Contemporary Issues in Organizational

Behaviors
Prepared by: Anne Margaret Falco, RN
Organizational Behavior
Organizational Behavior is the study of human
behavior in organizational settings, the interface
between human behavior and the organization.
This area of study examines human behavior in a work
environment and determines its impact on job
structure, performance, communication, motivation,
leadership, etc.
Managing Generational Differences
 Baby Boomers

"Those born in the years after World War II, when there was – thanks to
soldiers returning home – a significant spike in births, both in America and
in Britain. These are the men and women who tuned in, got high, dropped
out, dodged the draft, swung in the Sixties and became hippies in the
Seventies. Some, like Bill Clinton, made it to the White House. Idealistic
and uncynical, this was the generation that fought the cold war and
smashed down the Berlin Wall."
Baby Boomers
The generation can be segmented into two: The Leading-Edge
Baby Boomers are individuals born between 1946 and 1955,
those who, for US, came of age during the Vietnam War era.
The other half of the generation was born between 1956 and
1964 and is called Late Boomers, or Trailing-Edge Boomers.

It is the Rock and Roll, Elvis, Beatles, Woodstock, Miniskirts,

Barbie generation. The first two-income household generation,
the first TV generation, the first divorce generation, where
divorce was beginning to be accepted as a tolerable reality.
The first tolerant generation. Envision technology and
innovation as requiring a learning process.
Baby Boomers
Baby Boomers have been working the longest and
have extensive knowledge and experience. They want
and oftentimes expect others to value their input and
opinions. Baby Boomers believe that hard work
equates to long hours and that integrity in the
workforce should be top priority. They are known to
“live to work” and place extreme value on career
advancement and promotion. They enjoy working in a
team environment and are said to have created meeting
culture.
Generation X
Gen Xers are often called the MTV Generation. They
experienced the emergence of music videos, new wave
music, electronic, glam rock, heavy metal, punk,
grunge and hip hop. It is the Nirvana, U2, Madonna,
torn jeans, Friends, Beverly Hills 90210, PC
generation.  
They are into labels and brand names. They want what
they want and want it now, but struggle to buy, and
most are deeply in bank and credit card debt.
Generation X
Generation X has been through a roller-coaster of
economic events. Downturns and upswings have
impacted their career choices, career successes, and
career futures. Unlike the Baby Boomers, Generation
X has a more “work to live” mentality and value their
life outside of the workplace. While they have a good
work ethic, their work-life balance is of highest
importance to them.
 Generation Y (Millennial)

According to a Goldman Sachs research: "Millennial have come of age during

a time of technological change, globalization and economic disruption. That’s
given them a different set of behaviors and experiences than their parents.
They have been slower to marry and move out on their own, and have shown
different attitudes to ownership that have helped spawn what’s being called a
“sharing economy.” They’re also the first generation of digital natives, and
their affinity for technology helps shape how they shop. They are used to
instant access to price comparisons, product information and peer reviews.
Finally, they are dedicated to wellness, devoting time and money to exercising
and eating right. Their active lifestyle influences trends in everything from
Generation Y (Millennial)
Known as sophisticated, technology wise, immune to
most traditional marketing and sales pitches, they’ve
seen it all and been exposed to it all since early
childhood. 
American sociologist Kathleen Shaputis labeled
Millennials as the Peter Pan generation, because of
their' perceived tendency to delay some steps into
adulthood (like housing, career and marriage) for
longer periods than most generations before them.
These labels were also a reference to a trend toward
members living with their parents for longer. 
Generation Y (Millennial)
 The youngest members of the current workforce.
Generation Y typically grew up with two working
parents and a to-do list constantly on display
throughout their childhood. Because of this,
Generation Y has the ability to multitask and also
values work-life balance. However, differently from
Generation X, Generation Y believes they need to
accomplish things on their to-do list in order to enjoy
their free time. Therefore, Generation Y tends to be
very goal oriented and efficient.
Generation Z
It is the generation born after 1995 and they have
never known a world without computers and cell
phones. Their age now spans from pre-schooler to
teenagers and they are digital integrators, having
integrated technology seamlessly into their lives, and
having used it from the youngest age; it is almost like
the air that they breathe, permeating almost all areas of
their lifestyle and relationships. They are savvy
consumers and they know what they want and how to
get it.
Generation Z
Globally focused, visually engaged, educationally
transformed, socially defined. It is the generation that
will experiment Google glass, nano-computing, 3-D
printing, driverless cars. Refered to as “Technoholics”,
because they are entirely dependent on it.
Technology has been utilized as a babysitter by many
parents of this generation and it is also present in the
classroom. This constant access to technology makes
Generation Z extremely tech savvy but has also
changed behavior and lifestyle. Whether or not these
behavioral and lifestyle changes will carry on into their
adulthood is yet to be determined. Generation Z is the
next group to enter into the workforce with the oldest
members turning 22-years-old in 2019.
Strategies in Managing
Generational Differences
Different generations, different ideas: with the rising
dominance and entry of Gen Z into the work world, a lot is
changing for managers, employees and the working culture
as a whole. New colleagues are bringing fresh ideas with
them and have an unwavering command of digital
communication.
Leaders find it easy to manage employees and teams that
share the same values and have a similar range of
experience as they do. Today, however, Baby Boomers are
encountering Millennial at work and Gen Z is not too far
behind now – all under one roof, in one team, in one
organization.
1. Actively develop your own communication
culture
Communication is the link that unites every single part of
your organization. When communication is not smooth
between employees and teams, this can create a strain on
the work atmosphere throughout the whole office. The
damage to the organization can be significant: those who do
not communicate well with each other may find it
challenging to create common goals and achieve positive
workplace collaboration.
People are different and therefore we all differ in our style
of communication. Depending on our character, we
communicate either emotionally or rationally, personally or
factually.
1. Actively develop your own communication
culture
Baby Boomers are sometimes considered reserved,
whereas working with Millennial and Gen Z is often
perceived as open-minded and collaborative. Younger
generations question the added value of classic
hierarchy models, while Baby Boomers find
orientation and support in these types of structures.
These characteristics can give you orientation when
communicating across different generations. Every
individual has their own style and so you should work
together on a communication culture suitable for your
organization.
How to reconcile different
communication styles
Discuss how you feel about communicating with each other. Establish an
open exchange on how communication works best and in which
situations.
Reserve two minutes for feedback on communication at the end of every
meeting.
Encourage your colleagues to reflect briefly on how the communication
worked at the end of each dialogue.
This short feedback loop means you get to know the advantages and
disadvantages of different means and styles of communication.
Regularly revisit the lessons learned and discuss with each other where
you can become even better.
This way, you learn together across the generations how communication
works best – regardless of age, length of service and personal preferences.
2. Learn to efficiently use digital tools as
a team
As the first generation to grow up in a fully connected
world, Gen Z are considered the ultimate digital natives.
Handling new technologies has become second nature to
them, and they know the feeling of freedom that these
technologies bring.
By contrast, Gen X and older Millennial are digital
immigrants who have learned how to use technologies little
by little. When it comes to technology, they assume that
there is always something that won’t work properly. By
comparison, Gen Z has an enlightened and liberated
relationship to digital innovations and they know how to
use them intuitively.
How to bring digital natives and digital
immigrants together
The best way to bring digital natives and digital immigrants
together is through intergenerational mentoring programs:
Institutionalize mentoring programs in which long-term
employees train newcomers in all the processes of the
organization.
Parallel to this, set up reverse mentoring programs in which
digital natives show older colleagues how they use technology.
An important prerequisite: modern technology is part of the
basic equipment of every workplace, no matter who is working.
Standardize your organization’s toolset and ensure that every
employee has access to all cloud communication solutions and
collaboration tools – lack of access must not become an excuse
for non-use.
How to bring digital natives and digital
immigrants together
Offer each employee a basic training program in which the basics
of using technology are explained – not as something compulsory,
but as a possibility, especially for colleagues who feel unsure.
Monitor how your organization uses the tools offered and share
the status with the entire organization.

For younger generations, a modern workplace is a sign of

recognition. It signals that the organization is doing everything in
its power to give employees the opportunity to be successful at
work. This is a fundamentally positive attitude from which older
colleagues can learn, particularly those that are unfamiliar with
technology.
3. Encourage productive work through
common goals
Each generation has a different notion of working
hours, office design and employee management. Baby
Boomers have grown up in the age of the presence
culture. While the office used to be an anchor point of
work for any generation, it plays a less important role
for Millennial and Gen Z.

Millennial and Gen Z seek their happiness in fulfilling

and meaningful activities. Productivity is the key to
happiness in the workplace. Those that work
productively are successful – and success can in turn
lead to happier professionals.
3. Encourage productive work through
common goals
Common goals are needed in order to reconcile the
experiences, habits and preferences of all generations.
This is the new challenge that managers in particular
have to confront.
The clearer you define the ideas of what an
organization should achieve, the better all employees
can seek to make them a reality. Unnecessary conflicts
due to misleading objectives can be avoided
How to convey a new idea of performance
and success
Give all employees regular feedback, on a weekly basis. Gen Z in
particular is addicted to this, because they want to know if they are
making a significant contribution to the organization.
Personal feedback on a weekly basis not found in incredibly long
email threads will be a new experience for many older employees.
But it’s an experience that has an effect and encourages personal
commitment.
Work can be done anywhere, anytime. A strict commitment to place
and time may seem outdated for new generations thus unnecessary
provided that goals are clearly defined for each individual employee.
In addition to personal goals, clear objectives are also important at the
team level: what do we want to achieve together? Team objectives
bring the generations together.
Deep down, every employee wants to do a good job.
Young generations bring fresh ideas to the debate
surrounding conventional working models based on
hierarchies and presence. The new world of work,
promoted by Millennial and Gen Z can also empower
older generations. In the end, organizations benefit
from motivated, productive and communicative
employees.
Managing Negative Behavior

in the Workplace
What is a Negative Attitude?
People who possess bad conduct and get easily attracted to the
bad in everything are said to be the one who has a negative
attitude. They usually pinpoint negative in everything whether it
may be people, situations or behavior.
Every workplace environment has different types of employees
with different kinds of attitudes. The most common different
types of attitudes are
1. Being positive
2. Very diplomatic
3. Negative mindset.
The very first two mindsets will not disturb the environment
mostly. But negative attitude employees are very difficult to
handle as they cause a disturbance to the environment and also
pollute the workplace ethics.
Principles of Disciplinary Action
Have a positive attitude
Investigate carefully
Protect privacy
Focus on the act
Enforce rules consistently
Be flexible
Advise the employee
Take corrective, constructive action
Follow up
Modification of Employee Behavior
1. Reinforcement
positive reinforcement increases the probability of a
recurrence of desired behavior.
it should be clearly connected to the behavior that the
manager wishes to increase.

2. Shaping
is a behavior-modification technique used when the
response does not meet the criteria.
the nurse manager can shape the responses into the
desired behavior and get the staff member to do something
new.
Modification of Employee Behavior
3. Extinction
any reinforce that is presented frequently but not
paired with an other reinforce will lose its effectiveness.
managers who praise everyone for everything all the
time will find that their words lose their effectiveness as
reinforce.
4. Punishment
Employees who do not meet work standards will be
terminated.
Penalties
1. Verbal Reprimand
2. Written Reprimand
3. Others:
layoff
demotion
discharge
Performance Appraisal
Performance Appraisal
An important managerial controlling responsibility is
determining how well employees carry out the duties
of their assigned job. This is done through
performance appraisal in which work performance is
being reviewed.
It let employees know the level of their job
performances as well as any expectation that the
organization may have of them.
It also generate information for salary adjustment,
promotions, transfers, disciplinary actions and
termination.
Performance Appraisal
None of the manager’s actions is as personal as
appraising the work performance of others.

When used correctly, performance appraisal can

encourage staff and increase retention and
productivity.
Leadership Roles Associated with Performance
Appraisal
Uses the appraisal process to motivate employees and
promote growth.
Uses appropriate techniques to reduce the anxiety
inherent in the appraisal process.
Involves employees in all aspect of performance
appraisal.
Is self aware of own biases and prejudices.
Develops employees trust by being honest and fair
when evaluating performance.
Encourage peer review process among professional
staff.
Leadership Roles Associated with Performance
Appraisal
Uses appraisal interview to facilitate two- way
communication.
Provides ongoing support to employees who are
attempting to correct performance deficiencies.
Uses couching techniques that promote employee
growth in work performance.
Individualizes performance goals and the appraisal
interview as needed to meet the unique needs of a
culturally diverse staff.
Management Functions Associated with
Performance Appraisal
Uses formalized system of performance appraisal.
Gathers data for performance appraisal that are fair and
objective.
Uses the appraisal process to determine staff education and
training needs.
Bases performance appraisal on document standards.
Maintain appropriate documentation of the appraisal process.
Follows up on identified performance deficiencies.
Conducts the appraisal interview in a manner that promotes a
positive outcome.
Provides frequent informal feedback on work performance.
Methods of Performance
Management
1. Anecdotal notes / Essays
Are objective descriptions of behavior recorded on plain paper or a
form.
The notion should include who has observed. By whom, when,
where, and doing what.
Interpretation and recommendation may be included.
It is advisable to make several brief observation over a period of
time to allow temporary variables and to identify patterns of
behavior.
Description of anecdotal recordings are not coerced into a rigid
structure.
They do not guarantee that observation will be made systematically
or that specific, relevant behaviors will be observed. It also takes
considerable time to record observation.
2. Checklists
The manager can categorically asses the presence or
absence of desired characteristic or behavior.
Most useful for tangible variables such as inventory of
supplies, but can also be used for evaluation checklist
as well.
It is advisable to list only the behavior essential to a
successful performance.
2.Checklist
3 types of checklist:
1. Simple Checklist – uses words or phrases to describe
behavior.
2. Forced Checklist – requires the evaluator to select a
desirable or undesirable for each person. The
behavior are given quantitative value that result in a
score that may be used for employment decision.
3. Weighted Checklist – gives weighted score for each
behavior. The overall performance appraisal score is
determined by the behaviors chosen.
3. Rating Scales
Does more than just note the absence or presence of
desirable behavior.
It locates the behavior at a point on a continuum and notes
quantitative and qualitative abilities.

a) Numerical rating scale

- usually includes numbers against which a list of behavior
are evaluated.
e.g.
observation of working hours 1 2 3 4 5
ability to get along with others 1 2 3 4 5
3. Rating Scales
b.) Graphic rating scale
- differs from the numerical rating scale in that word
rather than numbers are used.
- usually list extremely broad and general personal
characteristics that are to be rated from poor to
excellent or from low to high.
3. Rating Scales
c.) Descriptive graphic rating scale
- is similar to the graphic rating scales except that it
presents a more elaborate description of the behavior
being rated.

d.) Behaviorally anchored rating scale (BARS)

- evaluate behavior relevant to the specific demands of
the job and provide examples of specific job behaviors
corresponding to good, average and poor
performances. This description reduce the amount of
personal judgment needed by the rater.
BARS
3. Rating Scales
e.) Behavioral observation scale
- use critical incidents of worker behavior. The
evaluator lists a number of critical incidents for each
performance and rates the extent to which the behavior
has been observe on five-point scale ranging from
almost never to almost always.
-cons: relatively time consuming and expensive to
develop.
BOS
4. Ranking
Forces managers to position staff members in descending order from
highest to lowest even if the evaluators do not think there is a
difference. It requires manager to compare each staff member with
others, but that comparison is not systematically built into a method.
a.) Paired comparison
- manager compare each nurse with another nurse. If the managers are
ranking four nurses, they must deal with 6 possible pairs, this number c
an be calculated as follows:

N(N-1)/2
e. g 4(3)/2 = 12/2 = 6.
Each pair is then presented to the manager, who must determine which of
the two is better.
Paired Comparison

Cons: they do not lend themselves to large number of

staff, it demand considerable amount of manager’s
time.
5. Management by Objectives or Outcome
(MBO)
A tool for effective planning and appraisal.
It emphasizes the achievement of objectives or
outcomes instead of demonstration of personal
characteristic. It focuses on individual achievement,
motivates individuals to accomplishments and
measures performance in terms of results.
Manager and staff identify major areas in which the
staff will work, set standards for performance and
measure results against the mutually agreed upon
standards. It determines the outcome that the staff is to
achieve within a given time frame.
6. Self Appraisal
Promotes dignity and self respect.
Less structured approach used in participative
organization that promote employee acceptance of
plan for improvement and uses manager as coach
instead of a judge.
7. Customer or Subordinate Evaluation
Customer feedback in the work place has become
common.
Managers need to use staff’s performance evaluations
to impact the customer’s feedback.
Staff performance evaluations should increase
excellence in patient care and satisfaction that leads to
better patient evaluation of care.
Managers are often evaluated on the result of patient
evaluation of care.
8. Peer Review
Is a process whereby a group of RN evaluate the
quality of another RN performance.
It provides a feedback mechanism for sharing ideas,
comparing the consistency of the staff performance,
and identifying areas for development.
9. 360- Degree Feedback
A multisource system of assessment including self-
appraisal, subordinate, peer, and administrative
feedback.
It creates credible information, reduces supervisor
bias, supports a team environment, support career
development, moves from a seniority to performance
system and substantiates rewards for high performers.
Emotional Intelligence
Emotional Intelligence
Emotional intelligence refers to the ability to identify
and manage one’s own emotions, as well as the
emotions of others.
Emotional intelligence is generally said to include at
least three skills: emotional awareness, or the ability to
identify and name one’s own emotions; the ability to
harness those emotions and apply them to tasks like
thinking and problem solving; and the ability to
manage emotions, which includes both
regulating one’s own emotions when necessary and
helping others to do the same.
FIVE Components of Emotional Intelligence
SELF- AWARENESS
emotional awareness
accurate self-assessment
self-confidence

SELF REGULATION
self control
trustworthiness
conscientiousness
adaptability
innovation
FIVE Components of Emotional Intelligence
MOTIVATION
Achievement drive
Commitment
Initiative
Optimism
EMPATHY
understanding others
developing others
service orientation
leveraging diversity
political awareness
FIVE Components of Emotional Intelligence
SOCIAL SKILLS
Influence
Communication
Conflict management
Leadership
Change catalyst
Building bonds
Collaboration and cooperation
Team capabilities
Sources:
TOMEY, A.M. (2009) Nursing Management and Lead
ership ; 8
th Edition, Chapter 14, pp.422-443

http
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https://courses.lumenlearning.com/wmopen-organizati
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https://communityrising.kasasa.com/gen-x-gen-y-gen-
z/
https://iedunote.com/organizational-behavior
https://www.nfon.com/en/news/press/blog/blog-detail/
3-strategies-for-managing-generational-differences-in-t