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What is Organizational Behavior - DOC

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					What is Organizational Behavior
Introduction
Organizational Behavior (OB) is the study and application of knowledge about how people,
individuals, and groups act in organizations. It does this by taking a system approach
<../hrd/sat1.html>. That is, it interprets people-organization relationships in terms of the whole person,
whole group, whole organization, and whole social system. Its purpose is to build better relationships
by achieving human objectives, organizational objectives, and social objectives.
As you can see from the definition above, organizational behavior encompasses a wide range of topics,
such as human behavior, change, leadership, teams, etc. Since many of these topics are covered
elsewhere in the leadership guide <leader.html>, this paper will focus on a few parts of OB: elements,
models, social systems, OD, work life, action learning, and change

Elements of Organizational Behavior
The organization's base rests on management's philosophy, values, vision and goals. This in turn drives
the organizational culture which is composed of the formal organization, informal organization, and the
social environment. The culture determines the type of leadership, communication, and group
dynamics within the organization. The workers perceive this as the quality of work life which directs
their degree of motivation. The final outcome are performance, individual satisfaction, and personal
growth and development. All these elements combine to build the model or framework that the
organization operates from.

Models of Organizational Behavior
There are four major models or frameworks that organizations operate out of:

   Autocratic - The basis of this model is power with a managerial orientation of authority. The
      employees in turn are oriented towards obedience and dependence on the boss. The employee
      need that is met is subsistence. The performance result is minimal.

   Custodial - The basis of this model is economic resources with a managerial orientation of money.
      The employees in turn are oriented towards security and benefits and dependence on the
      organization. The employee need that is met is security. The performance result is passive
      cooperation.

   Supportive - The basis of this model is leadership with a managerial orientation of support. The
      employees in turn are oriented towards job performance and participation. The employee need
      that is met is status and recognition. The performance result is awakened drives.

   Collegial - The basis of this model is partnership with a managerial orientation of teamwork. The
      employees in turn are oriented towards responsible behavior and self-discipline. The employee
      need that is met is self-actualization. The performance result is moderate enthusiasm.

Social Systems, Culture, and Individualization
A social system is a complex set of human relationships interacting in many ways. Within an
organization, the social system includes all the people in it and their relationships to each other and to
the outside world. The behavior of one member can have an impact, either directly or indirectly, on the
behavior of others. Also, the social system does not have boundaries...it exchanges goods, ideas,
culture, etc. with the environment around it.
Culture is the conventional behavior of a society that encompasses beliefs, customs, knowledge, and
practices. It influences human behavior, even though it seldom enters into their conscious thought.
People depend on culture as it gives them stability, security, understanding, and the ability to respond
to a given situation. This is why people fear change. They fear the system will become unstable, their
security will be lost, they will not understand the new process, and they will not know how to respond
to the new situations.
Individualization is when employees successfully exert influence on the social system by challenging
the culture

Organization Development
Organization Development (OD) is the systematic application of behavioral science knowledge at
various levels, such as group, inter-group, organization, etc., to bring about planned change. Its
objectives is a higher quality of work-life, productivity, adaptability, and effectiveness. It accomplishes
this by changing attitudes, behaviors, values, strategies, procedures, and structures so that the
organization can adapt to competitive actions, technological advances, and the fast pace of change
within the environment.
There are seven characteristics of OD:
   Humanistic Values: Positive beliefs about the potential of employees (McGregor's Theory Y).
   Systems Orientation: All parts of the organization, to include structure, technology, and people,
      must work together.
   Experiential Learning: The learners' experiences in the training environment should be the kind of
      human problems they encounter at work. The training should NOT be all theory and lecture.
   Problem Solving: Problems are identified, data is gathered, corrective action is taken, progress is
      assessed, and adjustments in the problem solving process are made as needed. This process is
      known as Action Research.
   Contingency Orientation: Actions are selected and adapted to fit the need.
   Change Agent: Stimulate, facilitate, and coordinate change.
   Levels of Interventions: Problems can occur at one or more level in the organization so the strategy
      will require one or more interventions

Quality of Work Life
Quality of Work Life (QWL) is the favorableness or unfavorableness of the job environment. Its
purpose is to develop jobs and working conditions that are excellent for both the employees and the
organization. One of the ways of accomplishing QWL is through job design. Some of the options
available for improving job design are:
   Leave the job as is but employ only people who like the rigid environment or routine work. Some
      people do enjoy the security and task support of these kinds of jobs.

   Leave the job as is, but pay the employees more.

   Mechanize and automate the routine jobs.

   And the area that OD loves - redesign the job.
When redesigning jobs there are two spectrums to follow - job enlargement and job enrichment. Job
enlargement adds a more variety of tasks and duties to the job so that it is not as monotonous. This
takes in the breadth of the job. That is, the number of different tasks that an employee performs. This
can also be accomplished by job rotation.
Job enrichment, on the other hand, adds additional motivators. It adds depth to the job - more control,
responsibility, and discretion to how the job is performed. This gives higher order needs to the
employee, as opposed to job enlargement which simply gives more variety. The chart below
(Cunningham & Eberle, 1990) illustrates the differences:
The benefits of enriching jobs include:

   Growth of the individual

   Individuals have better job satisfaction

   Self-actualization of the individual

   Better employee performance for the organization

   Organization gets intrinsically motivated employees

   Less absenteeism, turnover, and grievances for the organization

   Full use of human resources for society

   Society gains more effective organizations
There are a variety of methods for improving job enrichment:

   Skill Variety: Perform different tasks that require different skill. This differs from job
      enlargement which might require the employee to perform more tasks, but require the same set
      of skills.

   Task Identity: Create or perform a complete piece of work. This gives a sense of completion and
      responsibility for the product.

   Task Significant: This is the amount of impact that the work has on other people as the employee
      perceives.

   Autonomy: This gives employees discretion and control over job related decisions.

   Feedback: Information that tells workers how well they are performing. It can come directly from
      the job (task feedback) or verbally form someone else.
Action Learning
An unheralded British academic was invited to try out his theories in Belgium -- it led to an upturn in
the Belgian economy. "Unless your ideas are ridiculed by experts they are worth nothing," says the
British academic Reg Revans, creator of action learning [L = P + Q] -- learning occurs through a
combination of programmed knowledge (P) and the ability to ask insightful questions (Q).
Action learning has been widely used in Europe for combining formal management training with
learning from experience. A typical program is conducted over a period of 6 to 9 months. Teams of
learners with diverse backgrounds conduct field projects on complex organizational problems requiring
use of skills learned in formal training sessions. The learning teams then meet periodically with a
skilled instructor to discuss, analyze, and learn from their experiences.
Revans basis his learning method on a theory called "System Beta," in that the learning process should
closely approximate the "scientific method." The model is cyclical - you proceed through the steps and
when you reach the last step you relate the analysis to the original hypothesis and if need be, start the
process again. The six steps are:

   Formulate Hypothesis (an idea or concept)

   Design Experiment (consider ways of testing truth or validity of idea or concept)

   Apply in Practice (put into effect, test of validity or truth)

   Observe Results (collect and process data on outcomes of test)

   Analyze Results (make sense of data)

   Compare Analysis (relate analysis to original hypothesis)
Note that you do not always have to enter this process at step 1, but you do have to complete the
process.
Revans suggest that all human learning at the individual level occurs through this process. Note that it
covers what Jim Stewart (Managing Change Through Training and Development, 1991) calls the levels
of existence:

   We think - cognitive domain

   We feel - affective domain

   We do - action domain
All three levels are interconnected -- e.g. what we think influences and is influenced by what we do and
feel.

Change
In its simplest form, discontinuity in the work place is "change."
Our prefrontal cortex is similar to the RAM memory in a PC -- it is fast and agile computational device
that is able to hold multiple threads of logic at once so that we can perform fast calculations. However
it has its limits in that it can only hold a handful of concepts at once. In addition, it burns lots of high
energy glucose (blood sugar), which is expensive for the body to produce. Thus when given lots of
information, such as when a change is required, it has a tendency to overload and being directly linked
to the amygdala (the emotional center of the brain) that controls our fight-or-flight response, it can
cause severe physical and psychological discomfort.
Our prefrontal cortex is marvelous for insight when not overloaded. But for normal everyday use, our
brain prefers to run off its "hard-drive" -- the basal ganglia, which has a much larger storage area and
stores memories and our habits. In addition, it sips rather than gulps food (glucose).
When we do something familiar and predictable, our brain is mainly using the basal ganglia, which is
quite comforting to us. When we use our prefrontal cortex, then we are looking for fight, flight, or
insight. Too much change produces fight or flight syndromes. As change agents we want to produce
"insight" into our learners so that they are able to apply their knowledge and skills not just in the
classroom, but also on the job.
And the way to help people come to "insight" is to allow them to come to their own resolution. These
moments of insight or resolutions are called "epiphanies" -- sudden intuitive leap of understanding that
are quite pleasurable to us and act as rewards. Thus you have to resist the urge to fill in the entire
picture of change, rather you have to leave enough gaps so that the learners are allowed to make
connections of their own. Doing too much for the learners can be just as bad, if not worse, than not
doing enough.
Doing all the thinking for learners takes their brains out of action which means they will not invest the
energy to make new connections.