3.1 capon: understanding organisational context 2nd edition © pearson education 2004 understanding...
TRANSCRIPT
3.1Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Understanding Organisational Context 2e
Slides by Claire Capon
Chapter 3
Organisational behaviourApproaches to organisational behaviour
Individuals in organisations
Groups in organisations
Leadership in organisations
3.2Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Approaches to organisational behaviour
• Frederick Winslow Taylor
• Elton Mayo
• Peter Drucker
• Douglas McGregor
• Rosabeth Moss Kanter
3.3Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Frederick Winslow Taylor
• Scientific management
• People dislike work, but will undertake it to earn a living
• Respect fair supervision
• Link pay and productivity
3.4Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Elton Mayo
• Human relations
• Hawthorne studies
• Extra breaks & time off work
• Expected small increases in productivity
3.5Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Elton Mayo
• However productivity continued to grow due to attention paid to the workers by the researchers
• Called the Hawthorne effect
3.6Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Peter Drucker
• Management by objectives
• Seven tasks of tomorrow’s manager:–manage by objectives
–take more risks
–take strategic decisions
3.7Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Peter Drucker
– build an integrated team
– communicate clearly & motivate
– view and understand the organisation as whole
– understand the external environment and its impact on the organisation
3.8Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Douglas McGregor
• Theory X :–dislike work and avoid it
–tight supervision required
–autocratic manager
3.9Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Douglas McGregor
• Theory Y:–regard work as normal
–self motivating
–manager develops co-operative relationship with staff
3.10Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Rosabeth Moss Kanter
• The Change Masters
• Organisations need systems, practices, culture & rewards which encourage people to be enterprising & motivated
• Value people’s problem solving, enterprising and innovation skills
3.11Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Individuals in organisations
• Values
• Attitudes
• Perception
3.12Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Values
• Values are guiding principles which determine whether behaviour acceptable or not
• Terminal values are desired outcomes e.g. high quality, innovation
3.13Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Values
• Instrumental values are preferred types of behaviour, e.g. being accurate, helpful, creative
• Unwritten values are shared norms, beliefs and assumptions which influence relations between staff and between staff and other stakeholders
3.14Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Attitudes
• Job involvement - extent to which an individual identifies with their job
• Organisational commitment - degree to which an individual is loyal to their employer
• Job satisfaction - reflects an individual’s attitude to their job
3.15Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Perception
• Distinctiveness - degree to which an individual behaves differently in different situations
• Consensus - extent to which a collection of individuals agree
• Consistency - similarity in an individual’s behaviour
3.16Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Perception
• Internal attribution is given by low agreement, high consistency and low distinctiveness
• External attribution is given if agreement, consistency and distinctiveness are all high
3.17Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Groups in organisations
• Group membership
• Group development
• Group performance
3.18Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Group membership
• Command groups - determined by the organisation and depend on hierarchical relationships
• Task groups - determined by the organisation and do not depend on hierarchical relationships e.g. a project team
3.19Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Group membership
• Interest groups - informal group which bands together to achieve a common goal
• Friendship group - informal and based on shared /social activity
3.20Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Group development
• Tuckman
• Stage 1 -‘forming’- relationships within the group, ground rules established
• Stage 2 -‘storming’- hostility and conflict rise to the surface, control & priorities established
3.21Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Group development
• Stage 3 - ‘norming’ - co-operation within the group and tasks allocated
• Stage 4 - ‘performing’- flexibility and openness help ensure tasks are completed
• Stage 5 - ‘disbanding’- group members move onto new projects
3.22Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Group performance
• Roles - expected and perceived roles may overlap
• Status - social worth conferred on an individual
• Norms - define acceptable behaviour in the groups, help establish consistent behaviour and conduct
3.23Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Group performance
• Cohesiveness - increases if group members have common goals and approach to work
3.24Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Leadership in organisations
• Charismatic leadership
• Visionary leadership
• Team leadership
3.25Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Charismatic leadership
• Charismatic leaders will:
– be positive and self confident in own ability;
–present a clear vision offering a better future for the organisation;
3.26Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Charismatic leadership
–create an organisational culture in which staff will be self motivating and seek to contribute to the organisation.
3.27Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Visionary leadership
• Visionary leaders will:–create and communicate a
credible vision for the organisation beyond its current situation;
–develop objectives and plan of action to support the vision.
3.28Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Team leadership
• Team leaders will:–trust their team and share
information with them;
–manage the team’s relationship with the dept or organisation in which it is based and with other stakeholders;
3.29Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004
Team leadership
–help resolve problems and conflicts within the team if necessary;
–negotiate for more or different resources when necessary