3.1 Capon: Understanding Organisational Context 2nd edition © Pearson Education 2004 Understanding Organisational Context 2e Slides by Claire Capon Chapter.

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