CONCEPT

PAPER
IN
MANAGEMENT
22

Name: Emma Ruth M. Rabacal

Yr. & Section: Bs Accountancy 2-1

INTRODUCTION
People have a variety of needs. Irrespective of one's status, age, and achievements, one
would still have some unfulfilled needs. In order to satisfy their unfulfilled needs more effectively,
people have learned to organize themselves into groups. The process of organizing facilitates
an organization in its specialization efforts. It helps the employees to develop specialized skills
and enhances the productivity and efficient functioning of the organization. The organizational
system consists of social, technical and economic elements which coordinate human and
material resources to achieve various organizational objectives.
Human behavior in organizations is as complex as the social system itself. People differ from
each other in their needs and values, which can be understood better with the help of behavioral
science. Behavioral science considers the influence of various elements (social, economic and
technical systems) of the complex external environment on people's behavior. It improves
people's understanding of interpersonal skills and so also their ability to work together as a team
to achieve organizational goals effectively.
Organizational behavior is the system of culture, leadership, communication and group
dynamics that determines an organizations actions. According to Keith Davis, it is the study
and application of knowledge about how people act within an organization.
HUMAN
A man, woman, or child of the species Homo sapiens, distinguished from other animals
by superior mental development, power of articulate speech, and upright stance.
In late Middle English humaine, from Old French humain(e), from Latin humanus,
from homo 'man, human being'. The present spelling became usual in the 18th century;
compare with humane.
In Economics, human serves as a capital. Human capital is the stock of
competencies, knowledge, habits, social and personality attributes, including creativity, cognitive
abilities, embodied in the ability to perform labor so as to produce economic value. It is an
aggregate economic view of the human being acting within economies, which is an attempt to
capture the social, biological, cultural and psychological complexity as they interact in explicit
and/or economic transactions. Many theories explicitly connect investment in human capital
development to education, and the role of human capital in economic development, productivity
growth, and innovation has frequently been cited as a justification for government subsidies for
education and job skills training.
BEHAVIOR
It is the manner in which one behaves and conducting oneself. Behavior or behaviour is
the range of actions and mannerisms made by organisms, systems, or artificial entities in
conjunction with themselves or their environment, which includes the other systems or
organisms around as well as the (inanimate) physical environment. It is the response of the
system or organism to various stimuli or inputs, whether internal or external, conscious or
subconscious, overt or covert, and voluntary or involuntary. Behavior includes everything that
we do thinking, feeling, writing, reading, imagining, etc. (Psychology)

ORGANIZATION

The word is derived from the Greek word organon, itself derived from the better-known
word ergon which means "organ" .A social unit of people that is structured and managed to
meet a need or to pursue collective goals, all organizations have a management structure that
determines relationships between the different activities and the members, and subdivides
and assigns roles, responsibilities, and authority to carry out different tasks. Organizations
are open systems--they affect and are affected by their environment.
An organization (or organisation) is an entity, such as an institution or an association, that has a
collective goal and is linked to an external environment.
Most human organizations fall into one of four types: pyramids/hierarchies, committees/juries,
matrix organizations, and ecologies.

A pyramid/hierarchy has a leader who leads other members of the organization and this
structure is often bureaucratic.
Committees/juries consist of groups of peers who decide collectively, sometimes by
voting.
Matrix organizations assign workers to two different hierarchies in an attempt to
maximize the benefits of both functional and decentralized organizational forms.
Ecologies address intense competition by holding employees accountable for smaller
ventures that have to show their own profits.

HUMAN BEHAVIOR
HUMAN BEHAVIOR Aims to understand others and to determine how and why people behave
the way they do. A collection of activities influenced by culture, attitudes, emotions, values,
ethics, authority, rapport, hypnosis, persuasion and coercion.
Classifications of Human Behavior in Psychology:

Conscious - State of awareness of thoughts, feelings, perception and what is going on in

the environment.
Unconscious Lack of awareness.
Overt - Open to public observation
Covert - Unseen objects such as thoughts, feelings or responses which are not easily
seen.
Rational - Pertaining to reason, influenced or guided by reason rather than emotion.
Irrational - Illogical

Theories that explain motivation to Human Behavior:

HUMAN NEEDS THEORY BY: MASLOW PHYSIOLOGICAL NEEDS.
NEEDS are things such as air, food, water, shelter, rest, sleep, activity and temperature
maintenance are crucial for survival.
SAFETY AND SECURITY NEEDS The need for safety has both physical and psychological
aspects. The person needs to feel safe both in the physical environment and in relationship.
LOVE AND BELONGING NEEDS - The third level needs includes giving and receiving affection,
attaining a place in group, and maintaining the feeling of belonging.

SELF-ESTEEM NEEDS The individual needs both self-esteem (ex. Feelings of independence,
competence, and self-respect) and esteem from others (ex. Recognition, respect, and
appreciation)
SELF-ACTUALIZATION When the need for self-esteem is satisfied, the individual strives for
self-actualization, the innate need to develop ones maximum potential and realize ones abilities
and qualities.
The nature of "Human behavior"
Human beings are programmed response in every sense of the word. We learn
everything that we are from others. We are not born with knowledge or personality; we acquire
those from society-at-large.
As an example; if, at the moment you were born, you were exchanged with a baby being
born in Ethiopia, and your skin, hair, and eyes were altered to that of other Ethiopians, you
would grow up and be an entirely different person. Your taste in food, music, dress, and all your
aspects of culture would be entirely different from who you are today.
If the two of you were to meet as adults, neither would recognize similar behavioral
attributes in the other. Each of you would have entirely different personalities. Genetically, you
may have the same physical attributes/propensities, but you would have developed them
differently, dependent on the physical requirements of your lifestyle. Environmental factors such
as food, living-conditions, and healthcare, would have affected your overall appearance,
attitude, and physiology. You would experience each other as total strangers. You would each
talk differently, dress differently, and have different information and views concerning the
world. Not even your height would be the same, because it is determined by many other factors
other than just your genetics (i.e. quality of food, medical, and other environmental
conditions.) There is nothing about 'the each of you' that would be the same except your genetic
coding.
We are social animals, completely dependent on programmed response, operant
conditioning, behavioral modification, and culturalization (all really being the same thing,) which
determine how we cognitively develop, and who we become in life. Our behavior/personality is
not innate; it is a learned response. Who we are is a reflection of all our experiences coalesced
into a cognitive personality. We are hardwired to assimilate into social groups and emulate
cultural behavior. However, we are not hardwired with preexisting interpersonal/interactive
behaviors. Those we learn from life.
Behavioral toolbox:
Whatever we experience in life, we add to our toolbox of potential human behavior. We fill
our box with sensations of love, joy, hate, grief, fear, trust, distrust, want, and a host of other
emotional experiences. When events occur in our life, whether good or bad, we reach into our
toolbox for a behavioral response. Which tool we pick is dependent on our emotions, and how
we have been trained or conditioned to pick. It is not a matter of right or wrong that determines
our pick of tools, it is how we have been programmed to behave that chooses our
behavior. Whatever is in our toolbox is the extent of our behavioral possibilities, good, bad, or
otherwise. Society did not see High School shootings before "Columbine High School." Because
it was not in our toolbox, no one considered such a possibility. Once the first shooting occurred
in a High School, it was added to the toolbox as another potential human response; now it has
become a common occurrence. Stressed out people reach for the most impacting tools

(statement) they can find in their toolbox, and what is in the toolbox comes exclusively from
society-at-large.
Violence is not innate; it is a learned response. However, social and moral cooperation are
not innate either; they too, are a learned response. The nature of human behavior is a socially
learned skill from the moment we are born. In other words, our human behavior is what those
around us compose it to be. The only behavioral traits that are innate within us, is to group and
learn from the behavior of those around us. The character of how we group and interact is solely
an environmentally learned response.
We do not feel autonomic. No one wants to believe that they are solely a program
response. That would make us sound like robots, and we profoundly believe that we are vastly
more. We make our own choices in life, such as what to wear, eat, where to go, what to do,
etc... We feel we are sentient autonomous thinkers in every way; that it is not possible we could
just be an assemblage of program responses. Having the ability to make our own choices
proves that we are not autonomic slaves like a computer program. Thus, we are not
programmed response.
All this sounds like proof of sentiency, free choice and all; but it is not true, our choices
are predispositions quantified into a choice. Underlying our exterior sense of consciousness is
behavioral programming.
There are many layers of programming that go into formulating a personality. Sense no two
people have the exact same programming, or for that matter, identical neural wiring, no two
people are going to be the same. The reason nature evolved social grouping circuits, was not to
get us to work together to move a bigger rock; it was to assimilate another's knowledge, and
make each generation more knowledgeable than the generation before. Nature's built-in
evolutionary generator is an ongoing accumulation of knowledge, passed from one to
another. We assimilate and compile knowledge from many different perspectives. Parents,
schools, TV, and peers all conspire in formulating our individuality.
Behavioral constructs such as bias, religion, and political perspectives, are all learned
responses. You are not born a republican or democrat; you learn to be a republican or
democrat. You are not born a Christian or Muslim; you learn to be religious. As well, you are not
born bias; that too is a learned response. The ability to learn is the ability to be
programmed. Learning is programming.
Behavioral scaffolding:
We are neurally wired with scaffolding ready to group and assimilate. At birth, our scaffolding
is a blank slate that experiences of every type write upon to formulate our
personality. Personality primarily forms from birth to about age six. Once a personality is formed,
it then interprets all future experiences through that personality lens. As a simple example, a
child that 'always' had their toys taken away until age ten, will for the remainder of their life, have
a sense of insecurity of possessions. Even if the experience is suppressed out of conscious
memory, it is still part of the initial personality lens, and it is quantified into the overall response
for the remainder of that person's life. Our scaffolding assimilates whatever it experiences, and
formulates the architecture of our personality. Once our personality lens has formed, it is nonerasable, and becomes pervasive throughout our lives.
Any single choice we make has hundreds of predispositions constructing it. Collectively,
they give us this sense of being sentient. Disassemble any single choice into its constituent
parts, and analyze each part, and there is a predispositional value. Collectively quantify the
predispositions, and they equal the behavioral response formulating your choice. Most people
are unaware of their predispositional values; and find themselves wondering why they just did

whatever they did. Many times you understand why you did what you did, but people around
you do not see the rationality. The combination of predispositions has countless expressions we
call individuality. Our most common definition of this predisposition processing is called thinking,
mind, or sentience; and it is expressed as personality.
Our predispositions are sociologically programmed. We are who we are, not because
we invented ourselves, but because our environment invented us. This sense we have of being
more than the sum of our parts is correct; we are in fact, the sum of other people's parts; their
behaviors, knowledge, and dispositions. Everything that we are as individuals comes from
others; our food, clothing, housing, language, knowledge, and even our emotional expressions
are provided by society. How we express ourselves is how we have been environmentally
programmed to express ourselves.
An obvious example of program response is religion. Religions are often segregated to
specific regions, Catholics in one area, Muslims in another. Children born and raised in these
regions are heavily programmed to their cultural values and behaviors. Catholics act like
Catholics, and Muslims act like Muslims, because they are program to those behavioral traits.
Another example of program response is inner city ghetto kids. They are raised with violence,
drugs, and disparity all around them. They often grow up to be gangsters just to survive. Inner
city kids develop entirely different personality lenses than country kids. Both are the same at
birth, but each develops entirely different mentalities based solely on environmental
conditioning. You get out of kids what you put into them...
Many people believe that some babies are born with bad genes, causing their bad
behavior; referencing behaviors such as, natural born killers, or sociopaths. That is like saying
that babies are born with Catholic or Muslim genes. The truth is that babies are not born bad,
but can be born into bad circumstances that produce bad behavior. Human behavior is not
genetic, it is environmental. People who are born with neural chemical imbalances (genetic
abnormalities) are not born wanting to kill, steal, fight, or lie; their environment no matter how
benign it seems, in one way or another, taught their interpersonal behavior towards others. One
takes something away from a baby; it then leans to take something away from others. One
scolds a baby for bad behavior; they learn to scold others according to their learned
interpretation of bad behavior. All human behavior is an environmentally learned response. A
baby is not born bad, that it learns in life.
Behavioral responsibility:
Humanity does not want to acknowledge that individual response, whether good or bad, is a
consequence of sociological programming, because if it is, we as society are responsible for the
immoral behavior of criminals, not the criminals themselves. We are not intentionally
responsible, but we are inadvertently responsible. We unintentionally program bad behavior,
and then we intentionally blame the criminals for what they are, and lock them away in small
cells. This is like blaming someone with cancer for having cancer and locking them away. The
reality is they are both victims of environmental factors. We should be treating criminals the
same way we treat disease; do what we can to help them, until we can find a way to fix them. In
criminality, reprogramming their social mentality is the only cure. You cannot drug or force
morality, you can only reeducate it. Instead of prisons, we should be building reeducation
centers, with intensive one on one therapy, designed for reprogramming criminal mentality - with
social morals. Those with criminal behavior are victims of bad programming. They should not be
our enemy... We should be their doctors, not their tormentors.

It is "we" as society that needs to recognize and change our behavior, to change the
programmed immoral behavior of others, such as inner city kids. Changing our behavior
towards others, changes their social behavior towards us. Once, humanity believed that the
earth was the center of the universe; we burned humans at the stake as witches; and we
enslaved people as subhuman based on race or religious beliefs. If we had not reconsidered
those programmed responses (Paradigms/predispositional values,) where would humanity be
today? The greatest antidote against bad behavior is not to teach it...
We try to teach our children not to curse, because once they learn curse words, they use
them wherever they go; schools, churches, stores, and neighborhoods. Profanity coming out of
a child's mouth can be quite embarrassing, because they reflect what they learned from us. We
try to control what they learn, because what they learn, they use, a case of straightforwardprogrammed response, which parents with young kids have often learned the embarrassing
way. Anything that babies and kids experience in life is neural/cognitive programming; and they
can pick up on the most subtle cues and gestures. They learn everything from us.
Why are Egyptians, Egyptians, Romans, Romans, French, French, or Americans, Americans,
etc because that is how we were programmed. Our environment makes us who we are,
whether in the past or now. We are not born predestined to be who we are; society-at-large
programs us to be that which we become. Just as one learns a language from their
environment, so too, does one learn to be who they become in life. Experiences and information
"in," produce personality and behavior "out;" one only need look at the lives of others to see that
they reflect what the culture of their environment made them. In other words, the book of who
we are is written by the authors of society-at-large.
In conclusion, humanism is a 'programmed response;' we are what society has made us,
good.
ORGANIZATIONAL BEHAVIOR
Understanding the Term Organizational Behavior
Organizational behavior (OB) is a term related to the study of individual and group
dynamics in an organizational setting, as well as the nature of the organizations themselves.
Whenever people interact in organizations, many factors come into play. The subject of
Organizational Studies attempts to understand and model these factors. This subject is
becoming more important as people with diverse backgrounds and cultural values have to work
together effectively and efficiently. OB seeks to emphasize the understanding of behavior in
organizations so as to develop competencies in foreseeing how people are likely to behave.
This knowledge may then help in controlling those behaviors that are not befitting the objectives
of the organizations. Factors like objectivity, replicability and sustainability are important while
selecting the methods for this purpose. Questionnaire, interview, simulation and survey are
generally used to elicit responses of individuals located in different types of organizations. To a
large extent their personalities affect the nature of their responses.

Personality and Organization

As understanding personality is crucial for knowing behavior of an individual in an
organization, we will discuss in this section of the unit the interface between personality and

organization. Personality refers to some qualities, characteristics skills and competencies of

individuals along with certain other traits like grooming and attitude. Personality means very
specific patterns ORGANISATIONAL BEHAVIOUR of behavior of an individual in a defined
situation. But there are certain uniform characteristics which always emerge in a person on the
basis of which certain inferences can be drawn. Examples could be dominant or submissive
nature, aggressiveness or politeness. Personality consists of organization of feelings, thoughts,
cognitions and visible behavior. However certain patterns of behavior are not visible and are
known only after proper testing. Let us therefore discuss how to measure personality.
Measuring Personality
Since personality of an individual plays a crucial role in shaping an organization, several
methods have been evolved to measure personality. By and large three methods of assessment
are being used. These are Personality Inventories, Projective Tests and Assessment Centre. Let
us now briefly discuss each method. Personality Inventories As a widely used method of
measuring personality, it consists of several statements related with a specific dimension of
personality and individuals are asked to indicate their degree of agreement or disagreement.
This is usually done by asking both negatively and positively worded statements on selected
common themes.
Most organizational behavior strategies are eventually meant to optimally utilize the
capabilities of individuals and groups towards achievement of organizational objectives. The
performance of an individual is a function of his or her ability and willingness or desire to use
ones ability to achieve certain goals. However, it is important that staff is adequately motivated
to fulfill these objectives. Once a manager is able to understand the traits of personality of an
individual worker, she or he can use different methods of motivation.
Work Motivation
Motivation is a process that starts with physiological or psychological urge or need. It
activates a behavior or a drive that is aimed at a goal or incentive. All individuals have a number
of basic needs which can be thought as outlets that channel and regulate the flow of potential
energy from the reservoir. Most individuals have, within a given socio-cultural system, a similar
set of motives or energy outlets; but differ greatly in the relative strength or readiness of various
motives and actualization of motives depends on specific situations in which a person finds
himself or herself.
Motivation: Improving
Factors
There are several ways in which motivation level of employees can be augmented and
improved. Some of these factors are described as under:
Job Enrichment:
Jobs must be redesigned to provide opportunities for achievement, recognition,
responsibility and growth. It comprises of variety in work contents, greater use of skills and
opportunity for growth by providing employee with a complete unit of work and increased
authority.
Flexi Time: The concept of flexi time is designed to provide employees some control on their
work schedule. Entire work time is divided into core time and flexi time. During core time, all

employees are compulsorily present while during flexi time they are free to choose their own
timings.
Empowerment: Empowerment essentially means providing authority to employees in their area
of operation for resolving their work related problems without seeking approval from above.
Quality Circles: Quality circles are semi autonomous work groups which meet regularly to
discuss and solve problems related to their specific area which aims at improving working
conditions and self development.
Employees Stock Ownership Plan: It has become a major tool in retaining and motivating
employees in business organizations. It is an organizations established benefit plan in which
employees are offered company stock as part of their benefit package. It makes employees
work harder as it directly affects the performance of the company and the value of their stock
also raises.
Job Satisfaction and Reward Management
Job satisfaction can be defined as an individuals overall attitude towards his or her job.
It is a positive state resulting from the appraisal of ones job or job experience. It is regarded
both as a general attitude as well as satisfaction with specific dimensions of the job such as pay,
the work itself, promotion opportunities, supervision, co- workers etc. The degree of satisfaction
may vary with how well outcomes fulfill or exceed expectations. There are various theories of
job satisfaction. The human relations movement suggested that real satisfaction with job could
only be provided by allowing individuals enough responsibility and freedom to enable them to
grow mentally while physical/ economic school emphasized the role of the physical arrangement
of work, physical working conditions and pay. In recent years, the attitude of job satisfaction has
come to be linked with broader approach to improve the job design, work organization and
quality of life.
Measuring Job Satisfaction,
its Determinants and Consequences Measuring job satisfaction has been a challenging
process to managers. Several techniques have been developed over the years which are used
extensively and are of great importance for practitioners. For instance individuals are made to
recall some of the important and critical incidents which have caused satisfaction or
dissatisfaction to them and conclusions are drawn from such exercises. In another method a
small group of employees are brought together and encouraged to openly share their feeling
regarding their job. In group environment people feel free to talk about various things.
Researchers have identified several factors leading to job satisfaction which are broadly divided
into two categories, namely, Organizational Factors and Individual Determinants.

Organizational Factors
1 Reward System: The organizational reward system has been found to be related to job
satisfaction. This pertains to how fairly pay benefits and promotions are distributed.
2 Work: The nature of work contributes heavily. The factors such as flexibility, freedom and
discretion available in the performance of ones job bring a lot of job satisfaction.
3 Supervisory Behavior: Satisfaction tends to be higher when employees believe that their
supervisor is competent and considerate.
4 Working Conditions: Overall working conditions in an organization have a direct bearing on
the level of satisfaction. Comfort, salary, challenge and resource availability are main
components of working conditions.
Individual Factors
Various individual and socio-economic variables are linked to job satisfaction.
Researchers have found that younger people are more satisfied. Similarly men are more
influenced than women if they are provided more autonomy in their work (Malini 2001).
There is a direct link between job satisfaction and performance of an employee. A
satisfied worker makes extra efforts leading to better performance in his or her work. There is
higher outcome in an organization if employees are more satisfied. Similarly it leads to decrease
in absenteeism if employees are more satisfied in their jobs. It also leads to creativity among
employees and better mental health.
Effective Reward Management
Employee recognition is a communication tool that reinforces and rewards the most
important outcomes people create for your organization. When you recognize people effectively,
you reinforce, with your chosen means of recognition, the actions and behaviors you most want
to see people repeat. An effective employee recognition system is simple, immediate, and
powerful tool. When you consider employee recognition processes, you need to develop
recognition that is equally powerful for both the organization and the employee. You must
address five important issues if you want the recognition you offer to be viewed as motivating
and rewarding by your employees and important for the success of your organization.
SYNTHESIS
Its the behaviour of an individual that depicts the personality and attitude of that
individual in any place, it may be organization, social network or family... But talking about
importance of Human behavior in an organization, it is is very important to maintain a good and
healthy behaviour in an organization as its the ones behaviour that depicts the relation of an
employee with his coworkers, subordinates, seniors or Bosses. Behaviour of an individual
shows the dedication of the employee towards his work, organization. a good and healthy
behaviour can prove fruitful in terms of promotions, job recognition, Increments or appraisals.
Human behavior is important in an organization as it defines how people work together
and interact with one another. A co-operative team with an established leader will produce better
results than a group of people that have no guidance and don't know how to work with one
another. Organizations spend time and effort in the human resources department ensuring
human behavior in the workplace is appropriate and productive.

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