Understanding and Managing

Individual Behavior
 CONTENTS
Definitions
Types of Attitude
Components of Attitude
Attitudes and Its Classification
Impact of Attitude on
Workplace
Changing Attitudes in the
Workplace
Learning Definitions
Learning Theories
Reinforcement
Types of Reinforcements
Perception
 CONTENTS

Factor Influencing Perception

Perception and Decision-making

Big Five Personality Traits

Values
 *Learning Outcomes
* Identify the focus and goals of organizational behavior (OB).
* Explain the role that attitudes play in job performance.
* Describe different personality theories.
* Describe perception and the factors that influence it.
* Discuss learning theories and their relevance in shaping
behavior.
* Discuss contemporary issues in OB.
 DEFINITIONS

 An attitude is a mental state of readiness, learned and organized

through experience, exerting a specific influence on a person’s
response to people, object, and situation with which it is
related.

 Attitudes are learned predispositions towards aspects of our

environment. They may be positively or negatively directed
towards certain people, services, or institutions.
 TYPES OF ATTITUDE
 Attitudes are of three types.
­ Positive Attitude:
An inclination that brings out a desired output for persons and
organizations can be referred to as positive attitude. Individuals with
positive attitude generally believe that there is some good opportunity
in every situation. In other words these people are optimistic.
­ Negative Attitude:
The inclination of a person that leads to an undesirable result for
individuals and organizations can be described as negative attitude.
Negative attitudes are punished in order to discourage the same action
in the future.
­ Neutral Attitude:
People with a neutral attitude do not feel like giving suggestions with
respect to an event or feel that there is a need to change.
 COMPONENTS OF
ATTITUDE
• It refers to the emotional aspect of attitude that influences the
feelings of an individual.
Affective • For example: “I am afraid of snakes”.

• It refers to the behavioural part of attitude. The behavioral

component consists of an individual’s tendency to behave in a
particular way towards an object or a person.
Behavorial • For example: “I will scream if I see a snake”.

• It refers to opinion or belief part of attitude. When a person makes

an opinion or judgment on the basis of available information it is
called cognitive part of attitude.
Cognitive • For example: “In my opinion snakes are dangerous”.

 Every attitude has three components that are represented in what

is called the ABC model of attitudes: A for affective, B for
behavioural, and C for cognitive.
 ATTITUDES AND ITS
CLASSIFICATION
 Utilitarian:
This refers to the attitude of an individual which has been created through
self- or community interest . For example, the hike in pay, which exudes
positive reaction and attitude from an employee, which in turn impacts the
environment positively.
 Rationale and Knowledge:
Understanding the rationale behind why a task is being allotted to a particular
individual or a group or why the organization has devised a specific type of
strategy is another means by which people form attitudes, which are positive
dispositions of the form and are better for the organizations’ environment.
 Ego-defensive:
Usage of attitude to protect the ego results in negative attitude. For example, a
manager’s criticism of an employees' work without offering suggestions for
improvement can evoke a negative response from the individual.
 ATTITUDES AND ITS
CLASSIFICATION
 Value-expressive:
People develop central values over time and it is
the responsibility of the managers to understand
the importance of values from an employee’s
perspective.
 IMPACT OF ATTITUDE ON
WORKPLACE
 Validation:
The workplace attitude contributes to the events that
happen within the organization. For example, if there is a sales
drop in a particular product for an organization, then an
organization with a negative attitude will try to be defensive about
the same while the one with a positive attitude will immediately
find out the causes behind the sales drop.

 Competition:
Attitudes in general boost the competitive environment at
the workplace. A negative attitude is responsible for creating
mistrust among employees whereas in a workplace with a positive
attitude, inducing competitiveness is taken positively, which
inspires employees to perform better.
 IMPACT OF ATTITUDES ON
WORKPLACE
 Inventiveness:
Innovation has always remained an important aspect for
business of any kind and a positive workplace attitude
encourages inventiveness because employees feel that their ideas
will contribute towards achievement of organizational goals. A
negative attitude restricts inventiveness as employees do not feel
obliged to contribute to company growth.

 Withholding:
Employee retention is being impacted by the attitude in the
workplace. An organization with positive attitudinal environment
makes the employees feel that they have a big role in the
contribution towards organizational success. A negative attitude
CHANGING ATTITUDES IN THE
WORKPLACE
Setting Example
Identify Motivators
Eliminate Troublemakers
Proper Ambience
Recognition
Support
 *Attitude and Behavior
* Early research on attitudes assumed they were causally related to
behavior—that is, the attitudes people hold determine what they do.
However, one researcher— Leon Festinger—argued that attitudes follow
behavior. Other researchers have agreed that attitudes predict future
behavior.
* People seek consistency among their attitudes, and between their attitudes
and their behavior. Any form of inconsistency is uncomfortable, and
individuals will therefore attempt to reduce it. People seek a stable state,
which is a minimum of dissonance. When there is a dissonance, people
will alter either the attitudes or the behavior, or they will develop a
rationalization for the discrepancy. Recent research found, for instance,
that the attitudes of employees who had emotionally challenging work
events improved after they talked about their experiences with coworkers.
Social sharing helped these workers adjust their attitudes to behavioral
expectations
*No individual can avoid dissonance. You know texting while
walking is unsafe, but you do it anyway and hope nothing bad
happens. Or you give someone advice you have trouble following
yourself.
*The desire to reduce dissonance depends on three factors,
including the importance of the elements creating dissonance and
the degree of influence we believe we have over the elements.
*The third factor is the rewards of dissonance; high rewards
accompanying high dissonance tend to reduce tension inherent in
the dissonance (dissonance is less distressing if accompanied by
something good, such as a higher pay raise than expected).
*Individuals are more motivated to reduce dissonance when the
attitudes are important or when they believe the dissonance is due
to something they can control.
*The most powerful moderators of the attitudes relationship are
the importance of the attitude, its correspondence to behavior,
its accessibility, the presence of social pressures, and whether a
person has direct experience with the attitude.
*Important attitudes reflect our fundamental values, self-interest,
or identification with individuals or groups we value. These
attitudes tend to show a strong relationship to our behavior.
However, discrepancies between attitudes and behaviors tend to
occur when social pressures to behave in certain ways hold
exceptional power, as in most organizations.
*You’re more likely to remember attitudes you frequently
express, and attitudes that our memories can easily access are
more likely to predict our behavior. The attitude–behavior
relationship is also likely to be much stronger if an attitude
refers to something with which we have direct personal
experience
 *Job Attitudes
*We have thousands of attitudes, but OB focuses on a very limited
number that form positive or negative evaluations employees hold
about their work environments. Much of the research has looked at
three attitudes: job satisfaction, job involvement, and
organizational commitment.
* Job satisfaction & Job involvement
*When people speak of employee attitudes, they usually mean job
satisfaction, a positive feeling about a job resulting from an
evaluation of its characteristics. A person with high job satisfaction
holds positive feelings about the work, while a person with low
satisfaction holds negative feelings. Because OB researchers give
job satisfaction high importance.
*Related to job satisfaction is job involvement, the degree to which
people identify psychologically with their jobs and consider their
perceived performance levels important to their self-worth.
Employees with high job involvement strongly identify with and
really care about the kind of work they do. Another closely related
concept is psychological empowerment, or employees’ beliefs in:
the degree to which they influence their work environment, their
competencies, the meaningfulness of their job, and their perceived
autonomy
*organizational commitment
*An employee with organizational commitment identifies with a
particular organization and its goals and wishes to remain a
member. Emotional attachment to an organization and belief in
its values is the “gold standard” for employee commitment.
*Employees who are committed will be less likely to engage in
work withdrawal even if they are dissatisfied because they have
a sense of organizational loyalty or attachment. Even if
employees are not currently happy with their work, they are
willing to make sacrifices for the organization if they are
committed enough.
 *What cause Job Satisfaction
* Job conditions G
* Personality
* Pay
* CSR
*Outcomes of Job Satisfaction
* Job Performance
* Organizational Citizenship Behaviour
* Customer satisfaction
* Life satisfaction
*Impact of Job Satisfaction
 * Perceived organizational support
(POS)
* Perceived organizational support (POS) is the degree to which employees believe
the organization values their contributions and cares about their wellbeing.
* An excellent example is R&D engineer John Greene, whose POS is skyhigh
because when he was diagnosed with leukemia, CEO Marc Benioff and 350
fellow Salesforce.com employees covered all his medical expenses and stayed in
touch with him throughout his recovery. No doubt stories like this are part of the
reason Salesforce.com was number 8 of Fortune’s 100 Best Companies to Work
For in 2015.
* People perceive their organizations as supportive when rewards are deemed fair,
when employees have a voice in decisions, and when they see 3-3 Compare the
major job attitudes. job satisfaction A positive feeling about one’s job resulting
from an evaluation of its characteristics. job involvement The degree to which a
person identifies with a job, actively participates in it, and considers performance
important to self-worth. psychological empowerment Employees’ belief in the
degree to which they affect their work environment, their competence, the
meaningfulness of their job, and their perceived autonomy in their work.
organizational commitment
*The degree to which an employee identifies with a particular
organization and its goals and wishes to maintain membership in the
organization. perceived organizational support (POS) The degree to
which employees believe an organization values their contribution
and cares about their well-being their supervisors as supportive.15
POS is a predictor, but there are some cultural influences. POS is
important in countries where the power distance, the degree to
which people in a country accept that power in institutions and
organizations is distributed unequally, is lower. In low power-
distance countries like the United States, people are more likely to
view work as an exchange than as a moral obligation, so employees
look for reasons to feel supported by their organizations. In high
power-distance countries like China, employee POS perceptions are
not as deeply based on demonstrations of fairness, support, and
encouragement. employee engagement
 LEARNING DEFINITIONS

 Learning is a change in personality self-described as a new

pattern of reactions in the form of skills, attitudes, habits,
intelligence, or an understanding.—Wetherington

 Any process through which experience at one time can alter an

individual's behaviour at a future time.—Peter Gray

 Learning associated with changes in a person's behaviour to some

situation caused by repeated experiences in that situation, where
changes in behaviour cannot be explained or basic innate
response tendencies, maturation.—Hilgard Bower
 LEARNING THEORIES
 Classical Conditioning
­ Unconditioned Stimuli: The meat being offered to the dog was
unconditioned stimuli that forced the dog to act in a specific manner.
­ Unconditioned Response: The response to unconditioned stimuli is
referred to as unconditioned response. In this experiment, the
unconditioned response was increase in salvation.
­ Conditioned Stimuli: Ringing of the bell was a conditioned stimulus.
­ Conditioned Response: The response of the dog in reaction of
ringing the bell alone is known as conditioned response.
 LEARNING THEORIES

 Operant Conditioning Theory

­ Individuals learn to behave in a particular manner in order to
achieve or avoid something. According to F. Skinner, operant
conditioning behavior is expected to be repeated if
consequences are favourable and vice-a-versa. Therefore, the
connection linking actions (behaviour) and consequences are
the core of operant conditioning theory.
* Social Learning
Theory
* The social learning theory, also called observational learning,
stresses the ability of an individual to learn by observing
what happens to other people and just by being told about
something.
* One can learn things by observing models, parents, teachers,
peers, motion pictures, TV artists, bosses, and others.
* Many patterns of behavior are learned by watching the
behaviors of others and observing its consequences for them.
In this theory, it is said that the influence of models is the
central issue.
* Skinner’s work was extended by Albert Bandura and others by
demonstrating that people learn new behaviour in a social
situation, by watching others and then imitating their
behaviour. According to the social cognitive theory, the ‘social’
aspect indicates the involvement of individuals to learn as a
part of the society and the ‘cognitive’ part acknowledge that
individuals use thought processes to make decisions. This
theory has relevance to organisational behaviour because most
of the work that goes on in organisations is based on the
knowledge and behaviour generated by others in that
organisation.
* The social cognitive theory has five dimensions.
Understanding of these five dimensions will help one to
realise why employees behave differently while facing the
same situation.
* • Symbolizing: People have the tendency to use symbols,
which help them to process visual experiences into models
which will help them to guide their behaviour and then react
to their environment.
* • Forethought: Forethought is used by persons to anticipate,
plan and guide their behaviours and actions.
* • Vicarious Learning: Almost all forms of learning involve
vicariously (or sharing imaginatively in the feelings or action
of other persons) by observing the behaviour of other people
and the consequences of that behaviour.
* • Self-Control: Self-control learning is said to occur when a
new behaviour is learned even in the absence of any external
pressure
* 4 processes have been found to determine a model’s
influence on an individual.

* These processes are:

* Attention process
* Retention process
* Motor reproduction process
* Reinforcement process
* Attention process
* People learn from a model only when they recognize and pay
attention to its critical features.

* If the learner is not attentive, they will not be able to learn

anything. We tend to be most influenced by attractive models,
repeatedly available, which we think are important or see as
similar to us.
* Retention process
* A model’s influence depends on how well the
individuals remember the model’s actions after the
model is no longer readily available.
* Motor reproduction process
* After a person has seen a new behavior by observing the
model, the watching must be converted to doing. It involves
recalling the model’s behaviors, performing actions, and
matching them with the model’s.

* This process then demonstrates that the individual can

perform the modeled activities.
 REINFORCEMENT
 The meaning of the word ‘reinforce’ is to strengthen. This term has been used in
operant conditioning to refer to any stimulus that helps strengthen or increases the
possibility of a particular response.
­ For example, if you want a monkey to perform somersault on demand, you may
give it a treat every time it does so. The monkey will ultimately realize that
performing a somersault on order will result in a reward (treat). This reward
(treat) is reinforcing as the monkey likes it and will tend to perform somersault
as and when instructed in the future.
­ A child may tend to study harder for the next time if he/she realizes that the
teacher appreciates good marks.
 Reinforcers may be either primary or secondary.

­ Primary Reinforcers: It is any reinforcer that does not need to be learnt. It

occurs naturally. For example, air, food, water, and so on.
­ Secondary Reinforcers: They are also known as conditioned reinforcers. It is a
learned reinforcer. For example, hike in salary for good performance.
 TYPES OF
REINFORCEMENT
* Cognitive Theory
* Cognition refers to an individual’s thoughts, knowledge of interpretations,
understandings, or ideas about himself and his environment.
* This is a learning process through active and constructive thought processes, such
as practicing or using our memory.
* One example might be that you were taught how to tell time by looking at a
clock.
* Someone taught you the meaning of the big hand and little hand, and you might
have had to practice telling the time when you first learned it.
* This process of learning was entirely inside your mind and didn’t involve any
physical motions or behaviors. It was all cognitive, meaning an internal thought
process.
* The theory has been used to explain mental processes as they are influenced by
both intrinsic and extrinsic factors, which eventually bring about learning in an
individual.
* Cognitive learning theory implies that the different processes concerning learning
can be explained by analyzing the mental processes first.
* It imagines that with effective cognitive processes, learning is easier and new
information can be stored in the memory for a long time.
* On the other hand, ineffective cognitive processes result in learning difficulties
 PERCEPTION
Perception can be defined as a process by which individuals
select, organize, and interpret their sensory impressions, so as to
give meaning to their environment. Perception is a multifaceted
cognitive process and varies from one individual to another.
Perception is the process in which individuals receive a wide
range of information about their surroundings through all the five
senses, assimilate them, and then interpret them. The same
information can be perceived differently by different people.
Perception plays a vital role in identifying how an individual
behaves in the organization.
* Perception in Organisational Behavior is defined as the process
by which an individual selects, organizes and interprets stimuli
into a meaningful and coherent picture of the world. Perception
is an intellectual process of transforming sensory stimuli to
meaningful information. It involves both recognizing
environmental stimuli and actions in response to these stimuli. It
is a cognitive process by which people attend to incoming
stimuli, organise and interpret such stimuli into behaviour.
* Stimulus is any unit of input to any of the senses; examples of stimuli (i.e.
Sensory inputs) include products, packages, brand names; advertisement
and commercials. Sensory receptors are the human organs (the eyes, ears,
nose, mouth and skin) that receive sensory inputs. These sensory functions
are to see, hear, smell, taste and feel respective.

* The study of perception is largely the study of what we subconsciously add

to or subtract from raw sensory inputs to produce a private picture of the
world.

* Sensation is the immediate and direct response of the sensory organs to

simple stimuli and advertisement, a package, a brand name. Human
sensitivity refers to the experiences of sensation.

* Different individuals have different thinking styles, beliefs, feelings and

motives etc. and almost every person behaves accordingly. It is only
because of these factors that different people take different meanings for
the same thing. One particular thing is right for some and completely
wrong for some. It’s all because of how you take things, what your point
of view is, how you look at things. This is the perception.
* Definitions by Different Authors
* Stephen P. Robbins: – “Perception may be defined as a process
by which individu­als organise and interpret their sensory
impressions in or­der to give meaning to their environment.”
* Joseph Reitz: – “Perception includes all those processes by
which an individual receives information about his environment
—seeing, hearing, feeling, tasting and smelling.”
* Fred Luthans: – “Perception is an important meditative
cognitive process through which persons make interpretations of
the stimuli or situation they are faced with”
 * Perception in Organisational Behaviour
* Perception is simply defined as how a person perceives the world around them and
interprets that information. It is a subconscious thing that the mind does and is
dependent on your ability to pay attention to your surroundings and your existing
knowledge.

* In organizational behaviour and business, perception often helps shape an individual’s

personality and how they act in certain situations. These can affect how they react to
certain things such as their performance in stressful situations—tasks, and even their
creativity.
* In order to deal with the subordinates effectively, the managers must understand their
perceptions properly. Perception can be important because it offers more than
objective output; it ingests an observation and manufactures an altered reality
enriched with previous experiences.
* For management, paying attention to personality traits in employees can help them
determine an individual’s work ethic and strengths. i.e., if the manager’s perception is
not disrupted in some way. Simply because people’s behaviour is based not on reality,
but on their perception of what reality is. The world as it is perceived is the world
that is practically important.
* For example, in evaluating performance, managers use their assumptions about an
employee’s behaviour as the basis for evaluation. One work position that highlights the
importance of perception is the selection interview. Perception is also culturally
* What are the components of Perception?
* Perception is a process of sensory organs. The mind receives
information through the five sense organs, eyes, ears, nose,
tongue and skin. The incoming stimuli to these organs can be
through action, written message, verbal communication, smell,
taste, touch of the product and people.
* Perception begins with awareness of these stimuli. Recognizing
these stimuli occurs only after paying attention to them. These
messages are then translated into action and behaviour.
* 1.Stimuli (Excitement): – The receipt of information is the
stimulus, which results in sensation. Knowledge and behaviour
depend on the senses and their stimuli. The physical senses used
by people are sight, hearing, touch, smell and taste. Intuition
and hunch are known as the sixth sense. These senses are
affected by a large number of stimuli, which can be actions,
information, thoughts and feelings etc.
* Attention: – People engage in stimuli selectively. Some stimuli are
reacted to while others are ignored without attention. The
stimuli to which attention is given purely depend on the
selectivity of the people and the intensity of the stimuli.
Educated employees pay more attention to any stimulus, e.g.,
bonus announcements, appeals to increase productivity, training
and motivation. Management has to find out suitable stimuli,
which can appeal to the employees at the maximum level.
* Recognition: – After noticing the stimuli, employees try to
identify whether the stimuli are worth feeling. Messages or
incoming stimuli are recognized before they are transmitted in
practice. Perception is a two-stage activity, i.e., receiving stimuli
and converting stimuli into action. However, prior to the
translation phase, the stimulus must be recognized by the
individual.
* Translation: – The stimuli are evaluated before they are
converted into actions or behaviours. The evaluation process is
translation. In the above example, the car driver uses the clutch
and brake to stop the car after recognizing the stimuli. They
have translated the stimulus into appropriate action
immediately. The perception process is purely mental before it is
converted into action. Conversion is translation. Management in
an organization has to consider various processes of converting
message into action. Employees should be assisted to convert
stimuli into action.
* Behaviour: – Behaviour is the result of a cognitive process. It is a
response to changes in sensory inputs, i.e., stimuli. This is an
obvious and covert response. Perceptual behaviour is not
influenced by reality, but is the result of the individual’s
perception process, his or her learning and personality,
environmental factors, and other internal and external factors at
the workplace.
* Performance: – Appropriate behaviour leads to high
performance. High performers become a source of
excitement and inspiration to other employees. A
performance-reward relationship is established to motivate
people.
* Satisfaction: – Higher performance gives more satisfaction.
The level of satisfaction is calculated from the difference
between performance and expectation. If the performance
exceeds the expectation, people are pleased, but when the
performance is equal to the expectation, it results in
satisfaction. On the other hand, if performance is less than
expected, people become frustrated and this requires a more
attractive form of incentive to develop appropriate employee
work behaviour and higher performance.
 PERCEPTUAL PROCESS
The perceptual process consists of six phases:
 Receiving:
The process of perception begins with the reception of stimuli from the
environment. These stimuli may be received from different sensory organs.
 Selection:
It deals with separating the significant and insignificant data so that
the relevant data can be processed further. The selection phase is influenced by
external and internal factors.
 Organizing:
Once data are selected they are organized systematically to make
them meaningful. There are three magnitudes of perceptual organizing as
mentioned below:
• Figure background:
This principle states that the correlation of an object to its
background influences perception.
 PERCEPTUAL PROCESS
• Perceptual Grouping:
The principle of grouping includes the following:
­ Similarity: The greater the similarity of stimuli, the greater would be the
tendency to consider it as a group.
­ Proximity: It refers to considering the factors that are close to each other as a
group.
­ Closure: It means to perceive the whole part when nothing exists
­ Continuity: It refers to individual’s ability to perceive continuous lines or
patterns. It refers to an individual’s capability to perceive some features of an
object as remaining constant, regardless of variations in the stimuli.
 Interpreting:
Once data are received and organized the perceiver then interprets the
information. In other words, this is the phase in which the perceiver assigns meaning
to the information. There are three major factors that affect the process of
interpretation. These include the perceiver, the perceived, and the situation.
 PERCEPTUAL PROCESS
 Checking:
The next phase checks whether the interpretations made are
right or wrong. To check the consistency of the interpretation, an
individual can put up a series of questions to himself or others and try
to get answers for these questions to verify if the interpretation was
correct.
 Reacting:
The last phase of the perceptual process is reacting. In this
phase, the perceiver takes an action in response to the perception. The
action taken is influenced by the perception made. It means the action
will be positive if the perception is favourable and negative if the
perception is unfavourable.
PERCEPTUAL PROCESS
Selecting Stimuli
External Factors: Nature,
Receiving Stimuli
Location, size
(External and Internal)
Internal Factors: Age,
learning, needs

Organizing
Figure Background
Perceptual Grouping
( Similarity, proximity,
closure, continuity)

Interpreting Checking

Reacting
FACTORS INFLUENCING
PERCEPTION
The Percieved
(Size, Motion, Colour,
etc.)

The Perciever The Situation

( Personality, Attitude, (Timing, Social Setting,
Values, etc.) etc.)

Perception
PERCEPTION AND DECISION-MAKING
Selective Perception
Halo (Horns) Effect
Contrast Effects
Stereotyping
Rationality
Intuitive Decision-making
Anchoring Bias
Confirmation Bias
Availability Bias
Escalation of Commitment
Gender
Cultural Differences
 Personality
* A relatively stable set of characteristics that
influences an individual’s behavior
 Personality
Personality refers to individual differences in characteristic
patterns of thinking, feeling and behaving. The study of
personality focuses on two broad areas: One is understanding
individual differences in particular personality characteristics,
such as sociability or irritability. The other is understanding how
the various parts of a person come together as a whole.
The overall profile or combination of characteristics that capture
the unique nature of a person as that person reacts and interacts
with others.
Combines a set of physical and mental characteristics that reflect
how a person looks, thinks, acts, and feels.
Predictable relationships are expected between people’s
personalities and their behaviors.
 * Factors influencing Personality

• Biological factors

• Family and societal factors (Environmental)

• Situational factors
Environmental Factors
Social

Culture

Family
BIG FIVE PERSONALITY TRAITS
Extraversion and Introversion

Agreeableness

Conscientiousness

Neuroticism

Openness
 *Myers-Briggs Type
Indicator
• Extraversion (E)- Introversion (I)
• Sensing (S)- Intuition (N)
• Thinking (T)- Feeling (F)
• Judging (J)- Perceiving (P)
 VALUES
 Values offer a vital basis for understanding the personality, attitudes, and
perception of an individual.
 Values consist of two attributes:
­ Content Attributes.
­ Intensity Attributes.
 Types of Values
­ Economic: The emphasis is on usefulness and practicality.
­ Theoretical: It has high significance for discovery of truth through crucial and
rational approach.
­ Aesthetic: The highest value is on form and harmony.
­ Political: The emphasis is on attainment of authority and influence.
­ Social: The highest value is to the love of people.
­ Religious: It is concerned with the unity of experience and understanding of
the universe as a whole.
 Value Systems
• Represent a prioritizing of individual
values by:
 Content – importance to the individual
 Intensity – relative importance with other values
• The hierarchy tends to be relatively stable
• Values are the foundation for attitudes,
motivation, and behavior
• Influence perception and cloud objectivity
 * DESIGNING VALUE BASED
ORGANISATION
* Organisations should be so designed that they ensure high productivity, high
satisfaction of all stakeholders, and low negative factors such as absenteeism,
employee turnover etc.
* A value-based organisation promises sustainability and prosperity to its endeavours.
For designing valuebased organisation, based on suggestions of Tannenbaum and
Davis, following points may be useful.
* • Treat people with trust.
* • Be respectful to human being.
* • Treat people as dynamic entity.
* • Accept and utilise human differences.
* • Treat individual as a whole person.
* • Encourage appropriate expression of feelings.
* • Promote authentic behaviour.
* Use authority and networking for benefit of organisation.
* • Encourage appropriate confrontation.
* • Encourage willingness to take calculated risks.
* • Set process which shall take care of effective accomplishment.
 Values in the Workplace

Values are stable, evaluative beliefs that guide our

preferences for outcomes. A value is a principle, a
standard, or a quality considered worthwhile or
desirable.
They define the right or wrong, good or bad
Value system -- hierarchy of values
Espoused vs. Enacted values:
Espoused -- the values we say we use and often think we
use
Enacted -- values we actually rely on to guide our decisions
and actions
 Three Categories of Values

Personal values define who an individual is. They serve

as guides in handling situations and interacting with
others.
Organizational values are the standards that guide an
individual's behavior in a professional context. They
define how an individual accomplishes work, interacts in
professional situations, and how he makes decisions
relative to his job/career.
Cultural values are standards that guide how a person
relates meaningfully to others in different social
situations.
*Thank You…
Any Queries ?
 MCQ
1. Which is not type component of attitude
a) Affective b) Behavourial

c) Positive d) Cognitive

Answer : C
 MCQ
2. Which of the following is not part of the definition of
attitudes?
a) Learned
b) Inherited
c) Relating to some attitude object or act
d) Having an evaluative dimension

Answer: b) Inherited
 MCQ
3. All the unique traits and patterns of adjustment of the
individual is known as
(A) Personality
(B) Responsibility
(C) Creativity
(D) Authority

ANSWER- A
 MCQ
5. In Operant conditioning procedure, the role of
reinforcement is:
(a) Strikingly significant
(b) Very insignificant
(c) Negligible
(d) Not necessary

ANSWER- A
 MCQ
4. Attitude is
(A) Tendency to react positively
(B) Tendency to react negatively
(C) Tendency to react in a certain way
(D) All of the above

ANSWER- D
 MCQ
6. A sensor organ that detects information used in the
perceptual process is:
A)the eye.
B)the ear.
C)the skin.
D)all of the above.

ANSWER- D