英文版组织行为学

组织行为学【英文版】

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Individual Level in the OB Model
Biographical Characteristics 传记特点 Productivity Absence Motivation 激励 Learning 学习 Individual decision making Turnover Satisfaction
Robbins, Millett, Waters-Marsh, Organisational Behaviour 4e © 2004 Pearson Education Australia
Learning Objectives
1. Define organisational behaviour (OB). 2. Explain the value of the systematic study of OB. 3. Identify the three levels of analysis in this book’s OB model. 4. Explain the need for a contingency approach to the study of OB. 5. Identify the contributions made by major behavioural science disciplines to OB. 6. List the major challenges and opportunities for managers to use OB concepts. 7. Describe why managers require a knowledge of OB.
Dependent variables
1. Productivity 生产率 2. Turnover 流动率 3. Absenteeism 缺勤率

组织行为学(英文版)第2章

Imaginative, disorderly, idealistic, emotional, impractical weiping
Part 2 Values
Definition
Basic convictions: “Specific modes of conduct or end-state of existence are personally or socially preferable to an opposite or converse mode of conduct or end-state of existence.”
Dominant Values in Today’s Workforce
Cohort Entered the Workforce Approximate Current Age Dominant Work Values Hard working, conservative, conforming; loyalty to the organization
Self-respect
--Honesty --Obedience --Equality
weiping
Rokeach Value Survey
Terminal Values
Desirable end-states of existence Desired goals to be achieved during lifetime

weiping
Matching personalities and jobs--six-personality-types model
Type
Realistic: prefers physical activities that require skill, strength, and coordination. Investigative: prefers activities involving thinking, organizing, and understanding Social: prefers activities that involve helping and developing others Conventional: prefers ruleregulated, orderly, and unambiguous activities Enterprising: prefers verbal activities in which there are opportunities to influence others and attain power Artistic: prefers ambiguous and unsystematic activities that allow creative expression

组织行为学文章英文版

An Examination of the Relationship Among Structure,Trust,and Conﬂict Management Styles in Virtual TeamsXiaojing Liu,Richard J.Magjuka,and Seung-hee Lee I n today’s competitive environment,successful organizations that are able to utilize advanced information technology to establish a dynamic form to adapt to the ever-changing landscape and customer requirements always gain a competitive advantage in global competition (Porter &Lilly,1996).The virtual team has become one of the building blocks of a successful organization.In this article,a virtual team is deﬁned as ‘‘a group of people with complementary competencies executing simul-taneous,collaborative work processes through elec-tronic media without regard to geographic location’’(Chinowsky &Rojas,2003,p.98).Virtual teams can offer a range of beneﬁts toorganizations,among them encouraging constructive dialogue and knowledge,nurturing a community of workers,triggering deeper processing of content through interaction,and offering ﬂexible adaptation to complex tasks (Duarte &Snyder,1999;Conrad &Donaldson,2004;Palloff &Pratt,2005;Lee,Bonk,Magjuka,Su,&Liu,2006).However,a virtual team can also face challenges and issues that must beaddressed for a successful team operation.Fromexisting telework research,Workman,Kahnweiler,and Bommer (2001)summarize three attributes of virtual environments that are barriers to successful virtual collaboration:elevated ambiguity,increased isolation,and a less-structured environment.For example,in virtual environments lack of informal interactions,the constraints of dispersed asynchronous communication context,and limited capabilities of transmittingsocial &2008International Society for Performance ImprovementThe emergence of new technolo-gies has made it increasingly easy for distributed collaboration in both edu-cational and noneducational settings.Although the effectiveness in tradi-tional settings of the dynamics of small group work has been widely researched,there is limited researchthat offers evidence on how teams can work effectively in a virtual environment.The purpose of this study is to examine the relationship among team structure,trust,andconﬂict management style,in addi-tion to their impact on teamwork effectiveness in a virtual environment.An experimental design was used toassess the effects of structure on team performance.Forty-four groups,di-vided into hierarchical and nonhier-archical groups,worked on an online simulation project in an online MBAcourse.The results suggest that team structure is strongly associated with team performance,whereas trust and a collaboration conﬂict manage-ment style contribute to teamworksatisfaction.cues may render an environment that is low in social presence and interactivity.Such an environment can create difﬁculties for effective communication and collaboration (Montoya-Weiss,Massey,&Song,2001).Thus it has been suggested that virtual teams may have to make extra efforts in communication and collaboration for a successful operation.Walther (1996)suggests that in some instances a level of interaction that surpasses face-to-face interaction could occur thanks to strong involvement,intense relationships,and reciprocation.Although the effectiveness of small group work in traditional settings has beenwidely researched,there is still limited researchwith evidence concerning how teams can work effectively in a virtual environment.In particular,there is a lack of research on linking the social,task,and technological dimensions to the entry,process,and outcome variables of the teamwork process (Carabajal,LaPointe,&Gunawardena,2003)in a virtual environment.Existing theory about team-work processes may not be transferable to a virtual setting because introduction of media technology may have changed or altered the dynamics of thegroup process.For example,conﬂict in a virtualteam may persist longer without being noticed (Grifﬁth,Mannix,&Neale,2003),or trust development—which is generally regarded as a prerequisite for developing shared commitment—may be undermined from the lack of a personal human touch (Crossman &Lee-Kelley,2004).The purpose of this study is to add to the existing knowledge about virtual teamwork by examining the roles of team structure,trust,and conﬂict variables in the effectiveness of virtual teamwork.This study intends to answer several research questions:(1)Would there be signiﬁcant differences in team performance or satisfaction if virtual teams were structured differently?(2)Are there any signiﬁcant relationships between trust and virtual team performance or satisfaction?(3)Are there any signiﬁcant relationships between team conﬂict management styles and virtual team performance or satisfaction?Literature ReviewTeam StructureIn this article,team structure refers to the division of a team’s work environment into subtasks assigned to individual members or subteams.Such division can dictate the distribution of information and responsi-bilities of each team member.In teamwork,two types of structures were usually studied to understand their effects on team performance (Moon et al.,2004;Urban,Bowers,Monday,&Morgan,1995).Hierarchical structure refers to those structures in which team members have specialized roles or hold information and capabilities that are unique toExisting theory about teamwork processes may not be transferable to a virtual setting because introduction of media technology may have changed or altered the dynamics of the group process.each other.Such division of roles results in high interdependency among team participants.Nonhierarchical structure refers to those structures in which team members have nonspecialized roles and have fewer interdependencies in accomplishing a common team goal(Urban et al., 1995).In general,team structure deﬁnes the nature and patterns of relationships and the division of work among individuals in groups(Wong &Burton,2000).Studies that examine the relationship between team structure and team performance in organization settings revealed diversiﬁed results. Researchers,for instance,have proposed that a high degree of group division can reinforce individual accountability,and therefore it can prevent participants from slacking off or freeloading,which commonly impairs group performance in a virtual environment(Lin&Hui,1999; Pugh et al.,1963;Lin,Yang,Arya,Huang,&Li,2005).In a study that compared the problem-solving performance in two types of structure,the group with hierarchical structure indicated higher perceptions of intersubjectivity—that is,a‘‘shared collective understanding’’—and deep processing in group learning during the initial weeks of activity.Over time,however,these levels equalized across group structures(Rose,2004). In another study,Joung and Keller(2004)evaluated two types of structure during online group debate.The results suggested that the group with hierarchical structure demonstrated greater use of critical thinking skills and revealed more critical and dynamic interaction patterns than the nonhierarchical group.Nevertheless,some studies also suggested that nonhierarchical structure seemed to have outperformed hierarchical structure(Urban et al.,1995;Bowers,Urban,&Morgan,1992;Kleinman&Serfaty,1989). For example,Urban et al.(1995)studied teams in the context of military training and found that those with nonhierarchical structures were associated with superior performance compared to hierarchical structures when working under a high workload.Team structures were associated with patterns of communication structures.The teams with hierarchical structures tended to rely on question-and-answer sequences to elicit information and resources more than nonhierarchical teams did.This communication pattern of hierarchical teams was less effective than that of nonhierarchical teams,which,because of their similar roles,could communicate more clearly or were able to anticipate each other’s needs rather than waiting on the others to ask for information.The contradictory results of the relationship between structure and performance in the extant literature may have reﬂected the effect of structure under different task environments.Structural contingency theory posits that no structure is better across teams in organizational settings.However,hierarchical structures may work better than nonhierarchical structures in less complex environments,while nonhier-archical structures may work better than hierarchical structures in complex environments(Moon et al.,2004).Research indicates that therules of structural contingency theory are equally applicable in a virtual organization whose members are bounded by a common goal and who ground their work in communications through information technology (Moon et al.,2004;Burns&Stalker,1961).In an unstable or dynamic environment,nonhierarchical,or informal, structure is argued to be an effective way of organizing virtual teams because it allowsﬂexibility for workers to communicate according to the changing demands of the task(Burns&Stalker,1961;Hinds&McGrath, 2006).Virtual environments are generally regarded to be associated with added complexity and uncertainty,though this is not always the case.In their study,Hinds and McGrath(2006)found that in a distributed virtual team environment,dividing tasks in a nonhierarchical,independent way (for example,reducing task interdependences between work sites)reduces the need for frequent communication and therefore minimizes the waiting time and miscommunications that are due to the nature of delayed feedback in virtual communications.In this study,following Hinds and McGrath’s study(2006)and Urban et al.(1995),we hypothesize that in virtual groups that engage in complex problem-solving tasks(such as ill-deﬁned problems with no clear-cut answers),teams with nonhierarchical structures may be able to communicate more efﬁciently(by minimizing waiting time)and more effectively(thanks to their shared knowledge, which allows them to anticipate each other’s needs and explain information more thoroughly).Hypothesis1.Nonhierarchical structures outperform hierarchical structures on their virtual team performance in complex task environments.TrustIn this article,trust is deﬁned as‘‘an emergent state comprising team member intentions to accept vulnerability based on positive expectations of the intentions or behavior of another’’(Rousseau,Sitkin,Burt,& Camerer,1998,p.395).The positive effect of trust on team outcomes is widely documented.For instance,trust can enhance collaboration among team members and reduce the cost of team operations by eliminating extra effort needed to monitor team members(Serva&Fuller,2004).In addition,studies have consistently found that trust can have an inﬂuence on team effectiveness by way of its impact on team processes such as problem solving,decision making,and communication(Kifﬁn-Petersen, 2004).For example,Zand(1972,as cited in Kifﬁn-Petersen,2004)found that teams with high trust demonstrated creative and diversiﬁed patterns of behavior that improved the team’s problem solving.In contrast,low-trust teams showed a defensive pattern of behaviors that interfered with informationﬂow within the team,thus negatively affecting the quality of problem ck of trust has proven to negatively inﬂuence team members’satisfaction with teamwork and their willingness to continue to work with the team(Golembiewski&McConkie,1975).A workrelationship characterized by trust tends to enhance open communication and collaboration,reconcile conﬂict,and increase commitment to a team (Smith&Barclay,1997).Although some claim that working in virtual teams can produce additional challenges owing to the absence of social cues that can transfer interpersonal affections,including trust,research actually suggests that such absence does not necessarily hinder development of trust in virtual teams but may merely prolong the process of trust building(Walther, 1996;Henttonen&Blomqvist,2005).Studies also suggest that trust can play the same important roles in the functioning of virtual teams as in traditional teams(Morris,Marshall,&Kelleyrainer,2002;Henttonen& Blomqvist,2005).A synthesis of existing research suggests that development of trust is associated with continuous interactions and communications and repeated interpersonal exchange(Wilson,Straus,&McEvily,2006;Crossman&Lee-Kelley,2004).As in traditional teams,social communications(greetings, exchanges of personal information)can play an important role in developing trust in virtual teams(Henttonen&Blomqvist,2005). Contemporary theory of‘‘swift trust’’(Jarvenpaa&Leidner,1999)posits that highly active,proactive,and enthusiastic actions can strengthen trust.Compared to nonhierarchical structures,we hypothesize that a hierarchically structured team whose members possess more specialized roles may have to engage in more frequent reciprocal information exchange and take a more active role in seeking information and providing responses to others;this is due to high interdependence among team members(Moon et al.,2004).Such actions may in fact expose team members to more communication and interactions and therefore foster the development of trust.Hypothesis2a.Trust will be positively associated with virtual team performance.Hypothesis2b.Trust will be positively associated with virtual team satisfaction.Hypothesis2c.Hierarchical teams have a higher level of trust than nonhierarchical teams.Conﬂict ManagementConﬂict is an inevitable part of working in teams.In general,conﬂict refers to differences or discrepancies in team members’ideas,opinions,or ways of doing things.Modern organizational theories no longer view conﬂict as a negative sign of organizational issues but tend to regard it as an intrinsic component in organizational dynamics(Medina,Munduate, Dorado,Martı´nez,&Cisneros,2004).A moderate amount of conﬂict is argued to be‘‘essential for attaining and maintaining an optimum level of organizational effectiveness’’(Rahim&Bonoma,1979,p.1325).Whether conﬂict can be used for effective performance relies on strategic conﬂict-handling styles.It has been suggested that how conﬂict is handled is more important to the success of teams than the conﬂict itself (Paul,Seetharaman,Samarah,&Mykytyn,2004).According to Rahim (1992)and Montoya-Weiss et al.(2001),there are various ways to manage conﬂict in a team:avoidance,accommodation,competition,collaboration, and compromise.An avoidance approach to conﬂict management is characterized by evasiveness and failure to directly address conﬂicting viewpoints.An accommodation conﬂict management style reﬂects obligations to others.A competition conﬂict management style is deﬁned as pursuit of one’s own interest without careful regard for others,while a collaboration management style attempts to identify and achieve outcomes for mutual beneﬁt.A compromise management style is characterized byﬁnding mutually accepted solutions through negotiating differences.Past small group research indicates that more cooperative conﬂict management styles are more likely to be associated with positive individual and team outcomes than less cooperative conﬂict management styles(Lin,2003;Paul et al.,2004).The same positive effects were also found in virtual teams.A study that examined a culturally diverse group supported by a groupware system concluded that the groups that lean toward a higher level of collaboration style of conﬂict management perceived higher quality in decision making.Integration of diverse views resulted in integrative decisions and thus improved group agreement (Paul et al.,2004).A competition management style is traditionally viewed as having a negative effect on team performance in that it can result in less social integration and team cohesion(Montoya-Weiss et al.,2001;Cohen &Bailey,1997).Montoya-Weiss et al.(2001)propose that conﬂict theory developed in face-to-face settings may not be fully applicable to asynchronous teams, owing to fundamental differences(communication protocols,reduced social presence,or media richness)in a virtual environment.For example, competition conﬂict management behaviors of a team member may not be conspicuous to other members of the team in an asynchronous virtual environment,and the negative effects may be mitigated in asynchronous virtual teams(Tan,Watson,Clapper,&McLean,1998).In fact,it is possible that competitive behaviors such as aggressive emotions or competitive dominance may not be interpreted as such,but rather be viewed as a means of achieving efﬁciency and effectiveness in a lean,asynchronous commu-nication environment(Montoya-Weiss et al.,2001;Lin,2003).Hypothesis3a.A collaboration conﬂict management style in virtual teams is positively associated with team performance.Hypothesis3b.A collaboration conﬂict management style in virtual teams is positively associated with virtual team satisfaction.Hypothesis3c.A collaboration conﬂict management style in virtual teams is positively associated with trust.Hypothesis3d.A competition conﬂict management style in virtual teams is not associated with virtual team performance.Hypothesis3e.A competition conﬂict management style in virtual teams is not associated with virtual team satisfaction. Research MethodologyResearch SettingThe present study was conducted in an online MBA program at a large midwestern university.The participants were enrolled in a capstone management course.Subjects were separated into project groups of four to six people to work on an online simulation project.Each team was asked to adopt the view of a senior manager responsible for running a business venture,assuming responsibility for a$100million company in the electronic sensor manufacturing industry.The simulations required management teams to evaluate situations and make decisions to stimulate their company’s growth.Teams set a strategy and applied strategic concepts and techniques in forming and implementing a business plan, and they were asked to integrate theﬁrm’s production,marketing,human resources,research and development,ﬁnancial,and pricing plans.The project lasted four weeks.InstrumentsThe22-item questionnaire contained three dimensions:trust,conﬂict management resolution,and teamwork satisfaction.Trust measured subjects’perceptions of trust between themselves and their teammates.Trust scales(10items)were adapted from Jarvenpaa and Leidner(1999)and Mayer,Davis,and Schoorman(1995).Sample items included‘‘I really wish I had a good way to oversee the work of other team members on the project’’and‘‘Overall,the people in my group are very trustworthy.’’Cronbach’s alpha for the trust dimension was.851.Conﬂict management resolution measured scores on two types of strategy used by a subject when working in a team:competition conﬂict management(ﬁve items)and collaboration conﬂict management(three items).Scales of conﬂict management solutions were adapted from previous research(Montoya-Weiss et al.,2001;Paul et al.,2004).Theﬁve items of the collaboration approach to conﬂict management measured the degree of team members’attempts to identify and achieve outcomes that integrated the interests of all parties involved.A sample item for the collaboration conﬂict management approach scale is‘‘Team members seek a resolution that will be good for all of us.’’Subjects were asked to rate on a5-point scale(15strongly agree,55strongly disagree)the degree to which team members agreed with theﬁve statements.For the competition approach to conﬂict management,there are three items measuring the degree to which the conﬂict was a win-lose situation and how each team member might pursue his or her own interest withoutregard for others(such as‘‘Team members treat conﬂict as a win-lose contest’’).The coefﬁcient alphas for the collaboration and competition scales were.826and.806,respectively.Both variables were used as continuous variables in this article.Aggregating individual scores of conﬂict management styles to the team level is logically justiﬁed because the question items were designed to measure the characteristics of the work team(Alper,Tjosvold,&Law, 2000).In addition,the James,Demaree,and Wolf TWG(J)procedure (1984)was used to estimate the interrater reliability of members within each team for the variables of competition and collaboration management conﬂict styles.The median TWG(J)for the two variables across the44 teams were.96,and.90respectively.Both are above.70,which is considered the indicator of sufﬁcient agreement within a group.These test results indicated that the ratings of group members are reasonably homogeneous and can be aggregated to the group level.Teamwork satisfaction included four items that measured subjects’degree of satisfaction with the teamwork process(‘‘Looking back on the whole course,I am satisﬁed with our teamwork project’’),team output(‘‘I think I learned many meaningful lessons throughout team projects’’), overall value(‘‘Overall,I believe that the whole teamwork process of our team is valuable to driving us toward team goals’’),and team decision-making quality(‘‘Overall,I believe that our team came up with the best solution as we expected’’).Team performance was measured by theﬁnal proﬁt score from team simulations.This score presented an objective measure of team performance,reﬂecting the ability of the team to use knowledge and skills learned from the curriculum to make judicious decisions for their simulated industry.Two kinds of team structure were used in the study:hierarchical and nonhierarchical.Teams that used hierarchical structure divided the individual work on the basis of the functionality of the company. Each member was responsible for one specialized area of the company, such as research and development,marketing,product development,ﬁnance,and so forth.Under this structure,each team member had a specialized role and needed to coordinate closely with other divisions to make a decision associated with a product.In a nonhier-archical structure,each team member was responsible for one product.Each member had to assume responsibility for all areas associated with that product.Under this structure,team members could make relatively independent decisions without consulting others but had to coordinate with others on the strategic goals of the company.Teams were randomly assigned to the two types of structure.Each team was asked to follow the instruction protocol of the structure assigned.The members of hierarchical teams were required to take specialized functional roles while those of nonhierarchical teams were asked to take a broader range of similar roles that covered several areas of a product.A dummy variable was used to code the structure;1referred tohierarchical structure,and0was used to refer to nonhierarchical structure.Data CollectionData were collected from all208members of44teams.Six teams’datawere later dropped from the study because the team did not followinstructions closely in structuring their teams.Seventeen teams usedhierarchical structure,while21used nonhierarchical structure.The22-item questionnaire that measured trust,conﬂict management resolution,and teamwork satisfaction was administrated during the midterm of thecourse.The return rate of the questionnaires was about95%.FindingsTable1shows correlations of all the variables measured ormanipulated in this experiment.As indicated in the table,team structurewas negatively correlated with team performance(r5À.323,p o.05).The nonhierarchical structure was associated with higher team performance.The trust level of the group was positively correlated with the collaboration conﬂict management style(r5.754,p o.01)and negativelyassociated with the competition conﬂict management style(r5À.561,p o.01).In addition,the level of trust had a positive relationship withteam satisfaction(r5.561,p o.01).The competition management stylewas negatively correlated with the collaboration management style(r5À.581,p o.01).In ourﬁrst hypothesis(H1),we proposed that a nonhierarchicalstructure would outperform a hierarchical structure in a virtual workingteam;the data supported this hypothesis.Table2contains the ANOVAresults that measured whether groups differed signiﬁcantly in their performance and other variables measured.The results revealed that the1M123451.Structure.5512.Trust 4.11.01713.Collaboration conﬂict4.28.129.754(ÃÃ)1management1.72.081À.561(ÃÃ)À.581(ÃÃ)1petition conﬂictmanagement5.Team performance$9,339À.323(Ã).216.195.00116.Team satisfaction 4.15À.057.561(ÃÃ).664(ÃÃ)À.310(Ã).493(ÃÃ)Ãp o0.05.ÃÃp o0.01.nonhierarchically structured groups had signiﬁcantly better performance than hierarchical groups (F 53.88,p o 0.05),thus supporting H1.Hierarchical regression analyses (Table 2)were conducted to examine the effect of structure,trust,and conﬂict management variables on team performance,as well as satisfaction with teamwork.The results demonstrated a statistically signiﬁcant effect of structure on team performance.The team structure variable accounted for an appreciable amount of total variance (R 25.105).However,structure did not have a signiﬁcant effect on overall team satisfaction.Our second hypothesis (H2a and H2b)focused on the relationship between trust and team effectiveness:performance and satisfaction.Table 3shows that there is no direct effect of trust on team performance.Although this result did not support H2a,it did show a statistically signiﬁcant effect of trust on team satisfaction (R 25.394),and trust accounted for a considerable amount of variance,thus supporting hypothesis H2b.From the correlation analysis (Table 1),a higher level of trust was associated with a collaboration conﬂict management style.This suggested that teams with a high level of trust and whose members placed high conﬁdence in their teammates’abilities and behaviors tended to lean toward a more collaborative approach to solving conﬂicts.Table 2suggests that the two groups did not differ signiﬁcantly in terms of trust level,conﬂict management styles,or team satisfaction.Therefore,H2c was not supported.Table 3indicated a signiﬁcant effect of the collaboration conﬂict management style on team satisfaction (R 25.227)but no signiﬁcant effect on team performance.Thus H3a was refuted,and H3b was supported.According to Table 1correlation results,the trust level of the group was positively correlated with its collaboration conﬂict manage-ment style (r 5.754,p o .01).This result supported by H3c.Table 3showed that the competition conﬂict management style had no signiﬁcant effect on either team performance or satisfaction,supporting H3d and H3e.Although a correlation analysis showed negative2Mean (SD )Dependent VariableHierarchical Group Nonhierarchical Group F ,df Signiﬁcance Level Trust4.134 4.142.011,1.917Collaboration conﬂict management4.268 4.351.661,1.440Competition conﬂict management1.646 1.69.237,1.629Team performance$10,971$7,498 4.204,1.048ÃTeam satisfaction4.15 4.12.115,1.736Ãp o 0.05.relationships between a competition conﬂict management style and team satisfaction,the regression analysis did not show a signiﬁcant effect. Discussion and ConclusionThere are several importantﬁndings of this study worthy of further discussion and investigation.StructureThe results of this study indicated a signiﬁcant effect of team structure on team performance.In the present study,the teams with a non-hierarchical structure outperformed those with a hierarchical structure,a ﬁnding consistent with Urban et al.(1995).Interpretation of thisﬁnding should not exclude considerations of the task environment.The teams worked in an asynchronous online environment,which is commonly believed to bring a higher degree of vagueness,complexity,and lack of structure(Workman,Kahnweiler,&Bommer,2001)into virtual team-work process than face-to-face settings.These attributes may increase the degree of difﬁculty of communication in virtual teamwork.For hierarchically structured teams,each person held a specialized role,and extensive communication was needed for team members to make decisions and maintain routine operations of the team in order to achieve the goal of accomplishing a complex task such as running a simulated industry.Effective communication may be disrupted by possible misunderstandings and disputes stemming from a lack of visual cues in asynchronous virtual teaming environments.Thus it was possible that team members had to spend extra resources on maintenance of the team’s daily communications that may not add to team performance.However, in nonhierarchical teams,each person had a higher degree of autonomy 3Team Performance Team SatisfactionR2b R2b Structure.105ÃÀ.042Ã.003À.149 Trust.046.030.394ÃÃ.105 Collaboration conﬂict management.049.431.227ÃÃ.709ÃÃCompetition conﬂict management.057.282.000À.009 R2Total.257.624F 2.837Ã13.742**df4,334,33Ãp o0.05.ÃÃp o0.01.。

组织行为学英文

Open and Responsive
© 2013 Cengage Learning
3
Learning Outcome
Identify the important system components of an organization.
© 2013 Cengage Learning
Components of an Organization
Chapter 1 Organizational Behavior and Opportunity
Learning Outcomes
1. 2. 3. 4. 5. 6. 7. Define organizational behavior. Identify four action steps for responding positively in times of change. Identify the important system components of an organization. Describe the formal and informal elements of an organization. Identify factors that contribute to the diversity of organizations in the economy. Describe the opportunities that change creates for organizational behavior. Demonstrate the value of objective knowledge and skill development in the study of organizational behavior.

组织行为学-英文高级版

Seven Categories in the Malcolm Baldrige National Quality Award Examination
Each Perspective has produced motivational & leadership theories theories.
Psychology the science of human behavior
Sociology the science of society Engineering the applied science of energy & matter
Success will require: • positive response to the competition in the international marketplace • responsiveness to ethnic, religious, and gender diversity in the workforce
Technology
Outputs: Products Services
Formal vs. Informal Organization
Formal Organization - the part of the organization that has legitimacy and official recognition Informal Organization - the unofficial part of the organization
Social Surface
U.S. Gross Domestic Product
Total $9.3 Trillion

组织行为学英文PPT

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Core Abilities of the Managing Ethics Competency
Identify and describe the principles of ethical decision making and behavior Assess the importance of ethical issues in actions Apply laws, regulations, and organizational rules in making decisions and taking action Demonstrate dignity and respect for others Demonstrate honest and open communication limited only by legal, privacy, and competitive considerations 15
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Core Abilities of the Managing Communication Competency
Convey information, ideas, and emotions so they are received as intended Provide constructive feedback Engage in active listening Use and interpret nonverbal communication effectively Engage in effective verbal communication Engage in effective written communication Effectively use electronic communication resources 9

组织行为学英文版(第13版)ch01

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Copyright © 2015 Pearson Education, Inc.
LO 2
Effective Versus Successful Managerial Activities
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Copyright © 2015 Pearson Education, Inc.
LO 3
Define “Organizational Behavior” (OB)
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Copyright © 2015 Pearson Education, Inc.
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LO 6
Demonstrate Why Few Absolutes Apply to OB
There are few, if any, simple and universal principles that explain organizational behavior. Contingency variables — situational factors are variables that moderate the relationship between the independent and dependent variables.
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LO 5
Identify the Major Behavioral Science Disciplines That Contribute to OB
Sociology Sociology studies people in relation to their social environment or culture. Anthropology Anthropology is the study of societies to learn about human beings and their activities.

组织行为学罗宾斯英文版PPT整理

Chapter1 Introduction to organizational behavior✓Organizational Behavior:The systematic study of the actions and attitudes that people exhibit within organizations✓Systematic Study of Determinants of Employee Performance:➢Actions or Behaviors：Productivity, Absenteeism, Turnover , Organizational citizenship➢Attitudes– Job Satisfaction: a. Possible link between satisfaction and productivityb.Satisfaction appears to be negatively related to absenteeism andproductivityc.Humanistic responsibility to provide employees with challenging,intrinsically rewarding, and satisfying job✓Organization: a. Consciously coordinated social unitb. Composed of two or more peoplec. Functions to achieve a common goal or set of goalsd. Formal roles define and shape the behavior of its members✓OB Encompasses Behavior in Diverse Organizations: Manufacturing:Service firms Schools Hospitals Churches Military units Charitable organizations Local, state, and federal government agencies✓Contributing Disciplines(Level of Analysis):➢Micro (individual): Psychology➢Macro (group processes and organization) : Sociology, Social Psychology, Anthropology, Political Science✓Toward an OB discipline P4 1.1✓Goals of Organizational Behavior: explanation, prediction, control✓Challenges and Opportunities: a.Increasing age of typical workerb.More women and minorities in the workplacec.Requirements to meet global competitiond.Severed loyalty bonds between employees and employers ✓What is Quality Management?➢Intense focus on customer→Outsiders -- purchasers of products and services→Insiders -- interact with and serve others in the organization➢Concern for continual improvement→Commitment to never be satisfied→“Very good” is not good enough→Quality can always be improved➢Improvement in quality of everything the organization does“Quality” applies not only to the final product, but to→How organization handles deliveries→How rapidly it responds to complaints→How politely the phones are answered➢Accurate measurement→Uses statistical techniques to measure every critical performance variable in operations➢Empowerment of employees→Involves people on the line in the improvement process→Teams are widely used as empowerment vehicles for finding and solving problems ✓ A Managerial Perspective：a. Improving People Skills b. Managing Work Force Diversityc. Responding to Globalizationd. Empowering Peoplee.Stimulating Innovation andChange f. Coping with “Temporariness” g. Helping Employee Balance Work-Life Conflicts h. Declining Employee Loyalty i. Improving Ethical Behavior✓Levels of OB Analysis: Individual Level Group Level Organization System Level Chapter2 Job Attitudes✓What the fundamental values of the organizational development can be found in the general manager’s approach to management? Respect, Support, Trust, Innovation ✓What contribution to the organization can be found in those values?A good work environment will be benefit to employees’ self-realization and theestablishment of team and learning organization.✓Attitude:Attitudes are evaluative statements or judgments concerning objects, people, or events. They reflect how we feel about something. When I say I like my job, I am expressing my attitude about work.✓Three components of Attitudes : Cognitive, Affective, Behavioral✓What are the Major Job Attitudes?➢Job Satisfaction: A positive feeling about the job resulting from an evaluation of its characteristics➢Job Involvement: Degree of psychological identification with the job where perceived performance is important to self-worth. High level of both job involvement andpsychological employment are positively related to organizational citizenship and jobperformance. High job involvement is also related to reduced absences and lowerresignation rates.➢Psychological Empowerment (PE): a. Belief in the degree of influence over the job, competence, job meaningfulness, and autonomy. b. Good leaders empower theiremployees by involving them in decisions, making them feel their work is important,and giving them discretion to do their own thing. c. Higher level of Job Involvement andPE are positively related to Organizational citizenship and job performance.✓other Major Job Attitudes:➢Organizational Commitment: Identifying with a particular organization and its goals and wishes to remain a member.✧The three forms of OC:Affective – emotional attachment to organization (e.g. pro-environmental firms)Continuance Commitment – economic value of staying with an org (e.g. high salary)Normative -moral or ethical obligations with employers (e.g. personal promise) There appears to be a positive relationship between organizational commitment andjob productivity.---has strong relation to performance, especially for new employees.---In general, affective commitment is most likely to relate to organizational outcomes such as performance and turnover.➢Perceived Organizational Support (POS)a.Degree to which employees believe the organization values their contributionand cares about their well-being.b.People perceive OS is higher when rewards are fair, employees are involved indecision-making, and supervisors are seen as supportive.c.High POS is related to higher OB outcomes (performance).➢Employee Engagementa. The degree of an individual’s involvement with, satisfaction with, and enthusiasm for the job.b. Engaged employees are passionate about their work and company.c. According to researches, they contribute high customer satisfaction, highprofits, and lower level turnover and accidents.✓Is there cognitive dissonance?--Your friends or relatives won’t disagree with you because of the close relation.--People do seek consistency among their attitudes and between their attitudes and their behavior. (E.g. I don’t marry her because love her.)✓The relationship between attitudes and behavior:a.Important attitudes reflect our fundamental values, self-interest, or identification withindividuals or groups we value. These attitudes tend to show a strong relationship to our behavior.b.The more you talk about your attitude on a subject, the more likely you are toremember it, and the more likely it to shape your behavior. (e.g. changing a job)c.Discrepancies between attitudes and behavior tend to occur when social pressures tobehave in certain ways hold exceptional power.d.The attitude-behavior relationship is likely to be much stronger if an attitude refers tosomething with which we have direct personal experience.✓the closer the match between attitude and behavior, the stronger the relationship Chapter3 Moods, Emotions and Organizational Behavior✓Why Were Emotions Excluded from OB Study?➢Myth of rationality – emotions were the antithesis of rationality and should not be seen in the workplace➢Belief that emotions of any kind are disruptive in the workplace✓Emotional Terminology:➢affect: A generic term that encompasses a broad range of feelings that people experience➢emotion: Intense feelings that are directed at someone or somethingShort termed and action-oriented.➢Mood: Feelings that tend to be less intense and longer-lasting than emotions and often lack a contextual stimulusP27 3.1✓The Basic Emotions:➢positive emotions→positive affect: The mood dimension consisting of positive emotions such as excitement, self-assurance, and cheerfulness at the high end with boredom,sluggishness, and tiredness at the low end.→negative affect: At zero input, when no stimulus is provided, most people experience a mildly positive mood. In fact, positive moods tend to be morecommon than negative ones.➢negative emotions➢negative affect: The mood dimension consisting of nervousness, stress, and anxiety at the high end with relaxation, tranquility, and poise at the low end.✓The Functions of Emotions:➢Emotions and Rationality: Emotions are critical to rational thought: they help in understanding the world around us.➢Evolutionary Psychology : Theory that emotions serve an evolutionary purpose: helps in survival of the gene pool. The theory is not universally accepted✓Sources of Emotions and Moods:➢Personality➢Day of the week and time of the day: More positive interactions will likely occur mid-day and later in the week➢Weather: no impact according to the research➢Stress: Increased stress worsens moods➢Social Activities: Physical, informal, and epicurean activities increase positive mood ➢Sleep: Lack of sleep increases negative emotions and impairs decision making➢Exercise: Mildly enhances positive mood➢Age: Older people experience negative emotions less frequently➢Gender: Women show greater emotional expression, experience emotions more intensely and display more frequent expressions of emotions. Could be due tosocialization✓Emotional Labor: An employee’s expression of organizationally desired emotions during interpersonal transactions at workEmotional dissonance is when an employee has to project one emotion while simultaneously feeling anotherFelt vs. Displayed Emotions:➢Felt Emotions: the individual’s actual emotions➢Displayed Emotions: the learned emotions that the organization requires workers to show and considers appropriate in a given job→Surface Acting is hiding one’s true emotions→Deep Acting is trying to change one’s feelings based on display rules ✓Emotional Intelligence:A person’s ability to:1)Be self-aware (to recognize his or her own emotions as experienced), 2)Detectemotions in others, and 3)Manage emotional cues and information.Moderately associated with high job performanceEmotional Intelligence on Trial➢The case for: a. Intuitive appeal – it makes sense b. EI predicts criteria that matter –positively correlated to high job performance c. Study suggests that EI isneurologically based➢The case against: a. EI is too vague a concept b. EI can’t be measured c. EI is so closely related to intelligence and personality that it is not unique when thosefactors are controlled✓OB Applications of Emotions and Moods➢Selection – Employers should consider EI a factor in hiring for jobs that demand a high degree of social interaction➢Decision Making – Positive emotions can increase problem-solving skills and help us understand and analyze new information➢Creativity – Positive moods and feedback may increase creativity✓More OB Applications of Emotions and Moods➢Motivation – Promoting positive moods may give a more motivated workforce➢Leadership – Emotions help convey messages more effectively➢Negotiation – Emotions may impair negotiator performance➢Customer Service – Customers “catch” emotions from employees, called emotional contagion✓Even More OB Applications of Emotions and Moods➢Job Attitudes – Emotions at work get carried home but rarely carry over to the next day ➢Deviant Workplace Behaviors – Those who feel negative emotions are more likely to engage in deviant behavior at work✓How Can Managers Influence Moods?➢Use humor to lighten the moment➢Give small tokens of appreciation➢Stay in a good mood themselves – lead by example➢Hire positive people✓Does the degree to which people experience emotions vary across cultures?Do people’s interpretations of emotions vary across cultures?Do the norms for the expressions of emotions differ across cultures?“YES” to all of the above!Chapter 5 Perception and Decision-making✓Perception：The process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment✓Factors influencing perception：➢The perceiver：Attitudes，Motives，Interests，Experience，expectations➢The target：Novelty，Motion，Sound，Size，Background，proximity➢The Situation：Time，Work setting，Social setting✓Attribution Theory：trying to explain the ways in which we judge people differently, depending on the meaning we attribute to a given behavior.✓The three determining factors of attribution theory：➢Distinctiveness➢Consensus➢Consistency→Fundamental attribution error:1. When making judgments about the behavior of other people, we tend tounderestimate the influence of external factors and overestimate the influence ofinternal or personal factors2.Individuals and organizations tend to attribute their own successes to internal factors such as ability or effort, while putting the blame for failure on external factors such as bad luck or unproductive workers.3. Individuals whose intellectural and interpersonal abilieties are weakest are mostlikely to overestimate their performance and abilty.✓The Link Between Perception and Individual Decision making：Who makes decisions? What decisions to make?All the decisions are closed related to perceptions. (data collection and analysis)✓The Six Steps of Rational Decision-making model：➢Define the problem➢Identify the decision criterria➢Allocate weithgts to teh criteria➢Develop the alternatives➢Evaluate teh alternatives➢Select the best alternative➢Example:bicycle parking problem➢Bounded Rationality➢Intuitive decision making✓Common Biases and Erorrs in Decision Making：anchoring bias, confirmation bias, availabe bias, escalation of commitment, risk aversion, hindsight bias✓Organizatioal Constraints on Decision making: performance evaluation, reward systems, formal regulations, system-imposed time constraints, historical precdidents✓Three Ethical Decision Criteria:➢Utilitarianism（providing the greatest benefits for the greatest number功利主义，实用主义）➢Rights(respecting and protecting the basic rights of individuals,eg.right to privacy, free speech ,and due process)➢Justice(imposing and enforceing rules afaily and impartially to ensure justice or an equitalbe distribution of benefits and costs.) Comment on the three choices.✓Three-component Model of Creativity:➢Expertise(abilities, knowledge, proficiencies, and similar expertise )➢Creative thinking skills(personality ——creativity, the ability to use analogies, and the talent ot see the familiar in a different light)➢Intrinsic task motivation (interesting , involving , exciting, satisfying,persionally challengfing jobs, etc.)Chapter8 Groups✓Group: Two or more individuals, interacting and interdependent, who come together to achieve particular objectives. Groups can be either formal or informal, and further subclassified into command, task, interest, or friendship categories.✓Four Types of Groups:Command group, Task group, Interest group, Friendship group✓Why People Join Groups: (benefits)➢Security Reduce the insecurity of “standing alone”; feel stronger, fewer self-doubts, and more resistant to threats➢Status Inclusion in a group viewed by outsiders as important; provides recognition and status➢Self-esteem Provides feelings of self-worth to group members, in addition to conveying status to outsiders➢Affiliation Fulfills social needs. Enjoys regular interaction; can be primary source for fulfilling need for affiliation➢Power What cannot be achieved individually often becomes possible; power in numbers➢Goal achievement Some tasks require more than one person; need to pool talents, knowledge, or power to complete the job. In such instances, management may rely onthe use of a formal group✓Basic Group Concepts:➢Roles→Role research conclusions: a.People play multiple roles b.People learn roles from stimuli around them c.People can shift roles rapidly when the situation demandsd.People experience major role conflict between roles➢Norms: Acceptable standards of behavior within a group that are adopted and shared by the group’s members→The Hawthorne Studies→Conformity and the Asch Studies➢Cohesiveness: The degree to which members of the group are attracted to each other and motivated to stay in the group→Relationship of Cohesiveness to Productivity→Managers Can Encourage Cohesiveness: a.Make the group smaller b.Encourage agreement on group goals c.Increase the time spent together d.Increase thestatus and perceived difficulty of group membership→More Ways Managers Can Encourage Cohesiveness: a.Stimulate competition with other groups b.Give rewards to the group rather than members c.Physicallyisolate the group➢Size→How Size Effects a Group: a.Smaller groups are faster at completing tasks rge groups are consistently better at problem solving c.Social loafing - tendency toexpend less effort in a group than as an individual d.Increases in group size areinversely related to individual performance➢Composition: Diversity increases effectiveness due to the variety of viewpoints.Diversity promotes conflict, which stimulates creativity, which leads to improveddecision making. May take more time to work smoothly. May lead to turnover ➢Status: A prestige grading, position, or rank within the group. It may be formally imposed by the group, or informally acquired through characteristics such aseducation, age, gender, skill, or experience→Effects of High Status: a.Resist conformity or receive more freedom b.Do not need or care about social rewards c.Members must believe status hierarchy isequitable d.Inequities produce corrective behaviors and conflict✓Individual versus Group Decision Making:➢Individual: More efficient, Speed, No meetings, No discussion, Clear accountability, Consistent values➢Group: More effective, More information and knowledge, Diversity of views, Higher-quality decisions, Increased acceptance✓Symptoms of Group Think: a.Group members rationalize any resistance to their assumptionsb.Members pressure any doubters to support the alternative favored by the majorityc.Doubters keep silent about misgivings(doubts) and minimize their importanced.Groupinterprets members’ silence as a “yes” vote for the majorityVariables Influencing Group Think: Group’s cohesiveness, Leader’s behavior, Insulation from outsiders, Time pressures, Failure to follow methodical decision-making procedures✓GroupShift: A special case of groupthink. The decision of the group reflects the dominant decision-making norm that develops during the group discussion, whether shift is toward greater caution or more risk depends on the dominant prediscussion norm.✓Selecting the Best Decision-Making Technique:➢Brainstorming➢Nominal group technique➢Electronic meetingsChapter9 Teams✓Reasons for Team Popularity: a.Outperform on tasks requiring multiple skills, judgment, and experience b.Better utilization of employee talents c.More flexible and responsive to changing events d.Facilitate employee participation in operating decisions e.Effective in democratizing the organization and increasing employee motivation✓Work Group: A group who interacts primarily to share information and to make decisions to help one another perform within each member’s area of responsibility. Individuals work alone, not collectively, on a task. Performance is the summation of all of the group member’s individual contributions.✓Work Team:Generates positive synergy through coordinated effort. Their individual efforts result in a level of performance that is greater than the sum of those individual inputs.✓Comparing Work Groups and Work Teams P123 9.1✓Four Types of Teams P124 9.2➢Problem-Solving Teams: a.Share ideas or offer suggestions on how work processes and methods can be improved. b.Rarely given authority to unilaterally implement any oftheir suggested actions c.Typically composed of 5-12 hourly employees from thesame departmentExample: Quality Circles➢Self-Managed Work Teams: a.Collectively control pace of work b.Determine work assignments anize breaks d.Collectively choose inspection procedurese.Select their own members and evaluate each other’s performancef.Generallycomposed of 10-15 people➢Cross-Functional Teams: a.Members from diverse areas within and between organizations b.Exchange information c.Develop new ideas and solve problemsd.Coordinate complex projects f.Development is time-consuming due to complexity anddiversityExamples: Task Force and Committees➢Virtual Teams: Computer technology ties physically dispersed members together to achieve a common goal→Differentiating factors from other teams: Absence of para-verbal and non-verbal cues, Limited social context, Ability to overcome time and space constraints✓Creating Effective Teams:Effectiveness of teams is defined by:➢Objective measures of the team’s productivity➢Manager’s ratings of team performance➢Aggregate measures of member satisfactionA Team Effectiveness Model P126 9.3✓Turning Individuals into Team Players: To perform well as team members, individuals must be able to 1)Communicate openly and honestly 2)Confront differences and resolve conflicts 3)Sublimate personal goals for the good of the team✓The Challenge in Shaping Team Players:➢Greatest where... a.The national culture is highly individualistic b.Introduced into organizations that historically value c.individual achievement➢Less demanding... a.Where employees have strong collectivist values, such as Japan or Mexico b.In new organizations that use teams as their initial form for structuringwork✓Shaping Team Players:➢Selection: Ensure that candidates can fulfill their team roles in addition to having the technical skills required for the job➢Training: Provide workshops in problem-solving, communication, negotiation, conflict-management, coaching, and group-development skills➢Rewards: Rework reward systems to encourage cooperative efforts rather than competitive onesChapter 10 Communication✓Functions of Communication➢Control - both formal and informal➢Motivation - clarification and feedback➢Emotional expression - fulfillment of social needs➢Information - facilitating decision making✓The Communication ProcessSource, Encoding, Channel, decoding, Receiver✓Downward Communication：Assign goals，Provide job instructions，Inform employees of policies and procedures，Point out problems that need attention，Offer feedback about performance，Letters and email from leaders to members of the team✓Upward Communication：Provide feedback to higher-ups，Inform them of progress toward goals，Relay current problems，Keep managers aware of how employees feel，Ideas on how things can be improved✓Lateral Communication：Save time and facilitate coordination，Formally sanctioned or informally created，Enhance efficient and accurate transfer of information，Can create dysfunctional conflicts when formal vertical channels are breached✓Oral Communication：➢Advantage: Speed , Feedback➢Disadvantage: Potential for distorted message, Content at destination is different from the original✓Written Communication:➢Advantage: Provide a tangible and verifiable record, Can be stored for an indefinite period of time, Physically available for later reference, Well thought-out, logical, andclear➢Disadvantage: Time consuming, Lack of feedback, No guarantee how reader will interpret it✓Non-verbal Communication:➢Kinesics - Gestures, facial configurations, and other movements of the body➢Body movement -Body language adds to, and often complicates, verbal communication➢Intonations - Change the meaning of the message➢Facial expression -Characteristics that would never be communicated if you read a transcript of what is said➢Physical distance - Proper spacing is largely dependent cultural norms✓Formal Small-Group Networks P140 10.3✓Small-Group Networks and Effectiveness Criteria p140 10.4✓The Grapevine:Not controlled by management, Perceived as being more believable and reliable, Largely used to serve self-interest, Appear in response to situations: Important to us, Where there is ambiguity, Under conditions that arouse anxiety✓Computer-Aided Communication: Electronic mail (e-mail), Intranet and Extranet links, Videoconferencing✓Barriers to Effective Communication: Filtering, Selective Perception, Information Overload, Gender Styles, Emotions, Language✓ A Cultural Guide: Assume differences until similarity is proved, Emphasize description rather than interpretation or evaluation, Practice empathy, Treat your interpretation as a working hypothesis✓Improving Feedback Skills: 1. Focus on specific behaviors 2. Keep feedback impersonal 3.Keep feedback goal oriented 4. Make feedback well timed 5. Ensure understanding 6. Direct negative feedback toward behavior that is controllable by the recipient✓Improving Active Listening Skills: 1. Make eye contact 2. Exhibit affirmative head nods and appropriate facial expressions 3. Avoid distracting actions or gestures 4. Ask questions 5.Paraphrase 6. Avoid interrupting the speaker 7. Do not over talkChspter11 Leadership✓Leadership: Ability to influence a group toward the achievement of goals. The source of influence may be formal, provided by managerial rank in an organization. Non-sanctioned leadership(不具制裁力的领导) is the ability to influence that arises from outside of the formal structure of the organization.✓Trait Theories: Assumes that leaders are born, Characteristics that differentiate leaders from non-leaders, Personality traits in leaders that non-leaders do not possess, Characteristics of individuals who meet the definition of leader, Provides the basis of selecting the right person for leadership✓Traits Consistently Associated with Leadership:Drive and ambition, Desire to lead and influence others, Honesty and integrity, Self-confidence, Intelligence, In-depth technical knowledge✓Traits Alone Do Not Explain Leadership: Ignore situational factors. Leaders must take “the right actions”“The right actions” differ by situation✓Behavioral Theories: Assumes people can be trained to lead Researched the behaviors of specific leaders. Critical behavioral determinants of leadership. Specific behaviors identify leaders. Provides the basis of design for training programs✓Ohio State Studies:Sought to identify independent dimensions of leader behavior.Developed two categories of leadership behavior.:→Initiating structure - attempts to organize work, work relationships, and goals.→Consideration - concern for followers’ comfort, well-being, status, and satisfaction ✓University of Michigan Studies: Locate behavioral characteristics of leaders that appear related to measures of performance effectivenessTwo dimensions:→Employee-oriented - emphasize interpersonal relations→Production-oriented - emphasize the technical or task aspects of the job✓Limitations of Behavioral Theories:Did not identify consistent relationships between leadership behavior and group performance. Missing consideration of the situational factors that influence success and failure. Could not clarify situational factors✓Contingency Theories:➢Fiedler Leadership Model -Proper match of leader’s style of interacting with subordinates➢Path-Goal Model -Leader assists followers in attaining goals and ensures goals are compatible with overall objectives➢Leader-Participation Model - Leader behavior must adjust to reflect the task structure ✓Least-Preferred Co-Worker (LPC) Questionnaire: Individual’s basic leadership style is a key factor in leadership success. Assumed that individual leadership style is fixed,。

组织行为学英文版

Motor reproduction processes
▪ Watching the model’s behavior must be converted to doing
Reinforcement processes
▪ Positive incentives motivate learners
Race
Contentious issue: differences exist; but could be more culturebased than racebased
Any difference in …
▪ Mental abilities or Mental ability tests ▪ Job performance or Job Performance
2
Job Performance + Job Satisfaction
Individual Differences
Job Performance Job Satisfaction
What are the reasons for these differences
Intellectual Abilities Physical Abilities
Unconditioned Response UR
UR
CR
▪ The naturally occurring response to a natural stimulus
Conditioned Stimulus CS
▪ An artificial stimulus introduced into the situation
17
Operant Conditioning
B F Skinner’s concept of Behaviorism: behavior follows stimuli in a relatively unthinking manner

组织行为学(英文版)第6章

sense of belonging, acceptance, and friendship
weiping
Esteem needs
Include internal factors such as self-respect, and achievement and external factors such as recognition, and status
weiping
Goal-Setting Theory Goals are a potent motivating force Specific goals lead to increased performance Difficult goals, when accepted, result in higher output than easy goals Feedback leads to higher performance than does nonfeedback
High
Job dissatisfaction
weiping
0
Job satisfaction
High
Part2: Contemporary theories of motivation
Need for Affiliation (nAff)
McClellaቤተ መጻሕፍቲ ባይዱd’s
Theory of Needs
Need for Power (nPow)
weiping
Equity theory Choices when perceived inequity
Distort either their own or other’s inputs or
outcomes Behave in some way so as to induce others to change their inputs or outcomes Behave in some way so as to change their own inputs or outcomes Choose a different comparison referent Quit their job

OrganizationalBehavior组织行为学

绩效评估的方法与技巧
关键绩效指标（KPI）
360度反馈
目标管理
平衡计分卡
通过设定一系列的关键绩效指标来评估员工的工作表现，这些指标应该与组织的战略目标相一致，能够反映员工的核心职责和工作重点。
通过上级、同事、下级等多个角度对员工的工作表现进行评估，以获得更全面、客观的反馈信息。同时，这种评估方式还能够促进员工之间的沟通和协作。
冲突的来源与类型
冲突来源
冲突通常来源于资源分配、目标不一致、角色模糊、个人价值观和利益冲突等方面。这些因素可能导致组织成员之间产生矛盾和分歧，影响组织的稳定和发展。
冲突类型
根据不同的分类标准，冲突可以分为多种类型，如按照性质可以分为建设性冲突和破坏性冲突；按照表现形式可以分为认知冲突和情绪冲突；按照涉及范围可以分为个人冲突和群体冲突等。了解不同类型的冲突有助于采取不同的应对策略。
和变革精神。然而，这种领导风格对领导者本身的要求很高，需要具备
很高的能力和素质。
05 员工激励与绩效管理
员工激励理论
马斯洛需求层次理论
该理论将人的需求分为五个层次，从低到高分别是生理需求、安全需求、社交需求、尊重需求和自我实现需求。组织可以根据员工的需求层次给予相应的激励措施，以满足员工的需求，提高其工作积极性和满意度。
组织沟通的原理与技巧
组织沟通原理
组织沟通是组织成员之间传递信息、交流思想和情感的过程，是实现组织目标的重要手段。有效的组织沟通可以提高组织的效率和绩效，增强组织的凝聚力。
组织沟通技巧
为了实现有效的组织沟通，需要掌握一些沟通技巧，包括积极倾听、清晰表达、非语言沟通、反馈和提问等。这些技巧可以帮助组织成员更好地理解彼此，减少误解和冲突。

组织行为学英文版(第13版)ch02

function in organizational settings. ➢Identify the key biographical characteristics and describe
how they are relevant to OB. ➢Define intellectual ability and demonstrate its relevance
opportunities.
2-9
Copyright © 2015 Pearson Education, Inc.
LO 3 Biographical Characteristics and How They Are Relevant to OB
➢ Race and Ethnicity ➢ Employees tend to favor colleagues of their own race in performance evaluations, promotion decisions, and pay raises. ➢ African Americans and Hispanics perceive higher levels of discrimination in the workplace. ➢ African Americans generally fare worse than Whites in employment decisions.
➢Ability is an individual’s current capacity to perform various tasks in a job.
➢Two types ➢ Intellectual abilities ➢ Physical abilities

组织行为学英文 Organizational Behavior (Lussier)

Kelley’s Attribution Model
Distinctiveness – is performance highly distinctive relative to other tasks? Consensus – is performance highly similar (in consensus) to other people’s performance? Consistency – is performance highly consistent over time? The answers to these questions will lead to an internal or an external performance attribution.
Organizational Behavior
Definition: the study of actions OF PEOPLE at work that affect performance in the workplace. Goal? To explain and predict behavior Behaviors/Outcomes of concern? Both cognitive and affective
II. a. Models of Attribution
Your book – Attribution is the process of determining the reason for behavior. Kelley’s model is useful for explaining causes/reasons for other’s behavior or performance. Weiner’s model is useful for explaining causes/reasons for our own behavior or performance.

领导力、组织行为学、SWOT英文翻译

领导力、组织行为学、SWOT英文翻译领导力（Leadership)就是指在管辖的范围内充分的利用人力和客观条件在以最小的成本办成所需的事提高整个团体的办事效率。

Leadership is the accomplishment of a goal at minimum cost by making the best use of human resources and objective conditions in one’s jurisdiction, which improves the efficiency of a team。

组织行为学（Organizational Behavioural Science )所谓组织行为学是研究在组织中以及组织与环境相互作用中，人们从事工作的心理活动和行为的反应规律性的科学。

组织行为学综合运用了心理学、社会学、文化人类学、生理学、生物学，还有经济学、政治学等学科有关人的行为的知识与理论,来研究一定组织中的人的行为规律.近年来出版了很多与组织行为学有关并以此命名的书籍.Organizational Behavioural Science is an academic discipline concerned with researching the reaction regularity of people’s psychology and behaviour in an organisation or in the interaction between organisation and environment. Many academic disciplines related to human behaviour (including psychology，sociology, cultural anthropology，physiology, biology，economics and politics）are synthetically used in organizational behavioural science to research the reaction regularity in a certain organisation. In recent years, many publications related to organizational behavioural science appeared.SWOT是一种分析方法，用来确定企业本身的竞争优势,竞争劣势,机会和威胁，从而将公司的战略与公司内部资源、外部环境有机结合。

组织行为学英文版

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Critique of scientific management
According to Brooks Scientific Management “ facilitated mass production techniques and wages rises which enabled mass production.” which resulted in rapid economic growth in the western world. The principles of Taylor‟s scientific management appear still to be relevant today (e.g. division of labour in Macdonald‟s & KFC)

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Theories of management
Put
simply, these 4 activities are PLANNING (look at mission or vision statement), CONTROLLING (supervising, disciplining, evaluating), ORGANISING (manager‟s group people, information, & equipment & allocating resources to each group), DIRECTING (leading and motivating)!
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Chapter1 Introduction to organizational behavior✓Organizational Behavior:The systematic study of the actions and attitudes that people exhibit within organizations✓Systematic Study of Determinants of Employee Performance:➢Actions or Behaviors：Productivity, Absenteeism, Turnover , Organizational citizenship➢Attitudes– Job Satisfaction: a. Possible link between satisfaction and productivityb.Satisfaction appears to be negatively related to absenteeism andproductivityc.Humanistic responsibility to provide employees with challenging,intrinsically rewarding, and satisfying job✓Organization: a. Consciously coordinated social unitb. Composed of two or more peoplec. Functions to achieve a common goal or set of goalsd. Formal roles define and shape the behavior of its members✓OB Encompasses Behavior in Diverse Organizations: Manufacturing:Service firms Schools Hospitals Churches Military units Charitable organizations Local, state, and federal government agencies✓Contributing Disciplines(Level of Analysis):➢Micro (individual): Psychology➢Macro (group processes and organization) : Sociology, Social Psychology, Anthropology, Political Science✓Toward an OB discipline P4 1.1✓Goals of Organizational Behavior: explanation, prediction, control✓Challenges and Opportunities: a.Increasing age of typical workerb.More women and minorities in the workplacec.Requirements to meet global competitiond.Severed loyalty bonds between employees and employers ✓What is Quality Management?➢Intense focus on customer→Outsiders -- purchasers of products and services→Insiders -- interact with and serve others in the organization➢Concern for continual improvement→Commitment to never be satisfied→“Very good” is not good enough→Quality can always be improved➢Improvement in quality of everything the organization does“Quality” applies not only to the final product, but to→How organization handles deliveries→How rapidly it responds to complaints→How politely the phones are answered➢Accurate measurement→Uses statistical techniques to measure every critical performance variable in operations➢Empowerment of employees→Involves people on the line in the improvement process→Teams are widely used as empowerment vehicles for finding and solving problems ✓ A Managerial Perspective：a. Improving People Skills b. Managing Work Force Diversityc. Responding to Globalizationd. Empowering Peoplee.Stimulating Innovation andChange f. Coping with “Temporariness” g. Helping Employee Balance Work-Life Conflicts h. Declining Employee Loyalty i. Improving Ethical Behavior✓Levels of OB Analysis: Individual Level Group Level Organization System Level Chapter2 Job Attitudes✓What the fundamental values of the organizational development can be found in the general manager’s approach to management? Respect, Support, Trust, Innovation ✓What contribution to the organization can be found in those values?A good work environment will be benefit to employees’ self-realization and theestablishment of team and learning organization.✓Attitude:Attitudes are evaluative statements or judgments concerning objects, people, or events. They reflect how we feel about something. When I say I like my job, I am expressing my attitude about work.✓Three components of Attitudes : Cognitive, Affective, Behavioral✓What are the Major Job Attitudes?➢Job Satisfaction: A positive feeling about the job resulting from an evaluation of its characteristics➢Job Involvement: Degree of psychological identification with the job where perceived performance is important to self-worth. High level of both job involvement andpsychological employment are positively related to organizational citizenship and jobperformance. High job involvement is also related to reduced absences and lowerresignation rates.➢Psychological Empowerment (PE): a. Belief in the degree of influence over the job, competence, job meaningfulness, and autonomy. b. Good leaders empower theiremployees by involving them in decisions, making them feel their work is important,and giving them discretion to do their own thing. c. Higher level of Job Involvement andPE are positively related to Organizational citizenship and job performance.✓other Major Job Attitudes:➢Organizational Commitment: Identifying with a particular organization and its goals and wishes to remain a member.✧The three forms of OC:Affective – emotional attachment to organization (e.g. pro-environmental firms)Continuance Commitment – economic value of staying with an org (e.g. high salary)Normative -moral or ethical obligations with employers (e.g. personal promise) There appears to be a positive relationship between organizational commitment andjob productivity.---has strong relation to performance, especially for new employees.---In general, affective commitment is most likely to relate to organizational outcomes such as performance and turnover.➢Perceived Organizational Support (POS)a.Degree to which employees believe the organization values their contributionand cares about their well-being.b.People perceive OS is higher when rewards are fair, employees are involved indecision-making, and supervisors are seen as supportive.c.High POS is related to higher OB outcomes (performance).➢Employee Engagementa. The degree of an individual’s involvement with, satisfaction with, and enthusiasm for the job.b. Engaged employees are passionate about their work and company.c. According to researches, they contribute high customer satisfaction, highprofits, and lower level turnover and accidents.✓Is there cognitive dissonance?--Your friends or relatives won’t disagree with you because of the close relation.--People do seek consistency among their attitudes and between their attitudes and their behavior. (E.g. I don’t marry her because love her.)✓The relationship between attitudes and behavior:a.Important attitudes reflect our fundamental values, self-interest, or identification withindividuals or groups we value. These attitudes tend to show a strong relationship to our behavior.b.The more you talk about your attitude on a subject, the more likely you are toremember it, and the more likely it to shape your behavior. (e.g. changing a job)c.Discrepancies between attitudes and behavior tend to occur when social pressures tobehave in certain ways hold exceptional power.d.The attitude-behavior relationship is likely to be much stronger if an attitude refers tosomething with which we have direct personal experience.✓the closer the match between attitude and behavior, the stronger the relationship Chapter3 Moods, Emotions and Organizational Behavior✓Why Were Emotions Excluded from OB Study?➢Myth of rationality – emotions were the antithesis of rationality and should not be seen in the workplace➢Belief that emotions of any kind are disruptive in the workplace✓Emotional Terminology:➢affect: A generic term that encompasses a broad range of feelings that people experience➢emotion: Intense feelings that are directed at someone or somethingShort termed and action-oriented.➢Mood: Feelings that tend to be less intense and longer-lasting than emotions and often lack a contextual stimulusP27 3.1✓The Basic Emotions:➢positive emotions→positive affect: The mood dimension consisting of positive emotions such as excitement, self-assurance, and cheerfulness at the high end with boredom,sluggishness, and tiredness at the low end.→negative affect: At zero input, when no stimulus is provided, most people experience a mildly positive mood. In fact, positive moods tend to be morecommon than negative ones.➢negative emotions➢negative affect: The mood dimension consisting of nervousness, stress, and anxiety at the high end with relaxation, tranquility, and poise at the low end.✓The Functions of Emotions:➢Emotions and Rationality: Emotions are critical to rational thought: they help in understanding the world around us.➢Evolutionary Psychology : Theory that emotions serve an evolutionary purpose: helps in survival of the gene pool. The theory is not universally accepted✓Sources of Emotions and Moods:➢Personality➢Day of the week and time of the day: More positive interactions will likely occur mid-day and later in the week➢Weather: no impact according to the research➢Stress: Increased stress worsens moods➢Social Activities: Physical, informal, and epicurean activities increase positive mood ➢Sleep: Lack of sleep increases negative emotions and impairs decision making➢Exercise: Mildly enhances positive mood➢Age: Older people experience negative emotions less frequently➢Gender: Women show greater emotional expression, experience emotions more intensely and display more frequent expressions of emotions. Could be due tosocialization✓Emotional Labor: An employee’s expression of organizationally desired emotions during interpersonal transactions at workEmotional dissonance is when an employee has to project one emotion while simultaneously feeling anotherFelt vs. Displayed Emotions:➢Felt Emotions: the individual’s actual emotions➢Displayed Emotions: the learned emotions that the organization requires workers to show and considers appropriate in a given job→Surface Acting is hiding one’s true emotions→Deep Acting is trying to change one’s feelings based on display rules ✓Emotional Intelligence:A person’s ability to:1)Be self-aware (to recognize his or her own emotions as experienced), 2)Detectemotions in others, and 3)Manage emotional cues and information.Moderately associated with high job performanceEmotional Intelligence on Trial➢The case for: a. Intuitive appeal – it makes sense b. EI predicts criteria that matter –positively correlated to high job performance c. Study suggests that EI isneurologically based➢The case against: a. EI is too vague a concept b. EI can’t be measured c. EI is so closely related to intelligence and personality that it is not unique when thosefactors are controlled✓OB Applications of Emotions and Moods➢Selection – Employers should consider EI a factor in hiring for jobs that demand a high degree of social interaction➢Decision Making – Positive emotions can increase problem-solving skills and help us understand and analyze new information➢Creativity – Positive moods and feedback may increase creativity✓More OB Applications of Emotions and Moods➢Motivation – Promoting positive moods may give a more motivated workforce➢Leadership – Emotions help convey messages more effectively➢Negotiation – Emotions may impair negotiator performance➢Customer Service – Customers “catch” emotions from employees, called emotional contagion✓Even More OB Applications of Emotions and Moods➢Job Attitudes – Emotions at work get carried home but rarely carry over to the next day ➢Deviant Workplace Behaviors – Those who feel negative emotions are more likely to engage in deviant behavior at work✓How Can Managers Influence Moods?➢Use humor to lighten the moment➢Give small tokens of appreciation➢Stay in a good mood themselves – lead by example➢Hire positive people✓Does the degree to which people experience emotions vary across cultures?Do people’s interpretations of emotions vary across cultures?Do the norms for the expressions of emotions differ across cultures?“YES” to all of the above!Chapter 5 Perception and Decision-making✓Perception：The process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment✓Factors influencing perception：➢The perceiver：Attitudes，Motives，Interests，Experience，expectations➢The target：Novelty，Motion，Sound，Size，Background，proximity➢The Situation：Time，Work setting，Social setting✓Attribution Theory：trying to explain the ways in which we judge people differently, depending on the meaning we attribute to a given behavior.✓The three determining factors of attribution theory：➢Distinctiveness➢Consensus➢Consistency→Fundamental attribution error:1. When making judgments about the behavior of other people, we tend tounderestimate the influence of external factors and overestimate the influence ofinternal or personal factors2.Individuals and organizations tend to attribute their own successes to internal factors such as ability or effort, while putting the blame for failure on external factors such as bad luck or unproductive workers.3. Individuals whose intellectural and interpersonal abilieties are weakest are mostlikely to overestimate their performance and abilty.✓The Link Between Perception and Individual Decision making：Who makes decisions? What decisions to make?All the decisions are closed related to perceptions. (data collection and analysis)✓The Six Steps of Rational Decision-making model：➢Define the problem➢Identify the decision criterria➢Allocate weithgts to teh criteria➢Develop the alternatives➢Evaluate teh alternatives➢Select the best alternative➢Example:bicycle parking problem➢Bounded Rationality➢Intuitive decision making✓Common Biases and Erorrs in Decision Making：anchoring bias, confirmation bias, availabe bias, escalation of commitment, risk aversion, hindsight bias✓Organizatioal Constraints on Decision making: performance evaluation, reward systems, formal regulations, system-imposed time constraints, historical precdidents✓Three Ethical Decision Criteria:➢Utilitarianism（providing the greatest benefits for the greatest number功利主义，实用主义）➢Rights(respecting and protecting the basic rights of individuals,eg.right to privacy, free speech ,and due process)➢Justice(imposing and enforceing rules afaily and impartially to ensure justice or an equitalbe distribution of benefits and costs.) Comment on the three choices.✓Three-component Model of Creativity:➢Expertise(abilities, knowledge, proficiencies, and similar expertise )➢Creative thinking skills(personality ——creativity, the ability to use analogies, and the talent ot see the familiar in a different light)➢Intrinsic task motivation (interesting , involving , exciting, satisfying,persionally challengfing jobs, etc.)Chapter8 Groups✓Group: Two or more individuals, interacting and interdependent, who come together to achieve particular objectives. Groups can be either formal or informal, and further subclassified into command, task, interest, or friendship categories.✓Four Types of Groups:Command group, Task group, Interest group, Friendship group✓Why People Join Groups: (benefits)➢Security Reduce the insecurity of “standing alone”; feel stronger, fewer self-doubts, and more resistant to threats➢Status Inclusion in a group viewed by outsiders as important; provides recognition and status➢Self-esteem Provides feelings of self-worth to group members, in addition to conveying status to outsiders➢Affiliation Fulfills social needs. Enjoys regular interaction; can be primary source for fulfilling need for affiliation➢Power What cannot be achieved individually often becomes possible; power in numbers➢Goal achievement Some tasks require more than one person; need to pool talents, knowledge, or power to complete the job. In such instances, management may rely onthe use of a formal group✓Basic Group Concepts:➢Roles→Role research conclusions: a.People play multiple roles b.People learn roles from stimuli around them c.People can shift roles rapidly when the situation demandsd.People experience major role conflict between roles➢Norms: Acceptable standards of behavior within a group that are adopted and shared by the group’s members→The Hawthorne Studies→Conformity and the Asch Studies➢Cohesiveness: The degree to which members of the group are attracted to each other and motivated to stay in the group→Relationship of Cohesiveness to Productivity→Managers Can Encourage Cohesiveness: a.Make the group smaller b.Encourage agreement on group goals c.Increase the time spent together d.Increase thestatus and perceived difficulty of group membership→More Ways Managers Can Encourage Cohesiveness: a.Stimulate competition with other groups b.Give rewards to the group rather than members c.Physicallyisolate the group➢Size→How Size Effects a Group: a.Smaller groups are faster at completing tasks rge groups are consistently better at problem solving c.Social loafing - tendency toexpend less effort in a group than as an individual d.Increases in group size areinversely related to individual performance➢Composition: Diversity increases effectiveness due to the variety of viewpoints.Diversity promotes conflict, which stimulates creativity, which leads to improveddecision making. May take more time to work smoothly. May lead to turnover ➢Status: A prestige grading, position, or rank within the group. It may be formally imposed by the group, or informally acquired through characteristics such aseducation, age, gender, skill, or experience→Effects of High Status: a.Resist conformity or receive more freedom b.Do not need or care about social rewards c.Members must believe status hierarchy isequitable d.Inequities produce corrective behaviors and conflict✓Individual versus Group Decision Making:➢Individual: More efficient, Speed, No meetings, No discussion, Clear accountability, Consistent values➢Group: More effective, More information and knowledge, Diversity of views, Higher-quality decisions, Increased acceptance✓Symptoms of Group Think: a.Group members rationalize any resistance to their assumptionsb.Members pressure any doubters to support the alternative favored by the majorityc.Doubters keep silent about misgivings(doubts) and minimize their importanced.Groupinterprets members’ silence as a “yes” vote for the majorityVariables Influencing Group Think: Group’s cohesiveness, Leader’s behavior, Insulation from outsiders, Time pressures, Failure to follow methodical decision-making procedures✓GroupShift: A special case of groupthink. The decision of the group reflects the dominant decision-making norm that develops during the group discussion, whether shift is toward greater caution or more risk depends on the dominant prediscussion norm.✓Selecting the Best Decision-Making Technique:➢Brainstorming➢Nominal group technique➢Electronic meetingsChapter9 Teams✓Reasons for Team Popularity: a.Outperform on tasks requiring multiple skills, judgment, and experience b.Better utilization of employee talents c.More flexible and responsive to changing events d.Facilitate employee participation in operating decisions e.Effective in democratizing the organization and increasing employee motivation✓Work Group: A group who interacts primarily to share information and to make decisions to help one another perform within each member’s area of responsibility. Individuals work alone, not collectively, on a task. Performance is the summation of all of the group member’s individual contributions.✓Work Team:Generates positive synergy through coordinated effort. Their individual efforts result in a level of performance that is greater than the sum of those individual inputs.✓Comparing Work Groups and Work Teams P123 9.1✓Four Types of Teams P124 9.2➢Problem-Solving Teams: a.Share ideas or offer suggestions on how work processes and methods can be improved. b.Rarely given authority to unilaterally implement any oftheir suggested actions c.Typically composed of 5-12 hourly employees from thesame departmentExample: Quality Circles➢Self-Managed Work Teams: a.Collectively control pace of work b.Determine work assignments anize breaks d.Collectively choose inspection procedurese.Select their own members and evaluate each other’s performancef.Generallycomposed of 10-15 people➢Cross-Functional Teams: a.Members from diverse areas within and between organizations b.Exchange information c.Develop new ideas and solve problemsd.Coordinate complex projects f.Development is time-consuming due to complexity anddiversityExamples: Task Force and Committees➢Virtual Teams: Computer technology ties physically dispersed members together to achieve a common goal→Differentiating factors from other teams: Absence of para-verbal and non-verbal cues, Limited social context, Ability to overcome time and space constraints✓Creating Effective Teams:Effectiveness of teams is defined by:➢Objective measures of the team’s productivity➢Manager’s ratings of team performance➢Aggregate measures of member satisfactionA Team Effectiveness Model P126 9.3✓Turning Individuals into Team Players: To perform well as team members, individuals must be able to 1)Communicate openly and honestly 2)Confront differences and resolve conflicts 3)Sublimate personal goals for the good of the team✓The Challenge in Shaping Team Players:➢Greatest where... a.The national culture is highly individualistic b.Introduced into organizations that historically value c.individual achievement➢Less demanding... a.Where employees have strong collectivist values, such as Japan or Mexico b.In new organizations that use teams as their initial form for structuringwork✓Shaping Team Players:➢Selection: Ensure that candidates can fulfill their team roles in addition to having the technical skills required for the job➢Training: Provide workshops in problem-solving, communication, negotiation, conflict-management, coaching, and group-development skills➢Rewards: Rework reward systems to encourage cooperative efforts rather than competitive onesChapter 10 Communication✓Functions of Communication➢Control - both formal and informal➢Motivation - clarification and feedback➢Emotional expression - fulfillment of social needs➢Information - facilitating decision making✓The Communication ProcessSource, Encoding, Channel, decoding, Receiver✓Downward Communication：Assign goals，Provide job instructions，Inform employees of policies and procedures，Point out problems that need attention，Offer feedback about performance，Letters and email from leaders to members of the team✓Upward Communication：Provide feedback to higher-ups，Inform them of progress toward goals，Relay current problems，Keep managers aware of how employees feel，Ideas on how things can be improved✓Lateral Communication：Save time and facilitate coordination，Formally sanctioned or informally created，Enhance efficient and accurate transfer of information，Can create dysfunctional conflicts when formal vertical channels are breached✓Oral Communication：➢Advantage: Speed , Feedback➢Disadvantage: Potential for distorted message, Content at destination is different from the original✓Written Communication:➢Advantage: Provide a tangible and verifiable record, Can be stored for an indefinite period of time, Physically available for later reference, Well thought-out, logical, andclear➢Disadvantage: Time consuming, Lack of feedback, No guarantee how reader will interpret it✓Non-verbal Communication:➢Kinesics - Gestures, facial configurations, and other movements of the body➢Body movement -Body language adds to, and often complicates, verbal communication➢Intonations - Change the meaning of the message➢Facial expression -Characteristics that would never be communicated if you read a transcript of what is said➢Physical distance - Proper spacing is largely dependent cultural norms✓Formal Small-Group Networks P140 10.3✓Small-Group Networks and Effectiveness Criteria p140 10.4✓The Grapevine:Not controlled by management, Perceived as being more believable and reliable, Largely used to serve self-interest, Appear in response to situations: Important to us, Where there is ambiguity, Under conditions that arouse anxiety✓Computer-Aided Communication: Electronic mail (e-mail), Intranet and Extranet links, Videoconferencing✓Barriers to Effective Communication: Filtering, Selective Perception, Information Overload, Gender Styles, Emotions, Language✓ A Cultural Guide: Assume differences until similarity is proved, Emphasize description rather than interpretation or evaluation, Practice empathy, Treat your interpretation as a working hypothesis✓Improving Feedback Skills: 1. Focus on specific behaviors 2. Keep feedback impersonal 3.Keep feedback goal oriented 4. Make feedback well timed 5. Ensure understanding 6. Direct negative feedback toward behavior that is controllable by the recipient✓Improving Active Listening Skills: 1. Make eye contact 2. Exhibit affirmative head nods and appropriate facial expressions 3. Avoid distracting actions or gestures 4. Ask questions 5.Paraphrase 6. Avoid interrupting the speaker 7. Do not over talkChspter11 Leadership✓Leadership: Ability to influence a group toward the achievement of goals. The source of influence may be formal, provided by managerial rank in an organization. Non-sanctioned leadership(不具制裁力的领导) is the ability to influence that arises from outside of the formal structure of the organization.✓Trait Theories: Assumes that leaders are born, Characteristics that differentiate leaders from non-leaders, Personality traits in leaders that non-leaders do not possess, Characteristics of individuals who meet the definition of leader, Provides the basis of selecting the right person for leadership✓Traits Consistently Associated with Leadership:Drive and ambition, Desire to lead and influence others, Honesty and integrity, Self-confidence, Intelligence, In-depth technical knowledge✓Traits Alone Do Not Explain Leadership: Ignore situational factors. Leaders must take “the right actions”“The right actions” differ by situation✓Behavioral Theories: Assumes people can be trained to lead Researched the behaviors of specific leaders. Critical behavioral determinants of leadership. Specific behaviors identify leaders. Provides the basis of design for training programs✓Ohio State Studies:Sought to identify independent dimensions of leader behavior.Developed two categories of leadership behavior.:→Initiating structure - attempts to organize work, work relationships, and goals.→Consideration - concern for followers’ comfort, well-being, status, and satisfaction ✓University of Michigan Studies: Locate behavioral characteristics of leaders that appear related to measures of performance effectivenessTwo dimensions:→Employee-oriented - emphasize interpersonal relations→Production-oriented - emphasize the technical or task aspects of the job✓Limitations of Behavioral Theories:Did not identify consistent relationships between leadership behavior and group performance. Missing consideration of the situational factors that influence success and failure. Could not clarify situational factors✓Contingency Theories:➢Fiedler Leadership Model -Proper match of leader’s style of interacting with subordinates➢Path-Goal Model -Leader assists followers in attaining goals and ensures goals are compatible with overall objectives➢Leader-Participation Model - Leader behavior must adjust to reflect the task structure ✓Least-Preferred Co-Worker (LPC) Questionnaire: Individual’s basic leadership style is a key factor in leadership success. Assumed that individual leadership style is fixed,。

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Culture Creates Climate Organizational climate is shared perceptions about the organization and work environment. Team spirit at the organizational level. Climates can interact with one another to produce behavior. Climate also influences the habits people adopt.
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Describe the Common Characteristics of Organizational Culture
Culture as a Descriptive Term Organizational culture is concerned with employees’ perceptions of the characteristics of the culture, not whether they like them. Does it encourage teamwork? Does it reward innovation? Does it stifle initiative? It differs from job satisfaction : Job satisfaction is evaluative. Organizational culture is descriptive.
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组织行为学英文 Organizational Behavior (Lussier)

领导力、组织行为学、SWOT英文翻译

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