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Session 1 - Introduction To OB

This document provides an overview of organizational behavior as a field of study. It discusses how organizational behavior draws from disciplines like psychology, sociology, and anthropology to understand individual and group behavior in organizational contexts. Key theories that provide foundations for organizational behavior are described, including cognitive, behaviorist, and social cognitive frameworks. Models for studying human behavior and the basic human capabilities according to social cognitive theory are also outlined.
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0% found this document useful (0 votes)
117 views69 pages

Session 1 - Introduction To OB

This document provides an overview of organizational behavior as a field of study. It discusses how organizational behavior draws from disciplines like psychology, sociology, and anthropology to understand individual and group behavior in organizational contexts. Key theories that provide foundations for organizational behavior are described, including cognitive, behaviorist, and social cognitive frameworks. Models for studying human behavior and the basic human capabilities according to social cognitive theory are also outlined.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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Organizational Behavior

Emotions, Moods, Job Design


Aradhna Malik
Assistant Professor
VGSOM, IIT Kharagpur
Sources for the following slides
 Luthans, F. (2013). Organizational
Behavior: An Evidence Based Approach
(12th Ed.). New Delhi: McGraw Hill.
 Robbins, S. P., Judge, T.A. & Vohra, N.
(2012). Organizational Behavior (14th Ed.).
New Delhi: Pearson.
 Additional material
Organizational behavior
 Definition:
A field of study that investigates the impact that
individuals, groups, and structure have on behavior
within organizations, for the purpose of applying
such knowledge toward improving an organization's
effectiveness. (Robbins, Judge & Vohra, 2012)
 “Understanding, prediction, and management of
human behavior in organizations.” (Luthans, 2013)

 Primarily what people do in an organization and


how their behavior affects the organization
Relationship of OB to other Closely
Related Disciplines (Luthans, 2013)

THEORETICAL Organization Organizational


Theory Behavior

Organization Human
APPLIED Resource
Development
Management
MICRO MACRO
Disciplines that contribute to OB Output
(Robbins, Judge & Vohra, 2012) Contribution

ORGANIZATIONAL BEHAVIOR
Unit of
Behavioral
Learning, Motivation, Personality, Analysis
Science
Emotions, Perception, Training,
Leadership effectiveness, Job
Psychology satisfaction, Individual decision making,
Performance appraisal, Attitude
measurement, Employee selection, Work
Individual
design, Work stress

Social Behavioral change, Attitude change,


Communication, Group processes,
Psychology Group decision making
Group

STUDY OF
Communication, Power, Conflict,
Sociology Intergroup behavior

Formal organization theory, Organizational


Technology, change, and culture
Comparative values and attitudes,
Cross-cultural analysis
Organization
Anthropology Organizational culture and environment system
Power
Theoretical foundations for
organizational behavior (Luthans, 2013)
 Cognitive framework: Edward Tolman: Behavior is
purposive. We understand and then react (behave
in response) to situations. Understanding is a
result of learning to ‘expect’ consequences as a
result of our actions – learning of cause and effect
is rooted in past experience
 Cognition – cognoscere – to know – “cognitions …
constitute input into a person’s understanding of
particular and selective, elements of the thoughts
(rather than thinking) of an individual, group or
organization.”
Theoretical foundations (Contd.)
(Luthans, 2013)

 Behavioristic framework: Behavior is a direct


result of stimuli in specific environments. May or
may not be predictable. The role of learning in
response or behavior is limited to the extent of
similarity between the environment in which the
behavior was learnt and the environment in
which it is exhibited. Classical (Pavlov) and
Operant (Skinner) conditioning
Theoretical foundations (Contd.)
(Luthans, 2013)

 Social cognitive framework: Albert Bandura:


Continuous learning takes place through
interactions with the environment. This learning
in turn shapes the manner in which people
react to their environments. Continuous study of
how environment has shaped individual
behavior may be helpful in predicting behaviors
in specific environments.
Social cognitive framework (Contd.)
(Luthans, 2013)

ORGANIZATIONAL
PARTICIPANTS

Participants control their own


Cognitive representations
behavior to the extent that they
of reality help guide
rely on cognitive supports and
organizational behavior
manage relevant environmental
cues and consequences

Much of complex behavior is


ORGANIZATIONAL acquired by directly observing ORGANIZATIONAL
BEHAVIOR and imitating others in the ENVIRONMENT
surrounding environment
Basic human capabilities according to
Bandura’s Social Cognitive Theory (Luthans, 2013)
SYMBOLIZING FORETHOUGHT OBSERVATIONAL SELF- SELF-
Employees Employees plan Employees learn by REGULATORY REFLECTIVE
process visual their actions (what observing the Employees self- Employees
experiences I am going to do), performance of control their reflect back on
(customer anticipate the referent (peers or actions by setting their actions
named consequences supervisors) and internal standards (how did I do?)
Applegate) into (what I am going credible others (aspired level of & perceptually
cognitive to get for it), and (high performers) performance) & by determine how
models (apple) determine the and the evaluating the strongly they
that then serve level of desired consequences they discrepancy believe they can
as guides for performance receive for their between the successfully
future actions (what my actions (what they standard & the accomplish the
(remembering performance goal get for it) performance task in the future
his name easily) is). (where do I stand?) given the
in order to improve context (0-100%
it. certainty)
Conceptual model for the study of human
behavior: Evidence-based approach
(Luthans, 2013)
Environmental Context: Globalization, diversity & ethics
Organizational Context: Design & culture; Reward systems

MANAGING
DYNAMICS
LEADING FOR
•Communication
HIGH
SOCIAL & decision
PERFORMANCE
COGNITIVE ORGANIZATIONAL making
•Behavioral
THEORY BEHAVIOR •Stress & conflict
management
•Power & politics
•Leadership
•Groups &
processes
teams
•Great leaders
Cognitive Processes: Personality,
perception & attitudes; motivational
processes & application; positive
organizational behavior &
psychological capital
Productivity

Basic OB Model Absence


Turnover
(Robbins, Judge & Vohra, 2012) Deviant workplace
Human
Output behavior
Citizenship
Satisfaction

Human resource Organization


policies & practices Systems
Organizational Organization structure
Level
culture and design
Change
& stress Group Level
Group decision making Leadership and trust
Communication Group structure Work teams
Conflict Power & politics

Biographical characteristics Individual Level


Perception
Personality & emotions Individual
Motivation
Values & attitudes decision making
Human Input Ability Individual learning
Challenges and opportunities for OB
(Robbins, Judge & Vohra, 2012)
 Responding to economic pressures
 Responding to globalization
 Increased foreign assignments
 Working with people from different cultures
 Overseeing movement of jobs to countries with low-cost labor
 Managing workforce diversity
 Improving customer service
 Improving people skills
 Stimulating innovation and change
 Coping with 'temporariness'
 Working in networked organizations
 Helping employees balance work-life conflicts
 Creating a positive work environment
 Improving ethical behavior
Emotions
What are emotions and moods?
(Robbins, Judge & Vohra, 2012)

 Affect: Generic term that covers a broad


range of feelings people experience
 Emotions: Intense feelings directed at
someone or something
 Moods: Less intense feelings than
emotions and often lack a contextual
stimulus
What are emotions and moods? (Contd.)
(Robbins, Judge & Vohra, 2012)

Affect
Broad range of feelings experienced by people
Can be experienced in the form of moods and emotions

Emotions Moods
•Caused by a specific •Cause is often general & unclear
event •Last longer than emotions
•Brief •More general: positive and negative
•Specific and numerous •Constitute multiple specific emotions
•Usually accompanied by •Generally not indicated by distinct
distinct facial expressions expressions
•Action oriented •Cognitive
Types of Affect (Robbins, Judge & Vohra, 2012)
 Positive Affect: Mood dimension consisting
of positive emotions
 Negative affect: Mood dimension
consisting of negative emotions
TYPES OF EMOTIONS
High Negative (Robbins, Judge & Vohra, 2012) High
Affect Tense Alert Positive
Nervous Affect
Excited
Stressed
Elated
Upset
Happy

Sad Content

Depressed Serene

Low Bored Relaxed Low


Negative Positive
Affect Fatigued Calm Affect
Functions of emotions
 Do emotions make us irrational?
Sources of emotions & moods
(Robbins, Judge & Vohra, 2012)

 Personality
 Day of the week and time of day
 Weather: Illusory correlation: tendency to think that
nice weather improves mood
 Stress
 Social activities
 Sleep
 Exercise
 Age
 Gender
Emotional Labor (Robbins, Judge & Vohra, 2012)

 Emotional labor: An employee’s expression of


organizationally desired emotions during
interpersonal transactions at work
 Emotional dissonance: Projection of one emotion
when feeling another
 Felt emotions: Actual emotions
 Displayed emotions: Emotions that the
organization requires employees to show and
considers appropriate in a given job
 Surface acting: Hiding inner feelings and foregoing
emotional expressions in response to display rules
 Deep acting: Trying to modify our true inner
feelings based on display rules
Affective events theory (AET)
(Robbins, Judge & Vohra, 2012)

 Demonstrates that employees react


emotionally to things that happen to them
at work, and this reaction influences their
job performance and satisfaction.
Affective Events Theory (AET)
(Robbins, Judge & Vohra, 2012)

Work Environment
•Characteristics of the job
•Job demands
•Requirements for emotional labor Job satisfaction

Work events Emotional reactions


•Daily hassles •Positive
•Daily uplifts •Negative

Job performance
Personal dispositions
•Personality
•Mood
Tests of AET suggest the following
(Robbins, Judge & Vohra, 2012)

 An emotional episode is usually a series of emotional


experiences, precipitated by a single event and
containing elements of both emotions and mood cycles.
 Current emotions influence job satisfaction at any given
time, along with the history of emotions surrounding the
event.
 Because moods and emotions fluctuate over time, their
effect on performance also fluctuates.
 Emotion driven behaviors are typically short in duration
and of higher variability.
 Because emotions, even positive ones, tend to be
incompatible with behaviors required to do a job, they
typically have a negative influence on job performance.
Emotional Intelligence (EI)
Definition:
“The capacity for recognizing our own feelings
and those of others, for motivating ourselves,
and for managing emotions well in ourselves
& in our relationships.” (Goleman, 1995, in Luthans, 2013)
Goleman’s dimensions of emotional
intelligence in the workplace (Luthans, 2013)

EI Dimensions Characteristics
Self awareness Self-understanding; knowledge of true feelings at the
moment

Self management Handle one’s emotions to facilitate rather than hinder the task
at hand; shake off negative emotions & get back on
constructive track for problem solution
Self motivation Stay the course toward desired goal; overcome negative
emotional impulses & delay gratification to attain the desired
outcome
Empathy Understand & be sensitive to the feelings of others; being
able to sense what others feel & want

Social skills The ability to read social situations; smooth in interacting with
others & forming networks; able to guide others’ emotions &
the way they act
Significance of EI (Robbins, Judge & Vohra, 2012)

 Intuitive appeal: Intuition suggests people who can


detect emotions in others, control their own
emotions, and handle social interactions well, have
a significant advantage in the business world.
 EI predicts criteria that matter: The ability to
recognize emotions in others' facial expressions
and to pick up subtle signals about people's
emotions, predicted peer ratings of how valuable
people were to their organizations.
 EI is biologically based: Emotions and the structure
of the brain.
Limitations of EI (Robbins, Judge & Vohra, 2012)

 Too vague
 Cannot be measured
 Validity may be suspect
Implications of moods and emotions for
organizational behavior (Robbins, Judge & Vohra, 2012)

 Selection
 Decision making
 Creativity
 Motivation
 Leadership
 Negotiation
 Customer service
 Job attitudes
 Safety at work
 Influence of managers and management styles on
moods and eventually performance of employees - Role
of defensive and supportive communication climates
Positive Psychology
(Selignman & Csikszentmihalyi, 2000, in Luthans, 2013)

 “The aim of positive psychology is to use


scientific methodology to discover and promote
the factors that allow individuals, groups,
organizations and communities to thrive.”

30
Levels of Positive Psychology
(Selignman & Csikszentmihalyi, 2000, in Luthans, 2013)

 Valued subjective experiences: Well-being,


contentment, and satisfaction (in the past), hope
and optimism (for the future); and flow and
happiness (in the present)
 Positive individual traits: Capacity for love and
vocation, courage, interpersonal skill, aesthetic
sensibility, perseverance, forgiveness, originality,
future mindedness, spirituality, high talent, and
wisdom
 Civic virtues and the institutions that move
individuals toward better citizenship.
Responsibility, nurturance, altruism, civility,
moderation, tolerance, and work ethic. 31
H-R-W Model
(Interaction of Health, Relationship & Work)
(Luthans, 2013)

WORK PERFORMANCE
from Psychological Capital (PsyCap)

Effective Positive Intentions


Open to One’s Control
& Development
RELATIONSHIPS HEALTH
•Social networks •Physical
•Friends/ Life Partner •Mental

32
Psychological Capital (Luthans, 2013)
Definition: “An individual’s positive psychological
state of development that is characterized by: (1)
having confidence (self-efficacy) to take on and put
in the necessary effort to succeed at challenging
tasks; (2) making a positive attribution (optimism)
about succeeding now and in the future; (3)
persevering toward goals and, when necessary,
redirecting paths to goals (hope) in order to
succeed; and (4) when beset by problems and
adversity, sustaining and bouncing back and even
beyond (resiliency) to attain success” (Luthans, Youssef &
Avolio, 2007, in Luthans, 2013)
33
Psychological Capital Intervention (PCI)
(Luthans, 2013)
PROXIMAL OUTCOMES DISTAL
DEVELOPMENTAL DIMENSIONS
(PSYCHOLOGICAL CAPITAL OUTCOMES
Goals & pathways design
HOPE
Implementing obstacle panning

Building efficacy/ confidence REALISTIC


OPTIMISM SUSTAINABLE
Developing positive expectancy VERITABLE
PERFORMANCE
IMPACT
Experiencing success/
Modelling others EFFICACY/
CONFIDENCE
Persuasion & arousal

Building assets/ Avoid risks


RESILIENCY
Affecting the influence process
Psychological ownership
(Avey, Avolio, Crossley & Luthans, 2009)

“Psychological ownership has been described as


a cognitive-affective construct defined as, ‘the
state in which individuals feel as though the
target of ownership or a piece of that target is
theirs,’ and reflects ‘an individual’s awareness,
thoughts, and beliefs regarding the target of
ownership’.” (Pierce, Kostova, & Dirks, 2003,in Avey, Avolio, Crossley & Luthans,
2009)
What does psychological ownership
include? (Avey, Avolio, Crossley & Luthans, 2009)
 “When people have a sense of ownership, they
experience a connection between themselves and
various tangible and intangible ‘targets’ (Dittmar, 1992,
[in Avey, Avolio, Crossley & Luthans, 2009]). The term
‘target in the psychological ownership literature […]
refers to whatever the object of attachment represents to
an individual or group.”
 “Psychological ownership asks […], ‘How much do I feel
this organization is mine?’
Commitment asks, ‘Should I maintain my membership in
this organization?
Satisfaction asks, ‘What evaluative judgments do I make
about my job?’ ” (Pierce et al., 2001, in Avey, Avolio, Crossley & Luthans, 2009)
Forms of psychological ownership
(Avey, Avolio, Crossley & Luthans, 2009)

 Promotion: “individuals who operate primarily


within the promotion focus are more concerned
with accomplishments & aspirations … and
show more willingness to take risks,”
 Prevention: “individuals who operate primarily
within the prevention focus are more concerned
with duties and obligations and experience
emotions of anxiety and agitation”
(Kark & Van Dijk, 2007, in Avey, Avolio, Crossley & Luthans, 2009)
Dimensions of psychological ownership
(Avey, Avolio, Crossley & Luthans, 2009)
 Self efficacy: People’s belief that they can successfully implement
action and be successful with a specific task (Bandura, 1977, in
Avey, Avolio, Crossley & Luthans, 2009) – ‘I need to do this task, I
can do it, and I therefore own the responsibility for achieving
success.’
 Accountability: The implicit or explicit expectation that one may be
called on to justify one’s beliefs, feelings and actions to others
(Lerner & Tetlock, 1999, in Avey, Avolio, Crossley & Luthans, 1999).
Mechanisms – expected right to hold others accountable, &
expectation for one’s self to be held accountable.”
 Belongingness: ‘Having a place’ in terms of their social and socio-
emotional needs being met.
 Self-identity: How I see myself, and how I think the world sees me.
‘Individuals establish, maintain, reproduce and transform their self-
identity through interactions with tangible possessions (Dittmar, 1992)
and intangibles such as an organization, mission or purpose. Targets
of ownership are often used as descriptors of one’s identity.
Applications of psychological ownership
 Motivation
 Selection of goals
 Territoriality
Motivation
Source for the following slides
 Robbins, S. P., Judge, T.A. & Vohra, N.
(2012). Organizational Behavior (14th Ed.).
New Delhi: Pearson.

Unless specified otherwise


What?
“The processes that account for an
individual's intensity, direction, and
persistence of effort toward attaining a
goal” (Robbins, Judge & Vohra, 2012).
Theoretical
Underpinnings
Theoretical development of work motivation
(Luthans, 2013)

1900 Scientific Management


Wage incentives

Human Relations Lewin & Tolman


Economic security, Expectancy concerns
Working conditions

Maslow Vroom
Hierarchy of needs Valence/ expectancy Festinger & Homans
Cognitive dissonance/
Herzberg exchange
Porter & Lawler
Motivation & hygiene Performance - satisfaction Heider, de Charmes, & Bem
factors Cognitive evaluation/
self-perception
Alderfer Lawler
E-> P & P - > expectancies Adams
ERG needs Equity/ justice Kelly & Rotter
Attribution/ locus of control

CONTENT THEORIES PROCESS THEORIES


CONTEMPORARY THEORIES
Present
WORK MOTIVATION
Maslow's Hierarchy of Needs
(Robbins, Judge & Vohra, 2012)

Self
Actualization
(Growth, achieving
potential, self-fulfillment)
Higher Order Higher Order
Needs Esteem
(Self-respect, autonomy,
Needs
achievement, status, recognition & attention)
Social
(Affection, belongingness, acceptance, & friendship)
Safety
(Protection from physical & emotional harm)
Physiological
(Hunger, thirst, shelter, sex, other bodily needs)
McGregor's Theory X & Theory Y
(Robbins, Judge & Vohra, 2012)

 Theory X: Managers believe that employees


inherently dislike work and must therefore be
directed or even coerced into performing it
 Theory Y: Managers assume that employees
can view work as being as natural as rest or
play, and therefore the average person can
learn to accept, and even seek responsibility
Herzberg's Two-factor Theory
(Robbins, Judge & Vohra, 2012)

 Motivation-hygiene theory:
 Successes (and things that people feel good about
e.g. advancement, recognition, responsibility, &
achievement) are attributable to intrinsic factors
 Failures (and things that people feel bad about e.g.
supervision, pay, company policies, & working
conditions) are attributable to extrinsic factors or
hygiene factors
 The opposite of satisfaction is no satisfaction
 The opposite of dissatisfaction is no satisfaction
McClelland's theory of needs
(Robbins, Judge & Vohra, 2012)

 Need for achievement (nAch): is the drive to


achieve in relation to a set of standards, to
strive to succeed
 Need for power (nPow): is the need to make
others behave in a way in which they would not
have behaved otherwise
 Need for affiliation (nAff): is the desire for
friendly and close interpersonal relationships
Self-determination theory
 Selfdeterminationtheory.org
 Meta theory
 Initially developed by Edward L Deci and
Richard M Ryan
 “Begins with the assumption that people are
active organisms, with evolved tendencies
toward growing, mastering ambient challenges,
and integrating new experiences into a
coherent sense of self.” (selfdeterminationtheory.org)
Self-determination theory (Contd.)
(selfdeterminationtheory.org)

 Five mini-theories:
 Cognitive Evaluation Theory: Intrinsic motivation:
Motivation based on the satisfaction of behaving for
its own sake. (selfdeterminationtheory.org).
Extrinsic rewards will reduce intrinsic interest in a
task. When people are paid for work, it feels less
like something they want to do and more like
something they have to do.
Mini Theories (Contd.) (selfdeterminationtheory.org)
 Organismic integration theory (OIT): Extrinsic motivation
is behavior that is instrumental - that aims toward
outcomes extrinsic to the behavior itself.
 Distinct forms of instrumentality along a continuum of
internalization:
 External regulation
 Introjection
 Identification
 Integration
 The more internalized the extrinsic motivation is, the more
autonomous the person will be when enacting the behaviors
 Highlights contextual supports for autonomy and relatedness
as critical to internalization
Mini Theories (Contd.) (selfdeterminationtheory.org)
 Causality Orientations Theory (COT):
 Describes individual differences in people's
tendencies to orient toward environments and
regulate behavior in various ways.
 Describes and assesses the following causality
orientations:
 Autonomy orientation in which persons act out of interest
in and valuing of what is occurring
 Control orientation in which the focus is on rewards,
gains, and approval
 Impersonal or amotivated orientation characterized by
anxiety concerning competence
Mini Theories (Contd.) (selfdeterminationtheory.org)
 Basic Psychological Needs Theory (BPNT):
 Elaborates the concept of evolved psychological
needs and their relations to psychological health
and well being
 Argues that psychological well being and optimal
functioning is predicated on autonomy,
competence, and relatedness. So, the level of
support from contexts has a direct bearing on
wellness & functional costs.
 Depends upon cross developmental and corss
cultural settings for validation and refinements.
Mini Theories (Contd.) (selfdeterminationtheory.org)
 Goal Contents Theory (GCT):
 Grows out of distinction between extrinsic and
intrinsic goals and their impact on motivation and
wellness
 Goals are seen as differentially affording basic need
satisfactions and are thus differentially associated
with well being
Goal setting theory
(Robbins, Judge & Vohra, 2012)

 Edwin Locke – late 1960s: Intentions to work toward a


goal are a major source of work motivation
 Assumes that an individual is committed to the goal and
is determined not to lower or abandon it.
 Believess/he can achieve it
 Wants to achieve it.
 Goal commitment is most likely to occur when goals are
made public, when the individual has an internal locus of
control, and when the goals are self-set rather than
assigned.
 Implementation: Management by Objectives (MBO):
Emphasizes participatively set goals that are tangible,
verifiable, and measurable
Self-efficacy theory (Robbins, Judge & Vohra, 2012)
 Developed by Albert Bandura
 Forms the basis of social cognitive theory and social learning
theory
 Refers to an individual’s belief that s/he is capable of
performing a task
 The higher your self efficacy, the more confidence you have
in your ability to succeed
 Self efficacy can be increased through:
 Enactive mastery: gaining relative experience with job
 Vicarious modelling: becoming more confident because you see
someone else doing the task
 Verbal persuasion: becoming more confident because someone
tells you that you have the skills necessary to be successful e.g.
Pygmalion Effect
 Arousal: Arousal leads to an energized state that drives a person
to complete a task
Social learning theory (Robbins, Judge & Vohra, 2012)
 Albert Bandura (1977)
 Role of observational learning in the development of
human personality
 Processes that influence what an individual learns by
observing:
 Attentional processes: People learn only when they
recognize and pay attention to critical features of processes
 Retention processes: Influence depends on how well the
individual remembers the model’s action after the model is
no longer readily available
 Motor reproduction processes: Individual demonstrates what
s/he has seen by doing it after seeing it
 Reinforcement processes: Positive reinforcement plays a
significant role in re-exhibiting and re-modelling observed
and learned behaviors
Equity theory/ Organizational Justice
(Robbins, Judge & Vohra, 2012)

 J. Stacy Adams (1965)


 When we see ourselves as under-rewarded, it creates
anger, when we see ourselves as over-rewarded it
creates guilt. This negative state of tension provides the
motivation to do something to correct it.
 Referent comparisons: Who do employees see
themselves in comparison to
 Self-inside:Employee’s experiences in a different position
inside the employee’s current organization
 Self-outside: Employee’s experiences in a situation or
position outside the employee’s current organization
 Other-inside: Another individual or group of individuals inside
the employee’s organization
 Other-outside: Another individual or group of individuals
outside the employee’s current organization
Equity Theory (Contd.) (Robbins, Judge & Vohra, 2012)
 Based on this theory, employees who perceive
inequity will make one of the following choices:
1. Change their inputs (exert less effort if underpaid,
more if overpaid
2. Change their outcomes
3. Distort perceptions of self
4. Distort perceptions of others
5. Choose a different referent
6. Leave the field/ quit the job
Model of Organizational Justice
(Robbins, Judge & Vohra, 2012)

Distributive Justice
Definition: Perceived fairness
of outcome

Procedural Justice Organizational Justice


Definition: Perceived fairness Definition: Overall perception
of process used to determine of what is fair
outcome in the workplace

Interactional Justice
Definition: Perceived degree to which
one is treated with dignity and respect
Expectancy Theory (Contd.)
(Robbins, Judge & Vohra, 2012)

Individual 1 Individual 2 Organizational 3 Personal


Effort performance rewards goals

1. Effort-performance relationship

2. Performance-reward relationship

3. Rewards-personal goals relationship


Motivating by job
design
Job Characteristics Model (Cascio, 2003)
 J Richard Hackman & Greg Oldham in 1976
 Main premise: We can describe any job in terms of five
core dimensions:
 Skill variety: Degree to which a job requires a variety of
different activities so the worker can use a number of
different skills and talent.
 Task identity: Degree to which a job requires completion of a
whole and identifiable piece of work.
 Task significance: Degree tow which a job has an impact on
the lives or work of other people.
 Autonomy: Degree to which a job provides the worker
freedom, independence, and discretion in scheduling the
work and determining the procedures in carrying it out.
 Feedback: Degree to which carrying out work activities
generates direct and clear information about your own
performance.
Job Characteristics Model
(Hackman & Oldham, 1976, in Cascio, 2003)

Core job dimensions Critical psychological states Personal and


work outcomes
Skill variety Experienced/ perceived High internal
Task identity meaningfulness of the work work motivation
Task significance
High-quality
Autonomy Experienced/ perceived work performance
responsibility for
outcomes of the work High satisfaction
with the work

Knowledge of the Low absenteeism


Feedback
actual results of the and turnover
work activities

Strength of employee’s
need for growth
Motivating Potential Score (MPS)
(Cascio, 2003)

MPS = Skill variety +Task identity +Task significance X Autonomy X Feedback


3

Discussion: How does one quantify the above mentioned traits? Assessment of
the critiques of MPS.
Practical guidelines for redesigning jobs
(Luthans, 2013)

 Skill variety:
 Provide cross training
 Expand duties requiring more skills
 Task identity:
 Give projects a deadline for completion
 Form self-contained work modules
 Task significance
 Communicate importance of job
 Enhance image of the organization
 Autonomy
 Empower to make decisions
 Give more responsibility & accountability
 Feedback
 Implement information systems
 Supervisors give objective, immediate information on how the
employee is doing
How can jobs be redesigned? (Contd.)
(Cascio, 2003)
 Alternative work arrangements
 Flextime
 Job sharing
 Telecommuting
Model for relating goals to performance &
satisfaction (Locke & Latham, 2002, in Luthans, 2013)
MODERATORS
Goal commitment
Goal importance
Self-efficacy
Feedback
Task complexity

CORE OF GOALS
Specificity PERFORMANCE SATISFACTION
Difficulty

MECHANISMS
Choice/ direction
Effort
Persistence
Strategies
Thank You

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