organizational concept and individual behavior

7/31/2019 Organizational Concept and Individual Behavior

1/26

ORGANIZATIONAL

CONCEPT AND INDIVIDUAL BEHAVIOR

PRINCE JUNE CRUZ KITANE, R.N.


2/26

OBJECTIVE:

AT THE END OF THE LECTURE

WE WILL BE ABLE TO LEARN AND

BE AWARE OF THE DIFFERENT

ORGANIZATIONAL CONCEPT AS

WELL AS THE INDIVIDUAL

BEHAVIOR THAT INCLUDES THEFOLLOWING:

* Intelligence

* Creativity

* Theories of Social identityand Attribution

* Stereotyping

* Improving perception

And most of all to HAVE FUN


3/26

Love MeLove me in the Springtime, when all is green and new,Love me in the Summer, when the sky is oh so blue,Love me in the Autumn, when the leaves are turningbrown,Love me in the Winter, when the snow is falling down.

Love me when I'm happy, and even when I'm sad,Love me when I'm good, or when I'm oh so bad,Love me when I'm pretty, or if my face is plain,Love me when I'm feeling good, or when I'm feelingpain.

Love me always darlin', in the rain or shining sun,Love me always darlin', after all is said and done,Love me always darlin', until all our life is through,Love me always darlin', for I'll be lovin' you!


4/26

Perfection All I ever wanted was to be part of your heartand for us to be together to never be apart.No one else in the world could even compare,

Youre perfect and so is this love we share. We have so much more then I ever thought we

would,I love you more then I thought I ever could.I promise to give you all I have to give,Ill do anything for you as long as I live. In your eyes I see our present, future, andpast,by the way you look at me I know we will last.I hope that one day you will come to realize,how perfect you are when seen though myeyes.


5/26

Organizational Behavior Concepts


6/26

The aforementioned emerging trends

would understand better by structuringthe conceptual framework of organizational behavior. The illustrationabove showed the five major conceptssuch as multidisciplinary, scientificmethod, contingency, multiple levels of analysis and open system. (Mcshaneand Glinow, 2000)


7/26

Multidisciplinary. The contributing disciplinessuch as psychology, sociology, socialpsychology, anthropology, political science;and the emerging areas on ergonomics andinformation technology have had the greatestimpact on the organizational behavior knowledge in particular and industrial/organizational psychology discipline ingeneral. Organizational behavior is a

discipline in social science that deducesknowledge from other disciplines rather thansolely dependent on research base


8/26

Scientific Method. Describing, understanding,predicting and controlling are the goals in

studying human behavior more particularly,behavior of individual in organization. OBresearchers must formulate such problems,test their hypotheses, and employ appropriate

methods. In this way, researchers will beguided by a set of principles and proceduresthat help them to collect, organize, analyzeand interpret data in a systematic andmeaningful way. Research findings are viablefor a manager in performing decision rolesand leadership ability.


9/26

Contingency. The relevance of the goals instudying behavior problems morespecifically, understanding, and predictingorganizational events is referred tocontingency approach . This concept is anidea that a particular action may havedifferent consequences in different situationsthat no single solution is best in allcircumstances. Because the nature, kind andextent of behavioral problems in anorganization may vary on a particular situation. Thus, the psychological study and

application of knowledge contributed by thedifferent disciplines such as mentionedabove it would serve as conceptual bases bythe OB researchers in understanding andpredicting such unexplained events and

conditions.


10/26

It is incumbent upon the organizational unitthat a manager is responsible to be aneffective in applying contingency orientedtheories on leadership, workforce,participation, conflict management, etc. thatare necessary in various areas of theorganizational behavior. Tosi and Slocum(2004) gave major emphasis on the need tounderstand and diagnose the situation, and

select the strategy most considerableunexplained conditions when an organizationis beset by a unique and new problem or opportunity.


11/26

Multiple Levels of Analysis. In the analysis of theorganizational problems, it is effective to employ thesystematic application for the purpose of objectivity,simplicity and clarity. Manager and OB researcher must consider the individual, group (team), and theentire organization in hierarchical order. Theindividual level covers traits, predispositions andresponses display by workers. The psychodynamicaspects of personality would provide the innermostdimension of the individuals thought, perception,motivation, emotion, attitudes, and values that arevery important to his/ her adjustment and lifework.The group or team level would provide analysis oninteraction processes among members of theorganizational unit. Group processes, groupdynamics team building, communications,leaderships, human relations, politics and conflictsare the major concerns.


12/26

As a whole, an analysis of the organizationalenvironment includes the structure, functionand interrelationships with a member and/ or group in an organization. Motivation is abehavior of an individual in organization thatinclude his performance, recognition frompeers and superior, and job satisfaction in theorganization. Job evaluation of an employee or employees is related to organizationalstructures and processes under HumanResource Management. In this way,organizational analysis levels would providethe manager to have an in depth analysis asregards the content facilitative of behavior problems to the workforce.


13/26

Open system. Waring (1997) viewedorganization as open systems that consist of interdependent parts that work together tocontinually monitor and transact with theenvironment. An organizational systemacquires resources from its externalenvironment including raw materials,employees, information, financial support andequipment. Technology like equipment, workmethods and information transforms theseinputs into various outputs that are exportedback to the external environment about the

use of these outputs and the availability of future inputs. It also accepts more resourcesin return for its outputs. This process iscyclical and self sustaining becauseorganization must continue to survive and

prosper (McShane and Von Glinow, 2000)


14/26

SM as an organization had manyinterdependent parts called subsystems that

must coordinate with each other and theexternal environment in the process of transforming inputs to outputs. Subsystemsare various processes such as communicationand reward system, task activities that includeproduction and marketing, and socialdynamics concerning informal groups andpower dynamics. Tushman and his associates(1997) maintained that organizational decisionmakers need to monitor the subsystems toensure that they are aligned with each other with the external environment


15/26

INTELLIGENCE Intelligence capacity for goal directed and

adaptive behavior and involves the abilities toprofit from experience, solves problems,formulate reason and successfully meet thechallenges and achieve goals.

Mental Ability is the aggregate or globalcapacity of the individual to act purposely, tothink rationally and to deal effectively with hisenvironment.

Motivation plays a vital role in intelligence or mental ability because it represents the forceswithin an individual that affect his/her direction,adaptation, and goal achieving behavior.


16/26

INTELLIGENCE TEST -organizations resort to intelligence testing as

a main requirement supported with other psychological tests such as personality,interest, values, leadership, and other dimensions as bases to identity qualifiedapplicants for recruitment, selection, positions,promotions, identification of ability and other purposes.

-predicts ability to learn new things or skills,that intends to reflect actual performance.


17/26

Uses of Test in the Industry: To assess applicant or employees

capabilities. To guide training and learning. To give feedback to employees and

employers. To maintain standards and procedures. To motivate workers.

To diagnose workers inadequacies. To evaluate organizational procedure,materials and techniques

To instruct.


18/26

Qualities of a Good Test Validity it is the extent to which a test

measures what it purports or is supposed tomeasure. Reliability it refers to the accuracy, precision

or consistency of a score obtained through

test, test is open to errors of measurement. Practicability as a characteristic of a good

test, it refers to the ease and feasibility of administering the test. Ex. For large

population you cannot conduct essay test for its difficult to score. For individual test of orallanguage proficiency, while obviously youcant administer it to anywhere for it require

special equipments.


19/26

TYPES OF INTELLIGENCE TEST1. Wechsler Adult Intelligence Scale Revised (WAIS- R) For employability or employee positions. It consists

of 11 kinds of test. Information general question, how much the individual

absorbed from his environment, not necessary how heuses this acquired information.

Picture Completion composed of different picturesprinted in 20 cards, time limited, and measures ability toidentify missing part.

Digit span the examinee reproduces orally sets of digitsby the examiner. This measures auditory memory.

Picture arrangement arrange picture in proper sequence. Measures visual perception.

Vocabulary asked to define the words. To classify andconceptualize skills related to his early and later educational performance.


20/26

Block design 9 cubes colored red on two sides,and 9 cards with printed designs on two sides,

asked to form a design. Measures reasoning ability. Arithmetic. Solving number problems without penand paper and time bound.

Object assembly to test visual analysis. He will be

asked to put together given items. Comprehension explain what he read. Measures

practical judgment. Digit symbol given a number from 1- 9 and will be

ask to write a symbol corresponding to the number. Similarities measures intellectual ability in terms

of associative thinking and conceptual judgment.


21/26

2. Stanford Binet L-M. to measure the level of intelligence and/or

retardation of the person, widely used todiagnose problems and to identify thegifted.

Major categories are the following: General Comprehension ability to

conceptualize and integrate components into ameaningful total relationship.

Visual Motor Acuity contains itemsconcerned with manual dexterity, eye handcoordination, and perception. It measures theability to manipulate materials in problemsolving situations that requires integration of visual motor skills, visual imagery, andnonverbal reasoning ability.


22/26

Arithmetic Reasoning for mental abstractions andto assess the concentration of a person.

Memory and Concentration involves auditory andvisual memory and a refined attention span. Vocabulary and Verbal Fluency number of words

defined, rhymes, comprehension of verbal

relations, the level of understanding in verbalconcept. Judgment and Reasoning - perception in terms of

logic, ability to distinguish, and the ability to analyzeand synthesize components measured by the

judgment and reasoning subtest.


23/26

3. Academic Aptitude Test - Non-verbal test, designed to evaluate the aspect

of intelligence related to the aptitude for abstract

academic work required in mathematical, engineering,designing and other physical sciences.- There are three subtests that represent the three lines of

abstract ability; these are as follows.* Spatial Relations. To test the ability to match forms of

different size and shape.*Comprehension or Physical Relations. Test not only the

ability to judge and possibly manipulate physicalproblems, but also includes problems of detecting,

visualizing, correcting and reasoning in pictorial andgraphic work.*Graphic Relations. Test 3 things. The ability to grasp an

abstract problem, the ability to translate the problem,the ability of association and classification.


24/26

CREATIVITY is one of the categoriespresented to the person to determine his/ her capacity to express familiar themes in novelways.

- The ability to produce novel and valuable ideas.

Five components of creativity: Expertise. A well developed base of knowledge.

The mental processes of creativity such as ideas,images, and phrases are used through

accumulated learning would produce novel ways. Imaginative Thinking Skills. An ability to perceive

things in new ways, to recognize patterns, and tomake connections.


25/26

Venturesome Personality. Toleratesambiguity and risk, perseveres in

overcoming obstacles and seeks newexperiences rather than following thepack.

Intrinsic motivation. People becamecreative when they are motivatedparticularly by their interest, enjoyment,satisfaction, and challenge of work.

Creative Environment. A person whoreceives supports from people wouldrefine creative ideas.


26/26

CONTINUE
http://localhost/var/www/apps/conversion/current/tmp/SOCIAL%20IDENTITY%20THEORY.ppthttp://localhost/var/www/apps/conversion/current/tmp/SOCIAL%20IDENTITY%20THEORY.ppt

organizational concept and individual behavior

Documents