Werner Human Resource Development, 7E PDF

Werner HUMAN RESOURCE DEVELOPMENT, 7E © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for...

Werner HUMAN RESOURCE DEVELOPMENT, 7E © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Influences on Employee Behavior Chapter 2 © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Learning Objectives  Identify the major external and internal factors that influence employee behavior  Describe two primary types of outcomes that may result from behavior and tell how they influence future behavior  State how a supervisor’s leadership and expectations for employees can affect their behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Learning Objectives (cont.)  Recognize the impact that coworkers and organizations themselves have on employee behavior  Define motivation and describe the main approaches to understanding motivation at work  Discuss how knowledge, skill, ability, and attitude influences employee behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Goals of HRD  To assist employees and organizations in attaining their goals  Ultimate objective is to improve organizational performance  Major focus of most HRD interventions is an effort to change employee behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Figure 2-1: Model of Employee Behavior Factors in the External Environment Economic Technological Labor Market Laws and Labor Conditions Changes Conditions Regulations Unions Supervision Leadership Performance Expectations Organization Employee Behavior Reward Motivation Task Outcomes Structures Attitudes Performance Personal Culture Knowledge, Organizational Organizational Job Design Skill, Ability Citizenship Behaviors Coworkers Norms Group Dynamics Teamwork Control Over Outcomes © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  organizational citizenship behavior (OCB) is a person's voluntary commitment within an organization or company that is not part of his or her Internal Forces (Within contractual tasks. employee) Inside the work environment © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Economic Conditions © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Economic Conditions January, 2019 © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Technological Changes © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Labour Market Conditions © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Major Categories of Employee Behavior  Individual performance is multidimensional  Most HRD focuses on “Task Performance” Behaviors central to doing one’s job  Organizational citizenship behaviors (OCB) Critical to organizational effectiveness Not specific to any one task © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Major Categories Affecting Behavior  External forces Outside the organization  State of economy/employment rate Inside the work environment  Leadership  Coworkers  Outcomes of performance  Internal Forces Within employee  Motivation  KSAs © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  External Influences  General state of economy  Government intrusion  Global and technology issues In spite of excellent work and production, external influences can result in down- sizing to reduce costs © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Workforce Investment  Organizations invest a lot of time and money in their workforce  They must maintain their investment, even when restructuring or downsizing  Re-training “survivors” to do other work rather than laying them off Coaching and mentoring Individual development Multi-rater feedback © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Influences on Employee Behavior  Factor  Issues Outcomes Types Effect on motivation Supervision Leadership Performance expectations Organization Reward structure Organizational structure Job design Coworkers Control of outcomes Norms Group Dynamics Teamwork/Trust/Cohesiveness © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Employee Perceptions Drive Behavior Expectancy Theory  Workers will perform behaviors that they perceive will bring valued outcomes  Better the outcome, better the work Equity Theory  Outcomes are evaluated by comparing them to the outcomes received by others © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Perception? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 34 © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Supervision and Leadership  Immediate supervisor: Delegates tasks and responsibilities Sets expectations Evaluates performance Provides feedback Rewards desirable behavior Provides discipline © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Supervisory Influences  Self-fulfilling prophecy Supervisor's expectations can influence workers behavior  Leadership Non-coercive/voluntarily influence to direct and coordinate the activities of a group toward accomplishing a goal © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Rewards Structure  Focuses on: Types of rewards used How rewards are distributed The criteria for rewards distribution  Rewards are more than money or plaques—they can include recognition and acceptance © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  The Organizational Culture A set of values, beliefs, norms and patterns of behavior that are shared by organization members, and that guide their behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Rewarding Performance Reward structure Types of rewards used How rewards are distributed The criteria for reward distribution © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Job Design  The development and alteration of the components of a job to improve productivity and the quality of an employee’s life  A job design can affect behavior and attitudes  Altering the job may improve performance and attitudes © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Influence of Coworkers  They control some of the outcomes and therefore some of the behavior  They may offer or withhold friendship and recognition  Norms set the guidelines for behavior in the group  Group dynamics influence the way an employee behaves when interacting with a group © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Group Dynamic Characteristics  Groupthink—concerned with unanimity rather than making good decisions  Social Loafing—tendency for individuals to reduce level of effort as group becomes larger  Teamwork Trust Cohesiveness © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Motivation  One of the basic elements of human behavior  Factors that cause the arousal, direction and persistence of voluntary actions that are goal directed © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Factors to Consider  Work motivation pertains to voluntary behavior  Motivation focuses on: Energizing—The generation or mobilization of effort Direction—Applying effort to one behavior over another Persistence—Continuing (or ceasing) to perform a behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Worker Motivation Based on the individual because of unique: Needs Desires Attitudes Goals © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Oct, 2016 © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  The Need-Based Approach  Underlying  Theories include: needs, such as Mazlow’s Needs the needs for Hierarchy safety or power, Alderfer’s Existence, drive motivation Relatedness and Growth Theory Herzberg’s Two-Factor Theory © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Cognitive Process Approach  Motivation is a  Theories include: process controlled Expectancy Theory by conscious Goal-Setting Theory thoughts, beliefs Social Learning and judgments Theory Equity Theory © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Non-Cognitive Approach  Motivation is  Theories include: explained as an Reinforcement interaction Theory between behavior and external events without appealing to internal thoughts or needs © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Needs-Based Approach  Needs: deficiency states or imbalances, whether physiological or psychological, that energize and direct behavior  Needs drive behavior through need activation and need satisfaction © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Figure 2-2: The Need Activation– Need Satisfaction Process Process Example Need is activated Layoff announced; Need for security is activated Tension is created Tension expressed in fear and worry Search for ways Improve performance? to reduce tension Politics? Job search? Perform behaviors Performance improvement to reduce tension leads management to remove employee's name from layoff list Tension eliminated Fear and worry or significantly No significantly reduced reduced? Yes Need satisfied; Need for security Need no longer satisfied drives behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Mazlow’s Need Hierarchy  In Order of Importance Physiological Safety and security Love Status and Esteem Self-actualization  The items above must be satisfied before those below can be satisfied © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Alderfer’s ERG Theory  Existence  Relatedness  Growth Basically, reduces Mazlow’s five to three items © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Deficiencies of Need-Based  Difficult to test and apply  Insufficient for explanation of motivation  Some programs based on theories have been successful Job enrichment Achievement motivation © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Cognitive Process Theories Expectancy theory Assumes that motivation is a conscious choice process Employees:  Believe they can perform successfully (high expectancy)  Believe are connected (high instrumentality) to outcomes they desire (high valence)  Believe will prevent (negative instrumentality) outcomes they want to avoid (negative valence) © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Figure 2-3: Graphical Representation of Expectancy Theory Expectancy Instrumentality Valence Should I How likely is it that Will I receive various How desirable or exert effort? I will reach my outcomes if I reach undesirable are performance goal? my performance goal? these outcomes? © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Expectancy Theory and HRD  Employees will not attend HRD sessions unless They will learn something It will increase their job performance They will be rewarded for their efforts © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Goal Setting Theory  Goals can: Mobilize employee effort Direct their attention Increase their persistence Affect strategies used to accomplish a task © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Goal Setting  Goals that are specific, difficult, and accepted by employees lead to better performance  Feedback enhances effectiveness of goal setting  Goals must be achievable © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Social Learning Theory  Outcome and self-efficacy expectations affect individual performance  An outcome expectation: Person’s belief that performing a given behavior will lead to a given outcome  Self-efficacy: “People’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances” © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Figure 2-4: Self-Efficacy and Performance Analysis of task Performance history Modeling Attribution of performance history Self-efficacy Behavioral Performance Persuasion outcomes Physiological/ emotional state Assessment of constraints Feedback SOURCE: ACADEMY OF MANAGEMENT REVIEW by Gist, M. E., Mitchell, T. R. Copyright 2005 by ACAD OF MGMT. Reproduced with permission of ACAD OF MGMT in the formal Textbook via Copyright Clearance Center. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Major Prediction of Social Learning Theory A person’s self-efficacy expectations will determine: Whether a behavior will be performed How much effort will be spent How long the person will continue to perform the behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Equity Theory  Motivation is strongly influenced by: People’s desire to be treated fairly Perceptions about whether they have been treated fairly © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Basis of Equity Theory  People develop beliefs about what is fair for them to receive in exchange for the contributions that they make to the organization  People determine fairness by comparing their relevant returns and contributions to those of others  People who believe they have been treated unfairly (called inequity) will experience tension, and they will be motivated to find ways to reduce it © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Reducing Feelings of Inequity  Cognitively distorting views of contributions or rewards (“She must be smarter than I thought.”)  Influencing the perceived rival to change his or her contributions or rewards (e.g., convincing the person to be less productive)  Changing one’s own contributions or rewards (either working harder or contributing less)  Comparing oneself to a different person leaving the situation (requesting a transfer or quitting) © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Figure 2-5: Equity Theory Graphically Outcomes/rewards Outcomes/rewards received by received by self relevant others Inputs of self Inputs of relevant others Social comparison of outcomes to inputs Perceived Perceived inequity equity Motivation Motivation to to correct or maintain present reduce inequity equity relationships © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Reinforcement Theory  A non-cognitive theory  Based on “Law of Effect” Behavior that is followed by a pleasurable consequence will occur more frequently—a process known as “reinforcement” Behavior that is followed by an adverse consequence will occur less frequently © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Implications of Reinforcement Theory © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Behavior Modification  Positive reinforcement refers to increasing the frequency of a behavior by following the behavior with a pleasurable consequence  Negative reinforcement increases the frequency of a behavior by removing something aversive after the behavior is performed  Extinction seeks to decrease the frequency of a behavior by removing the consequence that is reinforcing it  Punishment seeks to decrease the frequency of a behavior by introducing an aversive consequence immediately after the behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Figure 2-6: Motivation and Performance Model Expectancy Valence Ability Desire to perform Effort Performance Instrumentality Satisfaction Accuracy of role perceptions Equity of rewards SOURCE: Wagner, J. A., III, and Hollenbeck, J. R. (1995). Management of Organizational Behavior (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Attitudes  Second major influence on work behavior  Attitude: a person’s general feeling of favorableness or unfavorableness toward some stimulus object  A combination of attitudes with perceived social pressure to behave in a certain manner influences an individual’s behavior © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Figure 2-7: The Behavioral Intentions Model Perceived situational Beliefs about Attitude or internal constraints behavior/outcome toward the relationships behavior Intentions Behavior Beliefs about Perception group/society of norms norms SOURCE: From Organizational Behavior 5th edition by Hellriegel/Slocum/Woodman. © 1989. Reprinted with permission of South-Western, a division of Cengage Learning. © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.  Knowledge, Skills, and Abilities (KSAs)  If employees lack the KSAs to perform a task or behavior, they will likely fail  Abilities—general capacities related to the performance of a set of tasks  Skills—combine abilities with capabilities that are developed as a result of training and experience  Knowledge—an understanding of factors or principles related to a particular subject © 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.