Understanding and Managing

Individual Behavior
Chapter 15
01 FOCUS and goals of organizational behavior

 One of the challenges in understanding organizational behavior is that it addresses issues that
aren’t obvious. Like an iceberg, OB has a small visible dimension and a much larger hidden
portion
 Focus of Organizational Behavior
a) Individual OB: attitudes, personality, perception, learning, and motivation.
b) Group OB: norms, roles, team building, leadership, and conflict
c) Organizatonal OB: structure, culture, and human resource policies and practices
 The goals of OB are to explain, predict, and influence behavior.
 6 IMPORTANT EMPLOYEE BEHAVIOR
1. Employee productivity is a performance measure of both efficiency and effectiveness.
2. Absenteeism is the failure to report to work.
3. Turnover is the voluntary and involuntary permanent withdrawal from an organization.
4. Organizational citizenship behavior (OCB) is discretionary behavior that’s not part of an
employee’s formal job requirements, but it promotes the effective functioning of an
organization.
5. Job satisfaction is an individual’s general attitude toward his or her job.
6. Counterproductive workplace behavior is any intentional employee behavior that is
potentially harmful to the organization or individuals within the organization
02 Attitudes play in job performance

3 components of Attitudes
1. The cognitive component refers to the beliefs, opinions, knowledge, or informationheld by
a person.
2. The affective component is the emotional or feeling part of an attitude.
3. The behavioral component refers to an intention to behave in a certain waytoward
someone or something.
 Job satisfaction refers to a person’s general attitude toward his or her job. Job satisfaction
positively influences productivity, lowers absenteeism levels, lowers turnover rates, promotes
positive customer satisfaction, moderately promotes OCB, and helps minimize
counterproductive workplace behavior.
 How to handle counterproductive behavior -- understanding the source of dissatisfaction
instead of controlling the different employee responses.
 Three other job related attitudes we need to look at include job involvement, organizational
commitment, and employee engagement.
02 Attitudes play in job performance
Job Involvement
 is the degree to which an employee identifes with his or her job, actively participates in it, and
considers his or her job performance to be important to his or her self-worth.
 Organizational commitment is the degree to which an employee identifies with a particular
organization and its goals and wishes to maintain membership in that organization. Whereas
job involvement is identifying with your job, organizational commitment is identifying with your
employing organization. However, employees don’t generally stay with a single organization
for most of their career, and the relationship they have with their employer has changed
considerably.
 Perceived organizational support—employees’ general belief that their organization values
their contribution and cares about their well-being—shows that the commitment of the
organization to the employee can be beneficial
 Individuals try to reconcile attitude and behavior inconsistencies by altering their attitudes,
altering their behavior, or rationalizing the inconsistency. People seek consistency among their
attitudes and between their attitudes and behavior. This tendency means that individuals try to
reconcile differing attitudes and align their attitudes and behavior so they appear rational and
consistent. When they encounter an inconsistency, individuals will do something to make it
consistent by altering the attitudes, altering the behavior, or rationalizing the inconsistency
03 Cognitive Dissonance Theory
 Cognitive dissonance theory sought to explain the relationship between attitudes and
behavior. Cognitive dissonance is any incompatibility or inconsistency between attitudes or
between behavior and attitudes. The theory argued that inconsistency is uncomfortable and
that individuals will try to reduce the discomfort and, thus, the dissonance
 The theory proposes that how hard we’ll try to reduce dissonance is determined by three
things:
a) the importance of the factors creating the dissonance: If the factors creating the
dissonance are relatively unimportant, the pressure to correct the inconsistency will be
low. However, if those factors are important, individuals may change their behavior,
conclude that the dissonant behavior isn’t soimportant, change their attitude, or identify
compatible factors that outweigh the dissonant ones.
b) the degree of influence the individual believes he or she has over those factors: How
much influence individuals believe they have over the factors also affects their reaction to
the dissonance. If they perceive the dissonance is something about which they have no
choice, they won’t be receptive to attitude change or feel a need to
c) the rewards that may be involved in dissonance : Coupling high dissonance with high
rewards tends to reduce the discomfort by motivating the individual to believe that
consistency exists.
04 Personality
 Some of us are quiet and passive; others are loud and aggressive. An individual’s personality
is a unique combination of emotional, thought, and behavioral patterns that affect how a
person reacts to situations and interacts with others
 Personality is most often described in terms of measurable traits a person exhibits.
 The two most well-known approaches are the Myers-Briggs Type Indicator® (MBTI) and the Big
Five Model.
1. The MBTI measures four dimensions:
a) social interaction: Extraversion (outgoing, social, and assertive) X Introversion (quiet and
shy)
b) preference for gathering data: Sensing (practical, routine and order,high need for closure,
routine details, and good at precise work ) X Intuition (new problems, dislike doing the
same thing, jump to conclusions, impatient with routine details, dislike precision),
c) preference for decision making: Thinking (reason and logic to handle problems,
unemotional and uninterested in people’s feelings) X Feeling (personal values and
emotions, aware of other people feelings, need praise, dislike telling people unpleasant
things, tend to be sympathetic),
d) style of making decisions: Judging (control, ordered and structured, good planners,
decisive, purposeful, exacting) X Perceiving (flexible, spontaneous, curious, adaptable,
tolerant).
04 Personality
2. The five personality traits in the Big Five Model
a) Extraversion: The degree to which someone is sociable, talkative, assertive, and
comfortable in relationships with others.
b) Agreeableness: The degree to which someone is good-natured, cooperative, and trusting.
c) Conscientiousness: The degree to which someone is reliable, responsible, dependable,
persistent, and achievement oriented.
d) Emotional stability: The degree to which someone is calm, enthusiastic, and secure
(positive) or tense, nervous, depressed, and insecure (negative).
e) Openness to experience: The degree to which someone has a wide range of interests and
is imaginative, fascinated with novelty, artistically sensitive, and intellectual.
 The Big Five Model provides more than just a personality framework. Research has shown
that important relationships exist between these personality dimensions and job
performance
 Ex: extraversion predicted performance in managerial and sales positions—occupations
in which high social interaction is necessary. Openness to experience was found to be
important in predicting training competency
04 Personality
 Five other personality traits are powerful predictors of behavior in organizations.
1. Locus of control: A personality attribute that measures the degree to which people believe they control
their own fate
2. Machiavellianism: A measure of the degree to which people are pragmatic, maintain emotional distance,
and believe that ends justify means
3. Self-esteem: An individual’s degree of like or dislike for himself or herself
4. Self-monitoring: A personality trait that measures the ability to adjust behavior to external situational
factors
5. Risk-Taking. People differ in their willingness to take chances
6. Proactive personality: A personality trait that describes individuals who are more prone to take actions
to influence their environments
7. Resilience. An individual’s ability to overcome challenges and turn them into opportunities
 Emotions: We can’t leave the topic of personality without looking at the important behavioral aspect of
emotions. Emotions are intense feelings directed at someone or something. They’re object specific; that
is, emotions are reactions to an object.
 Emotional intelligence (EI), the ability to notice and to manage emotional cues and information. It’s
composed of FIve dimensions:
a) Self-awareness: The ability to be aware of what you’re feeling.
b) Self-management: The ability to manage one’s own emotions and impulses.
c) Self-motivation: The ability to persist in the face of setbacks and failures.
d) Empathy: The ability to sense how others are feeling.
e) Social skills: The ability to handle the emotions of others
05 Perception
 Perception is a process by which we give meaning to our environment by organizing and
interpreting sensory impressions. Research on perception consistently demonstrates that
individuals may look at the same thing yet perceive it differently. Because people behave
according to their perceptions, managers need to understand it.
 Attribution theory: A theory used to explain how we judge people differently depending on
what meaning we attribute to a given behavior. It depends on three factors.
A. Distinctiveness is whether an individual displays different behaviors in different situations
(that is, is the behavior unusual).
B. Consensus is whether others facing a similar situation respond in the same way
C. Consistency is when a person engages in behaviors regularly and consistently. Whether
 These three factors are high or low helps managers determine whether employee behavior is
attributed to external or internal causes.
 The fundamental attribution error is the tendency to underestimate the influence of external
factors and overestimate the influence of internal factors.
 The self-serving bias is the tendency to attribute our own successes to internal factors and to
put the blame for personal failure on external factors.
 Three shortcuts used in judging others are assumed similarity, stereotyping, and the halo
effect
05 Perception

 Three shortcuts used in judging others are

assumed similarity, stereotyping, and the halo
effect
a) It’s easy to judge others if we assume they’re
similar to us. In assumed similarity, or the
“like me” effect, the observer’s perception of
others is influenced more by the observer’s
own characteristics than by those of the
person observed.
b) When we judge someone on the basis of our
perception of a group he or she is part of,
we’re using the shortcut called stereotyping
c) When we form a general impression about a
person on the basis of a single characteristic,
such as intelligence, sociability, or
appearance, we’re influenced by the halo
effect
06 Learning
 The psychologists’ definition of learning is considerably broader
than the average person’s view that “it’s what we do in school.”
Learning occurs all the time as we continuously learn from our
experiences. A workable definition of learning is any relatively
permanent change in behavior that occurs as a result of
experience.
 2 Theories in Learning
1. Operant conditioning argues that behavior is a function of
its consequences. People learn to behave to get something
they want or to avoid something they don’t want. Operant
behavior is voluntary or learned behavior. The tendency to
repeat learned behavior is influenced by reinforcement or
lack of reinforcement that happens as a result of the
behavior. Reinforcement strengthens a behavior and
increases the likelihood that it will be repeated. Lack of
reinforcement weakens a behavior and lessens the
likelihood that it will be repeated
06 Learning

2. Social learning theory: A theory of learning that

says people can learn through observation and direct
experience. The influence of others is central to the
social learning viewpoint.
a) Attentional processes. People learn from a model when
they recognize and pay attention to its critical features.
We’re most influenced by models who are
b) Retention processes. A model’s influence will depend
on how well the individual remembers the model’s
action, even after the model is no longer readily
available.
c) Motor reproduction processes. After a person has seen
a new behavior by observing the model, the watching
must become doing. This process then demonstrates
that the individual can actually do the modeled
activities.
d) Reinforcement processes. Individuals will be motivated
to exhibit the modeled behavior if positive incentives or
rewards are provided.
06 Learning

EXTINCTION 2
POSITIVE
1
SHAPE
REINFORCEMENT
BEHAVIOR 4

NEGATIVE
3
PUNISHMENT
REINFORCEMENT
Managers can shape behavior by using positive reinforcement (reinforcing a desired
behavior by giving something pleasant), negative reinforcement (reinforcing a desired
response by withdrawing something unpleasant), punishment (eliminating undesirable
behavior by applying penalties), or extinction (not reinforcing a behavior to eliminate it ).
‘ Thanks
’
 QUIZ 15/11/2022

1. Sebutkan 4 hambatan yang dialami manajer/pemimpin dalam mengelola Komunikasi

dalam sebuah organisasi
2. Uraikan tentang Orientasi dalam Perencanan Sumber Daya Manusia dalam satu
organisasi, serta jelaskan mengenai 2 jenis orientasi yang dihadapi oleh Karyawan
3. Deskripsikan dengan tepat mengenai 3 Pandangan yang menjelaskan mengenai Konflik
dalam organisasi/teamwork.
4. Uraikan dengan jelas mengenai Cognitive Dissonance Theory.
5. Berikan penjelasan mengenai 4 indikator Myers-Briggs Type Indicator (MBTI) dalam
memprediksi SIFAT individu dalam menyelesaikan tugas.
6. Jelaskan apa yang dimaksud dengan kedua struktur organisasi ini
a) Mekanistik
b) Organik
Berikan pendapat anda mengenai PERBEDAAN antara kedua struktur organisasi tersebut