College: Business and Economics

Department: Commerce
Course Title: Organizational Behavior(OB)
Cr.hr/ECTs: 3/5
Course Instructor: Waktole Feyisa(PhD. Candidate)
 ❖ Course Contents:
Chapter-one: An over view of Organizational Behavior
Chapter-Two: Foundation of Individual Behavior and Learning Organization
Chapter-Three: Foundation of Group Behavior
Chapter-Four: Concepts of Motivation and their Applications
Chapter-Five: Management of Organizational Conflict
Chapter-Six: Stress Management
Chapter-Seven: Culture And Diversity
Chapter-Eight: Power and Politics in an Organization
Chapter-Nine: Organizational Design and Structure
 ❖Course Description:
❖The course organizational behavior is a field of study that investigates the impact
and organization structure have on behavior within organizations; and the application
improve productivity and job satisfaction in an organization.

❖Organizational behavior to improve behavior so as to increase productivity

and employee satisfaction.
❖Theories of organizations, environment and organizational goal setting,
organizational attitude and perceptions, individual and group attributes in
organizational behaviors, and team formation, power and politics, conflict, and
conflict management.
 ❖ Course objectives:
At the end of this course, students will be able to:

 Understand the core management principles in organization behavior.

 Analyze how cognitive, behavioral, and emotional outcomes contribute to and
 Realize how individual differences in personality, attitudes, emotions, and perceptions in
organizations.
 Know how to successfully manage diversity in organizations.
 Understand organizational norms and how does organizational culture affect
 Understand the impact of organizational politics, and power on behavior in organizations.
 Know how communication affects organizational processes and what makes
 ❖ Evaluation Modalities
Techniques of Evaluation Weight
Test 1 10%
Test 2 10%
Quiz 1 5%
Individual assignment 10%
Group assignment 15%
Final Exam 50%
Total 100%
 Chapter One:
An over View of Organizational Behavior
1. Definition, Historical Development, and Scope of Organizational Behavior:
What are organizations?

❖‘Organizational Behavior’ is composed of two words ‘organization’ and ‘Behavior’.

Organizations are as old as the human race.

❖The term organization as two or more individuals who are interacting with each other within a
deliberately structured set up and working in an interdependent way to achieve some common
objective/s.

❖Organizations are not buildings or other physical structures. Rather organizations are people who
work together to achieve a set of goals.

❖Organizations play a major role in our lives.

 ❖ What is Behavior?
❖So now, dear student what is Behavior?

❖What do you think of it? Is it the behavior of organization or the behavior

of the people who are working in the organization?

❖Yes, it is the behavior of the people working in an organization to achieve

common goals or objectives.

❖An organization comprises people with different attitudes, cultures,

beliefs, norms and values. A behavior is What people think, feel and do.

❖So now, let’s see organizational behavior and what it exactly means.
 ❖ What is Organizational Behavior (OB)?
❖Organizational behavior is a field of study that investigates the impact that individuals, groups, and
structure behavior within organizations for the purpose of applying such knowledge toward improving an
organization’s effectiveness.

❖Organizational behavior is a field of study. This means that it is a distinct area of expertise with a common
body of knowledge. By saying that OB is a field of study, we mean that scholars have been accumulating a
distinct knowledge about behavior within organizations.

❖What does OB study?

❖OB studies three determinants of behavior in organizations: individuals, groups, and structure.

❖In addition, OB applies the knowledge gained about individuals, groups, and the effect of structure on behavior
in order to make organizations work more effectively.

❖To sum up the above definition, OB is concerned with the study of What people do in an organization and
how that behavior affects the performance of the organization.
 ❖Why study OB?
➢The main reason for studying organizational behavior is that most of us work in
organizations, so we need to understand, predict and influence the behavior of others in
organizational settings.
➢Management is the process of working with and through others people to achieve
organizational objectives.
❑ Studying OB enables us to:
❖ Understand and Explain organisational events. To know what, and why something
happened in order to determine if it was something to be prevented.
❖ Example: why did our valued employees resign?
❖ Influence or Control of organisational events (come up with ideas and
recommendations for organisational action).
❖ Example: What can I do to make my subordinate to put out more effort on his job?
❖Predict organisational events. It seeks to determine what outcomes will
result from a given action.
❖ Example: How would my subordinates behave to the installation of a new
computer?
The goals of organizational behavior are to:
 2. Scope of Organizational Behavior
❖Although there is still considerable debate as to the relative importance of each, there appears to be general
agreement that OB includes the core topics of structure and processes, learning, attitude development and
perception, change processes, conflict, work design, and work stress.

❖The study of Organizational Behavior facilitates the process of explaining, understanding, predicting,
maintaining, and changing employee behavior in an organizational setting.

❖ The value of organizational behavior is that, it isolates important aspects of the manager’s job and offers specific
perspective on the human side of management:
❑ People as organizations,
❑ People as resources, and
❑ People as people.

❖In other words, it involves the understanding, prediction and control of human behavior and factors affecting their
performance and interaction among the organizational members.
❖It concerns about Jobs, Work, Absenteeism, Employment turnover, Productivity, Human
performance and Management
 Historical Development
❖One hundred years later, German Sociologist, Max Weber wrote about rational
organizations and initiated discussions of charismatic leadership. Soon after, Frederick
Winslow Taylor introduced the systematic use of goal setting and rewards to motivate
employees.

❖So you can see that OB ideas have been around for a long time; they just were not
organized into a unified discipline until after World War II.

Exercise 1.1
Dear student! Now take time and define the terms organizations, Behavior and
organizational behavior? What is the study scope of OB? When and how OB
began as a field of study?
 3. Disciplines contributing to the field of OB (Interdisciplinary)
❖Organization behavior is an applied behavioral science that is built upon
contributions from a number of behavioral disciplines.
❖ The predominant areas are psychology, sociology, social psychology,
anthropology, and political science.
❖As we shall learn, psychology’s contributions have been mainly at the
individual or micro level of analysis, while the other four disciplines have
contributed to our understanding of macro concepts such as group processes
and organization.
 Contributing disciplines to the field of OB
Behavioral Contribution Unit of
Output
Science Analysis
Learning
Motivation
Personality
Emotions
Perception
Training
Leadership effectives
Psychology Job satisfaction
Individual decision making
Performance appraisal
Attitude measurement
Employee selection
Work design
Work stress Individual

Group dynamics
Work teams
Communication
Power
Conflict
Intergroup behavior

Sociology
Formal organization Study of
Group organization
Organizational technology
Organization change behavior
Organizational culture

Behavioral change
Attitude change
Social psychology Communication
Group processes
Group decision making

Comparative values
Comparative attitudes Organization
Cross-cultural analysis system

Anthropology

Organizational culture
Organizational environment

Political science Conflict

Intraorganizational politics
Power
 4. The Organizational System
❖A complete understanding of organizational behavior requires both an understanding of
human behavior and an understanding of the organizational context within which human
behavior is acted out.
❖The organizational context is the specific setting within which organizational behavior is
enacted.
❖Organizations are systems of interacting components, which are people, task, technology,
and structure.
❖These internal components also interact with components in the organization’s environment.
❖Organizations as open system have people, technology, structure, and purpose, which
interact with element in the organization’s environment
 Open and Closed Systems
❖A system is commonly defined as a group of interacting units or elements that have a common purpose and a
subsystem is a set of related parts that work together to achieve an objective as one component of a larger
system.

❖The units or elements of a system can be cogs, wires, people, computers, and so on. Systems are generally
classified as open systems and closed systems and they can take the form of mechanical, biological, or social
systems.

❖Open systems refer to systems that interact with other systems or the outside environment, whereas
Closed systems refer to systems having relatively little interaction with other systems or the outside
environment.

❖For example, living organisms are considered open systems because they take in substances from their
environment such as food and air and return other substances to their environment.

❖Humans, for example, inhale oxygen out of the environment and exhale carbon dioxide into the environment.
5. The Formal and Informal Organization
6. Challenges of OB
 7. Challenges and Opportunity for OB
❖Responding to Globalization
❖Managing Workforce Diversity
❖Improving Quality and Productivity
❖Responding to the Labor Shortage
❖Improving Customer Service
❖Improving People Skills
❖Empowering People
❖Coping with “Temporariness”
❖Stimulation Innovation and Change
❖Helping Employees Balance Work/Life Conflicts
❖Improving Ethical Behavior
 END OF
CHAPTER ONE
THANK YOU!
 CHAPTER-TWO
Foundation of Individual Behavior and Learning in an Organization
Contents of the chapter:
2.1 Introduction to individual Behavior
2.2 Perception
2.3 Attitude
2.4 Personality
2.5 Learning in an organization
 Learning Objectives
After completion of this chapter, students will be able to:
❖Define personality, identify determinants and key dimensions of personality, obtain
knowledge about personality characteristics, and basic methods of measuring personality.
❖Define learning, distinguish between classical and operant conditioning, and explain the
strategies of reinforcement and punishment using positive and negative consequences of
behavior.
❖Define perception and identify the nature and the processes of perception, get acquainted
with the concepts of social perception and understand its common barriers, and know the
relationship between perception and attribution.
❖Know the functions and the formation of attitudes; identify the importance of work-related
attitudes and know how attitudes can be changed through persuasion.
❖Identify types of values and concepts of work-related values.
❖Know the causes and effects of stress and the ways of managing stress.
 2.1. Introduction to individual Behavior
❖Behavior refers to the response made by the
individual. The response may be the result of influence
of external factors.
❖The external factor is termed as stimulus and the
action taken by the individual is known as response.
❖Both heredity and environment determine the behavior
of an individual.
 Strategies for Change of Behavior
❖Identify the behavior to be learn
❖Baseline performance
❖Functional analysis
❖Intervention strategy
❖Evaluation of performance
 Factors Influencing Individual Difference
❖Demographic Factors, Perception, Ability and Skills, Attitude and Personality

What is Individual Difference?

 It is the ways in which people differ from each other

 Individual difference may be grouped into two categories:

personality differences and difference in ability

 Everybody wants to understand others behavior. Understanding

others behavior help the persons to influence them.
 2.1. Perception
❖ Perception is like beauty that lies in the eyes of beholder.

❖ Individual differs in the way he/she sees, interprets and understands a particular event.

❖ Individuals may also differ in their opinion though the event or situation may be the same.

❖ For example, in an organization where lunch is served in a subsidized manner may be

interpreted by the employees in a different way.

❖ An employee may perceive it as “right” to get a subsidized lunch, the other may feel that it is
being given out of surplus of profits achieved by the organization while the third individual
may state that it is mandatory for the management to provide lunch free of cost and that the
management is not doing any favor to them by providing the lunch.
 Definition of Perception
❖ Perception is defined as “a process by which individuals organize and interpret their
sensory impressions in order to give meaning to their environment (Robbins)”.
❖ Perception is the process by which individuals select, organize and interpret their sensory
impressions to give meaning to their environment. It is influenced by individual
experiences, expectations, and biases.

❖ Perceptual Process:

The perceptual process involves several steps:

1. Selection: Identifying and focusing on specific stimuli.
2. Organization: Arranging the selected stimuli into recognizable patterns.
3. Interpretation: Assigning meaning to the organized information. This process allows
individuals to make sense of the world around them.
 Factors Influencing Perception
❖Factors in the perceiver (perceiver variable)
➢ Attitudes, Motives
➢ Self-concept, Experience, etc.

❖Factors in the target (subject characteristics)

➢ Status, Appearance
➢ Sound and Background of the Target, etc.

❖Factors in the situation (situational variables)

➢ Social context, Organizational roles
➢ Work setting, Time, etc.
 2.2. Attitude
Definition of Attitude
➢ Attitude is a learned predisposition to respond consistently in a favorable or unfavorable way to a specific object,
person, or situation. It reflects an individual’s feelings, beliefs, and behaviors.
➢ “Attitude is a mental and neutral state of readiness organized through experience, exerting a directive
or dynamic influence upon individual’s response to all objects and situations with which it is related.”

➢ “Attitude as an enduring organization of motivational, emotional, perceptual and cognitive processes

with respect to some aspect of the individual’s world”

➢ “Attitude is a tendency or predisposition to evaluate an object or symbol of that object in a certain

way”.

➢ In effect attitude is used in a generic sense, as to what people perceive, feel and express their views
about a situation, object or other people. Attitude cannot be seen, but the behavior can be seen as an
expression of attitude.
 2.2.1. Characteristics of Attitudes:
❖ Attitude is learned: It develops from personal experiences or influences from society and
culture.
❖ Attitudes influence behavior: They affect how individuals respond in different situations.
❖ Attitudes are consistent: They tend to remain stable over time unless influenced by
significant changes.

2.2.3. Components of Attitude

❖ Cognitive Component: Beliefs or thoughts about a subject.
❖ Affective Component: Emotional feelings toward the subject.
❖ Behavioral Component: The intention to act in a certain way toward the subject.
 2.2.4. How Attitudes are Formed
Attitudes are formed through personal experiences, social interactions, and the
influence of family, friends, media, and culture. They can develop as a result of direct or
indirect exposure to various objects or people.
2.2.5. Source of Attitude
Sources of attitude formation include:
❖ Personal experiences
❖ Family and social influences
❖ Cultural and societal norms
❖ Education and exposure to new information
 2.2.6. Types of Attitude
❖ Positive Attitudes: Favorable perceptions and feelings.
❖ Negative Attitudes: Unfavorable perceptions and feelings.
❖ Neutral Attitudes: Lack of strong positive or negative feelings toward an
object.
2.2.7. Attitudes and Consistency
❖Attitudes often guide behavior, and people generally strive for consistency
between their attitudes and actions. Discrepancies may lead to cognitive
dissonance, a psychological discomfort that motivates individuals to change
attitudes or behaviors to restore harmony.
 2.3. Personality
2.3.1. Definition of Personality
❖ Personality refers to the unique set of traits, characteristics, and behaviors
that distinguish an individual from others. It influences how a person interacts
with their environment.
2.3.2. Personality Determinants
❖ Genetics: Inherited traits from family and ancestors.
❖ Environment: Social and cultural influences, including upbringing and life
experiences.
❖ Situational Factors: Contextual influences that may alter behavior temporarily.
 2.3.3. Major Personality Attributes Influencing Organizational Behavior (OB):

❖ Extraversion: The extent to which a person is outgoing and social.

❖ Agreeableness: Tendency to be compassionate and cooperative.
❖ Conscientiousness: Level of organization, dependability, and responsibility.
❖ Emotional Stability: Ability to maintain a calm demeanor.
❖ Openness to Experience: Willingness to explore new ideas and creativity.
 2.3.4. Matching Personality and Job
Certain jobs require specific personality traits for success. For example:
❖ Extraverts may thrive in sales or customer-facing roles.
❖ Conscientious individuals may excel in roles requiring attention to detail and
reliability. Matching a person’s personality to the right job can enhance job
satisfaction and performance.
 2.4. Learning
2.4.1. Types of Learning
❖ Classical Conditioning: Learning through association, where a neutral
stimulus becomes associated with a meaningful stimulus.
❖Operant Conditioning: Learning through rewards and punishments.
❖Observational Learning: Learning by observing others and modeling
their behaviors.
2.4.2. Strategies of Reinforcement, Punishment, and Extinction
❖Reinforcement: A strategy used to increase desired behavior.
➢Positive Reinforcement: Rewarding desirable behavior to encourage
repetition.
➢Negative Reinforcement: Removing an undesirable stimulus to encourage a
desired behavior.
❖Punishment: A strategy used to decrease undesirable
behavior.
➢Positive Punishment: Adding an unpleasant consequence to discourage
behavior.
➢Negative Punishment: Removing a pleasant stimulus to discourage behavior.
❖Extinction: The gradual disappearance of a behavior when it is no longer
reinforced.
 2.4.3. Theories of Learning
❖ Behaviorist Theory: Learning is a change in behavior due
to interaction with the environment.
❖ Cognitive Learning Theory: Emphasizes mental processes
such as thinking, memory, and problem-solving.
❖ Social Learning Theory: Focuses on learning through
observation and imitation of others.
 ASSIGNMENT (30%)
➢Prepare in detail brief short notes on the following points:
1. Definition of Organizational learning
2. Types of leaning in an organization
3. Theories of Learning in an organization
4. Summarization of Learning organization
 END OF
CHAPTER TWO
THANK YOU!
 Chapter-Three:
Foundation of Group Behavior and Work Teams in organization

4.1. Defining and Classifying Groups

❖ A group consists of two or more individuals who are interacting and
interdependent, working towards common objectives.
❖ Groups are categorized into formal and informal types:
❖ Formal groups: Defined by an organization’s structure, these groups have
designated tasks and goals. Example: An airline flight crew.
❖ Informal groups: These are not officially defined but emerge naturally to meet
social needs. Example: Employees from different departments eating lunch
together.
 Further classification of groups includes:
❑ Command groups: Defined by the organizational structure, consisting of
subordinates who report directly to a manager. Example: A principal and
teachers in a school.
❑ Task groups: Formed to complete specific tasks, and their members may not
share the same hierarchical levels. Example: A college team addressing a
campus crime.
❑ Interest groups: Formed based on shared concerns, not limited to formal
hierarchies. Example: Employees seeking better vacation schedules.
❑ Friendship groups: Formed based on shared personal characteristics such as
age, ethnicity, or common interests.
➢ Informal groups provide social benefits, improving employee interactions
and overall performance.
 4.2. Why Do People Join a Group?
People join groups for various reasons, which can include:
❖Security: Groups provide a sense of safety and reduce the
insecurities of standing alone.
❖Status: Being part of a respected group provides recognition.
❖Self-esteem: Group membership can enhance individual self-
worth.
❖Affiliation: Groups fulfill the need for social interaction.
❖Power: Groups provide collective strength and achieve things
individuals cannot alone.
❖Goal Achievement: Some tasks require pooling resources, skills,
or knowledge.
 4.3. External Conditions Imposed on the Group
A group’s behavior is significantly influenced by external organizational
conditions:
❖Organization Strategy: The overall organizational goals, as defined by
top management, affect the resources allocated to the group and its
authority.
❖Authority Structures: The formal hierarchy determines the group’s
position and leadership.
❖Formal Regulations: Policies and procedures regulate member
behavior, limiting autonomy.
❖Organizational Resources: Access to resources such as money, time,
and materials influences what the group can achieve.
❖Human Resource Selection: The organization’s
recruitment process determines the skill sets and
personalities of group members.
❖Performance Evaluation and Reward System: How the
organization measures and rewards performance can
impact group behavior.
❖Organizational Culture: The shared values and norms
within the organization shape the group’s conduct.
❖Physical Work Setting: The physical environment, such
as office layout and workspace, can facilitate or hinder
group interaction.
 4.5. Group Member Resources
A group’s success depends on the abilities and personality traits of its members:

❖Abilities: Members with crucial task-relevant skills tend to be more involved,

contribute more, and have higher satisfaction in the group. However, group
performance is also influenced by other factors such as leadership and conflict levels.

❖Personality Characteristics: Traits like sociability, self-reliance, and independence

are positively correlated with group productivity and morale. The overall impact of
personality traits on group behavior is substantial, but no single trait is a definitive
predictor of success.
 4.6. Group Structure
❖Work groups have an inherent structure that shapes behavior and
helps predict group and individual performance.
❖Key structural variables include formal leadership, roles, norms,
group status, size, composition, and cohesiveness.
1.Formal Leadership:
❖Every group has a formal leader, e.g., manager, supervisor, project
leader.
❖Leaders significantly impact group success, with leadership being a
key factor in individual and group performance.
2.Roles:
❖Each group member plays various roles, both in and out of
work (e.g., employee, manager, spouse, etc.).
▪Role identity: Attitudes and behaviors associated with a role.
▪Role perception: How an individual views their role in a
given situation.
▪Role expectations: How others expect an individual to
behave.
▪Role conflict occurs when two or more role expectations
clash.
3 Norms:
.

❖Norms are shared standards of behavior within a group, telling

members what they should or shouldn’t do.
❖They can be formal (written rules) or informal (social expectations).
❖Norms influence behavior with minimal external controls.
4. Status:
❖Status is the rank or position assigned to individuals or groups within
a hierarchy.
❖Status differences are significant motivators in group dynamics and human
behavior.
❖High-status individuals are expected to initiate actions for lower-status
individuals to maintain harmony.
4.7. Characteristics of a Well-Functioning Effective Group:
 4.8. Group dynamics
❖Group dynamics refers to the patterns of interaction, behavior, and relationships that
develop among individuals within a group.
❖It is the study of how people within a group communicate, influence each other,
make decisions, and work together.
❖Group dynamics can significantly affect the effectiveness and productivity of the
group, as well as the well-being of its members.
❖Group dynamics can be observed in various settings, such as in teams, families,
workgroups, or social gatherings. Understanding group dynamics is important for
improving group performance, fostering positive interactions, resolving conflicts, and
ensuring the group functions efficiently.
 4.9. Stages of Group Development
According to Tuckman's theory, there are five stages of group development:
forming, storming, norming, performing, and adjourning.

1. Forming (also called Orientation or Initialization)

2. Storming (also called Conflict or Power Struggle)
3. Norming (also called Cohesion or Collaboration)
4. Performing (also called Maturity or Productivity)
5. Adjourning (also called Termination or Mourning)
 1. Forming (also called Orientation or Initialization)
❖The group is getting familiar and figuring out roles and expectations.
❖This stage is usually characterized by some confusion and uncertainty.
❖The major goals of the group have not been established.
❖ The nature of the task or leadership of the group has not been determined.
Thus, forming is an orientation period when members get to know one another and
share expectations about the group.
❖Members learn the purpose of the group as well as the rules to be followed.
❖The forming stage should not be rushed because trust and openness must be
developed.?”
❖Members are interested in getting to know each other and discovering what is
considered acceptable behavior.
 2. Storming (also called Conflict or Power Struggle)
❖This is the stage where conflicts arise as group members assert their opinions and challenge
each other.
❖This group development is a period of high emotionality and tension among the group
members and members struggle for power.
❖The group is likely to see the highest level of disagreement and conflict.
❖During this stage, hostility and infighting (backbiting) may occur, and the group
typically experiences many changes.
❖If members are not able to resolve the conflict, then the group will often disband or
continue in existence but will remain ineffective and never advance to the other stages.
 Cont……
❖Individuals begin to understand one another’s interpersonal styles.

❖individuals compete to impose their preferences on the group and to

achieve a desired status position.

❖Outside demands, may create uncomfortable pressures.

❖In this stage, membership expectations tend to be clarified, and

attention shifts toward obstacles standing in the way of group goals
 3. Norming (also called Cohesion or Collaboration)
❖The group starts to establish norms, develop trust, and work more cohesively toward their goals.

❖This group development, sometimes called initial integration, is the point at which the group
really begins to come together as a coordinated unit.

❖The turmoil of the storming stage gives way to a precarious balancing of forces.

❖ The group members will begin to develop a feeling of group cohesion and identity.

❖Cooperative effort should begin to yield results. sense of closeness.

❖ With the pleasures of a new sense of harmony and group members will strive to maintain
positive balance.
 4. Performing (also called Maturity or Productivity)
❖The group operates efficiently and is focused on task completion and high
performance.
❖Performing, occurs when the group has matured and attains a feeling of cohesiveness.
❖ Sometimes called total integration, marks the emergence of a mature, organized,
and well-functioning group.
❖The group is now able to deal with complex tasks and handle internal disagreements
in creative ways.
❖The structure is stable, and members are motivated by group goals.
❖The primary challenges are continued efforts to improve relationships and
performance.
❖Individuals accept one another and conflict is resolved through group discussion.
❖Members of the group make decisions through a rational process that is focused
on relevant goals rather than emotional issues.
 5. Adjourning (also called Termination or Mourning)
❖A well-integrated group disbands after completing its tasks.
Group members may experience a sense of closure or sadness.
The adjourning stage of group development is especially important for the many
temporary like task forces, committees, project teams and the like.
Members of these groups must be able to convene quickly, do their jobs on a tight
schedule, and then adjourn (suspend) .

The members’ willingness to disband when the job is done and to work well
together in future responsibilities
 END OF
CHAPTER THREE
THANK YOU!
 CHAPTER 4 – CONCEPTS OF MOTIVATION AND THEIR APPLICATIONS
4.1. Overview of Motivation
❖Motivation is the process that account for an individual’s intensity, direction and persistence
of effort toward attaining a goal.

❖Motivation can be defined as the internal process that drives individuals to take
action, accomplish goals, and satisfy their needs.

❖Motivation is the psychological force that influences how much effort individuals
put into performing tasks, both personally and professionally.

❖Motivation is crucial for initiating and sustaining behavior over time, helping
individuals to focus on achieving specific outcomes.
 Definition and Key elements of Motivation?
❖The processes that account for an individual’s intensity, direction,
and persistence of effort toward attaining a goal.

Key Elements
1. Intensity: how hard a person tries
2. Direction: toward beneficial goal
3. Persistence: how long a person tries
 4.2. Features of Motivation
❖Motivation is not a one-size-fits-all phenomenon; it has several unique features that influence how
people behave and perform.
❖Understanding these features can help individuals and organizations harness the power of motivation
more effectively. The three key elements in our definition are:
✓Direction: Motivation determines the direction of an individual’s behavior. For example, someone may be
motivated to choose a career in healthcare because he/she want to help others, while another person may choose a
career in finance to gain financial rewards.
✓Intensity: The intensity of motivation refers to how energetically a person pursues a goal. A highly motivated person
will put in greater effort, push through challenges, and persist in the face of obstacles. For example, an athlete
training for the Olympics might train for hours daily due to their intense motivation.
✓ Persistence: Motivation also influences persistence—the ability to stay committed to a goal over time. For instance,
someone highly motivated to complete their education may overcome personal and financial challenges, whereas
someone less motivated might drop out at the first sign of difficulty.
 4.3. Importance of Motivation
❖Motivation plays a vital role in all aspects of personal and organizational life.
❖It not only affects individual performance but also contributes to overall organizational success.
✓Increased Productivity: Motivated individuals are more productive because they work with enthusiasm,
focus, and dedication. They are willing to go the extra mile, complete tasks on time, and put in the effort
needed to produce high-quality results.
✓Personal Growth: Motivation drives individuals to seek out new learning opportunities, expand their skills,
and push the boundaries of their capabilities. For example, an employee motivated by career advancement
might pursue further training or professional development.
✓Teamwork and Collaboration: Motivation fosters a collaborative spirit in teams. A motivated team is
more likely to communicate openly, share ideas, and support each other to achieve common goals. This
collective motivation leads to higher team cohesion and better overall results.
✓Organizational Success: Organizations with motivated employees experience higher levels of employee engagement, innovation,
and performance. Motivated employees are more likely to contribute positively to the organization’s culture, making the workplace
more dynamic and productive.

✓Employee Retention: When employees feel motivated, they are more likely to stay with their employer for the long term. High
motivation levels reduce turnover rates by improving job satisfaction, organizational commitment, and emotional attachment.

✓Improved Decision-Making: Motivated individuals tend to be more confident and engaged in decision-making processes. Their
focus on achieving goals makes them more invested in finding solutions to challenges, leading to more effective decisions.

✓Health and Well-being: Motivation can also contribute to better physical and mental health. Motivated individuals tend to
have higher levels of energy, better coping skills, and are more likely to take proactive steps toward managing stress and maintaining
a healthy lifestyle.
 4.4. Early Theories of Motivation
Early motivation theories laid the foundation for understanding human
behavior and have influenced how we approach motivation today.
✓The 1950s were a fruitful period in the development of motivation
concepts.
✓Three specific theories were formulated during this period: These are
the hierarchy of needs theory, Theories X and Y, and the two-factor
theory.
✓The most well-known theory of motivation is Abraham Maslow's
hierarchy of needs!
✓Intrinsic Motivation: This refers to being driven by internal rewards, such as
personal satisfaction, a sense of achievement.
✓Extrinsic Motivation: In contrast, extrinsic motivation is driven by external
rewards or pressures, such as money, praise, promotions, or recognition.
 1. Maslow’s Hierarchy of Needs:
Maslow proposed that humans have five hierarchical levels of needs:
✓Physiological needs (Air, food, water, sleep, shelter, clothing and reproduction)
✓Safety needs (personal security, employment, resources, healthy, property)
✓Social needs (intimate relationships, family, friendship and sense of connection),
✓Esteem needs (Dignity, respect, recognition, status, freedom, and self-confidence)
✓Self-actualization needs (personal growth, desire to become the most that one can
be).
❖According to Maslow, individuals are motivated to satisfy the lower-level needs before moving on
to higher-level needs.

❖This theory helps explain why employees prioritize salary (physiological needs) over job satisfaction
(self-actualization).
 2. Herzberg’s Two-Factor Theory
❖Herzberg identified two categories of factors affecting motivation:
✓Hygiene factors: These are basic needs that, if unmet, lead to
dissatisfaction (e.g., salary, work conditions, company policies).
✓Motivators: These are factors that lead to satisfaction and
motivation (e.g., achievement, recognition, the work itself).
Herzberg’s theory emphasizes that simply addressing hygiene
factors isn’t enough to motivate employees; motivators must be
integrated into the workplace.
 3. McGregor’s Theory X and Theory Y:
❖McGregor introduced two contrasting views of employee motivation:
✓Theory X: Assumes employees are inherently lazy and need
constant supervision and control to be productive.
✓Theory Y: Assumes employees are self-motivated, enjoy work, and
seek responsibility.
✓Theory Y supports a more participative management style, where
employees are empowered to take ownership of their tasks, leading
to higher motivation and engagement.
 Theory X and Theory Y
❖Douglas McGregor proposed two distinct views of human beings: one basically negative, labeled
Theory X, and the other basically positive, labeled Theory Y.

❖ Under Theory X, the four assumptions held by managers are:

1. Employees inherently dislike work and, whenever possible, will attempt to avoid it.

2. Since employee's dislike work, they must be coerced, controlled, or threatened with punishment to achieve goals.

3. Employees will avoid responsibilities and seek formal direction whenever possible.

4. Most workers place security above all other factors associated with work and will display little ambition.

NB: Theory X assumes that lower-order needs dominate individuals.

Under Theory Y, the four assumptions held by managers are:
 McClelland's Theory of Needs
David McClelland's Theory of Needs identifies three key human motivations: achievement, power, and
affiliation. These needs influence individual behavior and performance in various contexts.
(1) Need for Achievement (nAch):
✓The Desire to excel and achieve in relation to set standards and to strive to succeed
✓High achievers seek personal responsibility, rapid feedback, and moderate challenges.
✓Best suited for entrepreneurial roles or self-contained units in organizations.
✓ Key Traits: Avoid gambling on chance; prefer moderate risk and a sense of personal accomplishment.
(2) Need for Power (nPow):
✓Desire to influence, control, and impact others.
✓ High power individuals seek competitive, status-oriented situations and strive for influence over others.
✓Key Traits: Enjoy being "in charge" and prefer leadership roles.
 (3) Need for Affiliation (nAff):
✓The desire for friendly and close interpersonal relationships.
✓High affiliation individuals prefer cooperative over
competitive situations and seek mutual understanding in
relationships.
✓Key Traits: Strive for acceptance and approval from others.
 4.5. Contemporary Theories of Motivation
❖Contemporary theories have advanced our understanding of motivation,
incorporated new psychological insights and recognized that motivation is a dynamic
process that varies among individuals.
✓Self-Determination Theory (SDT): SDT emphasizes the importance of intrinsic motivation, arguing that
people are most motivated when they feel autonomy, competence, and relatedness.
✓Goal-Setting Theory: This theory, developed by Edwin Locke, suggests that specific and challenging goals
lead to higher performance. The theory argues that clear goals provide direction and motivation.
Additionally, feedback and goal commitment are key to ensuring the achievement of these goals.
✓Equity Theory: Developed by John Stacey Adams, this theory focuses on fairness in the workplace. People
are motivated when they perceive fairness in the ratio of their inputs (e.g., effort, time) to outputs (e.g.,
rewards, recognition).
❖Expectancy Theory: Developed by Victor Vroom, this theory proposes
that motivation is influenced by the expected outcomes of actions. It is
based on the belief that individuals are motivated to perform if they
expect that their efforts will lead to desired rewards. The formula for
expectancy theory is: Motivation = Expectancy x Instrumentality x Valence, where:
✓Expectancy is the belief that effort will lead to performance,
✓Instrumentality is the belief that performance will lead to outcomes,
✓Valence is the value placed on the outcomes.
 McClelland's Theory of Needs
David McClelland's Theory of Needs identifies three key human motivations: achievement, power, and
affiliation. These needs influence individual behavior and performance in various contexts.
(1) Need for Achievement (nAch):
✓The Desire to excel and achieve in relation to set standards and to strive to succeed
✓High achievers seek personal responsibility, rapid feedback, and moderate challenges.
✓Best suited for entrepreneurial roles or self-contained units in organizations.
✓ Key Traits: Avoid gambling on chance; prefer moderate risk and a sense of personal accomplishment.
(2) Need for Power (nPow):
✓Desire to influence, control, and impact others.
✓ High power individuals seek competitive, status-oriented situations and strive for influence over others.
✓Key Traits: Enjoy being "in charge" and prefer leadership roles.
 4.6. Implication of Motivation for Performance and Satisfaction
❖Motivation has a direct impact on performance and satisfaction. When individuals are motivated, they
are more likely to engage in behaviors that result in higher performance and increased satisfaction, both
at the personal and organizational levels.
❖High Motivation = High Performance: Motivated individuals are more focused, diligent, and proactive in
their tasks. This leads to improved productivity, higher quality of work, and the ability to achieve
difficult goals. For example, in sales, motivated employees are more likely to reach or exceed their sales
targets.
❖Job Satisfaction: Motivation enhances job satisfaction because it aligns an individual’s personal goals
with the goals of the organization. Motivated employees are likely to experience a sense of
accomplishment, fulfillment, and pride in their work, which leads to greater job satisfaction.
❖Increased Engagement: Motivated employees are more engaged, contributing to a positive work
environment. Engaged employees tend to be more loyal, take more initiative, and be more passionate
about their work.
❖Reduced Stress: Motivation can help individuals cope with challenges and setbacks,
reducing stress. When people are motivated, they are more likely to persist in the face
of adversity, viewing obstacles as challenges to overcome, not insurmountable
problems.
❖Innovation and Creativity: Motivated employees are more likely to think creatively
and contribute new ideas. Motivation encourages people to take risks and experiment,
which can lead to innovative solutions to problems and continuous improvement.
❖Organizational Growth: On a larger scale, a motivated workforce leads to
organizational growth. As employees perform at their best and feel satisfied with their
roles, they contribute to higher overall organizational performance, profitability, and
competitive advantage.
 4.7. Managerial Approaches for Improving Motivation
❖Managers play a crucial role in motivating their employees. Through
effective strategies and practices, they can enhance motivation, foster
engagement, and improve organizational outcomes.
✓Providing Clear Goals: Clear and specific goals help employees focus their
efforts and provide a sense of purpose. Setting challenging but achievable
targets encourages individuals to stretch their limits.
✓Recognition and Rewards: Recognizing and rewarding employees for their
contributions can significantly boost morale. Recognition can be public, such
as awards or praise in meetings, or private, such as a personal thank-you note.
✓Job Enrichment: Job enrichment involves giving employees more
responsibility, autonomy, and opportunities for personal growth.
✓Effective Communication: Open, transparent communication helps build trust and
understanding between managers and employees. Regular feedback, discussions about goals and
performance, and a clear explanation of organizational priorities can align employees’ actions
with organizational objectives.
✓Training and Development: Offering employees opportunities for training and development
helps them build skills, which enhances competence and motivation.
✓Supportive Leadership: Leaders who provide guidance, mentorship, and encouragement can
create a motivating environment. A manager who shows interest in the well-being and career
development of their team will inspire greater commitment and enthusiasm.
✓Autonomy and Empowerment: Empowering employees by giving them more control over how
they approach their tasks can enhance intrinsic motivation. Encouraging autonomy allows
employees to feel trusted and valued, which motivates them to take ownership of their work.
 END OF
CHAPTER FOUR
THANK YOU!
 CHAPTER 5: CONFLICT MANAGEMENT
2.1 Concept of Conflict:
❖ Conflict is a disagreement where parties perceive a threat to their needs, interests,
or concerns.
Key Elements of Conflict:
❖ Disagreement:
✓ Conflict involves differences between parties.
✓ Perceived disagreements may be more intense than actual
disagreements.
✓ Misunderstandings can exaggerate perceived conflict.
✓ Identifying true areas of disagreement helps solve the right problems.
❖ Parties Involved:
✓ The definition of involved parties may differ across perspectives.
✓ People may be unaware of being part of the conflict or may be surprised when excluded.
✓ Sides are often taken based on current perceptions, past issues, roles, and relationships.
❖ Perceived Threat:
✓ People react to perceived threats rather than actual threats.
✓ Behaviors, feelings, and responses are influenced by perceptions.
✓ Addressing the true threat helps in managing the conflict constructively.
❖ Needs, Interests, or Concerns:
✓ Conflicts are often seen as task-related, but they are more complex.
✓ Conflicts involve both procedural and psychological needs, in addition to substantive
needs.
✓ Effective conflict resolution must account for both emotional and task-related concerns.
 2.2 Development in Conflict Thought
There are different Approaches to Conflict:
1. Traditional Approach:
❖ Views conflict negatively, seeing it as harmful and needing avoidance.
❖ Attributes conflict to poor communication, lack of trust, and managerial failure.
❖ Focuses on correcting dysfunctional behaviors to improve performance.

2. Human Relations Approach:

❖ Accepts conflict as a natural and inevitable part of groups and organizations.
❖ Believes conflict can sometimes benefit a group’s performance.

3. Interactions Approach:
❖ Encourages conflict to prevent stagnation and foster innovation.
❖ Maintains a minimal level of conflict to keep groups dynamic and self-critical.
❖ Distinguishes between functional (constructive) and dysfunctional (destructive) conflict.
 2.3. Types of Conflict in Organizational Life:
* Conflict within the Individual:
✓ Occurs when there is uncertainty or conflicting demands.
✓ Can influence how an individual responds to other types of conflict.
* Conflict Among Individuals:
✓ Often caused by personality differences or role-related pressures.
* Conflict Between Individuals and Groups:
✓ Related to pressures for conformity or productivity norms.
* Conflict Among Groups:
✓ Examples: Line staff vs. management, labor vs. management.

* Conflict Among Organizations:

✓ Competition between organizations is an inherent conflict.
✓ Promotes the development of new products, technologies, and services.
* Conflict Between Individuals in Different Organizations:
Example: A company’s public relations manager vs. a newspaper editor:
 2.4 Sources of Organizational Conflict
The common Sources of Conflict in Organizations are:
❖ Shared Resources:
✓ Limited resources lead to competition and conflict over allocation.
❖ Differences in Goals:
✓ Differentiation of subunits within an organization leads to conflicting priorities.
✓ Example: Sales department vs. production department (price vs. manufacturing costs).
❖ Interdependence of Work Activities:
✓ When subunits rely on each other to complete tasks, conflict or cooperation can arise.
❖ Differences in Values or Perceptions:
✓ Different attitudes, values, and perceptions across units can create conflict.
❖ Individual Styles & Organizational Ambiguities:
✓ Personalities and differing conflict styles may escalate issues.
✓ Inter-group conflict can result from unclear roles or responsibilities.
 2.5 Factors Affecting Inter-Group Relations
❖Coordination is the overarching concept influencing inter-group performance.
Factors Affecting Inter-Group Relations:
a. Interdependence:
❖Degree of coordination depends on how much groups depend on each other.
❖Types of Interdependence:
▪ Pooled Interdependence: Groups function independently but contribute to overall
goals.
▪ Sequential Interdependence: One group depends on another for inputs (e.g., parts
assembly).
▪ Reciprocal Interdependence: Mutual dependency between groups (e.g., production
and marketing).
b. Task Uncertainty:
❖Tasks vary from routine to non-routine.
✓Routine Tasks: Little variation, easy to analyze, standardized
operating procedures.
✓Non-Routine Tasks: Unstructured, many exceptions, difficult to
analyze (e.g., marketing research, product development).
c. Time and Goal Orientation:
❖Differing perceptions of importance due to time frames and goal
focus.
❖Example:
▪ Manufacturing: Short-term focus (production schedule).
▪ R&D: Long-term focus (developing new products).
▪ Sales: Focus on volume, revenue, and market share.
 2.6 Methods to Manage Inter-Group Relations
Seven Methods Identified by SP Robbins:
1. Rules and Procedures:
❖Establish formal rules to manage inter-group interactions.
❖Works best when activities can be anticipated and occur frequently.
2. Hierarchy:
❖Coordination via referral to a common superior.
❖Increased demands on higher authorities' time.
3. Planning:
❖Clear goals for each workgroup to aid coordination.
❖Breaks down when goals are unclear.
4. Liaison Roles:
❖Specialized roles to facilitate communication between groups.
❖Limits in handling large or frequent interactions.
5. Task Forces:
❖Temporary groups formed to solve specific problems.
❖Ideal for managing multiple interacting groups.
6. Teams:
❖Permanent teams around recurring problems.
❖Members balance responsibilities between teams and their departments.
7. Integrating Departments:
❖Permanent departments responsible for integrating multiple groups.
❖Expensive but effective when there are conflicting goals or non-routine
problems.
 2.7 Methods for Managing Conflict:
Three Ways to Manage Conflict:
1.Conflict-Stimulation Methods:
1.Used when groups avoid addressing issues and need stimulation for change.
2.Examples:
❖ Bringing in Outsiders: New managers with different backgrounds.

❖ Going Against the Book: Re-distributing information to stimulate conflict.

❖ Re-structuring the Organization: Re-organizing to create uncertainty and promote
problem-solving.
❖ Encouraging Competition: Fostering competition to generate productive conflict.
❖ Selection of Appropriate Managers: choosing managers who encourage active
participation.
2. Conflict-Reduction Methods:
1.Divert attention away from disagreements and encourage cooperation.
2.May not be effective for real sources of conflict.

3. Conflict-Resolution Methods:
1.Direct actions to address conflicts.
2.Common methods include:
▪ Dominance/Suppression: Forcing solutions or smoothing disagreements.
▪ Compromise: Parties sacrifice some objectives to reach a solution.
▪ Integrative Problem-Solving: Collaborative approach to find mutually beneficial
solutions.
 Conflict-Resolution Methods
1.Dominance and Suppression:
1. Forcing: Autocratic approach, may lead to destructive indirect conflict.

2. Smoothing: Minimizing disagreements to avoid confrontation.

3. Majority Rule: Resolving by a majority vote, which may cause resentment.

4. Compromise: Both parties sacrifice some goals, but may not achieve the best solution.

2. Integrative Problem-Solving:
1. Consensus: Collaborative approach for the best solution.

2. Confrontation: Directly addressing the conflict through open dialogue.

3. Appeal to Higher-Level Goals: Focusing on mutual goals to distract from individual differences.
 Functional vs. Dysfunctional Conflict
1. Functional Conflict: Conflict that supports group goals and improves
performance.
❖Positive Effects/Benefits:
❖Surfaces important problems for resolution.
❖Encourages careful consideration and reconsideration of decisions.
❖Increases information available for decision-making.
❖Provides opportunities for creativity.
2. Dysfunctional Conflict: Conflict that hinders group performance and works
against the group.
❖Negative Effects:
❖Diverts energies.
❖Harms group cohesion/unity.
❖Promotes interpersonal fighting.
❖Creates a negative environment for workers.
 Conflict Handling Styles:
1. Competing (Win-Lose)
❖Desire to satisfy one’s interests, regardless of the impact on others.
2. Collaborating (Win-Win)
❖Both parties work to fully satisfy each other's concerns.
3. Avoiding (Lose-Lose)
❖Withdrawal from or suppression of conflict.
4. Accommodating (Lose-Win)
❖One party places the opponent's interests above their own.
5. Compromising
❖Each party gives up something in the conflict (Lose-Lose).
 Functional Outcomes from Conflict:
❖Increased group performance.

❖Improved quality of decision making .

❖Stimulation of creativity and innovation.

❖Encouragement of curiosity and interest.

❖Problem-solving opportunities.

❖Environment for self-evaluation and change.

 Dysfunctional Outcomes from Conflict
❖Development of dissatisfaction.

❖Reduced group effectiveness.

❖Retarded communication.

❖Reduced group cohesiveness.

❖Infighting and failure to achieve group goals.

 END OF
CHAPTER FIVE
THANK YOU!
 CHAPTER 6 - STRESS MANAGEMENT
6.1. Definition and Features of Stress:
❖ Definition: Stress is the physical, mental, or emotional response to
demands or pressures (stressors) in life or work.
❖ Features of Stress:
▪ Emotional Response: Anxiety, frustration, anger, sadness
▪ Physical Response: Increased heart rate, muscle tension, headaches
▪ Cognitive Response: Impaired focus, memory, and decision-making
▪ Behavioral Response: Changes in eating/sleeping habits, irritability
 6.2. Sources of Stress and its Consequences
❖ Organizational Stressors:
✓ Workload (high demands, tight deadlines)
✓ Role Ambiguity (unclear roles/expectations)
✓ Job Insecurity (fear of job loss)
✓ Poor Working Conditions (unsafe environment, long hours)
✓ Interpersonal Conflicts (with coworkers or supervisors)
✓ Lack of Control (limited influence over work processes)
✓ Lack of Social Support (no team or supervisor support)
❖ Individual Stressors:
✓ Personality traits (Type A, low emotional intelligence)
✓ Work-life imbalance
✓ Personal Problems (family issues, financial strain)
 Consequences of Stress:
❖ Individual Consequences:
❖Physical Health Issues: Heart disease, hypertension, digestive issues
❖Mental Health Problems: Anxiety, depression, burnout
❖Decreased Productivity: Impaired focus, poor performance
❖Job Dissatisfaction: Low morale, frustration, disengagement

❖ Organizational Consequences:
❖Increased Absenteeism: Due to stress-related health problems
❖Higher Turnover: Employees leave due to stress
❖Lower Commitment: Reduced organizational loyalty
❖Decreased Morale and Motivation: Loss of enthusiasm for work
 6.3. Effects of Stress
❖Individual Effects:
❖Emotional/Psychological: Anxiety, burnout, mood swings
❖Cognitive: Impaired decision-making, memory issues, reduced focus
❖Behavioral: Procrastination, absenteeism, substance abuse

❖Organizational Effects:
❖Decreased Productivity: Stress reduces efficiency and performance
❖Poor Relationships: Conflict between employees, reduced collaboration
❖Safety Risks: Increased chances of accidents in high-stress environments
❖Lower Customer Satisfaction: Stress negatively impacts customer service
 6.4. Stress Management Strategies
❑ Individual Strategies:
❖Time Management: Prioritize tasks, set realistic deadlines
❖Relaxation Techniques: Meditation, deep breathing, yoga
❖Exercise: Regular physical activity to reduce stress
❖Healthy Lifestyle Choices: Balanced diet, sleep, reduce caffeine/alcohol
❖Mindfulness/Cognitive Techniques: Gain control over negative thoughts
❑ Organizational Strategies:
❖Employee Assistance Programs (EAPs): Provide counseling and support
❖Flexible Work Arrangements: Remote work, flexible hours
❖Job Redesign: Clear roles, manageable workload, autonomy
❖Supportive Work Culture: Open communication, teamwork
❖Stress-Relief Programs: Wellness programs, mindfulness workshops
 6.5. Implications for Performance and Satisfaction
❑ Impact on Performance:
❖Positive Stress (Eustress): Increases motivation, focus, creativity

❖Negative Stress (Distress): Reduces focus, leads to errors, poor decision-making

❑ Impact on Job Satisfaction:

❖Low Stress: Higher satisfaction, work-life balance, engagement

❖High Stress: Lower satisfaction, burnout, disengagement

❑ Conclusion: Effective stress management improves performance, job

satisfaction, and employee well-being.
 END OF
CHAPTER SIX
THANK YOU!
 CHAPTER 7 - CULTURE AND DIVERSITY
7.1 Culture and Cultural Diversity
❖Culture refers to the shared values, beliefs, norms, and practices that shape the behavior and
mindset of individuals within a group or organization.

❖In an organizational context, culture influences how employees interact, make decisions,
and align with the organization’s mission and goals.

❖Cultural Diversity in organizations refers to the presence of employees from diverse cultural
backgrounds, including different nationalities, languages, religions, and ethnicities.

❖This diversity can-lead to a variety of perspectives and ideas, enhancing creativity and
problem-solving but also presenting challenges in communication, teamwork, and conflict
resolution.
❖ Benefits of Cultural Diversity:
▪ Improved innovation and creativity: Diverse teams bring multiple perspectives to problem-
solving, leading to innovative solutions.
▪ Enhanced decision-making: Different viewpoints can lead to better-informed decisions and
strategic planning.
▪ Global competitiveness: Cultural diversity allows organizations to operate more effectively
in global markets.
❖ Challenges of Cultural Diversity:
▪ Communication barriers: Different communication styles, languages, and
misunderstandings may arise.
▪ Integration and inclusion: Employees from diverse backgrounds may face difficulties in
adapting to a homogeneous organizational culture.
▪ Conflict: Cultural differences can lead to interpersonal conflicts, which require sensitive
management and conflict resolution strategies.
❖ Managing Cultural Diversity: Organizations can foster inclusivity through diversity
training, creating policies that promote equality, and cultivating a work environment that
values diverse contributions.
 7.2 Globalization and People at Work
❖ Globalization refers to the interconnectedness of economies, cultures, and societies
due to advances in technology, communication, and trade. For organizations,
globalization means managing a workforce that is diverse in terms of nationality,
culture, and work practices.
❖ Impact of Globalization on the Workforce:
➢Increased cross-cultural interaction: Employees and managers often work with teams spread
across different regions, requiring effective cross-cultural communication and collaboration.
➢Talent acquisition: Globalization allows companies to tap into a broader talent pool, with the
ability to hire skilled workers from around the world.
➢Remote work: With globalization, employees are increasingly working from different geographic
locations, making remote work a significant aspect of organizational operations.
❖Challenges in Global Workplaces:
▪ Cultural differences in work styles: Different countries have different work
ethics, approaches to hierarchy, and communication styles, which can cause
friction if not managed properly.
▪ Managing time zones and coordination: Multinational teams often face
logistical challenges in coordinating work across different time zones.
▪ Legal and ethical considerations: Organizations must navigate different
labor laws, ethical standards, and practices in various countries.
❖ Strategies for Managing Global Workforces:
▪ Cultural awareness training: Providing training programs that enhance
understanding of different cultures and work practices.
▪ Inclusive leadership: Managers should be equipped with the skills to lead
diverse teams, including those from different cultural backgrounds.
▪ Leveraging technology: Using technology to bridge communication gaps
and enhance collaboration across global teams.
▪ Adapting HR policies: Organizations may need to adjust their HR policies
to accommodate diverse cultural expectations and labor laws.
 END OF
CHAPTER SEVEN
THANK YOU!
Reading Assignment chapters:
Chapter Eight
• POWER AND POLITICS IN AN ORGANIZATION
8.1. Definition of power
8.2. Contrasting leadership and power
8.3. Base and sources of power
8.4. Power in group coalitions
Chapter nine
• ORGANIZATIONAL DESIGN AND STRUCTURE
9.1. The essence of organizational design and structure
9.2. Key organization design process
9.3. Types of organization structure
9.4. Technology and job design