Welcome...

Mohsin Mia
BCS (General Education), 29th Batch
Assistant Professor, Sociology
Guest Faculty, Department of Humanities,
KUET|

BEHAVIORAL SCIENCE
 Chris Hoffman-
 Graduated from a college and joined IBM
 Was excited and attended several trainings.
 Became frustrated at a certain period of time and thought of
withdrawing from the job.
 Chris does not have the luxury of not working with or relating to
other people.
 It is imperative that she learn how to improve his interpersonal skills
and manage her relationships with others at work.
 This is where organizational behavior can make a significant
contribution to his effectiveness.
 Questions in mind:
? Why some of my colleagues are more successful than others.
?? Why do some come early, others right in time and some others are
late regularly.
??? How will I ever learn to handle the stress of jobs.
 BEHAVIORAL SCIENCE
 Behavioral science describes the study of human behavior
through the use of systematic experimentation and
observation.
 Behavioral scientists study when and why individuals
engage in specific behaviors by experimentally examining
the impact of factors such as conscious thoughts,
motivation, social influences, contextual effects, and habits.
 Several disciplines fall under the broad label of behavioral
science, including:
 Anthropology
 Behavioral economics
 Cognitive psychology
 Consumer behavior
 Social psychology
 Sociology

ORGANIZATIONAL BEHAVIOR…
 Organizations are complex systems. To be an effective employee
and later on a manager-
 Need to know how such systems operate.
 Need to combine- people and science, Humanity and
technology.
 Difficulty to keep pace between these two and mastering over
technology.
o Progress in the 21st century depends on understanding and
managing effective organizations.
o Human behavior in organization is unpredictable.

Behavior of colleagues, Deep-seated needs, life

manager and time experiences and
customers personal value systems.

HUMAN BEHAVIOR IN ORGANIZATIONS

 Is particular understood in the framework of-

Behavioral
science

Subject
matter

Management
Other
disciplines
 HUMAN BEHAVIOR IN ORGANIZATIONS…
 There is no perfect solution of any organizations.
 Moreover-
Employee can

Increase understanding
Develop skills

Upgradation of relationship

WHAT IS ORGANIZATIONAL BEHAVIOR?

Study

Knowledge
about how
people as
individuals and
as groups act
within
organizations

Application

WHAT IS ORGANIZATIONAL BEHAVIOR?

Organizational behavior is the study and application of

knowledge about how people- as individuals and as groups-act
within organizations.
(Davis, Organizational Behavior, Tata McGraw-Hill, New Delhi, 1995, p.4)
WHY ORGANIZATIONAL BEHAVIOR?...
 Progress of society in the 21st century depends heavily on
understanding and managing effective organizations today.
 Human behavior can partially be understood in the frameworks
of behavioral science, management and other discipline.
 Organizational behavior strives to identify- ways in which
people can act more effectively.
 Is a scientific discipline
 Large number of researcher studies and conceptual
developments are constantly adding to its knowledge base.
 Is an applied science.
 Provides a useful set of tools at many levels of analysis.
Example-
Helpful managers to look at the behavior of individuals within
an organization.
Also helps in understanding complexities involved in
interpersonal relations.

WHY IS ORGANIZATIONAL BEHAVIOR?...

Engineers

Finance Marketing manager

Admin Distributors/salesman

Figure: Typical organizational cycle

GOALS OF ORGANIZATIONAL BEHAVIOR

Achieving this goal

Systematically describe allows managers to

Describe how people behave

under a variety of
conditions.
communicate about
human behavior at work
using a common
language.

manager will be
frustrated if they only

Understand why people behave as

they do.
talk about behaviors of
their employees, but not
understand the reason
behind those actions.

predict which employee

might be dedicated and
Predict predicting future
employee behavior.
productive or which
might be tardy, absent
or disruptive.

Control develop some human

activity at work
KEY ELEMENT OF ORGANIZATIONAL BEHAVIOR

KEY ELEMENT OF ORGANIZATIONAL BEHAVIOR

 People- existence of organization is impossible

without people.
 people make up the entire social system of the organization
 people consists of individual and group.
 involves formal and informal group.
 organizations are established to serve the people.

 Structure- refers to roles and relationships of people.

 leads to division of work.
 clarifies authority responsibility relationships.

Technology-provides the economic and physical resources to

make peoples job easy.
-people are given assistance of machine , tools, methods and
resources
-it may also put restrictions on the freedom of people.

KEY ELEMENT OF ORGANIZATIONAL BEHAVIOR…

 External environment-an organization operates in

a larger social system are influenced by external
environment.
 external environment involves-socio-cultural, economic,
political, legal, technological and geographical forces.
 external forces influence people’s attitudes, motives and
working conditions in an organization.
 organization has also an influence over the environment,
although to a limited extent.
 HEALTH
 Early definitions- health focused on the theme of
the body's ability to function; health was seen as
a state of normal function that could be disrupted
from time to time by disease.

 New definition - Health is a state of complete

physical, mental and social well-being and not
merely the absence of disease or infirmity.
-WHO

DIMENSION OF HEALTH
 Physical health
- the normal functioning of the body
-representing one dimension of total well-being
- it's about how your body grows, feels and moves ---how you care for it,
and what you put into it

 Mental health
-a state of well-being in which the individual realizes his or her own
abilities,
-can cope with the normal stresses of life,
can work productively and fruitfully,
-able to make a contribution to his or her community
- mental health is not just the absence of mental illness.

 Social health
-our ability to interact and form meaningful relationships with others
-it also relates to how comfortably we can adapt in social situations
-social relationships have an impact on our mental health, physical health

DETERMINANTS OF HEALTH
 It is increasingly recognized that health is maintained
and improved not only through the advancement and
application of health science, but also through the
efforts and intelligent lifestyle choices of the individual
and society.
 key factors that have been found to influence whether
people are healthy or unhealthy include the following
•Education and literacy •Biology and genetics
•Employment/working •Culture
conditions •Gender
•Income and social status •Health care services
•Physical environments •Healthy child development
•Social environments •Personal health practices
•Social support networks and coping skills
POTENTIAL ISSUE
 Diet- sugar tax
 Exercise- yoga

 Sleep- delta sleep (7-9 for 18-64y)

 Self-care strategies- meditation

-HIV/AIDS- unsafe sexual intercourse

-Cancer- smoking
-Covid 19- musk, sanitizing, social distancing

For being with...

Welcome...

Mohsin Mia
BCS (General Education), 29th Batch
Assistant Professor, Sociology
Guest Faculty, Department of Humanities,
KUET|

WHAT IS TRAINING?

Training is a systematic process through which an

organization’s human resources gain knowledge
and develop skills by instruction and practical
activities that result in improved corporate
performance.

3
 DIFFERENCES BETWEEN TRAINING, EDUCATION & DEVELOPMENT

 Training is short term, task oriented and targeted on

achieving a change of attitude, skills and knowledge in a
specific area. It is usually job related.

 Education is a lifetime investment. It tends to be

initiated by a person in the area of his/her interest

 Development is a long term investment in human

resources.

TRAINING

 The answer is “YES”

 However, we must know the
purpose and functions of
training before we can use
it.

THE GAP CONCEPT

6

Expected Curve

1,000 Cars Gap

200 Cars
Performance/ Actual Curve
Results 800 Cars

Time
In training terms this means we need to develop
programs to fill the Gap
THE ASK CONCEPT

 If we follow the GAP concept, training is

simply a means to use activities to fill the gaps
of performance between the actual results and
the expected results.
 This GAP can be separated into 3 main themes
1. Attitude
2. Skills
3. Knowledge

THE ASK CONCEPT

Rank ASK by difficulty to develop in people

•Easy
 Attitude
 Skills •Moderately difficult
 Knowledge •Most difficult

TRAINING NEEDS

The reasons for not

making the 1,000
cars:
As training experts we
 Not enough resources
must analyze the
 Poor machines situation to determine if:
 Poor staff skills  Expected result too high

 Target achievable

 Is training the only way to

make it happen
 Are there other factors.
9
 TRAINING
 Mainly two target groups-

Experienced
New employees employees/existing
employees

how to do their how to improve

job performance

WHY TRAINING?
 Drawbacks-
 Expensive
 Missing out worktime
 Delay the completion
of projects
o Training-
o Prime opportunity to
expand the knowledge
base of employees
o Company and
individual employees
benefits that make the
cost and time
worthwhile investment
 Maintains qualified
products / services
 Achieves high service
standards
 Provides information for
new comers
 Refreshes memory of old
employees
 Achieves learning about
new things; technology,
products / service delivery
 Reduces mistakes -
minimizing costs
 Opportunity for staff to
feedback / suggest
improvements
 Improves communication &
relationships - better
teamwork

TRAINING BENEFITS

• Benefits to organisation
– Improved profit
– Improves productivity
– Reduces Turnover
-Increased efficiency resulting in financial gains.
-Decreased need for supervision
– Helps in effective decision making and
problem solving
– Helps create a better corporate image
– Helps keep cost down in many area
 TRAINING BENEFITS CONTD…

 Benefits to Individual
 Develop a sense of growth & learning
 Improves skills
 Minimize stress, tension, frustration and conflict
 Aids in achieving self-development and self-confidence
 Helps in making better decisions and effective problem
solving
 Recognised qualification to add to CV

FIVE PRINCIPLES OF LEARNING

 Participation: involve trainees, learn by doing

 Repetition: repeat ideas & concepts to help people
learn
 Relevance: learn better when material meaningful
and related
 Transference: to real world using simulations

 Feedback: ask for it and adjust training methods to

audience.

14

ROLE OF ORGANIZATION IN TRAINING AND DEVELOPMENT

Mediator
TRAINING NEEDS ASSESSMENT: WHY?
REF:INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY BY PAUL E. SPECTOR

Need assessment is conducted to determine-

Which
employee
need
training?

Training
need
assessment

What the
content of
the training
should be?

TRAINING NEEDS ASSESSMENT: WHY?

CONTD..
Other reasons-
 Too often training resources are wasted by training
the wrong content
 Need assessment might ensure that training
resources are spent on right areas
According to Goldstein(1993):
 Training assessment should focus on three levels:
I. Organization level- is concerned with the
objectives of the organization and how they are
addressed
II. Job level- is concerned with the nature of tasks
involved in each job
III. Person level- is concerned with how well job
applicants or present employees are able to do job
tasks
 For being with me...

Welcome...

Mohsin Mia
BCS (General Education) , 29th Batch
Assistant Professor, Sociology
Govt. Joybangla College, Khulna &
Guest Faculty, Department of Humanities, KUET
 LECTURE 3

Models of Training Evaluation

TRAINING EVALUATION
 Training evaluation refers to the process of collecting
the outcomes needed to determine if training is
effective

Training evaluation provides

the data needed to
demonstrate that training does
provide benefits to the
company.

REASONS FOR EVALUATING TRAINING…

 Companies are investing millions of dollars in

training programs to help gain a competitive
advantage

 Training investment is increasing because

learning creates knowledge which differentiates
between those companies and employees who are
successful and those who are not
REASONS FOR EVALUATING TRAINING…

Because companies have made large dollar investments

in training and education and view training as a
strategy to be successful, they expect the outcomes or
benefits related to training to be measurable.

EVALUATION OF TRAINING PROGRAM

 A training program is not completed until its
effectiveness has been evaluated

What is evaluation program?

Is a piece of research to see whether or not the program
had its intended effects.

STEPS OF TRAINING EVALUATION

 We must have criteria before evaluating anything
 Criteria are the standards for comparison so that we
can evaluate the effectiveness of training
 Five general steps to evaluate training program
KIRKPATRICK’S FOUR-LEVEL TRAINING
EVALUATION MODEL

THE PHILLIPS ROI MODEL

KAUFMAN’S FIVE LEVELS OF EVALUATION

THE CIRO MODEL

ANDERSON’S MODEL OF LEARNING

EVALUATION

STEPS OF TRAINING EVALUATION CONTD..

Choose design Collect data

Develop
criteria Analyze and
Choose
interpret
measures
results
SET CRITERIA
 Serves as the standard by which training can be
evaluated
 If goal of the training is known then evaluation study
can be designed to determine the efficacy
Example- evaluation of the training program on
reducing 10% defective products at manufacturing
company.

TYPOLOGIES OF SET CRITERIA

Two levels of evaluating training:
I. Training level criteria-is concerned with
what people are able to do at the end of training
in the training environment itself rather than
on the job.
II. Performance level criteria- is concerned
with the person’s performance on the job rather
than in the training setting

TYPOLOGIES OF SET CRITERIA

Kirkpatrick (1977) classifies into four types-
I. Reactions criteria- how much each trainee liked
the training and how much they believed they got
out of it. Questionnaire is used to assess the
reactions.
II. Learning criteria- what the persons learned in
training-what the trainee is able to demonstrate
behaviorally in terms of knowledge and skills
acquired in training.
III. Behavior criteria- trainee’s behaviors on the job
that might have been due to training. Focus at
whether or not the person is doing the things S/he
was taught.
TYPOLOGIES OF SET CRITERIA CONTD..
IV. Results criteria - deals with whether-
?the training had its intended effect
?did the training reduce costs or increase productivity
o Serves as the bottom line for the effectiveness of a
training program

o Behavior and results criteria are performance level

because they focus on what happens on the job rather
than in the training settings.

CHOOSE DESIGN
 Pretest-posttest design
 Assesses trainees before-after training
 Interned to provide information about how much the
trainees gained from the training
 Used to assess the amount learned in the training
itself or the amount of change in behavior back on the
job
 the measures of interest are assessed before the
training begins (pretest)
 the measures of interest are assessed again after the
training ends (posttest)

CHOOSE DESIGN CONTD..

 Control design-
 Compares trainees with a group of employees
who have not received the training
COLLECT DATA
 Collecting data posses many practical problems.
Example-people are not always cooperative and
can and do go wrong.
 Pure random assignment in an organization is
difficult, so that compromises have to be made.
Example- training and trainee group might come
from different department and criteria of interest
might be different as well.
 Best possible design should always be planned

 Modification of design can take place considering

situation

ANALYZE AND INTERPRET DATA

 Data from evaluation program is analyzed with
inferential statistics
 Indicate how much the trainees changed from the
pretest to the posttest

 If evaluation of all four steps of the training

evaluation seems okay then confident conclusion
about the effectiveness of the training can be
done
 For being with me...

Welcome...

Mohsin Mia
BCS (General Education) , 29th Batch
Assistant Professor, Sociology
Govt. Joybangla College, Khulna &
Guest Faculty, Department of Humanities, KUET
 Employee Relation

EMPLOYEE RELATION
o Human being is needed for any organization, besides
chairs tables, fans or other non living entities.
o Human being work to achieve organization goal.

Employee
Human working together towards a
common goal at a common place
(organization)
Success
directly proportional to the labor put
by each and every employee
Failure

EMPLOYEE SHOULD DO..

must share a
good rapport

organization realize goal

must come of the
first organization

Do’s
personal
interests complement
should take each other
a back seat

work
together as a
single unit
EMPLOYEE RELATION?
o Employee relations refer to the relationship shared
among the employees in an organization.
Relationship between-
-co workers
- an employee and his superior
-between two members in the management and
so on
o Healthy relationship among employee foster best
performance
o Prime duty of the superiors and team leaders to
discourage conflicts in the team and encourage a
healthy relationship among employees.

ELEMENTS OF A GOOD EMPLOYEE

RELATIONS PLAN

DIMENSIONS OF EMPLOYEE RELATIONS

ELEMENTS OF GOOD EMPLOYEE RELATION
PLAN

 Effective employee relations program starts with

clearly written policies
 policies describe the company's:

philosophy

rules

procedures

addressing employee related matters

resolving problem in the work place

ELEMENTS OF GOOD EMPLOYEE RELATION

PLAN CONTD..

 An employee relations program is not a one-size-

fits-all solution
 Strategies for good employee relations can take
many forms and vary by a number of factors:
-industry
-location
-company size
and- even individual leadership philosophies
Example- construction workers on the job can be
very different from the problems facing nurses or
accountants.

ELEMENTS OF GOOD EMPLOYEE RELATION

PLAN CONTD..

Key elements-
a)Communication
-most important element for successful
relationships.
-communication can be informal or formal
b) Employee Recognition
-periodic (often annual) employee
performance reviews
-provide opportunities for individual
recognition
-will be more engaged if they feel like they
are recognized
EMPLOYEE RELATIONS - IMPORTANCE AND
WAYS OF IMPROVING EMPLOYEE RELATIONS

 all employees as individuals and must treat them

in a fair manner.
 do not make the employees’ job monotonous.
 assigning employees greater responsibilities or
indulging them in training programmes.
 maintain a continuous interaction with the
employees
 employees must be rewarded and appreciated
 encourage employee feedback
 give the employees competitive salary
 be friendly but not over-friendly with the
employees.

Psychological Contract at Work

PSYCHOLOGICAL CONTRACT AT WORK

• This broad concept first emerged in the 1960s
• It has been described as ‘a set of unique
combination of beliefs held by an individual and
his employer’ and ‘and unwritten set of
expectations’.
• It includes beliefs, perceptions, and expectations.
• Unlike the formal employment contract, it cannot
be enforced in law, but it has a huge influence all
the same on day-to-day relationships, behaviours,
and feelings.
THE IMPORTANCE OF THE PSYCHOLOGICAL
CONTRACT

 A range of different ideas and subjects are linked

to the psychological contract, including trust,
relationships, fairness, leadership, connection,
engagement, and purpose.
 The strength of this contract can be influenced by
a whole range of factors, including manager
behaviour, available support, job security,
opportunities for learning or career Development,
and perceptions of fairness of treatment,
especially in relation to pay and benefits.
 We can use the psychological contract to help us
make sense of employee behaviour, especially
what we might term as ‘less desireble behaviour’.

THE IMPORTANCE OF THE PSYCHOLOGICAL

CONTRACT CONT…

 When employees leave an organisation, or when

there is industrial unrest or a serious lack of
employee engagement or co-operation, this may
be because of problems with the psychological
contract.
 This alternative contract has been somehow
weakened, or perhaps entirely breached.
 At an emotional level, employees feel that the
‘deal’ or agreement between them has been
disregarded.
 We can see an interesting parallel here with the
employment contract, which legally has trust and
confidence running through it.

MAINTAINING THE PSYCHOLOGICAL

CONTRACT

 There is no simple formula for developing or

maintaining a psychological contract.
 It is not a static document that can be updated
through formal consultation; it only exists
emotionally, and it is subject to change over time.
 It can be influenced by the macro and the micro;
from strategic decisions taken at an
organizational level, to the way that one manager
engages daily with their team.
 It is a difficult concept to measure, although the
traditional employee engagement survey can give
some insight as to its overall health.
MAINTAINING THE PSYCHOLOGICAL CONTRACT
CONT…

The organisation that wants to develop a positive

psychological contract needs to place trust and
fairness at the heart of its people strategy and
plans.
 Most of the positive outcomes from employee
relations and engagement result from
perceptions of fairness. This can be judged in
relation to self (am I being treated fairly?) as well
as in relation to others (am I being treated fairly
compared to my colleagues?)

MAINTAINING THE PSYCHOLOGICAL

CONTRACT

we have some of the fundamental building blocks of

a strong psychological contract
 When we trust people to do their best work and
empower them through autonomy
 when we pay a living wage, when decisions about
people are consistent
 when we support people in their difficult times
and in their development
 when we prioritize inclusion and wellbeing,

In consequence, both the psychological contract,

and its more traditional and tangible counterpart
(the contract of employment), will endure
 For being with me...

Welcome...

Mohsin Mia
BCS (General Education), 29th Batch
Assistant Professor, Sociology
Guest Faculty, Department of Humanities, KUET
 Motivational Theories: Models and Applications

WHAT IS MOTIVATION?
The dictionary says:
Motivation- motive, need (the psychological feature)
that arouses an organism to action toward a desired
goal; the reason for the action that gives purpose and
direction to behavior.

Wikipedia says:
Motivation is the activation or energization or goal
oriented behavior. According to various theories,
motivation may be rooted in the basic need to
minimize physical pain and maximize pleasure.

TYPOLOGY OF MOTIVATION
 Positive vs Negative: Motivating forces can be
positive- as in impelling one to reach a certain goal.
Negative- as in driving one away from an unwanted situation

 Internal vs External:
Internal-motivation or push is an internal state that impels one to
act towards achieving a certain goal.
External- motivation or pull is an external goal that influences
one’s behavior towards them.

 Basic vs learned
Basic/primary- motives are unclear and common to both animals
and humans. Example- Hunger, Biological needs.
Learned/secondary-motives include love, recognition, power,
achievement, etc.
 MOTIVATIONAL THEORIES: AN OVERVIEW
I. Need Theories
 Considered as foundation of need motivation theories
 Revolve around the fulfillment of an internal state
 Makes certain outcomes appear attractive

Three main need theories-

a. Maslow’s Pyramid Hierarchy of Needs
- people have a pyramid hierarchy of needs
-they will satisfy from bottom to top
- movement in case of deficiency of needs

MOTIVATIONAL THEORIES: AN OVERVIEW

CONTD..
b. Alderfer’s ERG Model
 Condenses Maslow’s five human needs into three
categories:
-Existence (material and physiological)
-Relatedness (social and external esteem)
-Growth (internal esteem and self actualization)

c. McClelland’s Achievement Motivation Theory

 An individual’s specific needs are acquired over time
according to one’s life experiences
 Three types of motivational need:
-achievement motivation (n--‐ach)
-authority/power motivation (n--‐pow)
-affiliation motivation(n--‐affil)

MOTIVATIONAL THEORIES: AN OVERVIEW CONTD..

B. Adams’ Equity Theory
 People seek to maintain a balance between their inputs
and the outcomes they receive also in relation to the
outputs of others

C. Herzberg’s Job Design Model

 Herzberg’s model is the most widely replicated and used in
business
 Splits hygiene factors from motivation factors
 Hygiene factors are related to pain--‐avoidance and lead to
dissatisfaction when they’re not satisfied
 Motivation factors are related to the ability to achieve and
experience psychological growth
 Introduces ‘job enrichment’ for true motivation, as opposed
to ‘job loading’
MOTIVATIONAL THEORIES: AN OVERVIEW CONTD..

D. Vroom’s Expectancy Theory

 Separates effort from performance and outcomes

 Works on perceptions

 Assumes that behavior is the result of conscious choices

among alternatives aimed at ,maximizing pleasuring
and avoiding pain
 He introduces-

-Expectancy (increased effort will lead to increased

results)
-Instrumentality (if you perform well you will receive
a valued outcome)
-Valence (value placed on the expected outcome)

MOTIVATIONAL THEORIES: AN OVERVIEW CONTD..

E. Hackman and Oldham’s job characteristics
model
 Focuses on the task itself

 Identifies five core job characteristics:

-Skill variety
-Task identity
-Task significance
-Autonomy
-Feedback
 Suggests- one can design the key components of a job
for maximum motivation

KEY CONCEPTS OF THE THEORY CONTD..

 KEY CONCEPTS OF THE THEORY CONTD..
Physiological needs
 Physiological needs are the physical requirements for
human survival
 If these requirements are not met, the human body
cannot function properly and will ultimately fail
 Physiological needs are thought to be the most
important; they should be met first
Example-
Air, water, and food are metabolic requirements for
survival in all animals, including humans

KEY CONCEPTS OF THE THEORY CONTD..

Safety needs
 Once a person's physiological needs are relatively
satisfied, their safety needs take precedence and
dominate behavior
 Safety and Security needs include:

• Personal security

• Financial security

• Health and well-being

• Safety net against accidents/illness and their

adverse impacts

SOCIAL BELONGING
 The third level of human needs is interpersonal and
involves feelings of belongingness.
 This need is especially strong in childhood

 It can override the need for safety as witnessed in

children who cling to abusive purpose
 can adversely affect the individual's ability to form
and maintain emotionally significant relationships in
general, such as:
-Friendships
-Intimacy
-Family
 ESTEEM

 All humans have a need to feel respected

 this includes the need to have self-esteem and self-
respect
 Esteem presents the typical human desire to be
accepted and valued by others
 Low self-esteem or an inferiority complex may result
from imbalances during this level in the hierarchy
 May result into depression

SELF-ACTUALIZATION
 refers to what a person's full potential is and the
realization of that potential
 desire to accomplish everything that one can, or
become the most that one can be
For example, one individual may have the strong
desire to become an ideal parent

Job Satisfaction and Performance

WHAT IS JOB SATISFACTION

 Job satisfaction is an attitude towards the job

 A person with a high level of job satisfaction holds
positive attitudes towards his or her job, while a
person who is dissatisfied with his or her job holds
negative attitudes about the job
 Job satisfaction is when the individual feels
satisfied enough to perform the job as expected
 Job satisfaction is a result of employees’
perception of how well their job provides those
things which are viewed as important.

FACTORS INFLUENCE JOB SATISFACTION

 The atmosphere in the team and at the office

 Work-life balance

 Salary and working conditions

 Varying work

 Development opportunities

 Flexible working and autonomy

JOB PERFORMANCE
 Job performance is how good or bad an employee
actually does his / her job.
 Job performance is the planned job associated
tasks of the workforce and how effectively those
tasks have been carried out
 Performance is defined as a function of individual
ability and skill and effort in a given situation
(Porter and Lawler, 1974).
FACTORS AFFECTING JOB PERFORMANCE

Poor Cross-Team Communication

 No clarity on who’s doing what by when

 No Goals Defined and No Tracking Against

the Goal Set
 Workload Imbalance

 Role-Ability Fit

 Lack of Transparency

 Uninspiring Leadership

 Culture Fit

JOB SATISFACTION AND PERFORMANCE

RELATIONSHIP
 Cummings (1970) identified three major points of
view concerning this relationship-
-Satisfaction causes performance,
-performance causes satisfaction
-rewards cause both performance and satisfaction.

o Katzell, Barret and Porker (1952) demonstrated

that job satisfaction was associated neither with
turnover nor with quality of production.

JOB SATISFACTION AND PERFORMANCE

RELATIONSHIP
David, Joseph and William (1970) suggest that
the type of reward system under which workers
perform strongly influence the satisfaction-
performance relationship.
 Porter and Lowler (1969) suggested that
satisfaction will affect a worker’s effort, arguing
that increased satisfaction from performance
possibility helps to increase expectations of
performance leading to rewards
 Figure 1.1 shows that job satisfaction of an employee is
influenced by various job related factors and they are
derived from job context and job content factors. Job
content factors are related with intrinsic rewards and
job context factors are related with extrinsic rewards.
A satisfied employee can motivate to extend more
effort to improve the performance.

Models of relationship between job satisfaction and job performance

elaborated by Judge, Bono, Thoresen and Patton (2001). (Note that in
Models 4 and 5, C denoted a third variable)
 For being with me...

Welcome...

Mohsin Mia
BCS (General Education) , 29th Batch
Assistant Professor, Sociology
Govt. Joybangla College, Khulna &
Guest Faculty, Department of Humanities, KUET
 Quality of working life

 “Quality of work life is a process (QWL) of work

organisations which enables its members at all levels to
participate actively and efficiently in shaping the
organisation’s environment, methods and outcomes.

 Quality of Work-Life is a value based process, which is

aimed towards meeting the twin goals of enhanced
effectiveness of the organisation and improved quality of
life at work for the employees.”

 Quality of Work-Life is a generic phrase that covers a

person’s feelings about every dimension of work
including economic rewards and benefits, security,
working conditions, organisational and interpersonal
relationships and its intrinsic meaning in a person’s life.

 Lloyd Suttle defines QWL as – “the degree to

which members of a particular organisation are
able to satisfy important personal needs through
their experiences in the organisation”.

For example, providing ample opportunities to

workers to directly participate in problem-solving
and decision-making, particularly in their work
related areas is considered to be a necessary
condition for greater freedom at work and leads to
self-development, self-control or self- direction,
ultimately leading towards better QWL.
QUALITY OF WORK LIFE – OBJECTIVES
 The basic objectives of a QWL program are
improved working conditions for the employee
and increase organizational effectiveness.
 The success of any organization depends on how
it attracts recruits, motivates, and retains its
workforce.
 Organizations need to be more flexible so that
they develop their talented workforce and gain
their commitment. Thus, organizations are
required to retain employees by addressing their
work life issues.

QUALITY OF WORK LIFE – BASIC ELEMENTS

The four basic elements of quality of work life

are:
 The programme is meant for enhancing human
dignity and growth opportunities;
 Employees are to work together to achieve the
collective goal(s);
 Employees decide on work related issues through
total participation;
 The programme integrates the people with the
organisation by assimilating individual and
organisational goals.

MAJOR FACTORS AFFECTING THE

QUALITY OF WORK LIFE

 JobSatisfaction
 Workplace Stress

 Financial Reimbursement

 Work-Life Balance

 Working Conditions / Job Environment

MAIN ADVANTAGES OF QWL
 Healthier, satisfied and productive employees;
 Efficient, adaptive and profitable organizations;
 More positive feelings towards one’s self (greater self-
esteem);
 More positive feelings towards one’s job (improved job
satisfaction and involvement);
 More positive feelings towards the organization (stronger
commitment to the organization’s goals);
 Improved physical and psychological health;
 Greater growth and development of the individual as a
person and as a productive member of the organization;
 Decreased absenteeism and turnover and fewer accidents;
and
 Higher quality and quantity of output of goods and
services.

MAJOR DISADVANTAGES (WITH SOME

CONDITIONS)
 Both union and management open themselves to
substantial risks.
 The union may perceive joint activities as a
means by which it intends to ‘do them in’.
 The management may perceive joint activities as
an intention of diluting its ability to manage and
a means by which the union will acquire more
power.
 The middle management may find it difficult to
believe the benefits of QWL and may perceive
that the management is ‘becoming soft and
giving in to union dominance’.

Counseling and age at work

COUNSELING
 professional guidance of the individual by utilizing
psychological methods especially in collecting case
history data, using various techniques of the personal
interview, and testing interests and aptitudes . For
example, career counseling for high school or
counseling for drug addicts ( Merriam-Webster
Dictionary)
 Counseling is a talking therapy that involves a
trained therapist listening to you and helping you
find ways to deal with emotional issues.
 Sometimes the term "counselling" is used to refer to
talking therapies in general, but counselling is also a
type of therapy in its own right

WHAT CAN COUNSELING HELP WITH?

 Counseling can help you cope with:

 a mental health condition, such
as depression, anxiety or an eating disorder
 an upsetting physical health condition, such
as infertility
 a difficult life event, such as a bereavement, a
relationship breakdown or work-related stress
 difficult emotions – for example, low self-esteem
or anger
 other issues, such as sexual identity

WHAT TO EXPECT FROM COUNSELING

 At your appointment, you'll be encouraged to talk about
your feelings and emotions with a trained therapist, who'll
listen and support you without judging or criticizing.
 The therapist can help you gain a better understanding of
your feelings and thought processes, and find your own
solutions to problems. But they will not usually give advice
or tell you what to do.
 Counselling can take place:
-face to face
-in a group
-over the phone
-by email
-online through live chat services
 You may be offered a single session of counselling, a short
course of sessions over a few weeks or months, or a longer
course that lasts for several months or years.
THE IMPORTANCE OF COUNSELING
 Counseling has been important seemingly since the
dawn of society. From parents and grandparents
advising other family members to community leaders
providing guidance to residents, counseling seems to
have always been a natural part of the human
experience.
 As people became more mobile during the Industrial
Revolution and began migrating to cities, they
became separated from traditional counselors in their
families and communities.
 A lack of knowledge on how to address mental illness
resulted in the isolation of many people in psychiatric
hospitals and asylums.

THE IMPORTANCE OF COUNSELING

 Counseling provided by trained professionals can

make a profound impact on the lives of
individuals, families and communities.
 This service helps people navigate difficult life
situations, such as the death of a loved one,
divorce, natural disasters, school stress and the
loss of a job.
 It provides the tools and insights to manage
mental health issues, such as anxiety and
depression.
 Ultimately, counseling empowers people to lead
healthy and fulfilling lives.

AGE AT WORK
 According to Stanford University’s Center on
Longevity, during the next 30 years, the U.S.
population of those 65 and older will double from
40 million to 80 million.
 By the time the last baby boomer turns 65 in
2029, one in five Americans will be 65 or older.
 By 2032, there will be more people 65 and older
than the total number of children under the age
of 15. (Laurie Meyers , 2014)
AGE AT WORK
 These potential transitions and challenges could
include a second career (whether by choice or out
of necessity), the need to give care or be cared for,
reduced income, personal loss, physical illness or
pain, depression or other mental illness, cognitive
decline, terminal disease, facing one’s own
mortality and confronting ageism.
 Aging adults who are still in the workforce also
face the dual realities of downsizing and evolving
job requirements. And when their jobs are
outsourced, older adults often have less flexibility
and fewer options.
 In the past, a person’s age matched their wage
and worker loyalty garnered longer tenure,

AGE DIVERSITY AND ITS BENEFITS @ WORK

 From interns to long-time, loyal colleagues,

having a range of ages brings a wealth of
different experiences to the office.
 Not only can experience enhance performance, it
will also showcase your business as inclusive and
progressive to your stakeholders and customers.
 Age diversity will benefit staff, allowing them to
provide their own individual skills and
knowledge, while acknowledging their colleagues’
talent, irrelevant of age. Adding to staff
cohesiveness, workplace culture will improve as a
result.
 For being with me...

Welcome...

Mohsin Mia
BCS (General Education) , 29th Batch
Assistant Professor, Sociology
Govt. Joybangla College, Khulna &
Guest Faculty, Department of Humanities, KUET
Impacts of Unemployment

UNEMPLOYMENT?
Generally unemployment means being out of job or
a situation where the individual is willing to
work but has none

According to Encyclopedia Britannica-

 Unemployment, the condition of one who is
capable of working, actively seeking work, but
unable to find any work.
 It is important to note that to be considered
unemployed a person must be an active member
of the labor force and in search of remunerative
work.

TYPES OF UNEMPLOYMENT

There are basically four types of unemployment:

(1) Cyclical unemployment

 Cyclical unemployment is caused by declining
demand: when there is not enough demand in an
economy for goods and services, businesses cannot
offer jobs.
 According to Keynesian economics, cyclical
unemployment is a natural result of the business
cycle in times of recession: if all consumers become
fearful at once, consumers will attempt to increase
their savings at the same time, which means there
will be a decrease in spending, and businesses will
not be able to employ all employable workers.
TYPES OF UNEMPLOYMENT

2) Frictional unemployment
 Frictional unemployment is caused by temporary
transitions in workers’ lives, such as when a
worker moves to a new city and has to find a new
job.
 Frictional unemployment also includes people
just entering the labor force, such as freshly
graduated college students.
 It is the most common cause of unemployment,
and it is always in effect in an economy.

TYPES OF UNEMPLOYMENT

(3) Structural unemployment

 Structural unemployment is caused by a mismatch in
the demographics of workers and the types of jobs
available, either when there are jobs available that
workers don’t have the skills for, or when there are
workers available but no jobs to fill.
 Structural unemployment is most obvious in
industries undergoing technological advancements.
For example, in the farming industry, much of the
work is becoming mechanized, which means that
fewer farmers are needed and many are let go.
 When these farmers go to cities to find work, they
may find no other similar jobs in which to apply their
skills.

TYPES OF UNEMPLOYMENT

(4) Seasonal unemployment

 Seasonal unemployment is caused by different
industries or parts of the labor market being
available during different seasons.
 For instance, unemployment goes up in the
winter months, because many agricultural jobs
end once crops are harvested in the fall, and
those workers are left to find new jobs.
ECONOMIC IMPACT OF UNEMPLOYMENT
 Unemployment financial costs
Example- GO benefit scheme for unemployed people.
 Spending power- Unemployed people tend to spend
less
 Recession - general decline in economic activity

SOCIAL IMPACTS OF UNEMPLOYMENT

 Unemployment affects not just the person himself but also
his/her family and in the long run the society where he
lives.
 Unemployment brings-
 Despair
 Unhappiness
 Anguish
 Life expectancy decreases
 Mental health
 feeling unworthy

 Depression

 Hopelessness

 low self-esteem

 inadequateness

 feeling dejected

SOCIAL IMPACTS OF UNEMPLOYMENT CONT…

 Diseases- hypertension
 Tension at home- divorce, separation, domestic coalition
 Political issues-lack of trust in administration and
political instability
 Tension over taxes rise- tension and discontentment
among tax paying citizens
 Insecurity amongst employees-create fear and
insecurity even in the currently employed people
 Crime and violence-
 Suicide cases-
 Social outing
 Stigma
 Standard of leaving
 Lose of skills’ usage
 Assessing people for work

IMPORTANC OF ASSESSING EMPLOYEES

 An organization's workforce is one of its most
important resources, impacting its overall
success and profitability.
 Assessing employees is needed for selecting a
right persons in right position
 It can help you function more effectively in a
managerial or human resources role.

TYPES OF EMPLOYEE ASSESSMENT

Time Based
 Pre Service

 In Service

Subject Based
 Competence assessments

 Behavioral assessment
 PURPOSES ASSESSING PEOPLE FOR WORK

 Recruiting
 Matching people to the right roles and
responsibilities
 Identifying opportunities for training and
development
 Aiding succession planning

 Motivating employees

 Improving team work

 Enhancing leadership development

COMPETENCE ASSESSMENTS

 Common competence assessments may be offered

individually or for a larger group of candidates or
employees. These assessments typically test:
 Job knowledge — an accountant might be
quizzed on accounting principles
 Cognitive ability — to gauge logical, verbal, and
numerical reasoning
 Skills assessment — measuring skill level in say
typing speed, computer literacy, writing, data
checking
 Physical ability — for professions that require
strength and stamina

BEHAVIORAL ASSESSMENT
The most common behavioral assessment in the workplace is
the personality assessment. Among these, the most common
are:
 The Myers-Briggs Type Indicator (MBTI) — maps
personality against the following groupings: “Extraversion
vs. Introversion,” “Intuition vs. Sensing,” “Thinking vs.
Feeling,” and “Judging vs. Perceiving.”
 The Hogan Personality Inventory — uses true/false
questions to assess “Service Orientation,” “Stress Tolerance,”
“Reliability,” “Clerical Potential,” “Sales
Potential,” “Managerial Potential” and more
 DiSC Behavior Inventory — is a shorter test used to profile
people in terms of“Dominant (D),” “Influential (I),” “Steady
(S),” and “Compliant (C)”
 The IPIP-NEO — assesses people against a Big Five Model
of Openness, Conscientiousness, Extraversion,
Agreeableness, and Neuroticism
 The Kolbe Index — seeks to help identify strengths and
innate abilities
METHODS FOR ASSESSING EMPLOYEES

 Customer feedback
-An effective way to assess employee performance is by
getting feedback from customers.
-As delivering quality service is an organization's
primary concern, the beneficiaries of the service are the
best people to ask about performance.
-Customers encounter employees at random times and
in the course of their duties, making them suited to give
an honest appraisal of their performance.
-Most customers don't know other employees to compare
them to, reducing the risk of bias.
-You can apply this method by designing short customer
experience surveys that clients can fill out after trying
your service.

METHODS FOR ASSESSING EMPLOYEES

 Opinions of team members

-Team members interact with employees on a daily
basis, and are more likely to have conflicts with
employees regarding sharing information, making
decisions, or harmonizing working styles.
-As a result, teammates know aspects of employees
that a supervisor or customer may not know.
-Asking for feedback from an employee's teammates is
a great way to appraise their collaboration skills and
work efficiency.
-One major disadvantage of this method is that team
members can have personal biases or grievances that
affect the honesty of their opinions.

METHODS FOR ASSESSING EMPLOYEES

 Self-assessment questionnaires
-This involves preparing questionnaires and asking
employees to rate their performance.
-Such questionnaires can contain questions
relating to their work performance, relationship
with others, and the quality of their work.
-The major drawback of self-assessment
questionnaires is that they're subjective.
-These questionnaires can reveal essential insights
about an employee, such as how they view
themselves and their colleagues.
METHODS FOR ASSESSING EMPLOYEES

 Work performance evaluation

-The most direct method of employee assessment is by
evaluating their work performance.
-For organizations that deal primarily with sales and
commissions, this can be a straightforward process, but
it's more difficult for companies with intangible
performance metrics like law and social work.
-Regardless, organizations require an effective method
of tracking different aspects of employee performance
for HR personnel to evaluate it.
-Usually, it's best to inform employees of the
assessment metrics before beginning the process,
though the timing can remain hidden.

METHODS FOR ASSESSING EMPLOYEES

 Assessment tests
-These are tests organizations use to assess the
aptitude, skills, and knowledge of their employees. -
They're usually part of the recruitment process, but can
also be used to evaluate employees, typically for
promotions or transfers to areas requiring new skills.
-Self-assessment tests can comprise written tests,
professional games, or situational assessments.
-A major disadvantage of this method is that it doesn't
show how employees perform in a practical setting.
-As a result, it's best suited to testing theoretical
knowledge or aptitude, not assessing an employee's
overall usefulness to an organization.

CRITERIA FOR EMPLOYEE ASSESSMENTS

 Rate of improvement
 Customer service

 Quality of work

 Level of creativity

 Timeliness
TIPS FOR MORE EFFECTIVE EMPLOYEE
ASSESSMENTS

 Communicate company goals

 Define roles and responsibilities

 Set clear timelines and KPIs

 Establish authority structures

 Give feedback

 Show empathy

 Use objective assessment metrics

For being with me...