Rizvi Institute of Management Studies and

Research, Mumbai

Organisational Behaviour

Semester 1 – Session B5

October 11, 2024

 Attendance

Please call out your Roll No

clearly and loudly
 Organisational Behaviour
SEMESTER 1 SEMESTER 2
Individual behaviour Group behaviour
What is Organisational Behaviour (OB)? •Foundations of group behaviour
What do business managers do, at the •Understanding work teams
workplace?
•Business communication and
Diversity – key behavioural
characteristics
interviewing skills
Learning and shaping of behaviour •Leadership
Attitude •Power and politics
Job satisfaction •Conflict and negotiation
Emotions and moods •Foundations of organisational
Personality and values structure
Perception •Organisational culture
Individual decision making
•Organisational change
Motivation – from concepts to application
•Stress management
 Agenda for today
• Learning
• Shaping of behaviour
• What is ‘attitude’?
• Correlation between beliefs, attitude, habits and behaviour
• Is behaviour influenced by attitude?
• Main parts/components of attitude
• Major types of job-related attitude
1. Job involvement
2. Perceived Organisational Support (POS)
3. Employee Engagement
4. Job Satisfaction
Learning
 Learning
• Learning = any relatively permanent change in
behaviour
• Three fundamental principles of learning:
1. Learning involves change
2. Change must be deeply embedded
3. Real experience strengthens learning
• 3 theories of learning
1. Classical conditioning
2. Operant conditioning
3. Social learning
 Classical conditioning – Dr Ivan Pavlov
• Pavlov
– Dog
• Meat
– Salivation
» Bell
• Stimulus > Response
– Unconditioned stimulus (meat)
– Unconditioned response (salivating)
• Conditioned stimulus (bell with meat)
• Conditioned response (salivating – only bell, no meat)
• Reflexive behaviour (cause > effect) = unlearned behaviour
 Operant conditioning (= reinforcement theory)
• Behaviour = fn (Consequence)
– You do what you do, because of what happens
when you do it
• Tendency to repeat any behaviour is influenced by
the +ve or –ve consequences of such behaviour
– Behaviour which is rewarded is repeated
– Behaviour which is punished is avoided
– If behaviour is not positively reinforced, probability
of expected behaviour declines
• Learned (voluntary) behaviour
 Social learning theory
• We learn through
1. Observation, and
2. Direct, personal experience
• A person’s response to a stimulus depends on how s/he
1. Perceives an occurrence, event or happening, and
2. Can estimate its results or consequences
• Importance of
– Observing and learning, and
– Being told to learn
• Influence of models (= examples) helps primary learning
– Attentional processes
– Retention processes
– Motor reproduction processes
– Reinforcement processes
 Influence of models (= examples)

• How does a model influence learning?

1. Attentional processes
– Recognition and association with critical features
2. Retention processes
– Impact even after the model is not current
3. Motor reproduction processes
– Observing model’s behaviour influences learning
4. Reinforcement processes
– Positive incentives or rewards reinforce learning
Q&A
Shaping of behaviour
 Shaping of behaviour
• Shaping ( ) = giving shape to ( )
• Shaping organisational behaviour = giving shape
to behaviour which will
1. Benefit the organisation
2. Not harm the organisation
• Bosses shape employees’ behaviour, by guiding
their learning in steadily improving steps
• Behaviour is shaped by systematically reinforcing
each successive step that moves the individual
closer to the desired response
 Four ways to reinforce behaviour

1. Positive reinforcement
– Reward – Praise
2. Negative reinforcement
– Penalty – Withdrawal/termination
3. Punishment
– Causes negative reactions
4. Extinction
– Eliminates (= removes) negative reactions
Stimulus – response (consequence?)
 How to reinforce shaping of behaviour?

• Continuous reinforcement
– Reinforces desired behaviour every time it is
shown
• Intermittent reinforcement
– Reinforcement is not repeated, but happens
enough times to make the behaviour worth
repeating
– But, this promotes more resistance than the
continuous form
 Planning intermittent reinforcement
• Fixed interval
– Behaviour is reinforced according to a predetermined, constant
schedule based on time
• Variable intervals
– Behaviour is reinforced after periods of time but the interval varies
between different reinforcements
• Fixed ratio
– Gears reinforcement to the number of desired or undesired
behaviours, rather than to blocks of time
• Variable ratio
– The number of behaviours required for reinforcement varies over
time
• Relying on any one schedule for all rewards is difficult, or impractical
 Examples from life and the workplace
• Praising, rewarding or supporting good (acceptable)
behaviour
– Recognise or reward for good work done
– Performance incentives/bonuses
– Pay for performance
• Disciplining or reprimanding errant behaviour
– Spare the rod and spoil the child
– Punishment must be proportionate to the gravity of
the misconduct
– The role of the law
 Typical questions

1. Compare the two types of human abilities

2. Define intellectual ability. Describe how it is
relevant to OB?
3. Explain the key biographical characteristics
4. Describe how biographical characteristics are
relevant to OB
5. What is learning?
6. How does learning shape behaviour?
7. How to discipline errant behaviour?
Attitude
 Attitude – page 1
• Every person develops an attitude, based on his/her life experiences
• Attitude is a settled way of thinking or feeling, regarding something
• Attitude is created by the person’s mind
• Attitude judges how a person shows emotions and feelings about
something which affects him/her
• Our human mind constantly judges people, objects, events, situations or
circumstances around it
• Only people have attitude and show it, because people have emotions
and feelings
• No other living being has attitude and, therefore, cannot show attitude
• Attitude is NOT an opinion, but a set pattern of how a person thinks and
feels
• Consequently, different people have different points of view and different
opinions, because they have different attitudes
 Attitude – page 2
• Over time, people develop a “learned” preference on how
to react to, or respond to, an object, person, situation,
event or circumstance in a similar, consistent way every
time
• They respond favourably, or unfavourably
• Every person has his/her unique and specific way of
judging an object, person, event, situation or circumstance,
mainly based on his/her belief system
• This uniqueness and specificity creates, nurtures and
develops an individual behaviour trait and style
• Managers MUST understand the complex relationship
between beliefs, attitude, habits and behaviour
 Attitude – page 3
• Individual beliefs > value system > attitude > mode of
conduct > habit > behaviour
• Organisational beliefs
– > organisational value system
• > fundamental organisational attitudes are formed
– > modes of conduct become a behaviour style
» > if this style repeats itself often enough,
the style then becomes a habit
» > habit thus becomes accepted
organisational behaviour
 Three sequential components of attitude
• Cognition, affect and behaviour are inter-connected very
closely
• Imagine any one person
• Cognition
– Describes the person, situation, object, circumstance or
event – as it is appears
– Establishes a basis
• Affect
– How does it impact the observer’s behaviour?
• Behaviour
– Person behaves based on how his/her emotions and
feelings are impacted
Three sequential components of attitude – an example

1. Cognitive Component
– Evaluation – description/belief of the way things are
• “My boss always blames me for mistakes and
problems, although I am not responsible for them”
2. Then, the Affective Component
– Feelings – emotional aspect of attitude
• “My boss does not like me and, so, I am angry and
frustrated about how badly I am treated here”
3. Finally, the Behavioural Component
– Action or consequence – intention to behave in a particular
way
• “I must start looking a new job”
Balancing the attitude-behaviour relationship
• Importance of an attitude
– Reflects fundamental beliefs, values, self-interest or
identification with people who are important
• Correlation with behaviour
– Closer the match, stronger the relationship
• Ease in using an attitude
– Easier memory recall – higher possibility of shaping behaviour
• Social pressures
– To behave in specific ways which will determine behaviour
patterns
• Direct experience with the attitude
– Personal experience evokes more easy recall
 4 Major types of job-related attitudes

1. Job Involvement
2. Perceived Organisational Support (POS)
3. Employee Engagement
4. Job Satisfaction
 Job involvement

To what extent does an employee

1. Psychologically relate to the job?
2. Perceive his/her performance level as relevant
and important to his/her own self-esteem?
3. “Feel that if the organisation supports and
appreciates my work and efforts, I will be more
committed and perform more sincerely?”
4. Notice a positive relationship between his/her
organisational citizenship and job performance?
 Perceived organisational support (POS)

To what extent does an employee perceive that their

organisation
• Values his/her contribution?
• Cares about his/her well-being?
• Recognises, appreciates and rewards his/her
efforts fairly?
Does an employee feel that
• He/she feels that s/he is involved in organisational
decision making?
• His/her superiors support him/her?
 Employee engagement – page 1
• Employees are
• Committed
• Loyal
• Involved with work
• Satisfied with work
• Enthusiastic about their work
• Getting opportunities to learn new skills
• Passionate about their work
• Deeply connected with their company
• Experiencing that interactions with colleagues and their
respective superiors are rewarding and satisfying
 Employee engagement – page 2

Organisations
1. Achieve higher levels of customer satisfaction
2. Employees become more productive
3. Gain higher profits
4. Enjoy superior financial performance, better
margins, more cost savings and higher
productivity
5. Suffer lower levels of turnover (= fewer
employees leave the organisation)
 Are these attitudes different from one another?

1. If people feel deeply engaged (= involved) in their

jobs
– High job involvement
2. They will like the job that they do
– High job satisfaction
3. If people think that their organisation supports them
– High POS
4. They will feel committed to it
– Strong organisational commitment
 The converse is also true
• If employees
– Do not feel engaged in their work
– Do not like the job they are doing
– Think their organisation is not supporting them
– Do not feel committed to the organisation
• Organisational managers must
– Notice these symptoms
– Find out “why”
– Take immediate remedial (= corrective) steps
Hence, employees fit into some distinct categories

1. Enthusiastic stayers
2. Reluctant stayers
3. Enthusiastic leavers
– Plan to leave
4. Reluctant leavers
– Do not want to leave, but they should
leave
Q&A
Break – 10 minutes
Next lecture

11am today
Rizvi Institute of Management Studies and
Research, Mumbai

Organisational Behaviour

Semester 1 – Session B6

October 11, 2024

 Attendance

Please call out your Name and

Roll No clearly and loudly
Agenda
Q&A
 Job-related attitudes

1. Job involvement
2. POS – Perceived Organisational Support
3. Employee engagement
Major job-related attitude – 4

Job Satisfaction
 Job satisfaction – class work
• Open a fresh sheet of paper
• Write your name and your roll number on
the Top, Right-hand corner

• Answer in 1 A4 page (not more)

– What is job satisfaction?
• =/< 300 words
• 30 minutes
 Agenda

• What is Job Satisfaction?

• What causes job satisfaction?
• Measuring job satisfaction
• Impact of satisfied and dissatisfied
employees on the workplace, and overall
organisational performance
• Steps to improve job satisfaction
 What is Job Satisfaction?
• Job satisfaction is a complex combination of
various “selected” characteristics of the job,
which can satisfy (or dissatisfy) an employee
1. Nature of work
2. Compensation and benefits
3. Comfort with supervision/boss
4. Communication amongst colleagues
5. Teamwork/peer group
6. Working environment
 Typical indicators of job satisfaction

• A person who is satisfied with his/her job

1. Shows positive interest in the work
2. Has positive feelings about the job
• An employee’s job satisfaction depends upon
1. Nature of the job
2. The employee’s personality
3. The employee’s state of mind, while at work
• Absence of satisfaction is NOT
dissatisfaction!
 Measuring job satisfaction – page 1
• How are the interactions which an employee has, with
his/her colleagues, superiors and subordinates?
• Does s/he show interest in knowing more about the job,
than what is already told to him/her?
• Does s/he search for methods to improve his/her
knowledge, information, data and facts about the job?
• Does the employee adhere to organisation’s principles,
policies, procedures and practices?
– Completely? Partially? In which areas does the
employee NOT adhere? Why?
• What can the organisation do, to solve these issues?
 Measuring job satisfaction – page 2
• Does the employee meet and surpass the expected
performance standards of the job?
• What information/details does s/he refer to, during his/her
performance review, as difficulties, problems?
• Is s/he eager to know and understand more about his/her own
department, function and the business purpose of the
organisation?
• How far does his/her job relate with the organisation’s
business?
• How does the employee react when told to work in unfamiliar
or unknown working conditions or circumstances? Does s/he
complain or accept the realities of working in these conditions?
 Does money influence job satisfaction?
• For a poor employee, money is most important
for his/her overall happiness and satisfaction
• For a rich employee, money is NOT the most
important
• Money motivates, but having lots of money
does NOT automatically mean lots of
happiness
• Work aspects – interesting job that provides
training, variety, independence, control
 Examples of the impact of satisfaction
• If an employee is satisfied with his/her job, how can
management usually notice his/her satisfaction?
• Job performance?
– Happy employees are usually more productive than
unhappy employees
• Organisational citizenship behaviour?
– Satisfied employees talk positively about their
organisation
• Customer satisfaction?
– Satisfied employees reflect their satisfaction while
dealing with customers
 Examples of the impact of dissatisfaction
• If an employee is NOT satisfied with his/her job, how can management
usually notice his/her dissatisfaction?
• Absenteeism?
– Dissatified employees are more likely to avoid or bunk work, but
this is misleading – liberal leave benefits encourage even highly
satisfied employees to take days off
• Higher turnover (= change of job)?
– High performers are likely to be encouraged to stay – better
growth, pay, benefits
– Organisations make few attempts to retain poor performers
• Workplace deviances?
– Job dissatisfaction generates negative behaviour – unionisation,
abuse of benefits, malingering, stealing at work, tardiness, undue
socialising (= wasting time)
 Steps to improve job satisfaction – page 1

• Implement organisational policies fairly and

impartially
• Provide objective and timely feedback on work
performance
• Administer compensation and benefits fairly
• Create and sustain a trusting environment
• Respect employee privacy
• Encourage employees to ask questions and
express opinions without fear of retaliation
 Steps to improve job satisfaction – page 2

• Allow employees the freedom to decide some

aspects of their work
• Keep promises
• Communicate openly and honestly with
employees Treat employees as people, not as
resources
• Know employees and recognise their
achievements
• Give them opportunities for skills development
and career advancement
Q&A
Thank you