

People behave in ways that are consistent with their values - values are beliefs that people hold about what is right, good, etc. , they serve as guideposts for behavior in different situations. • VALUE 1 : TOGETHER

WE’RE

ALL

IN

THIS

 This is the foundation value for teams and teamwork , and comes from the

• VALUE 2: NO SUBORDINATES SUPERIORS ALLOWED

OR

  This does not suggest that everyone is equal in rank and authority. We are talking about attitude. This has to do with how people view and interact with one other. It fosters communication and support. • VALUE 3: OPEN, COMMUNICATION IS VITAL

HONEST 

For teams to prosper, teammates need to be able to speak candidly with one another. This involves empathy and

• VALUE 4 : EVERYONE HAS OPEN ACCESS TO INFORMATION

Limited information means that decisions will be based on speculation rather than facts, another reason for sharing information is that it facilitates cooperation. It does not mean that everyone needs to know everything, it only means that they have access to any and all information as they need it.   They are aware of what’s available and are responsible for taking advantage of this information. When there are no secrets employees

• VALUE 5 : FOCUS ON PROCESSES

All Employees need to understand  – Their work is vital  – Others depend on them  –  They are contributing to delivering high quality outputs  REQUIRED

BASIC

TEAM

SKILLS • Functional / technical skills • Interpersonal skills • Problem solving skills

WORK 

Module 5: CONFLICT  MANAGEMENT  •Conflict and its Features •Aspects of Conflict •Types of Conflict •Conflict Process •Stress Management •Strategies for encouraging constructive conflict •Strategies for resolving destructive conflict

Conflict “ Can be regarded as the disagreement or hostility between individuals or groups in the organisation. It may even mean rivalry or competition or may be viewed as the perception of disagreement in the individuals.” From organisational point of view: “ It is a process in which an effort is purposefully made by one person or unit to block another that results in frustrating the attainment of the other’s goals or the methods to furthering of his or her interests.”

Features: • Arises because of incompatibility; it may be goals, interests, methods of working, or any other feature. • It occurs when an individual is not able to choose among the available courses. • It is a dynamic process • It must be perceived and expressed by the parties.

Aspect of Conflicts • The Traditional View:  – 1930s and 1940s.  – Rejection – violence, destruction etc.  – All conflict is harmful and must be avoided  – Was seen as a dysfunctional outcome resulting from poor communications, a lack of openness and trust between people, and the failure of managers to be responsive to the needs and aspirations of their employees.

•The Human Relations View: Late 1940s through mid-1970s Acceptance - inevitable Conflict is a natural and inevitable outcome in any group •The Interactionist View: Late 1970s onwards Encouragement – harmonious, peaceful, and cooperative group is prone to becoming static, apathetic and nonresponsive. Conflict is A positive force in a group Absolutely necessary for a group to erform effectivel

“whether a conflict is good or bad depends on the type of conflict.” conflict. ” • Functional Functional Conflict - GOOD

Constructive form of conflict – supports group goals and improves performance • Dysfunctional Conflict - BAD Destructive form of conflict- hinders groups performance Types of Conflicts: • Task Conflict relates to the content and goals of work – frequency - low level to moderate level - functional • Relationship Relationship Conflict focuses on Interpersonal relationships – Always dysfunctional

• The Conflict Process:-

Conflict Process : Process with five stages  –Stage 1: Potential opposition or incompatibility  –Stage 2: Cognition and Personalization  –Stage 3: Intentions  –Stage 4: Behavior, and  –Stage 5: Outcomes

Anteced ent Conditio ns

Conflicthandling Intention s

Vert Conflict

Perceive d Conflict •Commu nication •Structur e •Persona l Variable

Felt Conflict

Competin g Collabora ting Avoiding Accommo dating Comprom ising

Increas ed Group perfor mance

Party’s behavior

Others Reaction

Decrea sed group perfor mance

Conflict-handling Intentions  – Avoiding • Te desire to withdraw from or suppress a conflict  – Accommodating • The willingness of one party in a conflict to place the opponent’s interest above his or her own.  – Competing • A desire to satisfy one’s interests, regardless of  the impact on the other party to t o the conflict.  – Compromising • A situation in which each party to a conflict is willing to give up something.  – Collaborating

CONFLICT MANAGEMENT STYLES • Avoidance • Smoothing • Forcing • Compromise • collaborative

I don’t have enough time I don’t have enough facts Perhaps the best way is to proceed as you think  best

Criticism: The conflict is not solved Example situations where avoidance style is appropriate Minor

issues

Inadequate

facts and power

SMOOTHING STYLE  If it makes others happy, I wont challenge their  views I don’t want to hurt the feelings of others We should not risk our friendship, so let’s not worry too much about the problem, things will work out

Criticism: It encourages individuals to cover-up or gloss over  their feelings Example situations where smoothing style is appropriate Emotional conflicts Talented

employees

FORCING STYLE  If you don’t like the way things are run get out If you cant learn to cooperate, I am sure others who will, can be hired Criticism: The subordinates’ interests are ignored. The conflict is not analysed Example situations where forcing style is suitable Inadequate Stopping

time

people from taking advantage of him/her 

COMPROMISE STYLE 

I let other people win something, if they let me win something I try to find out a position between theirs and mine

Criticism: people may encourage compromise on stated issues rather than on real issues

Example situations where compromise style is acceptable It

is not possible to achieve a win-win agreement

When

conflicts block important agreements

COLLABORATIVE STYLE  I try to get all view points & issues out in the open Best alternatives must be arrived through analysing

Criticism: It is not suitable when win-win situation is not possible Example situations where this style is appropriate The

parties disagree over the best means to achieve the common goals When

there is a need for high-quality decisions

BARRIERS TO ADOPT COLLABORATIVE STYLE • Inadequate time • When a manager is expected to be autocratic