Organizational Behavior

2. MBUS 517 Organizational Behavior G. Robert Greene, PhD Class Facilitator Class One

3. College of Graduate and Professional Studies MBUS 517 Organizational Behavior Business

4. Class One Overview Introduction Course Overview Course Syllabus Basic Concepts Introductory Exercises Review and Lessons Learned Assignments for next week

5. You cannot teach a man (a person) anything. You can only help him (or her) discover it – within themselves. — Galileo

6. “ Strive to be the greatest man in your country, and you may be disappointed. Strive to be the best and you may succeed: he may well win the race who runs by himself.” – Benjamin Franklin, Poor Richard's Almanac, 1746

7. Therefore, I want YOU . . . . . . to earn the “A” that you deserve ! (Right?) You did notice the word “earn” – right?

8. Some people say there are three kinds of people: Those who make things happen . . . Pro-active Those who watch things happen . . . Re-active Those who wonder, What happened? . . . Dead/Dying

9. Other people say there are only two kinds of people: 1. The glass is half- full People . . . They see all kinds of opportunity and leap into the steps and details necessary to forge their success . . . 2. The glass is half- empty people . . . They find lots of details, then over-analyze them into insoluble problems, and eventually talk themselves out of the opportunity - - and potential success Which of these type s are you ? Only you can answer that question about yourself.

10. Remember: Anything worth doing . . . . . . is worth doing poorly . . . . . . UNTIL . . . . . . you learn how to do it well!

11. Thus, you should consider . . . learning how to do something really well . . . . . . something that will reward you such that you can live the way you want to live . . . rather than just “showing up for work every day” . . . and having to “take whatever comes.”

12. On a side note . . . You’ve heard of “publish or perish,” right? Check this out . . .

13. Key Objectives Enhance. . . Your personal self-awareness Understanding of your behavior (and why) Understanding others’ behavior (and why) Ability to predict your behavior . . . and others’ Ability to manage your behavior Ability to lead/manage others’ behavior . . . and thus organizational performance and success

14. Our basic premise . . . It can (and will) be argued that the key to understanding human behavior in organizations must begin with clearer understanding of the factors that govern, drive, or control one's behavior and behavior patterns. Thus, we will begin developing and clarifying understanding of why we ( i.e., you ) behave as we ( you ) do - on a very basic, personal level. Once those variables are better understood, then understanding why others behave as they do becomes somewhat easier and clearer. Once we understand why people act the way they do, we are in a better position to begin the development of strategies and interventions that will enable us to lead or manage others' behavior (superiors, peers, subordinates).

15. Introductions Introduce yourself by giving us Elevator Speech: Your name (i.e., what you prefer to be called) The degree you are pursuing, and your major Your employer , job title . . . and for how long What you hope to take away from this course Your hobby/hobbies/outside interests Your most important on-the-job responsibility Your Primary and Secondary Personality Types

16. Class Discussion What did you notice regarding your classmates – based on their introductions? Why do you think I asked you to prepare your “thirty second elevator speech”?

17. Class Discussion Why do you think/believe I asked you to complete the Personality Types/Styles Inventory? Would knowing personality types affect how you formed a team at work ? (e.g., which types you would appoint as members of the team?)

18. Class Exercise: Construction of temporary Name Tents Please also write your primary and secondary “types” on your Name Tent Bob Powerful Choleric Perfect Melancholy

19. How many of you are required to complete LRSP 400 . . . but have not completed it? When are you scheduled to complete it?

21. The following presentation provides interesting insights regarding the environment in which leaders and managers function today . . . . . . and why understanding these factors is important to your success . . . and why continuous learning has to be a life-long process today.

22. “ In a time of drastic change . . . it is the learners who inherit the future.” – Eric Hoffer And the good news is . . .

23. Okay . . . Did you catch the phrase, “ Continuous Exponential Paradigm Shifts”? What are the implications of that phrase for leaders and managers ?

24. Someone please define theterm “paradigm “for us . . . (It’s correctly pronounced “para-dime” . . . not “para-dig-em”) Paradigm is defined as “two dimes” . . . as in, “I have two dimes.” NOT!! Paradigm means “the way things work,” or . . . . . . “the way we believe (or think) things (are supposed to) work.” Or, putting it a bit more concisely . . .

26. The Sony Walkman (portable cassette tape player) Promptly replaced by the portable CD player Promptly replaced by the portable MP3 player Motorola analog cell phones Nokia digital cell phone Multi-function “i Phone”

27. Paradigms . . . Are common (everyone has them and uses them) Tell us what’s important, thus are useful for problem-solving Danger: when your paradigm becomes the paradigm (causing “paradigm paralysis”) New paradigms (rules) are usually “written at the edge” Paradigm leaders/pioneers must be very courageous Okay, so why are those ideas important in your MBA program? You can choose/decide to change your paradigm

28. Let me explain why – by asking a question . . . Who is Alvin Toffler, and what did he contribute to our understanding of the business environment? Answer: Over thirty five years ago, Toffler said . . . “ The rate of change – and the amplitude – of change . . . . . . will increase into the foreseeable future . . . ” . . . resulting in continuous exponential “ paradigm shifts”

29. “ Paradigm Shift”???? When a paradigm shifts (changes), everything and everyone . . . . . . goes back to square one . . . and starts over from scratch. A few missed paradigm shifts in history . . . Prior history and/or success mean NOTHING ! What’s that all about? And how is it relevant to us? And the answer is . . .

30. How people deal with Paradigm Shifts: As a result, people choose one of the only two available strategies: Change your thinking (i.e., your paradigm) Because changing the way we think is “just too un-comfortable,” most people simply reject the new information – until it’s too late. Reject the new information As we discover that old methods no longer work as they once did, NEW information regarding our OLD paradigms causes people to “get upset.” Therefore, paradigm shifts create/cause cognitive dissonance. So . . . what is the key “management message” for today?

31. Time Management Theory

32. Time Management Theory Urgent* Not Urgent Important** Not Important 1 2 3 4 Examples: 1. 2. 3. 4. Open on time Planning, R&R “ Got a minute?” Surfing the Net Focus your time use on Quadrants 1 and 2 - - and push others to back burner .

34. Pareto’s Law Another important concept: (or the Principle of Selectivity) Who was Pareto, and what did he discover that we need to know?

37. Adult Learning Theory (Andragogy)

38. Perhaps you have heard the expression . . . I hear and I forget . . . I see and I remember . . . I do and I understand.

39. Pedagogy vs. Andragogy Today we know that adult learners learn (they actually prefer to learn) differently than children and adolescents learn. Pedagogy has to do with the way children and adolescents learn (best) The following slides address theory and practice related to andragogy . . . . . . as well as ideas related to why we teach ( facilitate or manage the learning process ) the way we do in our classes in the CGPS MBA program. Andragogy has to do with the way adult learners learn – and prefer to learn

40. Learning Involvement Lecture Cases Simulations Hands-on Experience Teaching/Learning Strategies 0

41. Dale’s Cone of Learning After only two weeks , we will tend to remember . . . Doing Participating & Receiving Visual Reception Verbal Reception 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say and do Passive Active Reading Hearing Seeing Watch a Movie Observe a Demonstration Visit “On Location” Participate in a Discussion Giving a Lecture or Presentation/Talk Participate in a Dramatic Presentation Participate in a Simulation Practicing or doing “the Real Thing” Edgar Dale. Audio-Visual Methods in Technology. Holt, Rinehart, Winston, 1969

42. Does that perhaps explain why you had trouble remembering some of that material for those exams in undergraduate school?

43. Pedagogy vs. Andragogy Now we know that Adult learners . . . Need ( prefer ) to be self-directed (re: learning goals and motivation) Desire to integrate their background and experience with their learning Have a preferred learning style (written, oral/auditory, visual, etc.) Have learning processes that are more adaptable Learn continuously – and understand that it is a life-long process Base learning on their own (and others) life-experiences Prefer to learn interactively, experientially, collaboratively Seek learning with immediate relevance and application Prefer materials with a problem-oriented vs. content-oriented focus

44. Okay . . . before we move along, what are your questions?

45. “ Analytical Thinking” as contrasted with “ Systems Thinking” Next we consider the differences between

46. Analytical Thinking . . . explained: One begins with a complex idea, concept, or object . . . Breaks item into its individual “parts” or “components” Analyzes the parts . . . until they are understood Re-assembles “parts” back into a “whole.” Now, we understand the whole, right? Well . . . sort of . . .

47. Unfortunately . . . analytical thinking: DOES NOT consider the effects/impacts of . . . Goals, objectives, schedules, deadlines Dependence or Interdependence of the parts Organization and Complexity of the parts Probabilities and/or Random events Need for guidance and control Synergy

48. Systems thinking demands that we consider all of them, and their potential impacts on/within our organization. All of which have an impact on operating results within systems (e.g., organizations). . . And therefore . . . So . . . What are the characteristics of systems?

49. Note . . . that systems can be either . . . “ Black Box” Consistent Inputs result in inconsistent/different outputs “ White Box” Consistent inputs result in consistent outputs Input “A’s” . . . and outputs vary (“X,” “Y,” and “Z”) Input “A’s” . . . and get consistent Outputs (“X,” “X,” and “X”) Are organizations white boxes — or black boxes? Why is understanding that important?

50. Next, I introduce Systems Thinking A basic systems model: Inputs Processor Transformer Converter Outputs The Environment A System Feedback

51. Organizations as Systems If this diagram were “suspended on a thread” . . . and we “whacked” one end of it, what would happen?

52. The point being that . . . Anything that happens anywhere . . . . . . within a system (of any type or kind) . . . will have an impact on the rest of the system . Perhaps you have heard of the . . . . . . “butterfly effect” . . . ? So . . . what is it?

53. Regarding what we can really “control” Note: this is a very important concept. 100% within our control 100% outside our control Examples? Examples? Regarding everything else, we simply “ influence ” (and understand that process by applying laws of probability )

54. Okay, take the next 15 minutes to form five Learning Teams and . . . your first Necessary Break Also: complete the Roster provided, including Team Name, Member Names, “Tent” Names Personality Types, and phone numbers . . . and re-assemble in 15 minutes two

55. Course Syllabus Facilitator Access and Office Hours Course description Required texts Evaluation Criteria and Weights Description of assignments and requirements On-line (Blackboard) component Honor Code – and other general expectations Class Schedule, reading, and other assignments

56. Define (or differentiate) . . . Knowledge Insight Understanding Wisdom Skill Truth

57. Dr. Greene’s definitions . . . Knowledge: acquaintance with truth, facts, or principles Insight: knowledge based on introspection or revelation Understanding: apprehension or grasp of the true state of a matter Wisdom: ability to make right use of knowledge with good judgment Skill: use or application of wisdom by practical means Truth: the actual state of a matter as it conforms to fact or reality

58. Define (or differentiate) . . . Efficient Effective Success

59. Have Do Be Goals Tasks Who but what’s missing from this picture? Understanding Success This is where most models end . . .

60. What are your questions from Chapter One?

61. Class Discussion: Study and Application Strategies (Zachary and Kuzuhara, p. 11) How do you propose the class should study/prepare for class that emphasizes higher-order learning? What did you learn from this discussion?

62. Case Problem: Hands-on CEO at Jet Blue DuBrin Text, (pp.17-18) In what way did Neeleman demonstrate understanding of OB? What else could/should Neeleman do making use of his Knowledge of OB to improve the firm’s chances of success? What’s wrong with the pilot staying in the cockpit? What did you learn from the discussion of this case?

63. What are your questions from Chapter Two?

64. O.K. . . . moving right along . . . Individual Differences: Mental Ability, Personality High Performance Cycle Model Human Beings: The unique “three in one”

65. High Performance Cycle Model Zachary and Kuzuhara, pp. 207-213 Demands Moderators Mediators Performance Contingent Rewards Satisfaction Consequences What are the key characteristics of each component?

66. Unique Characteristics of Human Beings The human system consists of a body , a soul , and a spirit Body – think of it as your “earth suit” (five senses > enable understanding the physical realm) Soul – consisting of mind , will , and emotions (Enable understanding self – and others) Spirit – the inner-most being, true you Thus, you are a spirit-being, you have a soul, and you live in a body.

67. To illustrate those points: The human consists of a body , a soul , and a spirit Thus, you are a spirit being, you have a soul, and you live in a body. Soul Body Spirit

68. All human behavior is a function of inter-actions between one’s mind , will , and emotions Mind (Intellectual Capacity) = your “Thinker” Emotions (Feelings) = your “Feeler” Will (Decision-making) = your “Decider” Thinking Feeling Decisions Your decisions are “acted out” as behaviors The Soul

69. How your mind works: Dr. Greene’s Stick Man Model Conscious Processing Sub-conscious (memory) Information Screen of Logic The Mind Body Permanently stored and acted upon

70. Key factors that affect organizational ( work) behavior: 1. Personality Traits > Behavioral Characteristics 2. Values, Attitudes, Aptitudes, Skills and Abilities 3. Environmental (e.g., demographic) Factors 4. Learning and Experience 5. “Job Fit”

71. The “Big Five” Personality Traits Extraversion Agreeableness Conscientiousness Emotional Stability Openness to Experience

72. The Littauer * Personality Types Model Powerful Choleric Popular Sanguine Perfect Melancholy Peaceful Phlegmatic How do these types compare with/equate to the Big Five Traits? * Source: Florence and Marita Littauer. 1992. Personality Puzzle: Piecing Together the Personalities in Your Workplace . Fleming H. Revell, Grand Rapids, MI.

73. Case Problem: Sought-After Military Vets DuBrin Text, (pp. 40-41) Comment on the accuracy of the study conclusions regarding military vets as well qualified of sales. What is your advice to management regarding the use of the results of the study regarding recruiting sales representatives? How can the company avoid charges of discrimination against non-veterans? What did you learn from the discussion of this case?

74. Class Discussion: Personality and Attitude Survey (Zachary and Kuzuhara, pp. 30-33) What were the key results of this survey? What did you learn from the discussion of this case? What are your recommendations to management? What is your implementation strategy/plan?

75. On Personality and Emotions Personality “Types” lead to behavior patterns Other personality attributes: What are the implications for understanding organizational behavior? Intelligence (IQ) Machiavellianism Risk-taking propensity On Emotions . . . Emotional Intelligence (EI) Locus of Control Five Core Emotions (handout)

76. On Emotional Intelligence Emotional Intelligence is a function of About you : (how you behave) Personal Competence About how you interact with others : Social Competence Emotional Intelligence is the single best predictor of job performance and the strongest driver of leadership and personal excellence! EQ is a better predictor of management success than IQ and/or experience. What you see What you do Self Awareness Self Management Social Awareness Relationship Management

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78. Understanding Key Relationships 1. Personality Traits and “Job Fit”? 2. Skills and Abilities and “Job Fit”? 3. Personality traits and Performance Appraisal? 4. Skills and Abilities and Performance Appraisal? What relationships (should) exist between . . .

79. CLASS “TAKE-AWAYS” What was the most important thing you learned? Why was that the most important thing for you? How will that insight affect you/your behavior?

80. Assignments for Week Two Readings Learning Teams: Ground Rules and Expectations Exercise Preparations Blackboard Forum

81. What are your questions?

82. Thank you for coming! I’ll see you next week! Leave your Personal and Learning Goals paper, (and if you have it ready tonight) your Motivation Theory subject proposal, on the front table

86. Class Exercise Discussion: Understanding Deepest Needs of People What did you learn?

87. Class Discussion Self Esteem Questionnaire: What is “self esteem” ? How (and when) is self image developed/created? Behavioral Consequences of “positive” or “good” self esteem Behavioral Consequences of “low” or “poor” self esteem What did you learn?

88. Self Esteem Basics Self-esteem functions like a “governor” on an engine All (!!) of us live and work within a “stroke economy” Stroking patterns lead to formation of . . . A “life position” A “life script” . . . becoming a self-fulfilling prophecy We subconsciously “act out” (live out) our life script

89. Self Esteem and Behavior The Impact of Self Esteem on behavior: Over the long-run . . . a person cannot . . . and will not perform at a level above the level of their perception of their own value or worth as a human being. O.K. Write it down . . . it’s that important!

90. To illustrate the last point: Self Esteem: “ YES! This feels right1 ” (Self-talking) “Hey! You don’t deserve this!” “ High” “ Low”

91. On the Origin of Self-Worth: Strokes and Stroking Patterns A “stroke” is simply a “unit of recognition” There are three typical stroking patterns : Unconditional Positive Conditional Positive Negative Some examples . . . “ You are special to me.” “ I value you (your input, point of view.)” “ I love you.” “ If you would . . . ” “ When you (meet my expectations) . . . ” “ You’ll never amount to anything.” “ I wish you’d never been born!” “ You’ll probably end up in jail (or killing yourself).”

92. One of the results of low self-esteem . . .

93. Stroking Pattern Unconditional Positive Conditional Positive Conditional Positive Negative Sees Self Sees Others Personality Type Percent of Us Sees “the System” Life Script Leadership Style Life Consequences of Stroking Patterns “ I’m OK” “ You’re OK” Winner (Assertive) 5-10% Life Is Great! “ I’m an Achiever” “ I’m OK” “ You’re not OK” Aggressive 5-10% I can use (manipulate) It “ I’m better than you” “ I’m not OK” “ You’re not OK” Loser 5-10% I’m being exploited “ No way I can Win” “ I’m not OK” “ You’re OK” Passive 70-80% I’m being used (manipulated) “ I am a doormat”

95. Other consequences of Low Self-Esteem Inability to genuinely trust other people Resistance to authority Unhealthy relationships – often repeatedly Materialism – “the one who dies with the most . . . ” Self-defeating behaviors

96. Self-defeating behaviors Superiority-Inferiority Complex Exploits (“uses) others . . . or feels exploited by others Perfectionism Compulsive - “acting out” Irresponsible

97. Psychological Games People Play Games are played to reinforce one’s Life Position They also advance one’s Life Script to the next level They enable us to avoid intimacy , give/get negative strokes , and collect “Brown Stamps” They are played from any one of four roles : Persecutor Victim Rescuer Blamer Thus, you need a “ counterpart role player” to play games . . . Everyone plays these games . . . yes, even you ! For example > > > > > > >

98. Psychological Games People Play Persecutor Victim Rescuer Illustration One Gives negative stroke: “Why do you always . . . ” Attempts to rescue: “Let me do it for you.” Gives another negative stroke: “I told you not to interfere!”

99. Psychological Games People Play Victim Rescuer Rescuer becomes a Persecutor Illustration Two “ Why does this always happen to me?” “ Why don’t you . . . ” “ Yes, but . . . ” “ Look, I’m only trying to help you, Stupid! Get lost, pal!