CONCEPT OF LEADERSHIP

 Leadership is the ability to influence a group toward the

achievement of goals.
 Leadership is a function of knowing ones self, having a vision that
is well communicated, building trust among colleagues, and
taking effective action to realize ones own leadership potential.
 LEADERSHIP TRAITS
1. Physical Traits: 2. Intellectual Traits:
• High energy level • Foresightful
• Physical stamina • Ask for more responsibility
• Tolerance for stress • Extensively Scholarly
• Uncared about being • Willing to experiment
overworked • Being able to handle varied
• Vitality workforce
3. Personality Traits: 4. Emotional Traits:
• Verbal • Self-confidence
• Ambitious
potentiality • • Optimism
Risk taking
• Honesty • • Determination
Originality
• Initiative • • Self-discipline
Sociability
• Aggressive • • Reliability
Adaptability
 TYPES OF LEADERSHIP STYLES
LEADERSHIP DECISIONS MEMBERS’ RESULTS APPLICATION
STYLES MAKING DEPENDENC
STYLE Y LEVEL
AUTOCRATIC No chance for High High Alienation • Quicker
suggestions / & Demotivation • Members are not
opinions from experts
others • High level of
control

DEMOCRATIC Consultative & Moderate High Team • Slower,

Persuasive Effectiveness & • Members are
Motivation for equally efficient
new ideas • High involvement

FREE-REIGN Shared Independence High motivation, • Creative ideas are

Responsibility Self-monitoring, the core business
Good Team & • No need for close
Interpersonal monitoring
relations

PATERNALISTI Makes Self- Moderate Welfare & • Policy Formulations

C decisions & Rarely Supportive Work • Members unaware
Consults Environment of own strengths
 THEORIES OF LEADERSHIP
TraitsTheories
Behavioral Theories
Contingency / Situational Theories
Transactional Theories
Transformational Theories and
Charismatic Theories of Leadership
THEORIES OF LEADERSHIP (CONTD.)

Trait Theories of Factors

Factorsdetermining
determining
leadership
leadershipstrategies
strategies
Leadership of
ofTraits
Traitsbased
based
Considers personality, Leaders
Leaders
social, physical, or 
 Extraversion
Extraversion
intellectual traits to 
 Conscientiousness
Conscientiousness
differentiate 
 Openness
Openness

 Emotional
EmotionalIntelligence
Intelligence
THEORIES OF LEADERSHIP (Contd.)

Behavioral Theories of
Leadership
Factors
Factorsdetermining
determining
Specific behaviors leadership
leadershipstrategies
strategiesof
of
differentiate leaders Behaviour
BehaviourbasedbasedLeaders
Leaders
from non-leaders. 
 Initiative
Initiative

 Consideration
Consideration

 Employee
Employeeorientation
orientation

 Production
Productionorientation
orientation

 Development
Developmentorientation
orientation
THEORIES OF LEADERSHIP (CONTD.)
Contingency / Situational
Theories of Leadership Factors
Factorsdetermining
determining
 Blend of a leader’s style and
leadership
leadershipstrategies
strategiesof
of
the degree to which the Contingency
Contingencybased
based
situation gives control and Leaders
Leaders
influence to the leader.

 Leader-Member
Leader-Memberrelations
relations

 Leader
Leader readiness
readiness toto
delegate
delegate

 Follower
Follower readiness
readiness toto
accept
acceptresponsibilities
responsibilities

 Task
Taskstructure
structure

 Positional
Positionalpower
power
THEORIES OF LEADERSHIP (CONTD.)
Transactional Theories of
Leadership
• Guides or motivates the Factors
Factorsdetermining
determining
followers in the direction of leadership
leadershipstrategies
strategies
established goals by clarifying of
ofTransaction
Transactionbased
based
role and task requirements. Leadership:
Leadership:

 Management
Managementby by
reward
reward

 Management
Managementby by
Exception
Exception

 Laissez-Faire
Laissez-Faire
THEORIES OF LEADERSHIP (CONTD.)
Transformational Theories of
Leadership
Factors
Factorsdetermining
determining
• Adopts transformational leadership
leadershipstrategies
strategies
approaches using the 4 ‘I’s rather of
ofTransformation
Transformation
than a conventional or based
basedLeaders
Leaders
transactional approaches (4
(4 ‘I’s):
‘I’s):
 Idealized
IdealizedInfluence
Influence
 Inspirational
Inspirational
Motivation
Motivation
 Intellectual
Intellectual
Stimulation
Stimulation
 Individual
Individual
Consideration
Consideration
THEORIES OF LEADERSHIP (CONTD.)
Theories of Charismatic
Leadership Factors
Factorsdetermining
determining
leadership
leadershipstrategies
strategiesof
of
• Followers attributions Charismatic
CharismaticLeaders
Leaders
of heroic or  Self Confidence
Self Confidence
extraordinary  Visionary
Visionary
leadership abilities
 Being a change agent
when they observe Being a change agent
certain behaviors.  Environmental
Environmentalsensitivity
sensitivity
&&needs
needsof
ofthe
thefollowers
followers
 Willingness
Willingness toto take take
personal
personal risks
risks toto achieve
achieve
the
thevision.
vision.
TEAM, LEADERSHIP & MOTIVATION LINKAGE
MODEL
VIDEO ON LEADERSHIP STYLES

http://www.youtube.com/watch?v=hPfRKu05bkQ
IDENTIFY WHICH LEADERSHIP
STYLES ARE THEY?

http://www.youtube.com/watch?v=Bv16yctXaFM

END OF MODULE - IV
ORGANIZATIONAL BEHAVIOR
THE COURSE OBJECTIVES

 The Organizational Behavior is aimed at

creating an awareness on
 The concepts of behavior in the organizations,
 The factors that affect the dynamics of group
interactions and group behavior in organization
and
 How the knowledge on these impact effective
management of human resource in an
organization.
 THE COURSE OBJECTIVES

To provide an understanding of:

 Why employees behave the way they do, and how an
individual differs from others and the ways in which
organizations exhibit behavioral models in them
 The impact of Perception, Emotions and Stress at
workplace
 Motivation and Personality as processes of behaviour and
their significance in organizational scenario
 Group dynamics, Group communication and Leadership
as organizational behavioral elements
 Power, Politics and the impact of other social processes at
workplace
 Course Outline (Syllabus)

Mo Weig No. of Description

dule ht(%) Sessions
Introduction to Organizational Behavior
1 5 2 Importance of individual and group
behavior in organization through S-O-B-C
Model

Major Disciplines & Contributions to OB

Models of organizational behavior:

Autocratic, Custodial, Collegial and
Supportive Models of behavior in
organizations.
 Course Outline (Syllabus-Continues….)
Mod Weig No. of Description
ule ht(%) Sessions
Organizational Behavior (Individual Focus):
2 20 4 Perception - Perceptual process - Attribution,
Selection, Impression Management - Perceptual
errors – Theories of Learning

Emotions - Concept of Emotions - External

constraints and Affective Events Theory (AET)
of emotions – Emotional Quotient - linking
emotions to Values, Attitude and Behavior

Stress Management - Individual differences –

General Adaptation Syndrome (GAS) -
Consequences and Implications for managers
 Course Outline (Syllabus-Continues….)
Mo Weig No. of Description
dule ht(%) Sessions
Organizational Behavior (Individual Focus)
3 25 6 Motivation - Conventional Theories of
Motivation: Maslow’s Hierarchy of Needs
Theory, Herzberg’s 2-Factor Theory,
McGregor’s Theory X, Theory Y and Theory
Z, Clayton’s ERG Theory - Contemporary
Theories of Motivation: Path goal Theory,
Equity Theory – Applications of motivation
theories at workplace

Personality- Personality attributes influencing

OB: Locus of Control, Machiavellianism, Self
Esteem, Self-Monitoring, Type A & Type B
personality - Personality Job Fit Theory.
 Course Outline (Syllabus-Continues….)
Mod Weigh No. of Description
ule t(%) Session
s
Organizational Behavior (Group Focus):
4 25 6 Group Dynamics and Communication:
Group Dynamics - Importance of
Communication – Tools and techniques of
communication: TA – Johari Window

Leadership - Leadership Styles - Leadership

Theories - Linkage leadership with team,
motivation and decision making
 COURSE OUTLINE (SYLLABUS-CONTINUES….)
Mod. Wt N.S Description
(%)
Organizational Behavior (Group Focus):
5 25 6 Power and Politics at workplace: Concept - Dependency
of power - Sources – Forms

Organizational politics: Types of political activity -

Conditions for organizational politics and controlling
techniques

Social Processes: Concept of social process - Forms of

social processes: Positive Processes - cooperation,
assimilation, negotiation, accommodation - Negative
Processes - conflict, competition, dispute – Significance of
social processes in organizations.

Total 100 24
%
 COURSEWARE

Book / Author Year/ Publisher

Journal title edition/
volume
Organizational S P Robbins 10 th Prentice hall of
Behavior Edition India
Behavior in Jerald Greenberg 7th Edition Pearson
Organizations and Robert A. Education
Baron
Mc Shane, Glinow 3rd Edition Tata McGraw
Organizational and Radha R Hill
Behavior Sharma
Organizational Robbins, Judge 2013 Pearson
Behavior and Vohra Edition Education

Organizational Uma Sekaran 2013 Tata McGraw

Behvior Hill
SUPPLEMENTARY READING
• Harvard Business Review.
• Human Capital - Magazine
• Journal of Management Research
• Organizational Behavior By Margie Parikh and Rajen
Gupta Tata McGrawHill - for cases
• Business Legends
• OB – Wiley Online Library
E- books:
• 29 Leadership secrets from Jack Welch by Robert Slater
• Lasting Leadership: What can you learn from 25
business people of our times. Compiled by Mukul
Pandya and Robbie Shell, Wharton Publications
• Inspirational Lessons from Inspirational People
MODULE -1: INTRODUCTION TO ORGANIZATIONAL BEHAVIOR:
MODELS OF OB & CONTRIBUTIONS OF OTHER DISCIPLINES TO OB

5.1.1 Learning objectives:

• To understand the basic concepts of organizational behavior
• To identify and relate various models of behavior in an
organization.
• To understand the contributions made by other disciplines to
Organizational Behavior.

5.1.6 Learning outcome:

Students would be able to:
• Understand the importance of Organizational Behavior as a
course for management professionals.
• Apply various models and explain the impact of business
environment on behavior and vice versa.
• Identify the contributions made by other disciplines to OB.
MODULE -2: ORGANIZATIONAL BEHAVIOR (INDIVIDUAL FOCUS): PERCEPTION, IMPRESSION MANAGEMENT, EMOTIONS & STRESS

5.2.1 Learning objectives:

• To introduce the concepts of perception and impression
management
• To know the theories based on which the style of learning were
arrived at
• To identify the impact of emotions and stress in work situations
5.2.6 Learning outcomes:
Students would be able to:
• To understand the processes of perception and impression
management and their impact on organizations and vise versa
• To identify the impact of emotions and stress in work situations
and adapt / cope with them
• To understand the level of general stress associated with various
occupations relating to certain profiles
MODULE 3: ORGANIZATIONAL BEHAVIOR (INDIVIDUAL FOCUS):
MOTIVATION & PERSONALITY

5.3.1 Learning objectives:

• To identify the factors that influence motivation in organizational
scenario
• To understand the various factors that create and sustain
personalities in the organization
•

5.3.6 Learning outcome

Students would be able to:
• To identify motivation factors and use them effectively for
productivity and excellence
• To understand the various personalities in the organization
MODULE 4: ORGANIZATIONAL BEHAVIOR-II: (GROUP FOCUS):
GROUP DYNAMICS & GROUP COMMUNICATION

5.4.1 Learning objectives:

• To identify motivation factors and use them effectively for
productivity and excellence
• To understand the various personalities in the organization

5.4.6 Learning outcomes:

Students would be able to:
• To recognize the process of group dynamics and communication in
organizations
• To use the group and communication tools such as Transactional
Analysis & Johari Window appropriately
• To relate decisions makers as discussed in various leadership
theorists
MODULE – 5: ORGANIZATIONAL BEHAVIOR-I: (GROUP FOCUS):
POWER, POLITICS, SOCIAL PROCESSES, CONFLICT & NEGOTIATION

5.5.1 Learning objectives:

• To introduce the concept of organizational power and distribution of
power in organizations
• To recognize political sub systems exist in organizations and
conditions favoring political behavior
• To understand the social processes with focus on negotiation and
conflict management styles
5.5.6 Learning outcomes:
Students would be able to:
• Understand the concepts of power and politics in organizations
• Be aware of the conditions that lead to political behavior and
techniques to control them
• Identify the social processes and use them in negotiation and
conflict resolution
INTERNAL ASSESSMENT
EVALUATION CRITERIA
Criteria Pre Post Maximum Marks

Mid Term 20
Exam
Assignments 5 12 17

Quiz 7 07

Field study 5 5 10

Test 8 8 16

Total 25 25 70
ACTIVITIES IN MODULES 1&2

Module -1
a) Stimulated  Behaved - Class Exercise

b) Do or don’t do – Class Exercise

Module -2
c) Create ME Commercial – Class exercise

d) Identify perceptual errors – Class exercise

e) Emotional Intelligence – Video Based Session -

https://www.youtube.com/watch?v=8pQlfW7AtEI
f) Retrenchment at Boeing– Case (www.citeman.com) - AET
 ACTIVITIES IN MODULES 3&4

Module -3
a) Motivation Strategies at Tesco – case study (Assignment No.1 - 5
Marks)
b) Personality Assessment – Reference: Inspirational Lessons from
Inspirational People

Module -4
c) Analysis of self-perception and / or group perception using Johari
Window Tool
d) What kind of leader am I? – Case Study - Leadership by Peter G
Northhouse (Assignment No.2 - 6 Marks)
 ACTIVITIES IN MODULE -5

a) Case - The Popular Professor, Kavita Singh Chapter 11

pg no 298 (or) from Stanford Social Renovation
Review (Assignment No.3 - 6 Marks)
b) Conflict and Negotiation - 12 Angry Men Movie
Script as Case Analysis
c) Self assessment exercise on: My attitude towards
politicking
 SCHEME OF INTERNAL ASSESSMENT
AND EVALUATION CRITERIA
Pre Post Maximum Marks
Criteria
Mid Term Exam 20
Assignments 5 12 17
Quiz 7 07
Pursuit 5 5 10
Test 8 8 16

Total 25 25 70
 Milestones
Sl. No. Assessable Milestone Dates /
Components Sessions
1 Quiz 4th

2 Assignments 5th, 12th, 17th and 21st

3 Class Test-1 12th

4 Pursuit 6th & 23rd

5 Class Test-2 21st
EXECUTION PLAN FOR PURSUIT (10 MARKS)

Objectives of the Study on Stress Management: Understanding the stress level

of given profiles of professional using the given tool

Illustrative Profiles to choose at random using Lottery Method:

Platform Vendor (1), Bus Driver (2) Conductor (3), Roaming Vendor (4), Traffic
Police (5), Construction Labor of individual property (6) Construction Labor of
community property (7), Construction Labor of government property (8), Airport
Crews-Pilot (9), Airport Crews-Airhostess (10), Airport Crews-Floor Staff (11),
Shipyard Crews-Captain (12), Shipyard Crews-Technician (13), Boat Jetty
Manager (14), Teacher-School (15), Teacher-School (16), Systems
Professional-Hardware (17), Systems Professional-Software (18), Systems
Professional-Team Leader (19) and Auto Rickshaw / Taxi Driver (20)
EXECUTION PLAN FOR PURSUIT (CONTD…)

Methodology: (5 Marks)
• Theoretical orientation
• Literature review - Books / Web sourced (10 nos.)
• Interview using questionnaire
•
Data Analysis & Report Presentation: (5 Marks)
• Soft-copy
• Group and individual contributions
• Individual take away
• Supporting Data: A selfie with the respondent along with filled in
questionnaires and any other relevant proof of the field survey

Submission & Mark Allocation:

• Phase-1: Upto Methodology (5 marks)
• Phase-2: Data Collection & analysis presented in final report (5 marks)
 ASSESSMENT RUBRICS FOR PURSUIT

Marks 0 10 20
Parameters
Objectives Not Stated Stated somewhat clearly. Well defined and stated
clearly.
Layout The selection of The selection of graphics, line styles The selection of
graphics, line styles and arrangement options does not graphics, line styles, and
and arrangement enhance the layout. arrangement options -
options - ineffective highly effective
Spelling/ Numerous spelling/ Most words are spelled correctly. No errors
Grammar Grammatical errors. Grammar, punctuation, spacing and
word usage have some errors.

Marks 10 20 30
Content Only one objective / Few of the objectives / essential All objectives / essential
essential question is questions are properly addressed. questions are properly
addressed. addressed.
Proper Questions are Questions are somewhat clear but more Questions are crystal
administrati confusing and clarification required clear and no clarification
on of the tool
ambiguous required
Individual Ineffective self Some clarity in self analysis Self Analysis – Clear and
Learning analysis effective
 Assessment Rubrics for Written Assignments / Case Analysis
Marks 10 20 30
Case Methodology Poor introduction Some introduction but Good introduction and
30% and Analysis analysis ineffective effective analysis
(Emphasis on
method of
Analysis)
Marks 0 5 10
Logical sequence No proper sequence Some logical sequence Good logical sequence
10% established
Discussion – Questions
Marks 15 30 45
Content Only one question Two questions correctly All three questions
45% correctly answered answered. correctly answered.
Marks 5 10 15
Mechanics Lot of spelling errors , Less spelling errors and No errors and no faulty
15% faulty sentences faulty sentences sentences
No use of right Perfect use of
vocabulary / Less usage of right vocabulary /
terminology vocabulary / terminology terminology
Total marks 100
 ORB: MODULE - I

Introduction to Organizational Behavior

• Defining Behavior using S-O-B-C Model

• Major Disciplines & Contributions to OB

• Importance of individual and group behavior in organization

• Models of organizational behavior:–

 Systems,
 Autocratic,
 Custodial,
 Collegial and
 Supportive Models of behavior in organizations.
CONCEPT OF BEHAVIOR
Behavior refers to……
 range of actions and mannerisms

 made by individuals, organisms or artificial entities

 which are influenced by culture, attitudes, emotions,

values, authority, genetics etc.
CONCEPT OF
ORGANIZATIONAL BEHAVIOR
A field of study that…..
 investigates the impact that

 individuals, groups, and structure have

 on behavior within organizations,

 with a purpose to improve organizational effectiveness

 by applying the learned knowledge

 S-O-B-C MODEL OF OB

Stimulus: Organism: Behavior: Consequences:

Overt & Covert,
Overt & Cognitive Overt & Covert Positive
Physiological
Covert &Environmental Responses & Negative
Consequences

S – Stimulus
O - Cognitive & Intrapersonal Organic process
B – Behavior / Response
C – Consequences
 MAJOR DISCIPLINES & CONTRIBUTIONS TO
ORGANIZATIONAL BEHAVIOR
• Motivation
• Perception
• Attitude
• Personality
• Leadership
PSYCHOLOGY: • Learning
• Emotions Unit of analysis is
• Training individual
Study of human • Job satisfaction
mind and its impact • Decision making
on life • Performance Management
• Employees selection
• Work design
• Work stress
 MAJOR DISCIPLINES & CONTRIBUTIONS TO
ORGANIZATIONAL BEHAVIOR (CONTD.)

• Social groups & Work teams

• Social institutions
• Communication
• Power
SOCIOLOGY:
• Conflict Unit of analysis is
• Social / Gender relations Individual in
Study of society & • Cultural impact Groups
social • Inter / Intra-group Behavior
relationships • Formal organizational structure
and nature of organizations
• Organizational culture
• Organizational climate
MAJOR DISCIPLINES & CONTRIBUTIONS TO
ORGANIZATIONAL BEHAVIOR (CONTD.)

• Group dynamics
• Group processes
• Group decision making
SOCIAL • Group think
PSYCHOLOGY: • Group feeling Unit of analysis is
• Group cohesion Individual in
Study of social • Group / Org. change Groups &
dynamics and their • Group / org. Groups on
impact on social communication
transactions
Individuals
• Group belongingness
• Group conflicts
• Group attitude &
perception
 MAJOR DISCIPLINES & CONTRIBUTIONS TO
ORGANIZATIONAL BEHAVIOR (CONTD.)

• Social genetics
• Group’s racial impact
• Group’s racial relations
• Group’s inter-religious
ANTHROPOLOGY: relations
Unit of analysis is
• Group’s inter-cultural individual’s
Study of the human relations ancestry in Group
heredity and the • Group’s inter-racial relations
• Group’s / organization’s
ancestral impact on
environment
human beings • Group values
• Group morals
 MAJOR DISCIPLINES & CONTRIBUTIONS TO
ORGANIZATIONAL BEHAVIOR (CONTD.)
• Organizational Power
• Organizational conflict
• Organization’s management
POLITICAL nature
SCIENCE: • Significance for power
• Significance for participation Unit of analysis is
group
Study on power • Significance for opposition
and politics as • Significance for suggestion
social mandate • Significance for labor
decisions
• Significance for bargaining
• Receptivity to change
MODELS OF ORGANIZATIONAL BEHAVIOR
DIMENSIONS AUTOCRATIC CUSTODIAL SUPPORTIVE COLLEGIAL SYSTEM MODEL
MODEL MODEL MODEL MODEL

BASIS Power Economic Leadership Partnership Trusteeship

Resources
MANGERIAL Authority Money Support Teamwork Caring &
ORIENTATION
compassionate

EMPLOYEES Obedience Security & Job Responsible Psychological

ORIENTATION
Benefits performance behavior ownership
EMPLOYEES’ Dependence Dependence Participation Self- Self-motivation
PSYCHOLOGI
CAL RESULT
on boss on discipline
organization
EMPLOYEES’ Subsistence Security Status and Self- Wide range
NEEDS MET
recognition actualization

PEFORMANCE Minimum Passive Moderate Moderate Passion &

RESULT
cooperation enthusiasm enthusiasm commitment to
org. goals
 To respond to globalization

To manage workforce diversity

To improve quality & productivity

IN
To improve people skills
R
VIO
HA

To stimulate change and innovation

BE
AL

To empower people
IDU
DIV

To cope with temporariness

ION F IN
O
S

To manage with declining employees loyalty

NIZ CE
AT
GA AN

To help employees managing work-life

OR ORT

balance
P
IM

To improve ethical behavior, etc.

ACTIVITIES IN MODULE-1

1. Stimulated -> Behaved: Activity

 ORB – MODULE II
 Perception - Perceptual process - Impression Management -
Perceptual errors

 Theoriesof Learning: Behaviorism, Cognitivism, Social

Learning, Social Constructivism, Multiple Intelligences and
Brain-Based Learning theories

 Emotions - Concept of Emotions - External constraints and

Affective Events Theory (AET) of emotions – Emotional
Quotient - linking emotions to Values, Attitude and Behavior

 Stress Management - Individual differences – General

Adaptation Syndrome (GAS) - Consequences and
Implications for managers
TRY TO SAY THE WORDS

ORANGE BLACK PURPLE

YELLOW GREEN BLUE

VIOLET RED BLACK

GREEN YELLOW BLUE

PURPLE ORANGE WHITE

BLACK VIOLET RED

TRY TO SAY THE COLOUR NOT THE WORD

ORANGE BLACK PURPLE

YELLOW GREEN BLUE

VIOLET RED BLACK

GREEN YELLOW BLUE

PURPLE ORANGE WHITE

BLACK VIOLET RED

WHICH STRAIGHT LINE IS LENGTHIER..?
NOW WHICH STRAIGHT LINE IS LENGTHIER..?
 CONCEPT OF PERCEPTION
 Perception is the process….
 of receiving information about and
 making sense of the world around us.

 It involves deciding…
 which information to notice,

 how to categorize this information and

 how to interpret it

 within the framework of existing knowledge.

PHILOSOPHY OF PERCEPTION

“WE DON’T SEE THINGS AS THEY ARE,

WE SEE THINGS AS WE ARE.”

 FACTORS INFLUENCING PERCEPTION

Factors in the
Factors in the perceiver
Situation Attitudes
Motives
Time Interests
Work Setting Experience
Social Setting Expectations

Factors in the Target

Novelty
Motion
Sounds
Perception Size
Background
Proximity
Similarity
CONCEPT OF PERCEPTUAL ORGANIZATION

Perceptual Organization is the

process by which we group
outside stimuli into recognizable
and identifiable patterns and
whole objects.
PERCEPTUAL TYPES & PRINCIPLES
TYPES PRINCIPLES FACTORS

OBJECT Figure Ground Principle

BASED  Background and
PERCEPTION
 Actual figure
Perceptual Grouping
 Similarity
Principle
 Proximity
 Continuity and
 Closure

PEOPLE Making judgments

BASED  Distinctiveness
PERCEPTION
principle
 Consensus and
 Consistency
 FIGURE-GROUND FACTOR

 The tendency to distinguish

and focus on a stimulus that
is classified as figure as
opposed to background.

66
PERCEPTUAL-GROUPING FACTOR
 Our tendency to group several individual stimuli into a
meaningful and recognizable pattern.

 It is very basic in nature and largely it seems to be inborn.

ATTRIBUTION THEORY
(BASE FOR MAKING JUDGMENTS)
ATTRIBUTION
OBSERVATION INTERPRETATION
OF CAUSES

High (Never)
External
Distinctiveness:
How often I do this in
other situations? Internal
Low (Frequently)

Consensus: High (Frequently)

External
Individual How often others do
Behavior this in similar
situation? Internal
Low (Never)

High (Frequently) Internal

Consistency:
How often I did this
in the past?
External
Low (Never)
REASON FOR JUDGING OTHERS

Self-Fulfilling Prophecy

A concept that proposes a person

will behave in ways consistent
with how he or she is perceived
by others.
CONCEPT OF IMPRESSION MANAGEMENT

The process….
• by which individuals

• attempt to control the

impression

• that others form of them.

IMPRESSION MANAGEMENT TACTICS
TACTIC DEFINITION SITUATION
Behavioral Perceiver’s perception Complementing with
Matching matches with others truth

Self-promotion Positively projected Promoting one’s own

Perceiver’s perception past and claiming for
considering the present
Conforming To Perceiver following agreed Staying onto the laws
Situational Norms upon rules and codes

Appreciating / Perceiver complimenting the Appreciations /

Flattering other one Recognitions

Being Consistent Agreement between the Direct face-to-face

perceiver’s verbal & non- communication
verbal behaviors
 PERCEPTUAL PROCESS

Selecting Stimuli
External factors: Nature,
Receiving Stimuli Location, Size, Contrast,
(External & Internal) Movement, Repetition, Similarity
Internal factors: Learning,
Needs, Age, Interest,

Interpreting Organizing
Attribution, Stereotyping, Figure Background,
Halo Effect & Projection Perceptual Grouping
(Similarity, Proximity,
Closure & Continuity)

Response
Covert: Attitudes,
Motivation &
Feeling
Overt: Behavior
COMMON PERCEPTUAL ERRORS / SHORTCUTS

• Selective Perception: People selectively interpret what

they see on the basis of their own interests, background,
experience and attitudes.

• Halo Effect: Drawing a general impressions about an

individual on the basis of a single characteristics.
• Contrast Effect: Evaluation of a person’s characteristics
that are effected by comparisons.
• Projection: Attributing one's own characteristics to
other people
 Stereotyping: Judging someone on the basis of one’s
perception of the group to which that persons belongs.
VIDEO ON PERCEPTUAL ERRORS

https://www.youtube.com/watch?v=_ofkOiO5lXA
APPLICATION OF THE PERCEPTUAL ERRORS IN REALITY

ACTIVITY: Listen to the stories and look at the events

happening and identify the errors that are there in the
perceptions of the parties involved.

1. Neighbor's Washed Clothes?

2. Two New Friends

3. Cat And Rats

4. Mum’s Apple

5. Culture on perception (American & Japanese)

THEORIES OF LEARNING
 Behaviorism Theory

 Cognitivism Theory

 Social Learning Theory

 Social Constructivism Theory

 Multiple Intelligences Theory

 Brain-Based Learning Theory

BEHAVIORIST THEORY OF LEARNING
• Classical Conditioning Behavior: PAVLOV
STIMULUS RESPONSE

• Operant Conditioning Behavior: SKINNER

RESPONSE REINFORCEMENT
 COGNITIVE THEORY OF LEARNING
 Discovery Learning: JEROME BRUNER
ways to discover

CURIOSITY (COMPLEX UNKNOWN IDEA) RESPONSE

• Meaningful Verbal Learning: DAVID AUSUBEL

ways to discover

CURIOSITY (COMPLEX KNOWN IDEA) RESPONSE

 SOCIAL THEORY OF LEARNING
 Learning through Model: A. BANDURA

Tendency to imitate

OBSERVATION / SENSORY EXPERIENCES RESPONSE

 SOCIAL CONSTRUCTIVISM THEORY OF
LEARNING
 Knowledge is actively constructed: LEV V

ACTIVE INVOLVEMENT

SEARCH FOR MEANING THROUGH

ACTIVITIES
RESPONSE
 MULTIPLE INTELLIGENCE THEORY OF
LEARNING
 Knowledge is actively constructed: H. GARDNER

USE INBORN INTELLIGENCE

LEVERAGE STRENGTHS & ELIMINATE

WEAKNESS
RESPONSE

Types Of Intelligences

1. Verbal – Linguistic 5. Musical

2. Visual – Spatial 6. Naturalist
3. Logical – Mathematical 7. Interpersonal and
4. Kinesthetic 8. Intrapersonal
 BRAIN – BASED LEARNING THEORY
 Neuroscience & Constructivism: D. SOUZA, N. CAINE & G.
CAINE, E. JENSEN
GOVERNED BY NEUROTIC &
COGNITIVE PRINCIPLES

COGNITIVE PROCESS & NEUROTIC REACTIONS RESPONSE

Governing Principles Of Brain-based Learning

1. Brain is a parallel 7. Focused attention & peripheral
processor perception
2. Whole body learning 8. Conscious & unconscious
processes
3. A search for meaning 9. Several types of memory
4. Patterning 10. Embedded learning sticks
5. Emotions are critical 11. Challenge & threat
6. Processing of parts and 12. Every brain is unique
wholes
CONCEPT OF EMOTIONS

A mental state that arises

spontaneously after being
aware of any information or
sensation.
83
EMOTIONS (CONTD.)

Emotions, often called feelings, include

experiences such as:
 Love,
 Hate,
 Anger,
 Trust,
 Joy,
 Panic,
 Fear and
 Grief
 CONCEPTS RELATED TO EMOTIONS
S.NO. CONCEPTS DEFINITION CONTEXT

1 Affect Collection of emotions Stressful

(+ / -)
2 Mood Emotionally less intensive No Context
feelings
3 Emotional Regulating emotions to the Norms / Body
Regulation given norms Language

4 Felt Emotions Actual emotions Common

5 Displayed Appropriate emotions Regulated /

Emotions Unregulated

6 Emotional Inconsistencies between Displayed Vs.

Dissonance feeling & projection Felt
 CONCEPTS RELATED TO EMOTIONS
S.NO. CONCEPTS DEFINITION CONTEXT

7 Emotional Labor Organizationally desired Transactions

emotions Based
8 Emotional Chronic emotional Fatigue, Stress,
Burnout depletion Exhaustion, Etc.

9 Emotional Emotions caused by Group

Contagion other’s emotions Transactions
10 Emotional Ability to use emotional S.A., S.M., S.A &
Intelligence information appropriately R.M
11 Emotion Recognitions of emotions Facial / Bodily
Recognition with collection features Expressions

12 Emotional Ability to remain calm or Stressful /

Stability cool Pressurized
DIMENSIONS OF EMOTIONAL INTELLIGENCE

Self Awareness

Self Management
Social Awareness and
Relationship Management
DIMENSIONS OF EMOTIONAL INTELLIGENCE (CONTD.

Self Awareness
Monitoring self • Body language,
goals, • Tone of voice,
Intentions, reactions, • Listening and
Responsiveness,
• Attitude
Respectfulness,
DIMENSIONS OF EMOTIONAL INTELLIGENCE (CONTD.)
Self Management

Ability to stop reactive behavior in real

time,
Ability to stop habits of unconscious
incompetence and
Ability to avoid relationship harmfulness
DIMENSIONS OF EMOTIONAL INTELLIGENCE
(CONTD.)

Social Awareness
 Empathy,
 Tuning to other people,
 Assertiveness,
 Knowing what other peoples need and t
 Taking leadership in maintaining good human relations
DIMENSIONS OF EMOTIONAL INTELLIGENCE
(CONTD.)

Relationship Management
 Building teamwork, trust and mutual respect,
 Focusing on the relationship too rather than the task and
 Continuously building affective collaboration skills
VIDEO ON EMOTIONAL INTELLIGENCE

https://www.youtube.com/watch?v=8pQlfW7AtEI
FUNNEL MODEL OF EMOTIONAL LEVELS IN AN
ORGANIZATION
5. ORGANIZATION-WIDE
Organizational Policies - Requirement For Emotional
Labor - Stress And Wellbeing - Emotional Climate
and Culture

4. GROUPS
Affective Composition - Emotionally intelligent
groups - Emotional contagion - Leader-member
exchange

3. INTERPERSONAL INTERACTIONS
Emotional Labor - Emotional Exchange - Displayed Vs.
Felt Emotions

2. BETWEEN PERSONS
Trait affectivity - Affective commitment - Job Satisfaction
- Burnout - Emotional Intelligence

1. WITHIN PERSON
Affective State - Affective Events - Discrete Emotions,
Moods and Behaviors
AFFECTIVE EVENTS THEORY (AET)
AffectiveEvent Theory (AET) is a model
developed by Organizational Psychologists
Howard M.W & Russel C.

Objective of AET:

To explain how emotions and moods

influence Job Performance and Job
Satisfaction.
APPLICATION OF AFFECTIVE EVENTS THEORY (AET)

Work Environment

• Characteristics of the
job
• Job demands
• Requirements for
emotional labor

Job
Work Events Emotional Satisfaction
Readiness
• Daily Hassles
• Daily uplifts • Positive
• Negative
Job
Performance
Personal Dispositions
• Personality
• Mood
CONCEPTS OF STRESS
Stress:
 Biological response to Stressor /
Challenge
 Eustress:
 Stress from good sources
 Eg: Winning lottery
 Distress:
 Stress from bad sources
 Eg: Threat of personal injury
 GENERAL ADAPTATION SYNDROME
(G.A.S) MODEL
• Alarm and mobilization
phase: become aware of
the stressor

• Resistance phase:
preparation to fight the
stressor

• Exhaustion phase:
negative consequences of
stress appear
 FORMS OF STRESS
FORMS FEATURES
GENERAL STRESS • Universal form of resolvable stress.
• No professional intervention required

CUMULATIVE STRESS • Builds upon one’s body so difficult to alleviate

• Symptoms will sustain and result in serious issues

ACUTE TRAUMATIC • Critical incident stress

STRESS • Produces considerable psychological stress
• Normal reaction to abnormal events
POST TRAUMATIC
• Shows severe psychological trauma
STRESS
• Created by unresolved critical incident stress
• Produces lasting changes
EFFECTS OF STRESS ON PERFORMANCE

Poor Decision Deficit Motor

Making Ability

Wrongly
Unhappy Directed
Moods Thinking

Lack of
Inappropriate usage of Confidence Lack of
positive energy Concentration
STRESS COPING MECHANISMS / STRATEGIES

Relaxation Therapy Cognition Management

Time Management

Spirituality Management
Total Lifestyle Management
ORGANIZATIONAL STRESS MANAGEMENT /
COPING STRATEGIES
Role analysis

Organizational Mirroring
Quality Circles
Job

END OF MODULE-II
CASE FOR APPLYING A.E.T THEORY
 ORB – MODULE III
Organizational Behavior (Individual Focus)
Motivation - Conventional Theories of Motivation:
Maslow’s Hierarchy of Needs Theory, Herzberg’s 2-
Factor Theory, McGregor’s Theory X, Theory Y and
Theory Z, Clayton’s ERG Theory - Contemporary
Theories of Motivation: Path goal Theory, Equity
Theory – Applications of motivation theories at
workplace

Personality- Personality attributes influencing OB:

Locus of Control, Machiavellianism, Self Esteem,
Self-Monitoring, Type A & Type B personality -
Personality Job Fit Theory.
CONCEPT OF MOTIVATION &
ITS COMPONENTS

Motivation is the force that triggers

(feeling of interest), directs (set of
actions) and maintains (willingness
to sustain in the direction) human
behavior.
TYPES OF MOTIVATORS

Intrinsic motivators and

Extrinsic motivators
INTRINSIC MOTIVATORS

Intrinsic motivators originate from the

nature of work, such as job satisfaction,
personal development, recognition,
interest, etc.
Generally intrinsic motivators are
psychological and intangibles.
EXTRINSIC MOTIVATORS

Extrinsic motivators are beyond the

control of individual, such as increment,
bonus, incentive, etc.
Generally extrinsic motivators are
materials and tangibles.
 IMPORTANCE OF
EMPLOYEES’ MOTIVATION
Under optimal conditions, effort can often
be increased and sustained;
Delegation without constant supervision
is always necessary for employees to
become self-motivated;
Motivated employees can provide
competitive advantage by offering
suggestions & working to satisfy customers.
 CONVENTIONAL THEORIES OF
MOTIVATION
Need based Approaches
• Abraham Maslow’s Hierarchy of Needs
Theory
• Clayton Alderfer’s ERG Theory
• Frederick Herzberg’s Two Factor Theory
and
• David McClelland’s Acquired Needs
Theory
A COMPOSITE LOOK AT NEED BASED THEORIES OF MOTIVATION

Maslow’s Alderfer’s Herzberg’s McClelland’s

Hierarchy ERG Two Factor Acquired
of Needs Theory Theory Needs Theory
Theory

Self
Actualization Growth Motivators Achievement

Self Esteem
Social /
Belongingness Relatedness Power
Hygiene
Security Factors
Existence
Affiliation
Physiological
 MODERN THEORIES OF MOTIVATION
X, Y & Z THEORY OF MOTIVATION

t
en
em
ag
an
M
Theory Z – intimate and
happy work relationships
based style. Employees’
family, culture, social
commitments are
considered equally
important as work itself.

ff
St a
Staff
PATH-GOAL THEORY OF MOTIVATION
CONCEPT OF PERSONALITY

Sum total of ways in

which an individual
reacts and interacts
with others.
DETERMINANTS OF PERSONALITY

 Genetic / Physiological Determinants

 Psychological (Temperamental) Determinants

 Social Determinants and

 Cultural Determinants
 DETERMINANTS OF PERSONALITY

Genetic Determinants

• Biological Heredity:
chromosomal inheritance
 Social Heredity:

social traditions, customs, etc.

 Acquired: Knowledge and

Skills
(CONTD.)

Psychological Determinants (Temperaments)

i. Activity Level vii. Approach – Withdrawal

ii. Adaptability viii. Distractibility

iii. Quality of mood ix. Intensity of reaction &

iv. Responsiveness x. Regularity

v. Attention span

vi. Attention persistence

(CONTD.)

Social Determinants

 Role of Home: The first and

immediate environment

 Family Morale: Moral and

Immoral pattern

 Economic Factor of the Family: Income

sources

 Role of school: Role of the teacher & education

(CONTD.)

Cultural Determinants

 Internalization of values, ideas,

beliefs of own religion

 Institutionalization:Religions,
faiths and creeds with different
other religions

 Socialization
through events,
programs and communal participations
THE BIG FIVE MODEL OF
PERSONALITY (DIGMAN – 1990)
Extroversion: Neuroticism Agreeableness Conscientiousness Openness
• Positive • Negative • The • Carefulness • Originality
emotional emotional tendency
states and states and to get • Scrupulousn • Broad
along well ess and
• Viewing interests
• Feeling with others and
oneself • Persevering
good
and the
about • Willingnes
world
oneself s to take
around
and the risks.
negatively.
world
around.
MAJOR PERSONALITY
ATTRIBUTES INFLUENCING OB
 Locus of control
 Machiavellianism
 Self-esteem
 Self-monitoring
 Risk taking
 Type-A Vs. Type-B Personality
 LOCUS OF CONTROL

The degree to which people believe they

are masters of their own fate.
Internal Locus of Control:
Individuals who believe that they control what happens to
them. Own efforts, abilities and actions are the
determinants.
External Locus of Control:
Individuals who believe that what happens to them is
controlled by outside forces such as luck or chance.
Fate, luck and external forces are the determinants.
MACHIAVELLIANISM
Machiavellianism (Mach):
Degree to which an individual is pragmatic / realistic,
maintains emotional distance, and believes that ends
can justify means.

Determinants of High Machs:

• Direct interaction
• Minimal rules & regulations
• Less emotional attraction
FOUR CHARACTERISTICS OF MACHIAVELLIANISM

1. Lack of empathy for others

2. Utilitarian rather than moral
3. Instrumentalist rather than rational
and
4. Focus on task completion rather than
long-range ideological goals
SELF-ESTEEM (SE)

• Individuals’ degree of liking or disliking

for themselves.
• The extent to which people have pride in
themselves and their capabilities.
• It can be either high or low; but not
situation specific
SELF-MONITORING (SM)

• Individuals ability to adjust his or her behavior

to external, situational factors.

• The extent to which people try to control the

way they present themselves to others.

• Can be high or low

 RISK-TAKING BEHAVIOR

• High Risk-takers:
 Make quicker decisions
 Use less information to make decisions
 Operate in smaller and more entrepreneurial organizations

• Low Risk-takers:
 Are slower to make decisions
 Require more information before making decisions
 Exist in larger organizations with stable environments
 TYPE-A VS. TYPE-B PERSONALITY

Type A Type B
• Live at a higher stress level  Live at a lower stress level.
• Enjoy achievement of goals so  Work steadily, enjoying
working hard to achieve achievements but not stressed
• Feel the pressure of time  Do not mind losing
• Highly competitive, if necessary competitions and either enjoy
create competition the game
• Hate failure and will work hard  Creative and enjoy exploring
to avoid failures ideas and concepts
• Pretty fit and often well-  Often reflective, thinking about
educated the outer and inner worlds
 PERSONALITY-JOB FIT THEORY

Personality-Job Fit Theory (John

Holland)
Personality
PersonalityTypes:
Types:
• Six personality types ••Realistic
Realistic
• The fit between personality type ••Investigative
Investigative
and occupational environment ••Social
Social
determines satisfaction and ••Conventional
turnover. Conventional
••Enterprising
Enterprising
• As it mainly focuses on the person
& environment match, it is ••Artistic
Artistic
otherwise known as “Person-
Environment Fit Theory” .
(CONTD.)
• The closer the traits, higher the chance of
workplace productivity and satisfaction.

• The best personality fit decreases job turnover,

job stress, absenteeism and job
dissatisfaction.

• Thus, the Personality-job Fit Theory or Person-

environment (P-E) Fit is a match between a
worker's abilities, needs, and values and
organizational demands, rewards, and values.
HOLLAND’S TYPOLOGY OF PERSONALITY – JOB CONGRUENCE MATRIX
Personality Congruent
Personality Type
Features Occupation
Realistic: Mechanic, drill press
Shy, genuine, persistent,
operator,
Prefers physical stable,
assembly-line worker,
activities conforming, practical
farmer
Investigative: Analytical, original, Biologist, economist,
Prefers thinking curious, mathematician, news
activities independent reporter
Social: Sociable, friendly, Social workers, teacher,
Prefers helping cooperative, counselor, clinical
activities understanding psychologist

Conventional: Conforming, efficient, Accountant, corporate

practical, manager, bank teller, file
Prefers orderly activities unimaginative, inflexible clerk
Enterprising: Lawyer, real estate agent,
Prefers verbal Self-confident, ambitious, public relations specialist,
activities of influence energetic, domineering small
and power business manager
Artistic: Imaginative, disorderly,
Painter, musician, writer,
Prefers ambiguous and idealistic,
interior decorator
creative activities emotional, impractical
 CREATIVE HELP ORDERLY
WORDS TO CHECK ONE’S OWN FITNESS
POWER AMBIGUOUS ORIGINAL
FOR OCCUPATIONS

COOPERATION AMBITION

ENERGETIC EMOTIONAL IDEAL

IMAGINATION
M.A.R.S MODEL OF EMOTIONS, VALUES, ATTITUDES,
PERSONLITY, MOTIVATION & BEHAVIOR LINKAGE

END OF MODULE-III
 CASE ANALYSIS ON MOTIVATION at TESCO

1. State the meaning of motivation providing an example

from Tesco. (1 Mark)

2. Identify at least each two motivators of intrinsic and

extrinsic nature at Tesco. (2 Marks)

3. List at least 6 needs that are addressed through

motivation programs at Tesco. (3 Marks)

4. Identify at least 2 theories of motivation that are

appropriate for the organizational climate at Tesco and
rationalize your choice in few lines. (4 Marks)
 ORB – MODULE IV
Organizational Behavior (Group Focus):
 Group Dynamics and Communication: Group Dynamics -
Importance of Communication – Tools and techniques of
communication: TA – Johari Window

 Leadership - Leadership Styles - Leadership Theories - Linkage

leadership with team, motivation and decision making
GROUP DYNAMICS
 Scientific study of group processes
 Interpersonal processes in groups
HOMANS’ MODEL OF GROUP DYNAMICS
(1950, 1961)

Formal Groups Informal Groups Psychological Groups

Required Behaviour Emergent Behaviour “We” Feeling

- Activities
- Activities Psychological
- Interactions Awareness &
- Interactions - Sentiments Identification with
Group

Requirements of Group Processes

The Job: Division of Norms OUTCOMES
Labour, Coordination Cohesion etc. • Performance
• Productivity
• Satisfaction of
Organizational
Members
DETERMINANTS OF GROUP DYNAMICS
• Norms: Rules & Regulations
• Idiosyncratic Credit: Capacity to acceptably deviate from group
expectations
• Status: An evaluation and ranking of each member’s position in
the group relative to all other members
• Cohesion: The result of all forces acting on members to remain
in a group
• Conformity and Deviance: Being Social and Asocial
• Deviants: Members with deviant tendencies
• Group Think: Group’s thought process regarding the means of
success at the end
• The Risky Shift: Transformation of duties during difficulties &
challenges
CONCEPT OF
ORGANIZATIONAL
COMMUNICATION

The ways in which groups of

people maintain structure and
order through their symbolic
interactions and allow individual
actors the freedom to accomplish
their goals.
FOCUS OF ORGANIZATIONAL
COMMUNICATION
• Focuses on getting work done and meeting
organizational goals

• Focuses on change and adaptation

• Focuses on social aspects and motivation of individuals

COMMUNICATION CHANNELS IN
ORGANIZATIONS

 Downward communication

 Upward communication

 Horizontal communication

 Informal communication channels

BARRIERS TO ORGANIZATIONAL
COMMUNICATION
 Interpersonal barriers
 Status and power differences
 Differences across departments of needs and goals
 Unfit / Misfit in communication
 Lack of formal channels
FAILURE FACTORS OF ORGANIZATIONAL
COMMUNICATION
 Conflicting frames of reference
 Selective perception

 Value judgments

 Status differences

 Security

 Source credibility

 Time pressures

 Information overload

 Poor listening skills and

 Semantic problems
 INTERACTION PATTERNS
1. Maypole – leader to member & member to

leader

2. Round Robin – members take turns

3. Hot Seat – extended back and forth exchange

between leader and a member

4. Free Floating – all members take responsibility

for communicating
TRANSACTIONAL ANALYSIS AS A TOOL
OF COMMUNICATION
• A model for explaining why and how:
 People think like they do
 People act like they do
 People interact / communicate with
others

• 3 EGO STATES OF OUR BRAIN

 Parent Ego
 Adult Ego
 Child Ego
 PARENT EGO STATE
• Nature: ‘Parental’ or ‘authoritarian’ sources & Nurturing
views (sympathetic, caring views)

• Communication Types:
√ Shoulds and should nots; always and never

• Interaction Patterns: Prejudices & Criticisms

 Prejudicial views (not based on logic or facts) on things

such as:
Religion Dress
Salespeople
Traditions Work Products
Money raising Children
Companies

 Critical views (fault finding, judgmental, humiliating)

 ADULT EGO STATE
• Nature: Adult & Rationalizing

• Communication Types:
√ According to,
√ With reference to,
√ Logically,
√ As far as….

• Interaction Patterns: Logical & Rational views

 Make decisions based on logic, computations,
probabilities, etc. (no emotions)

 Thoughts, feelings, attitudes, behavioral patterns based on

objective analysis of information (data, facts, etc.)
 CHILD EGO STATE
• Nature: Childish or Immature or Self-centered

• Communication Types: Clapping, Showing elaborate

emotions by body language and facial expressions, Showing
too much of happiness / hatredness

• Interaction Patterns: Emotions-bound & Curiosity-

bound views

 Impulsive reactions such as:

Happiness Impulsive Curious
Anger Rebellious Eager to please
Fearful Self-centric Pleasure seeking
 FORMS OF HUMAN TRANSACTIONS
1. COMPLEMENTARY ‘TRANSACTIONS’
 Interactions,responses, actions regarded as appropriate
and expected from another person.
 Parallel communication arrows, communication
continues.
Eg.1: Eg.2:
What’s time now? Again..! You are late

Its 11. Sorry, I wont repeat.

P P P P

A A A A

C C C C
FORMS OF HUMAN TRANSACTIONS (Contd.)
2. CROSSED ‘TRANSACTIONS’
• Interactions, responses, actions NOT regarded as
appropriate or Expected from another person.
• Crossed communication arrows, communication breaks
down
Eg.1: Eg.2:
What’s time now? You are late again..!

Hope you have watch. Find it for Yah.! I know. I was held up in
yourself. traffic.

P P P P

A A A A

C C C C
 FORMS OF HUMAN TRANSACTIONS (Contd.)
3. ULTERIOR ‘TRANSACTIONS’
(THE GAMES PEOPLE PLAY )
 Interactions, responses, actions which are different from those
explicitly stated
 Such transactions would always have an ulterior motive which is
not generally the sated motive

P P

A A Stated transaction

C C Ulterior transaction
 JOHARI WINDOW
(Joseph Luft and Harry Ingham)
A TOOL OF COMMUNICATION
Feedback

Known to one’s Unknown to one’s

own self, but known
own self & others
to others
Exposure

Unknown to one’s Known to one’s own

own self and also to self but others don’t
others know
PHILOSOPHICAL BASE FOR USING JOHARI
WINDOW

 Individuals can build trust between themselves by disclosing

information about themselves.

 They can learn about themselves with the help of feedback

from others.
HR MOTIVES TO USE JOHARI
WINDOW
 To develop the Open Area for every person
 Enhances individual and team effectiveness and productivity.

 The Open Area is the ‘space’ where good communications and

cooperation occur, free from confusion, conflict and
misunderstanding.
 Self-disclosure expands O.A vertically and feedback expands it
horizontally and builds stronger team.
 CONCEPT OF LEADERSHIP

 Leadership is the ability to influence a group toward the

achievement of goals.
 Leadership is a function of knowing ones self, having a vision that
is well communicated, building trust among colleagues, and
taking effective action to realize ones own leadership potential.
 LEADERSHIP TRAITS
1. Physical Traits: 2. Intellectual Traits:
• High energy level • Foresightful
• Physical stamina • Ask for more responsibility
• Tolerance for stress • Extensively Scholarly
• Uncared about being • Willing to experiment
overworked • Being able to handle varied
• Vitality workforce
3. Personality Traits: 4. Emotional Traits:
• Verbal • Self-confidence
• Ambitious
potentiality • • Optimism
Risk taking
• Honesty • • Determination
Originality
• Initiative • • Self-discipline
Sociability
• Aggressive • • Reliability
Adaptability
 TYPES OF LEADERSHIP STYLES
LEADERSHIP DECISIONS MEMBERS’ RESULTS APPLICATION
STYLES MAKING DEPENDENC
STYLE Y LEVEL
AUTOCRATIC No chance for High High Alienation • Quicker
suggestions / & Demotivation • Members are not
opinions from experts
others • High level of
control

DEMOCRATIC Consultative & Moderate High Team • Slower,

Persuasive Effectiveness & • Members are
Motivation for equally efficient
new ideas • High involvement

FREE-REIGN Shared Independence High motivation, • Creative ideas are

Responsibility Self-monitoring, the core business
Good Team & • No need for close
Interpersonal monitoring
relations

PATERNALISTI Makes Self- Moderate Welfare & • Policy Formulations

C decisions & Rarely Supportive Work • Members unaware
Consults Environment of own strengths
 THEORIES OF LEADERSHIP
TraitsTheories
Behavioral Theories
Contingency / Situational Theories
Transactional Theories
Transformational Theories and
Charismatic Theories of Leadership
THEORIES OF LEADERSHIP (CONTD.)

Trait Theories of Factors

Factorsdetermining
determining
leadership
leadershipstrategies
strategies
Leadership of
ofTraits
Traitsbased
based
Considers personality, Leaders
Leaders
social, physical, or 
 Extraversion
Extraversion
intellectual traits to 
 Conscientiousness
Conscientiousness
differentiate 
 Openness
Openness

 Emotional
EmotionalIntelligence
Intelligence
THEORIES OF LEADERSHIP (Contd.)

Behavioral Theories of
Leadership
Factors
Factorsdetermining
determining
Specific behaviors leadership
leadershipstrategies
strategiesof
of
differentiate leaders Behaviour
BehaviourbasedbasedLeaders
Leaders
from non-leaders. 
 Initiative
Initiative

 Consideration
Consideration

 Employee
Employeeorientation
orientation

 Production
Productionorientation
orientation

 Development
Developmentorientation
orientation
THEORIES OF LEADERSHIP (CONTD.)
Contingency / Situational
Theories of Leadership Factors
Factorsdetermining
determining
 Blend of a leader’s style and
leadership
leadershipstrategies
strategiesof
of
the degree to which the Contingency
Contingencybased
based
situation gives control and Leaders
Leaders
influence to the leader.

 Leader-Member
Leader-Memberrelations
relations

 Leader
Leader readiness
readiness toto
delegate
delegate

 Follower
Follower readiness
readiness toto
accept
acceptresponsibilities
responsibilities

 Task
Taskstructure
structure

 Positional
Positionalpower
power
THEORIES OF LEADERSHIP (CONTD.)
Transactional Theories of
Leadership
• Guides or motivates the Factors
Factorsdetermining
determining
followers in the direction of leadership
leadershipstrategies
strategies
established goals by clarifying of
ofTransaction
Transactionbased
based
role and task requirements. Leadership:
Leadership:

 Management
Managementby by
reward
reward

 Management
Managementby by
Exception
Exception

 Laissez-Faire
Laissez-Faire
THEORIES OF LEADERSHIP (CONTD.)
Transformational Theories of
Leadership
Factors
Factorsdetermining
determining
• Adopts transformational leadership
leadershipstrategies
strategies
approaches using the 4 ‘I’s rather of
ofTransformation
Transformation
than a conventional or based
basedLeaders
Leaders
transactional approaches (4
(4 ‘I’s):
‘I’s):
 Idealized
IdealizedInfluence
Influence
 Inspirational
Inspirational
Motivation
Motivation
 Intellectual
Intellectual
Stimulation
Stimulation
 Individual
Individual
Consideration
Consideration
THEORIES OF LEADERSHIP (CONTD.)
Theories of Charismatic
Leadership Factors
Factorsdetermining
determining
leadership
leadershipstrategies
strategiesof
of
• Followers attributions Charismatic
CharismaticLeaders
Leaders
of heroic or  Self Confidence
Self Confidence
extraordinary  Visionary
Visionary
leadership abilities
 Being a change agent
when they observe Being a change agent
certain behaviors.  Environmental
Environmentalsensitivity
sensitivity
&&needs
needsof
ofthe
thefollowers
followers
 Willingness
Willingness toto take take
personal
personal risks
risks toto achieve
achieve
the
thevision.
vision.
TEAM, LEADERSHIP & MOTIVATION
LINKAGE MODEL
VIDEO ON LEADERSHIP STYLES

http://www.youtube.com/watch?v=hPfRKu05bkQ
IDENTIFY WHICH LEADERSHIP
STYLES ARE THEY?

http://www.youtube.com/watch?v=Bv16yctXaFM

END OF MODULE - IV
 ORB – MODULE V
Organizational Behavior (Group Focus):
 Power and Politics at workplace: Concept - Dependency of
power - Sources – Forms

 Organizationalpolitics: Types of political activity -

Conditions for organizational politics and controlling
techniques

 SocialProcesses: Concept of social process - Forms of social

processes: Positive Processes - cooperation, assimilation,
negotiation, accommodation - Negative Processes - conflict,
competition, dispute – Significance of social processes in
organizations.
CONCEPT OF POWER

A capacity that “A” has to

influence
the behavior of “B”, so that
“B” acts in accordance with A’ s
wishes.
BASES / SOURCES OF POWER
 Formal power and

 Personal power
FORMS OF FORMAL POWER SOURCES

 COERCIVE POWER: Coercive power is the power base

dependent on fear.

 REWARD POWER: Reward power is the power base

dependent on the ability to reward.

 LEGITIMATE POWER: Legitimate power is the power

resultant in the formal hierarchy
FORMS OF PERSONAL POWER SOURCES
EXPERT POWER: Expert power is the
power based on the possession of special
skill or knowledge

REFERENT / CHARISMATIC
POWER: Referent / Charismatic power is
the power based on the possession of
individual resources or admirable traits
MODEL OF POWER IN ORGANIZATIONS

Sources
Of Power

Coercive
Power
over Others
Reward

Legitimate
Contingencies
Expert Of Power

Referent /
Charismatic
CONCEPT OF DEPENDENCY

“B”s relationship to “A” when “A”

possesses that “B” requires.
FACTORS CREATING DEPENDENCY

 Importance

 Scarcity and

 Non-substitutability
POWER AND DEPENDENCE

“B”s counter-
power over “A” “A”

“B” “B”’s Goals

“A”s power
over “B”
CONCEPT OF POWER TACTICS

The term “power tactics” means

the ways in which individuals
translate power bases into
specific actions.
FORMS OF POWER TACTICS
 Legitimacy: hierarchical power
 Rational persuasion: logical arguments

 Inspirational appeals: emotional commitment

 Consultation: participation

 Reward: exchange

 Personal appeals: friendship, loyalty, etc

 Ingratiation: flattery, praise, etc

 Pressure: warnings and reminders

 Coalitions: third party intervention

CONCEPT OF POLITICAL BEHAVIOR

The term “Political Behavior” means

the activities that are
not required
as part of one’s formal role in the
organization,
but that influence the distributions of
advantages and disadvantages
within the organization.
FORMS OF POLITICAL BEHAVIOR
Legitimate Political Behavior:
Normal politics in day to day affairs

Illegitimate Political Behavior:

Extreme political behavior that
violates the implied rules of the game
CONCEPT OF ORGANIZATIONAL
POLITICS

The term “Organizational Politics”

means the attempts to influence
others using discretionary
behaviours to promote personal
objectives.
TYPES OF ORGANIZATIONAL
POLITICS
Managing Attacking and
impressions blaming

Types of
Creating Controlling
obligations Organizational information
Politics

Cultivating Forming
networks coalitions
ORGANIZATIONAL POLITICS
Internal locus of Perceived
control alternatives

Personal Scarce
Characteristics Resources
Conditions
Supporting Zero-sum
Deceit is
appropriate Organizational rewards

Politics
Complex and
Tolerance of Ambiguous
Politics Decisions

Democratic decision
It works here making
EFFECTS OF ORGANIZATIONAL POLITICS

Increased anxiety and stress

Increased turnover
Decreased job satisfaction and
Reduced performance
DEFENSIVE BEHAVIOR AGAINST
ORGANIZATIONAL POLITICS

 Avoiding action

 Avoiding blame and

 Avoiding change
DEFENSIVE BEHAVIOR AGAINST
ORGANIZATIONAL POLITICS (CONTD.)

AVOIDING ACTION
 Over-conforming: strict rule-boundedness
 Buck passing: unauthorized delegation
 Playing dumb: pretending inability / dumb
 Stretching: prolonging
 Stalling: appear to be more / less supportive
DEFENSIVE BEHAVIOR AGAINST
ORGANIZATIONAL POLITICS (CONTD.)
AVOIDING BLAME

 Buffing: too much recording

 Playing safe: evading risks
 Justifying: developing explanations / apologies
 Scapegoating: placing blame on ignorant
 Misrepresenting: manipulating
DEFENSIVE BEHAVIOR AGAINST
ORGANIZATIONAL POLITICS (CONTD.)

AVOIDING CHANGE

 Prevention: preventing / avoiding

change
 Self-protection: guarding
information / resources
VIDEO ON ORGANIZATIONAL POLITICS

http://www.youtube.com/watch?v=--
Z9yOEH6oQ
VIDEO ON ORGANIZATIONAL
POWER TACTICS

http://www.youtube.com/watch?
v=7peFKioBCVI
CONTROLLING POLITICAL BEHAVIOUR
Provide
Remove
Sufficient
Political Norms
Resources

Hire
Introduce
Low-Politics
Clear Rules
Employees

Increase
Free Flowing
Opportunities
Information
for Dialogue

Manage Change Peer Pressure

Effectively Against Politics
CONCEPT OF SOCIAL INTERACTION

“Social interaction is the mutual

influences that individuals and
groups have on one another in their
at­tempts to solve problems and in
their striving towards goals.”
 CONCEPT OF SOCIAL PROCESS

• Social processes are the ways of peoples

interaction for establishing system of
relationships
• Symbolic interactionism, which focuses on how
people interpret and define their social reality
and the meanings they attach to it in the process
of interacting with one another.
ELEMENTS OF SOCIAL PROCESS

Sequence of events
Repetition of events
Relationship between events
Continuity of events and
Special Social results
TYPES OF SOCIAL PROCESS

Associative process and

Dissociative process
CONCEPT OF ASSOCIATIVE PROCESS

Associative processes are also

called the integrative or
conjunctive social processes
which are the integrating
processes for the progress of the
society.
TYPES OF ASSOCIATIVE PROCESSES

Co-operation

Accommodation

Assimilation

Acculturation and
Negotiation
ASSOCIATIVE PROCESSES AN OVERVIEW
PROC DEFINITION ELEMENTS FEATURES TYPES
ESS
Two or more
• Common purpose and • Continuous • Direct
persons work
COOPERATION

together to gain a • Organized effort • Personal • Indirect

common end
• Conscious • Primary
• Universal • Secondary and
• Common Ends and • Tertiary
• Organized Efforts

Competing and • Need

• Universal • Yielding to Coercion
conflicting • Fear / domination
people adjust to • Continuous • Compromise
ACCOMMODATION

each other in • Both conscious and • Tolerance

order to unconscious • Arbitration
overcome the
• End-result of Conflict • Conciliation
difficulties
• Mixture of love and • Conversion
hatred • Sublimation
• Rationalization
ASSOCIATIVE PROCESSES AN OVERVIEW (CONTD.)
PROC DEFINITION ELEMENTS FEATURES TYPES
ESS
Attitudes of many • Assimilation
• Right attitude • Universal
persons are united • Acculturation
ASSIMILATION

and develop into a • Tendency to unite • Unconscious

united group
• Mutual • Slow and Gradual
• Two-way and
• Confined to multiple
fields

Cultural learning Societal level elements: • Biculturalism

• Universal
as a result of • Society of origin • Assimilation
first-hand contact • Society of settlement • Both Conscious & • Separation
• Marginalization
and the Individual level elements:
Unconscious
ACCULTURATION

convergence and • Individual • Both Fast & Slow and

acceptance of characteristics
• Two-way
one culture into • Situational
another characteristics

Moderating elements:
• Cultural Contact
• Stress & skill
deficiency
• Responses
• Outcomes
 MODES / FORMS OF ACCULTURATION

Issue 1

Is it considered to be of value to maintain the

traditional cultural identity and characteristics?

“YES” “NO”
Issue 2

Is it considered to be of
value to develop and
maintain relationships “YES” BICULTURALISM ASSIMILATION
with members of the
“NO” SEPARATION MARGINALIZATION
new culture?
CONCEPT OF NEGOTIATION

Negotiating is the art of reaching an

agreement by resolving differences
through creativity.

Negotiation is about getting the best

possible deal in the best possible
way.
STEPS INVOLVED IN NEGOTIATING PROCESS

Preparation and Planning

Defining the ground rules
Clarification and justification
Bargaining and problem solving and
Closure and implementation
TYPES OF NEGOTIATION / BARGAINING
DISTRIBUTIVE Vs. INTEGRATIVE NEGOTIATION / BARGAINING
Negotiating DISTRIBUTIVE INTEGRATIVE
Characteristic
Goal Get as much as Expand whatever
possible is given
Focus Positions Interests
Motivation Win-lose Win-win
Interests Opposed / Vested Congruent
Information Sharing Low High

Duration Of Short term Long term

Relationship
VIDEO ON COOPERATION

http://www.youtube.com/watch?v=uL5mHE3H5wE
VIDEO ON ACCOMMODATION
& ASSIMILATION

http://www.youtube.com/watch?v=3-A9SgbAK5I
CONCEPT OF DISSOCIATIVE PROCESSES
 Dissociative processes are those of destructive goal or
intentions.

 Also called the disintegrative or disjunctive social

processes.

 Their absence results in stagnation of society.

TYPES OF DISSOCIATIVE PROCESSES

Competition and
Conflict
ASSOCIATIVE PROCESSES AN OVERVIEW (CONTD.)

PRO DEFINITION ELEMENTS FEATURES TYPES

CESS

Struggle for
• Need for victory • Universal • Political
possession of
COMPETITION

rewards which are • Presence of • Continuous • Social

limited in supply,
competitors • Unconscious • Economic
goods, status, and
power, love, etc. • Need for the feeling • Impersonal • Cultural
of possession • Always governed by • Racial
norms

Deliberate • Voluntarism • Universal • Direct

attempt to
oppose, resist or • Violence • Conscious • Indirect
coerce the will of • Personal (War, Feud,
CONFLICT

others. • Intermittent and Litigation and

• Based on violence Conflict of
Impersonal
Ideals)
PERSPECTIVES / THOUGHTS / THEORIES
OF CONFLICT

Traditional perspectives
Human relations perspectives
Interactionist perspectives
 All conflicts are bad
 Used synonymously with violence, destruction and
irrationality
 By definition conflict is considered harmful and to be
avoided
 Conflict is seen as a dysfunctional outcome resulting
from the failure of managers
 Based on the principles of group behavior (1930s &
1940s)
HUMAN RELATIONS PERSPECTIVES OF
CONFLICT

 Conflict is natural
 Advocated acceptance of conflict
 Believes that there are possibilities for conflict to
benefit group’s performance
 Based on the principles of human relations (1940s –
1970s)
INTERACTIONIST PERSPECTIVES OF CONFLICT
 Encourages conflict on the grounds of harmonious,
peaceful, tranquility and cooperation
 Encourages leaders to maintain an optimum level of
conflict to keep groups viable, self-critical and creative
 Functional and dysfunctional forms

 Task conflict, relationship conflict and process conflict

are the forms of conflict
 Relationship conflicts are dysfunctional

 Low level of process conflicts & low-to-moderate

levels of task conflicts are functional
 Low-to-moderate levels of task conflicts are functional
IMPORTANCE / FUNCTIONS OF CONFLICT

Positive Functions
 Increases fellow feeling, brotherhood and social solidarity
within groups and societies.
 Helps in the exchange of cultural elements
 Changes the status of the group or society
 Brings changes in old customs, traditions, folkways and mores.
 Helps in increasing the production which adds to the national
income.
IMPORTANCE / FUNCTIONS OF CONFLICT
Negative Functions
 The defeated party becomes psychologically and normally down.
 Time, money and energy of the conflicting parties get exhausted.
 Uncontrolled conflict brings violence which leads to destruction of
lives and properties
 Social solidarity is adversely affected and it hinders national
integration.
 Leads to inter-group tension and disrupts group unity.
 Conflict diverts members’ attention from group objectives.
 PROCESS OF CONFLICT

Stage - I Stage - II
Potential Stage - III Stage - IV Stage - V
Opposition / Cognition &
Intentions Behavior Outcomes
Incompatibility Personalization

Perceived Increased
Antecedent Conflict Group
Conflict-handling Performance
conditions Overt
• Commun intentions
• Competition Conflict
ication • Party’s
• Collaboration
• Structure
• Personal
• Compromise Behavior
• Avoidance • Other’s
variables Felt • Accommodation Reaction Decreased
Conflict Group
Performance
CONFLICT - INTENSITY CONTINUUM
Annihilatory Conflict
Overt efforts to destroy the other party
Aggressive physical attacks
Threats and ultimatums
Assertive verbal attacks
Overt questioning or challenging of others
Minor disagreements or misunderstandings

No Conflict
VENN DIAGRAM OF CONFLICT
RESOLUTION STRATEGIES
CONFLICT SITUATIONS

A place for me and a place

for you

GROUP- A GROUP - B

GROUP- A GROUP - B
 VENN DIAGRAM OF CONFLICT
RESOLUTION STRATEGIES
(CONTD.)
CONFRONTATION & COMPROMISE:

Thru an innovative alternative ( C ) Thru an Integrative synthesis

GROUP- A GROUP - B

GROUP- A C GROUP - B

C
VENN DIAGRAM OF CONFLICT
RESOLUTION STRATEGIES
(CONTD.)

Thru Compromise Thru Integrative Bargaining

(Negotiation)

A + B GROUP-
A
GROUP
-B

A+B
VENN DIAGRAM OF CONFLICT
RESOLUTION STRATEGIES
(CONTD.)

Thru Domination Thru Stagnation or Withdrawal

(FAILURE OF RESOLUTIONS)

GROUP- B GROUP- A GROUP- A

GROUP - B
DIMENSIONS OF CONFLICT HANDLING INTENTIONS

A
S Assertive Competing Collaborating
S
E
R
T
I
Compromising
V
Unassertive

E
N
E Avoiding Accommodating
S
S
Uncooperative Cooperative

COOPERATIVENESS

END OF MODULE-V