Influencing in Employee Behavior HUMAN RESOURCE DEVELOPMENT .

Influencing in Employee Behavior

HUMAN RESOURCE DEVELOPMENT

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1. The Goal of HRD Intervention

• The ultimate objectives of HRD Program is to improve organizational Performance

• Career development activities, mentoring, formal training and Education opportunities

• Major focus of HRD Intervention is to change employee behavior• skills and behaviors that need to perform the greatest accomplishment

of organizational goals.

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• 조직 구성원의 행동에 영향을 미치는 변수들 ?(Brainstorming)

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Performance (P)

Motivation (M) Knowledge, Skills, Attitudes (KSA)

Environment (E)

P= M * KSA * E

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2. Model of employee behavior

Employee• Motivation• Attitudes• Knowledge, Skill, Ability

Supervision• Leadership• Performance Expectations

Organization• Reward structures• Culture• Job Design

Coworkers• Norms• Group Dynamics• Teamwork• Control over Outcomes

Behavior• Task Performance• Organizational

Citizenship Behaviors

Outcomes• Personal• organizational

Factors in the External Environment

Economic conditions

Technological changes

Labor Market Conditions

Law and Regulations

Labor unions

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3. Major categories of employee behavior

• Task performance (competency )

• Organizational citizenship behavior (commitment)

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External influences on employee Behavior

• Factors in the External Environment • Downsizing• Merger & acquisition

• Factors in the work environment• Outcomes : a Results of given employee behaviors

• Personal Outcomes : pay, recognition, emotions• Organizational Outcomes : Teamwork, Productivity, Quality

• Supervision and Leadership• Leadership activities : delegating, evaluating, providing feedback, rewarding, Coaching,

Mentoring…• Leader’s Performance Expectation (Pygmalion effect)

• The organization• Reward structure

• The Types of rewards (Material, social)• The reward distribution (equally to all, relative to each individual’s contributions)• The criteria for reward distribution (results, behaviors, tenure)

• Organizational culture : values, beliefs, norms, pattern of behaviors• Job Design : Hackman & Oldham’s Theory

• Coworker and Team • Coworker’s social influencing• Norms : informal rules (guideline for appropriate behaviors)• Group Dynamics : Interacting way (Groupthink, social Loafing…)• Teamwork : Trust, Cohesiveness

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Fundamental internal influences : Motivation

• Motivation : the direction, persistence, amount of effort expended by an individual to achieve a specified outcomes1. Voluntary behavior

2. Process• Direction : What need the person id trying to satisfy• Persistence : How long the person keep doing it• Amount of effort : How hard the person works it

3. Individual phenomenon

• Approaches to Explaining Motivation• Need Theories : Underlying needs drive motivation

• Maslow’s Needs hierarchy theory, Alderfer’s ERG Theory, Herzberg’s Two-factor Theory

• Process theory : Motivation is process controlled by conscious thoughts, Beliefs, and Judgments • Expectancy theory, Goal-setting Theory, Social –learning Theory, Equity

Theory

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Need satisfied

Tension is created

Needs is activated

Search for ways to reduce

tension

Perform Behaviors to

reduce tension

Tension eliminated or reduced?

Yes

No

Needs-Activation-need satisfaction Process

• If a person becomes frustrated trying to satisfy currently activated needs, this frustration will cause previously satisfied needs to activated and drive behavior

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Expectancy theory

Should IExert efforts?

ExpectancyHow likely is it that I will reach my performance goal?

InstrumentalityWill I receive variousOutcomes if I reach myPerformance goal?

ValenceHow desirable are theseOutcomes?

People will choose to put effort into behavior they

• Believe they can perform successfully (High expectancy) and

• Believe are connected to outcomes (high instrumentality) they desire (high valence) or

• Believe will prevent outcomes (negative instrumentality) they want to avoid (negative valence).

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Social Learning : Self-efficacy and performance

Performance historyModeling

Other’s feedbackPsychological/Economic state

Analysis of task

Attribution of performance history

Assessment of constraints

Self-efficacy *

Performance

Behavior outcomes

Feedback

* Self-efficacy : People’s judgment of their capabilities of organize and execute course of action required to attain designated types of performance

• People who high self-efficacy for particular task will focus their attention on the challenges of situation and use greater effort in mastering them, thus increasing the chance of successful task performance

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Equity theory

Outcomes/rewardsReceived by self

Input of self

Outcomes/rewardsReceived by

Relevant others

Input of relevant others

Social comparison of Outcomes to inputs

Perceived inequity Perceived equity

MotivationTo correct

or reduce inequity

MotivationTo Maintain present equity relationship

• People who believe they are being treated fairly ( equity) will be motivated to continue their present performance and behavior pattern whereas people who believe they are victims of inequity will search for way to reduce their feeling of unfairness

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Other internal Factors: attitudes

• Attitudes • A person’s general feeing of favorableness or unfavorableness to ward some stimulus object.

• The combination of attitudes and perceived social pressure influences an individual’s intentions. These intentions, more directly influence behavior.

Beliefs about behavior-outcomes relationship

Attitude toward the behavior

Beliefs about group /Society norm

Perception of norms

intentions Behavior

Perceived situational orinternal constraints

Source : Hellriegel, Slocum, & Woodman(1989). Organizational behavior(5th.). St Paul, MN: West, 51.

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Locus of Control

Reaction to skill assessment

Source : Noe & Schmiitt (1986). The inflencec of trainee attitudes on training effectiveness, Personal Psychology, 39,155.

ExploratoryBehavior

Pre-trainingMotivation

Learning Behavior Performance

Job involvement Career planning

Reaction totraining

A Model of motivation and attitudinal influences of training effectiveness

• Jon involvement and career planning can have a significant impact on pre-training motivation and motivation to learn.,

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Other internal Factors: KSAs

• Abilities

• General capabilities related to performance of set of tasks.• Develop over time through the interaction of heredity and experience and are long-lasting

• Skills • Similar to abilities, but differ in that they combine abilities with capabilities that are developed

as a result of training and Experience• Psychomotor activities ( abilities tend to more cognitive)• Compilation (low level) – Automatcity (High level)

• Knowledge • An understanding of factors or principles related to particular subjects

• Declarative Knowledge : fact, information• Procedural Knowledge : How and when to apply the fact and information• Strategic Knowledge : Planning, Monitoring, Revising goal-directed activity

• Competency ? :

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검토사항

• 교육훈련 참가자의 동기부여를 위해 사전에 할 수 있는 일은 무엇인가 ?

• 교육훈련 중 참가자의 동기를 높이기 위한 원칙 같은 것들은 어떤 것들이 있는가 ?