(MPSDM) Rangkuman Uts

RANGKUMAN UTS MPSDM Alvania Safira, Fahriandra Adiwisesa, dan Huda Aulia Arifin
Chapter 1 Introducing to Organizational Behavior

The Field of Organizational Behavior
1. Organizational behavior is the study of what people think, feel, and do in and around organizations. Its focus is on
employee behavior, decisions, perceptions, and emotional responses. OB encompasses the study of how
organizations interact with their external environments, particulary in the context of employee behavior and
decisions.
2. Organizations: groups of people who work interdependently towards some purpose. One key feature of
organizations is that they are collective entities. They consist of human being and these people interact with each
other in an organized way. This organization relationship requires some minimal level communication,
coordination,, and collaboration to achieve organizational objectives.
3. Why Study OB? it helps to fulfill our need to understand and predict the world in which we. Building high-
performance team, motivating co-workers, handling workplace conflicts, influencing boss, and changing employee
behavior.
Perspectives of Organizational Behavior
4. Organizational Effectiveness: a broad concept represented by several perspectives, including the organizations fit
with the external environment, intenal-subsystems cofiguration for high performance, emphasis on organizational
learning, and ability to satisfy the needs of key stakeholders.
Four perspectives of organizational effectiveness:

a. Open System: a perspective which holds that organizations depend on the external environment for
resources, affect that environment thorugh their output, and consist of internal subsystems that transform
inputs to outputs
Internal-Subsystems Effectiveness: Organizatioal efficiency: the amount of outputs relative to inputs

in the organizations transformation process. Lean management: a cluster of practices to improve
organizational efficiency by continously reducing waste, unevenness, and overburden in the production
process. Efficiency: doing things right, Effectiveness: doing the right things.
b. Organizational Learning (Knowledge management): a perspective which holds that organizational

effectiveness depends on the oganizations capacity to acquire, share, use, and store valuable knowledge.
Knowledge acquisition: information is brougt into the organization from the external environment
Knowledge sharing: refers to the distribution of knowledge throughout the organization
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Knowledge use: application of knowledge to organizational processes in ways that improve the
organizations effectiveness.
To recognize to the value of new information, assimilate it, and use it for value-added acitvities,
organizations require suficient absorptive capacity (the ability to recognize the value of new information
assimilate it, and use it for value-added acitvities)
Intellectual Capital: a companys stock of knowledge, including human capital, structural capital, and
relationship capital. How to retain intellectual capital? Keeping good employees.
Human Capital: The stock of knowledge, skills, and abilities among employess that provides economic value
to the organization.
Organizational Memory: the storage and preservation of intellectual capital (usually they are corporate
leaders)
c. High-performance work practice: a perspective which holds that effective organizations incorporate several
workplace practices that leverage the potential of human capital.
d. Stakeholder Perspective: individuals, organizations, and other entities that affect, or are affected by, the
organizations objectiveness and actions.
Value: relatively stable, evaluative beliefs that guide a persons preferences for outcomes of courses of
action in a variety of situations
Ethics: study of moral principles or values that determine whether actions are rght or wrong and outcomes
are good or bad
Corporate Social Responsibility (CSR): organizational activities intended to benefit society and the
environment beyond the firms immediate financial interests or legal obligations.
Types of Individual Behavior
a. Task Perfomance: goal-directed behaviors under the individuals control that support organizational objectives
b. Organizational Citizenship: Employee needs to engage Organizational Citizenship Behaviors various forms of
cooperation and helpfulness to others that support the organizations social and psychological context.
c. Counter-productive work behaviors: voluntary behaviors that have the potential to directly or indirectly harm the
organization
d. Joining and staying with the Organization: Attracting and retaining talented people isparticularly important as worries
about skill short-ages heat up.
e. Maintaining Work Attendance: Employees who experience job dissatisfaction of work-related stress are more likely
to be absent or late for work because taking off is a way to temporarily withdraw from stressful or dissatisfying
conditions.
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Contemporary Challenges for Organizations

Globalization: economic, social, and cultural connectivity with people in other parts of the world.
Increasing Workforce Diversity
a. Surface-level diversity: the observable demographic or physiological differences in people, such as their
race, ethnicity, gender, age, and physical disabilities.
b. Deep-level diversity: differences in the psychological characterics of employees, including personalities,
beliefs, values, and attitudes.
Consequences of Diversity
Diversity make better decisions on complex problems than do teams whose members have similar
backgrounds. In contrast, teams with diverse employees usually take longer to perform effectively, brings numerous
communication problems.
Emerging Employment Relationships
Work-life balance: the degree to which a person minimizes conflict between work and nonwork demands.
Virtual work: work performed away from the traditional physical workplace by means of information technology
Anchors of Organizational Behavior Knowledge
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Chapter 2 Individual Behavior, Personality, and Values

MARS Model of Individual Behavior and Performance
Performance = person x situation
Performance = ability x motivation
a. Motivation: forces within a person that affect his or her direction, intensity, and persistence of voluntary
behavior
b. Ability: natural aptitudes and learned capabilities required to successfully complete a task. Competencies: skills,
knowledge, aptitudes, and other personal characteristics that lead to superior performance
c. Role perception: the extent to which people understand the job duties assugb assigned to or expected of them.
Three concepts of role perception:
1. Employees have accurate role perceptions when they understand the specific tasks assigned
2. When they understand the priority of their various tasks.
3. Understanding the preferred behaviors of procedures for accomplishing the assigned task.
d. Situational Factors: conditions beyond the employees immediate control that constrain or facilitate behavior
and performance.
Personality in Organizations
1. Personality: the relatively enduring pattern of thoughts, motions, and behaiors that characterize a person, along
with the psychological processer behind those characteristics.
Personality Determinants: Nature vs Nurture
Nature: our genetic or hereditary origins the genes that we inherit from our parents.
Nurture:: the persons socialization, life experience, and other forms
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Five-Factor Model of Personality
a. Conscientiousness: personality dimension describing people who are careful, dependable, and self-
disciplined
b. Agreeableness: personality dimension icludes the traits of being courteous, good-natured, emphatic, and
caring.
c. Neuroticism: personaliy dimension describing people with high levels of anxiety, hostility, depression, and
self-consciousness
d. Openness to experience: extent which peole are imaginative, creative, curious, and aesthetically sensitive
e. Extroversion: personality dimension describing people who are outgoing, talkative, sociable, and assertive.
Jungian Personality Theory and The Myers-Briggs Type Indicator
Five-Factor Model is not the most popular practice. That distinction goes to Jungian personality theory, which is
measured through the Myers-Briggs Type Indicator (MBTI)
MBTI is an instrument designed to measure the elemens of Jungian personality theory, particularly preferences
regading perceiving and judging information.
How people gather information or perceive: sensing (S) and insitution (N)
How people process information or make decisions: thinking (T) and feeling (F)
How people in their environment: Introversion (I) and extraversion (E)
How people adapt in their environment: Perceiving (P) and Judging (J)
MBTI does a reasonably good job of measuring Jungs psychological types and seems to improve self-
awareness for career development and mutual understanding. On other hand, it poorly predicts job performance
and is generally not recommended for employment selection.
Caveats About Personality Testing in Organizations

1. One concern is that most tests are self-report scales, which allow applicants or employees to fake their
answers. Rather than measuring a persons personality, many test results might identify the traits that
people believe the company values. This concern is compounded by the fact that test takers often dont
know what personality traits the company is looking for and may not know which statements are
relevant to each trait.
2. Personality is a relatively weak predictor of a persons perfomance.
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Self-Concept: The I in Organizational Behavior

Self-Concept: an individuals self-beliefs and self-evaluations. Who am I?, How do I feel about my self?. People
funcion better when their self-concept has many elements (high complexity) that are compatible with each other
(high consistency) and are relatively clear.
Self-Enhancement: a key ingredient in self-concept is the desire to feel valued. Individuals tend to rate themselves
above average, selectively recall positive feedback while forgetting negative feedback, attribut their successes to
personal motivation or ability while blamming the situation for their mistakes. (+) individuals have better personal
adjustment and experience better mental and physical health when they view their self-concept in a positive light.
(-) self-enhancement causes managers to overestimate the probability of success in investment decisions.
Self-Verification: stabilizes an individuals self-concept, which, in turn, provides an important anchor that guides his
or her thoughts and actions. 1) Self-verification affects the perceptual process because employees are more likely
to remember information that is consistent with their self-concept. 2) More confident to self-concept, the less they
will accept feedback
Self-Evaluation:
a. Self-Esteem: the extent of which people like, respect, and are satisfied with themselves.
b. Self-Efficacy: persons belief that he or she has the ability, motivation, correct role perceptions, and
favorable situation to complete a task successfully.
c. Locus of control: persons general belief about the amount of control he or she has over personal life
events.
Social Self: a persons self-concept can be organized into two fairly distinct categories:
a. Personal identity characteristics: consists of characteristics that make us unique and distinct from people in the
social groups which we have a connection.
b. Social identity characteristics: (Social identity theory) a theory that explains self-concept in terms of the
persons unique characteristics (personal identity) and membership in various social groups (social identity).
People define themselvs by the groups to which they belong or have an emotional attachment.
Values in the Workplace

A persons self-concept is connected to his or her personal values. Values are stable, evaluative beliefs that
guide our preferences for outcomes of action in a variety of situations. People arrange values into a hierarchy
of preferences, called a value system. Some individuals value new challenges more than they value conformity.
a. Values exist only within indivuals (personal values)
b. Groups of people might hold the same or similar values, so we tend to ascribe these shared values to
the team
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Types of Values
Schwarts Value Circumplex.

Openness to change: the extent to which a person is motivated to pursue innovative ways.
Conversation: extent to which a person is motivated to preserve the status quo
Self enchancement: how much a person is motivated by self interest includes the value categories of
achievement
Self-transcendence: motivation to promote the welfare of others and nature.
Values and Individual Behavior

3 conditions strengthen the linkage between personal values and behavior:
1) We are more likely to appply values when ae are reminded.
2) We tend to apply our values only when we can think of specific reasons for doing so.
3) We tend to apply our values in suations that facilitate doing so.
Value Congruence: how similar a persons value hierarchy is to the value hierarchy of the organization, a co-worker,
or another source of comparison.
Values across Cultures
Individualism: describing the degree to which peopple in a culture emphasize independence and personal
uniqueness
Collectivism: degree to which people in a culture emphasize duty to groups to which people belong and to group
harmony
Power distance: degree to which people in a culture accept unequal distribution of power in society
Uncertainty Avoidance: degree to which people tolerate ambiguity or feel threatened by ambiguity and uncertainty.
Achievement-Nurturing Orientation: degree to which people in a culture emphasize competitive versus cooperative
relations with other people
Ethical Values and Behavior
Ethics: study of moral principles or values that determine whether actions are right or wrong and outcomes are
good or bad.
Three Ethical Principles:
1. Utilitarianism: advises us to seek the greatest good for the greatest number of people.
2. Individual Rights: belief that everyone has entitlements that let her or him act in a certain way.
3. Distributive justice: principle suggests that people who are similar to each other should receiver similar
benefits and burdens
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Moral Intensity, Ethical Sensitivity, and Situational Influences

Moral Intensity: degree to which an issue demands the application of ethical principles
Enthical Senstivitiy: personal characteristic that enables people to recognize the presents of an ethical issue and
determine its relative importance.
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Chapter 4 Workplace Emotions, Attitudes, and Stress

Emotions in the Workplace
Emotions: pshysiological, behavioral, and psychiological episodes are experienced toward an object, person, or
event that create a state of readiness
Type of Emotions:
Emotions, Attitudes, and Behavior

Atitudes: the cluster of belifes, assessed feelings, and behavioral intentions toward a person, object, or event called
an attitude object)
Model of Emotions, Attitude, and Behavior:
Beliefs: established perceptions about the attitude object what believe to be true
Feeling: represent our negative or positive evaluations of the same objects
Behavioral Intentions: represent motivation to engage in a particular behavior regarding the attitude objects.
How emotions Influence Attitudes and Behavior

The Emotional centers of our brain quickly and imprecisely tag emotional markers to incoming sensory information
on the basis of whether that information supports or threatens our innate drives.
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Emotions (emotional episodes) are transmitted to the logical reasoning process, where they are logically
analyzed along with other information about attitude object. Whus, whil consicously evaluating whether the marger
is good or bad, emotions have already formed an opinion, which then sways your conscious evaluation. We listen
in on our emotions to help us consciously decide whether support or oppose something.
Work attitudes are shaped by the almonst continous bombardment of emotional experiences people have
at work. Those who experience morepositive emotions tend to have more favorable attitutdes towards their jobs
and organizations, even when they arent continously aware of many of these emotional experiences.
Cognitive Dissonance: conditions that occurs when we perceive an inconsistency between our beliefs, feelings, and
behavior
Emotions and Personality: studies report that people with a negative emotional trait have lower levels of job
satisfaction and higher levels of job burnout. While positive and negative personality traits have som effect, other
research concludes that the actual situation in which people work has a noticeably stronger infuence on their
attitudes and behavior.
Managing Emotions at Work
Emotional Rules: emotional labor the effort, planning, and control needed to express organizationally
desired emotions during interpersonal transactions. Almost everyone is expected to abide by display rules norms
requiring us to display specific emotions and to hide other emotions.
Emotional Dissonance: conflict between required and true emotions.
Emotional Intelligence
EI: A set of abilities to perceive and express emotion, assimilate emotion in thought, understand and reason with
emotion, and regulate emotion in oneself and others
(1) Self-Awareness: Self-awareness is the ability to perceive and understand the meaning of your own emotions
(2) Self-Management: Self-management is the ability to manage your own emotions, something that we all do to
some extent
(3) Social Awareness: Social awareness. Social awareness is the ability to perceive and understand the emotions
of other people.
(4) Relationship Management: Involves managing other peoples emotions
Job Satisfaction
Job satisfaction: a persons evaluation of his or her job and work context.
A useful template for organizing and understanding the consequences of job dissatisfaction is the exit-voice-loyalty-
neglect (EVLN) model:
1. Exit: Exit includes leaving the organization, transferring to another work unit, or at least trying to get
away from the dissatisfying situation
2. Voice: Voice is any attempt to change, rather than escape from, the dissatisfying situation. Could be
positive or negative (counterproductive behavior)
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3. Loyalty: In the original version of this model, loyalty was not an outcome of dissatisfaction. Rather, it
determined whether people chose exit or voice (i.e., high loyalty resulted in voice; low loyalty produced
exit).
4. Neglect: Neglect includes reducing work effort, paying less attention to quality, and increasing
absenteeism and lateness
Job Satisfaction and Work Behavior
1. Job satisfaction had a minimal effect on job performance. There is a moderate relationship between job
satisfaction and job performance. In other words, happy workers really are more productive workers to some
extent. Even with a moderate association between job satisfaction and performance, there are a few underlying
reasons why the relationship isnt stronger. One argument is that general attitudes (such as job satisfaction)
dont predict specific behaviors very well.
2. Job performance leads to job satisfaction (rather than vice versa), but only when performance is linked to
valued rewards. Higher performers receive more rewards and, consequently, are more satisfied than low-
performing employees who receive fewer rewards. The connection between job satisfaction and performance
isnt stronger because many organizations do not reward good performance.
3. The third explanation is that job satisfaction influences employee motivation but doesnt affect performance in
jobs where employees have little control over their job output.
Job Satisfaction and Customer Satisfaction
Another popular belief is that happy customers are the result of happy employees. Service profit chain
model, which proposes that increasing employee satisfaction and loyalty results in higher customer perceptions of
value, thereby improving the companys profitability. In other words, job satisfaction has a positive effect on
customer service.
There are two main reasons for this relationship:
1. Employees are usually in a more positive mood when they feel satisfied with their jobs and working
conditions. Employees in a good mood display friendliness and positive emotions more naturally and
frequently, and this causes customers to experience positive emotions.
2. Satisfied employees are less likely to quit their jobs, so they have better knowledge and skills to serve
clients. Lower turnover also enables customers to have the same employees serve them, so there is
more consistent service
Job Ethics of Job Satisfaction
Job satisfaction is also an ethical issue that influences the organizations reputation in the community
Indeed, employees in several countries closely monitor ratings of the best companies to work for, an indication that
employee satisfaction is a virtue worth considerable goodwill to employers. This virtue is apparent when an
organization has low job satisfaction. The company tries to hide this fact, and when morale problems become
public, corporate leaders are usually quick to improve the situation.
Organizational Commitment
Organizational (affective) commitment: is the employees emotional attachment to, Identification with, and
involvement in a particular organization.
Continuance Commitment: An employees calculative attachment to the organization, whereby the employee is
motivated to stay only because leaving would be costly.
Consequences of Organizational Commitment
Organizational (affective) commitment can be a significant competitive advantage. Loyal employees are
less likely to quit their jobs and be absent from work. They also have higher work motivation and organizational
citizenship, as well as somewhat higher job performance. Organizational commitment also improves customer
satisfaction because long-tenure employees have better knowledge of work practices and because clients like to
do business with the same employees.
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One warning is that employees with very high loyalty tend to have high conformity, which results in lower
creativity. There are also cases of dedicated employees who violated laws to defend the organization. However,
most companies suffer from too little rather than too much employee loyalty.
Affective commitment is usually beneficial, whereas continuance commitment tends to be dysfunctional.

In fact, employees with high levels of continuance commitment tend to have lower performance ratings and are
less likely to engage in organizational citizenship behaviors. Furthermore, unionized employees with high
continuance commitment are more likely to use formal grievances, whereas employees with high affective
commitment engage in more constructive problem solving when employee-employer relations sour.
Although some level of financial connection may be necessary, employers should not confuse continuance
commitment with employee loyalty. Employers still need to win employees hearts (affective commitment) beyond
tying them financially to the organization (continuance commitment.
Building Organizational Commitment
Justice and support: Affective commitment is higher in organizations that fulfill their obligations to
employees and abide by humanitarian values, such as fairness, courtesy, forgiveness, and moral integrity
Shared values: The definition of affective commitment refers to a persons identification with the
organization, and that identification is highest when employees believe their values are congruent with
the organizations dominant value.
Trust: refers to positive expectations one person has toward another person in situations involving risk
Organizational comprehension: Organizational comprehension refers to how well employees understand
the organization, including its strategic direction, social dynamics, and physical layout
Employee involvement: Employee involvement increases affective commitment by strengthening the
employees social identity with the organization
Organizational commitment and job satisfaction represent two of the most often studied and discussed
attitudes in the workplace. Each is linked to emotional episodes and cognitive judgments about the workplace and
relationship with the company. Emotions also play an important role in another concept that is on everyones mind
these days: stress.
Work-Related Stress and Its Management

Stress: An adaptive response to a situation that is perceived as challenging or threatening to a persons well-being.
One school of thought suggests that stress is a negative evaluation of the external environment. However, critics
of this cognitive appraisal perspective point out that the stress experience is an emotional experience, which may
occur before or after a conscious evaluation of the situation.
Stress is typically described as a negative experience. This is known as distress the degree of physiological,
psychological, and behavioral deviation from healthy functioning. However, some level of stresscalled eustress
is a necessary part of life because it activates and motivates people to achieve goals, change their environments,
and succeed in lifes challenges.
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General Adaptation Syndrome

A model of the stress experience, consisting of three stages: alarm reaction, resistance, and exhaustion.
Alarm reaction: The alarm reaction stage occurs when a threat or challenge activates the
physiological stress responses that were noted above.
Resistance: activates various biochemical, psychological, and behavioral mechanisms that give the
individual more energy and engage coping mechanisms to overcome or remove the source of
stress.
Exhaustion: people have a limited resistance capacity, and if the source of stress persists, the
individual will eventually move into the third stage.
Consequences of Distress
Many people experience tension headaches, muscle pain, and related problems mainly due to muscle
contractions from the stress response. Studies have found that high stress levels also contribute to cardiovascular
disease, including heart attacks and strokes, and may be associated with some forms of cancer.
Stress also produces various psychological consequences, such as job dissatisfaction, moodiness,
depression, and lower organizational commitment. Furthermore, various behavioral outcomes have been linked to
high or persistent stress, including lower job performance, poor decision making, and increased workplace
accidents and aggressive behavior. Most people react to stress through fight or flight
Job burnout
Job burnout is a particular stress consequence that refers to the process of emotional exhaustion, cynicism, and
reduced feelings of personal accomplishment.
Three stage of Job burnout:
1. Emotional exhaustion, is characterized by a lack of energy, tiredness, and a feeling that ones emotional
resources are depleted
2. Cynicism (also called depersonalization ), which is characterized by an indifferent attitude toward
work, emotional detachment from clients, a cynical view of the organization, and a tendency to strictly
follow rules and regulations rather than adapt to the needs of others.
3. Reduced personal accomplishment, entails feelings of diminished confidence in ones ability to perform
the job well. In such situations, employees develop a sense of learned helplessness as they no longer
believe that their efforts make a difference.
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Stressors: Any environmental conditions that place a physical or emotional demand on a person.
Harassment and Incivility
Psychological harassment: Repeated and hostile or unwanted conduct, verbal comments, actions,
or gestures that affect an employees dignity or psychological or physical integrity and that result
in a harmful work environment for the employee.
Sexual Harassment: Unwelcome conduct of a sexual nature that detrimentally affects the work
environment or leads to adverse jobrelated consequences for its victims.
Work Overload
Working more hours, and more intensely during those hours, than they can reasonably manage.
Work overload is an important predictor of job burnout. It is also a major cause of workfamily
conflicts, because overworked employees have insufficient time to satisfy their nonwork roles of
being a parent, a spouse, and so forth
Low Task Control
An increasingly popular model of job burnout suggests that emotional exhaustion depends on both
job demands and job resources:
Job demands are aspects of work that require sustained physical or psychological effort. High
workload is one of the more significant job demands in the contemporary workplace
Job resources: represent aspects of the job that help employees to achieve work goals, reduce job
demands, and/or stimulate personal growth and development.
Individual Difference in Stress

1. People have different threshold levels of resistance to the stressor
2. Different stress responses is that people use different coping strategies
3. Some have higher resilience (the capability of individuals to cope successfully in the face of significant change,
adversity, or risk)
While resilience helps people to withstand stress, another personal characteristic- workaholismattracts
more stressors and weakens the capacity to cope with them. The classic workaholic (also called work addict ) is
highly involved in work, feels compelled or driven to work because of inner pressures, and has a low enjoyment of
work.
Managing Work-Related Stress
1. Remove the Stressor
a. Flexible and limited work time
b. Job Sharing
c. Telecommuting
d. Personal leave
e. Child Care support
2. Withdraw from the Stressor
Vacations and holidays are important opportunities for employees to recover from stress and
reenergize for future challenges
3. Change Stress Perceptions
Help employees improve their self-concept so that job challenges are not perceived as threatening.
One study reported that personal goal setting and self-reinforcement can also reduce the stress that
people experience when they enter new work settings.
4. Control Stress Sequences
Research indicates that physical exercise reduces the physiological consequences of stress by helping
employees moderate their breathing and heart rate, muscle tension, and stomach acidity. Research
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has found that various forms of meditation reduce anxiety, reduce blood pressure and muscle tension,
and moderate breathing and heart rate.
Many large employers offer employee assistance programs (EAPs) counseling services that help
employees resolve marital, financial, or work-related troubles
5. Receive Social Support
It potentially improves the persons resilience (particularly her or his optimism and self-confidence)
because support makes people feel valued and worthy. Social support also provides information to
help the person interpret, comprehend, and possibly remove the stressor.
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Chapter 5 Foundations of Employee Motivation

LEARNING OBJECTIVES
1. Diagram and discuss the relationship between human drives, needs, and behavior.
MOTIVATION DEFINED
- The forces within a person that affect the direction, intensity, and persistence of voluntary behavior
- Contoh kegiatan memotivasi: Rewards, social events, strength-based feedback, and various celebrations for good
performance
- Outcome: Exerting particular effort level (intensity), for a certain amount of time (persistence), toward a particular
goal (direction).
EMPLOYEE ENGAGEMENT
- Is employees emotional and cognitive motivation, self-efficacy to perform the job, a clear understanding of ones
role in the organizations vision and a belief that one has the resources to perform the job
- Relates to MARS model (motivation, ability, role perceptions, and situational factors)
DRIVES AND NEEDS
- Drives (aka-primary needs, fundamental needs, innate motives) is hardwired characteristics of the brain that correct
deficiencies or maintain an internal equilibrium by producing emotions to energize individuals.
- Drives are the prime movers of behavior because they generate emotions, which put people in a state of
readiness to act on their environment
- Needs are goal-directed forces that people experience, are the motivational forces of emotions channeled toward
particular goals to correct deficiencies or imbalances
o Goals formed by self-concept, social norms, and experience
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2. Summarize Maslows needs hierarchy and discuss Maslows contribution to the field of motivation.
MASLOWS NEEDS HIERARCHY THEORY (described as innate & universal) by Abraham Maslow in 1940s
Physiological. The need for food, air, water,

shelter, and the like.
Safety. The need for a secure and stable
environment and the absence of pain, threat,
or illness.
Belongingness/love. The need for love,
affection, and interaction with other people.
Esteem. The need for self-esteem through
personal achievement as well as social
esteem through recognition and respect from
others.
Self-actualization. The need for self-
fulfillment, realization of ones potential.
- Along with developing these five
categories, Maslow identified the desire to
know and the desire for aesthetic beauty as
two innate drives that do not fit within the hierarchy.
- When lower need is satisfied, next higher need becomes the primary motivator
- The ottom four groups are deficiency needs because they become activated when unfulfilled, self-actualization is
known as a growth need because it continues to develop even when fulfilled.
- People have different hierarchies dont progress through needs in the same order
WHAT MASLOW CONTRIBUTED TO MOTIVATION THEORY

More holistic (Integrative view of needs), more humanistic (Influence of social dynamics, not just instinct), and more
positivistic (Pay attention to strengths, not just deficiencies)
WHATS WRONG WITH NEEDS HIERARCHY MODELS?

- Wrongly assume that everyone has the same needs hierarchy (i.e. universal). Instead, likely that each person has a
unique needs hierarchy because it is shaped by our self-concept -- values and social identity.
- Another hierarchy model, called ERG theory (existence, relatedness, and growth). Unlike Maslows theory, which
only explained how people progress up the hierarchy, ERG theory also describes how people regress down the
hierarchy when they fail to fulfill higher needs.
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3. Summarize McClellands learned needs theory, including the three needs he studied.
LEARNED NEEDS THEORY

Needs are amplified or suppressed through self-concept, social norms, and past experience. Therefore, needs can
be learned (i.e. strengthened or weakened through training)
1. nAch. Need for achievement : Need to reach goals thru their own effort. Successful entrep tend to have high
nAch bacause they establish challenging goals for themselves and thrive on competition.
2. nAff. Need for affiliation : Desire to seek approval, conform to their expectations and wishes, avoid conflict.
Effective executives have lower need for social approval.
3. nPow. Need for power : Desire to control ones environment. Frequently rely on persuasive
communication. 2 types: Personalized (enjoy power for its own sake) versus socialized power (power to help others)
4. Describe four-drive theory and discuss its implications for motivating employees.
Developed by Harvard Business School professors.
FEATURES OF FOUR DRIVES:
- Innate and hardwired (everyone has them)
- Independent of each other
- no hierarchy of drives
- no drives are excluded from the model
- three of the four drives are proactive (we
regularly try to fulfill them). Only the drive to defend
is reactive (triggered by threat)
Implications of Four Drive Theory
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5. Diagram the expectancy theory model and discuss its practical implications for motivating employees.
In expectancy Theory, work effort is directed toward behaviors that people believe will lead to desired outcomes. Depends
on 3 factors:
1. Increasing E-to-P Expectancies
- Perception that his or her effort will result in a particular
level of performance
- Assuring employees they have competencies, person-job
matching, provide role clarification and sufficient
resources, behavioral modeling
2. Increasing P-to-O Expectancies

- Probability that a specific behavior or performance level
will lead to a particular outcome
- Measure performance accurately, More rewards for good
performance, Explain how rewards are linked to
performance
3. Increasing Outcome Valences

- An outcome valence represents a persons anticipated
satisfaction with the outcome.
6. Describe the characteristics of effective goal setting and feedback.

Goal setting: The process of motivating employees and clarifying their role perceptions by establishing performance
objectives
EFFECTIVE GOAL SETTING CHARACTERISTICS

1. Specific -- measureable change within a time frame
2. Relevant within employees control and responsibilities
3. Challenging raise level of effort
4. Accepted (commitment) motivated to accomplish the goal
5. Participative (sometimes) improves acceptance and goal quality
6. Feedback information available about progress toward goal
CHARACTERISTICS OF EFFECTIVE FEEDBACK
1. Specific connected to goal details
2. Relevant Relates to persons behavior
3. Timely to improve link from behavior to outcomes
4. Sufficiently frequent
Employees knowledge/experience
task cycle
5. Credible trustworthy source
FEEDBACK THROUGH STRENGTHS-BASED COACHING
Maximizing the persons potential by focusing on their strengths rather than weaknesses
Motivational because:
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people inherently seek feedback about their strengths, not their flaws
persons interests, preferences, and competencies stabilize over time
MULTISOURCE FEEDBACK
Received from a full circle of people around the employee
Provides more complete and accurate information
Several challenges
7. Summarize equity theory and describe how to improve procedural justice.

ORGANIZATIONAL JUSTICE
1. Distributive justice: Perceived fairness in outcomes we receive relative to our contributions and the outcomes and
contributions of others
2. Procedural justice: Perceived fairness of the procedures used to decide the distribution of resources
EQUITY THEORY: employees determine feelings of equity by comparing their own outcome/input ratio to the outcome/input
ratio of some other person.
ELEMENTS OF EQUITY THEORY
Outcome/input ratio, comparison not easily identifiable
- inputs -- what employee contributes (e.g., skill, effort, reputation, performance, experience, and hours worked)
- outcomes -- what employee receives (e.g., pay, promotion, recognition)
EQUITY SENSITIVITY
is outcome/input preferences and reaction to various outcome/input ratios
1. Benevolents (tolerant of being underrewarded)
2. Equity Sensitives (want ratio to be equal to the comparison other)
3. Entitleds (prefer proportionately more than others)
EVALUATING EQUITY THEORY
- Good at predicting situations unfair distribution of pay/rewards
- Difficult to put into practice because doesnt identify comparison other, doesnt indicate relevant inputs or
outcomes, and explains only some feelings of fairness
procedural justice is as important as distributive justice
8. Identify the factors that influence procedural justice, as well as the consequences of procedural justice.
Higher procedural fairness with:
1. Voice (encourage them to present their facts and perspectives on the issue)
2. Unbiased decision maker
3. Decision based on all information
4. Existing policies consistently
5. Decision maker listened to all sides
6. Those who complain are treated respectfully
7. Those who complain are given full explanation
CONSEQUENCES
Procedural justice has a strong influence on a persons emotions and motivation. Employees tend to experience
anger toward the source of the injustice, which generates various response behaviors that scholars categorize as either
withdrawal or aggression.
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CHAPTER 6 Applied Performance Practices
1. Discuss the advantages and disadvantages of the four reward objectives.

FINANCIAL REWARD PRACTICES
Financial rewards are fundamental part of employment relationship. Studies say, men value money more than
women. Also, cultural values influence the meaning and value of money, e.g.: Pay has multiple meanings symbol of
success, reinforcer and motivator, reflection of performance, can reduce anxiety.
4 TYPES OF REWARDS IN THE WORKPLACE

1. Membership and seniority-Based Rewards aka Pay For Pulse
Fixed wages, seniority increases
Advantages : Guaranteed wages may attract job applicants & Seniority-based rewards reduce turnover
Disadvantages : Doesnt motivate job performance, Discourages poor performers from leaving, May act
as golden handcuffs (tie people to the job)
2. Job status-Based Rewards
Try to improve feelings of fairness by assigning higher pay to people working in jobs with higher value to the
organization. Includes job evaluation and status perks
Advantages : Job evaluation tries to maintain pay equity & Motivates competition for promotions
Disadvantages : Employees exaggerate duties, hoard resources, Reinforces status, hierarchy, Inconsistent
with workplace flexibility
3. Competency-Based Rewards
Pay increases with competencies (adaptability, team orientation, technical expertise, leadership, etc.) acquired
and demonstrated
Variation: Skill-based pay (increases with skill modules learned)
Advantages : More flexible work force, better quality, consistent with employability
Disadvantages : Potentially subjective, higher training costs
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2. Identify several team- and organizational-level performance-based rewards.

Performance-Based Rewards <- top company more likely use this
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- Piece-rate systems reward employees according to the number of units produced

- Gainsharing plans are a form of team-based compensation that calculates bonuses from the work units cost savings
and productivity improvement
- Employee stock ownership plans (ESOPs) encourage employees to buy company stock, usually at a discounted price
or through a no-interest loan
- Profit-sharing plans calculate bonuses from the previous years level of corporate profits.
EVALUATING ORGANIZATIONAL REWARDS
Positive effects
Creates an ownership culture
Adjusts pay with firm's prosperity
Scorecards align rewards with several specific organizational outcomes
Negative effects, concerns with performance pay
Weak connection between individual effort and rewards
Reward amounts affected by external forces
3. Describe five ways to improve reward effectiveness.

IMPROVING REWARD EFFECTIVENESS
1. Link rewards to performance
2. Ensure rewards are relevant
3. Use team rewards (than individuals) for interdependent jobs
4. Ensure rewards are valued
5. Watch out for unintended consequences, e.g. PHD that decided to reward its drivers for on-time delivery, but it
also increased the accidentrates of the companys drivers
4. Discuss the advantages and disadvantages of job specialization.

JOB DESIGN
- Assigning tasks to a job, including the interdependency of those tasks with other jobs
- Organization's goal -- to create jobs that can be performed efficiently yet employees are motivated and engaged
JOB SPECIALIZATION
- Dividing work into separate jobs that include a subset of the tasks required to complete the product or service
- Scientific management
o Is the practice of systematically partitioning work into its smallest elements and standardizing tasks to
achieve maximum efficiency.
o Frederick Winslow Taylor (advocated job specialization).
Taylor also emphasized person-job matching, training, goal setting, work incentives
- Advantages: reduce labor waste by improving mechanical efficiency of work (i.e., matching skills, fast learning,
less switchover time)
- Disadvantages: higher employee turnover and absenteeism because it affects employee attitudes and motivation,
reduce work quality because employees see only in small part of process, and can undermine motivational potential
of jobs (easier to perform but less interesting)
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5. Diagram the job characteristics model of job design.

JOB DESIGN AND WORK MOTIVATION
- Motivator-hygiene theory Herzbergs theory that stating employees experience job satisfaction when they fulfill
growth and esteem needs (called motivators) and they experience dissatisfaction when they have poor working
conditions, job security, and other factors categorized as lower-order needs (called hygienes)
- 1st theory has been rejected due to lack research support so we substitute:
- Job characteristics model is job design model that relates the motivational properties of jobs to specific personal
and organizational consequences of those properties.
CORE JOB CHARACTERISTICS

Employees are more satisfied hen jobs have higher levels of these characteristics:
1. Skill variety: The extent to which employees must use different skills and talents to perform tasks within their jobs.
2. Task identity: The degree to which a job requires completion of a whole or an identifiable piece of work.
3. Task significance: The degree to which a job has a substantial impact on the organization and/or larger society.
4. Autonomy: The degree to which a job gives employees the freedom, independence, and discretion to schedule their
work and determine the procedures used in completing it.
5. Job feedback: degree to which employees can tell how well they are doing on the basis of direct sensory information
from the job itself
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6. Identify three strategies for improving employee motivation through job design.
JOB DESIGN PRACTICES THAT MOTIVATE
1. Job Rotation: moving from one job to another
o Benefits
Minimizes repetitive strain injury
Multiskills the workforce
Potentially reduces job boredom
2. Job Enlargement: adding tasks to an existing job (e.g. video journalist)
3. Job Enrichment: given more responsibility for scheduling, coordinating, and planning ones own work
1. Clustering tasks into natural groups
Stitching highly interdependent tasks into one job (e.g., video journalist, assembling entire product)
2. Establishing client relationships
Directly responsible for specific clients
Communicate directly with those clients
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7. Define empowerment and identify strategies that support empowerment.

EMPOWERMENT PRACTICES
Empowerment is psychological concept in which people experience more self-determination, meaning,
competence, and impact regarding their role in the organization. Dimensions of Empowerment:
SUPPORTING EMPOWERMENT
- Individual factors: possess required competencies, able to perform the work
- Job design factors: autonomy, task identity, task significance, job feedback
- Organizational factors: resources, learning orientation, trust
8. Describe the five elements of self-leadership.

SELF-LEADERSHIP PRACTICES
Is the process of influencing oneself to establish the self-direction and self-motivation needed to perform a task.
Includes concepts/practices from: goal setting, social learning theory, sports psychology
SELF-LEADERSHIP STRATEGIES, elements of Self-Leadership:
1. Personal goal setting
o Employees set their own goals, apply effective goal setting practices
2. Constructive thought patterns
o Positive self-talk (is process talking to ourselves about thoughts/actions, potentially increases self-efficacy)
o Mental imagery (is process of mentally practicing a task, visualizing successful task completion)
3. Designing natural rewards
o Finding ways to make the job itself more motivating (e.g. altering the way the task is accomplished)
4. Self-monitoring
o Keeping track of your progress toward the self-set goal (looking for naturally-occurring feedback, designing
artificial feedback)
5. Self-reinforcement
o Taking a reinforcer only after completing a self-set goal (e.g. watching a movie after writing two more
sections of a report or starting a fun task after completing a task that you dont like)
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9. Identify specific personal and work environment influences on self-leadership.

SELF-LEADERSHIP CONTINGENCIES
1. Individual factors
o Higher levels of conscientiousness and extroversion
o Positive self-evaluation (self-esteem, self-efficacy, internal locus)
2. Organizational factors
o Job autonomy
o Participative leadership
o Measurement-oriented culture
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Chapter 10 Developing High Performance Teams
1. Identify the characteristics of self-directed work teams (SDWTs).

SELF DIRECTED WORK TEAMS (SDWTs)
- Cross-functional work groups organized around work processes that complete an entire piece of work requiring
several interdependent tasks, and that have substantial autonomy over the execution of those tasks
- Initially designed around production processes but also found in administrative and service activities banking
services, city government administration, and customer assistance teams in courier services.
2. Describe the four conditions in sociotechnical systems theory that support SDWTs.
SOCIOTECHNICAL SYSTEMS THEORY
- A theory stating that effective work sites have joint optimization of their social and technological systems, and
that teams should have sufficient autonomy to control key variances in the work process.
- Main sources of SDWT
- 4 main conditions for high performance SDWTs:
1. Responsible for entire work process
2. Sufficient autonomy to control work process (able to work more quickly and effectively)
3. Control key variances (disturbances/interruptions in work process that affect quality of performance)
4. Operate under joint optimization (key requirement in sociotechnical systems theory that a balance must be
struck between social and technical systems to maximize an operations effectiveness.)
3. Summarize three challenges to SDWTs.

CHALLENGES TO SELF-DIRECTED WORK TEAMS
1. Cross cultural issues
o More difficult to implement in high power distance (theyre more comfortable when supervisors give
them directions)
2. Management resistance
o Higher level management tend to resist because theyre scared of losing power when employees gain
power through empowered teams
3. Employee and labor union resistance
o Because they require new skills or appear to require more work
4. Explain why organizations rely increasingly on virtual teams.

VIRTUAL TEAMS
- Are teams whose members operate across space, time, and organizational boundaries and are linked through
information technologies to achieve organizational tasks
- Similar to face-to-face teams that consist 2 or more people that interact and influence each other
- Reason for their popularity is that the Internet, intranets, instant messaging, virtual whiteboards, and other
products have made it easier to communicate with and coordinate people at a distance
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5. Describe the roles of communication systems, task structure, team size, and team composition in virtual team
effectiveness.
DESIGNING HIGH-PERFORMANCE VIRTUAL TEAMS
6. Summarize the three foundations of trust in teams.

TEAM TRUST
- Trust is a psychological state comprising the intention to accept vulnerability based on positive expectations of
the intent or behavior of another person
- People trust other based on 3 foundations: calculus, knowledge, identification
- Calculus-based trust offers the lowest potential trust and is easily broken by a violation of expectations.
INDIVIDUAL DIFFERENCES IN TRUST

- Depends on persons general propensity to trust
- Our willingness to trust other also varies with emotions experienced at the moment, we trust people more when
experiencing pleasant emotions than when angry even if those emotions arent connected with other person
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DYNAMICS OF TRUST IN TEAMS

- A common misconception is that team members build trust from a low level when they first join the team. In
truth, people typically join a virtual or conventional team with a moderate or high level
- Recent studies of virtual teams report that trust tends to decrease rather than increase over time
7. Identify five constraints on team decision making.

CONSTRAINTS ON TEAM DECISION MAKING
1. Time constraints
o Teams take longer time than individual to make decision
o Production blocking (time constraint in team decision making due to the procedural requirement that
only one person may speak at a time.)
2. Evaluation apprehension (ketakutan mengungkapkan pendapat)
o When individuals are reluctant to mention ideas that seem silly because they believe (often correctly)
that other team members are silently evaluating them.
3. Pressure to conform
4. Groupthink
o Is the tendency of highly cohesive groups to value consensus at the price of decision quality.
5. Group polarization
o Is the tendency of teams to make more extreme decisions than individual working alone
o Why occurs:
First, team members become comfortable with more extreme positions when they realize that
co-workers also generally support the same position.
Second, persuasive arguments favoring the dominant position convince doubtful members and
help form a consensus around the extreme option.
Finally, individuals feel less personally responsible for the decision consequences because the
decision is made by the team.
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9. Discuss the potential benefits and limitations of brainstorming.

TEAM STRUCTURES TO IMPROVE CREATIVITY AND DECISION MAKING
1. Constructive conflict
o Refers to conflict in which team members debate their different perceptions about an issue in a way that
keeps the conflict focused on the task rather than people
o constructive because participants pay attention to facts and logic and avoid statements that generate
emotional conflict
o Problems: difficult to apply, healthy debate can slide into personal attacks, inconsistent decision making
2. Brainstorming
o Is a free-wheeling, face to-face meeting where team members arent allowed to criticize, but are
encouraged to speak freely, generate as many ideas as possible, and build on the ideas of others
(piggyback or hitchhike that combine and improve on ideas already presented).
o More creative idea generated, provide valuable nonverbal communication that spreads enthusiasm, also
produce higher customer satisfaction than people are working alone in the product
3. Electronic brainstorming
o Using special computer software, participants share ideas while minimizing the team dynamics problems
inherent in traditional brainstorming sessions
o Not widely used because too structured and technology-bound for some executives. Also, it may work
best for certain types of decisions but not for others (e.g. it is less effective than face to face meeting
where decision making is less important than social bonding and emotional interaction)
4. Delphi method
o A structured team decision-making process of systematically pooling the collective knowledge of experts
on a particular subject to make decisions, predict the future, or identify opposing views.
5. Nominal group technique
o Structured team decision-making process whereby team members independently write down ideas,
describe and clarify them to the group, and then independently rank or vote on them
o Combine individual efficiencies with team dynamics
o Generate better quality ideas
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10. Outline the four types of team building.

TEAM BUILDING is formal activities intended to improve the development and functioning of a work team. Also reshape
team norms and strengthen cohesiveness.
TYPES OF TEAM BUILDING

1. Goal setting
o Clarify the teams performance goals, increase the teams motivation to accomplish these goals, and
establish a mechanism for systematic feedback on the teams goal performance
2. Role definition
o Involves clarifying and reconstructing members perceptions of their roles as well as the role expectations
they have of other team members
o Encompasses team mental models (internal representation of external world)
3. Interpersonal processes
o Conflict management, direct confrontation, rebuilding trust among team members
4. Problem solving
o Focuses on decision making
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Chapter 9 Communicating in Teams and Organizations

1. Communication The process by which information is transmitted and understood between two or more
people
Effective communication transmitting the senders intended meaning
2. Importance of Communication
a. Coordinating work activities Frequent, timely, and accurate communication is the primary means through
which employees and work units synchronize their work
b. Vehicle for organizational learning Means for knowledge to enter the organization and be distributed to
employees
c. Decision making Critical ingredient for decision making
d. Influencing others changing their behavior May be passive e.g. describing the situation or may be a
deliberate attempt to change someones thoughts/actions
e. Employee well-being Fulfills the drive to bond; validates self-worth; maintain social identity
3. Model of Communication
Noise Psychological, social, and structural barriers that distort and obscure the sender's intended message
4. Improving Communication Coding/Decoding

a. Communication channel proficiency Sender and receiver are both motivated and able to communicate
through the communication channel
b. Similar codebooks Codebooks are symbols used to convey message content, e.g. speak the same language
c. Shared context mental models Share common understanding relating to the information so less
communication is needed to clarify meaning
d. Experience encoding the message As a person gains more experience with the subject matter, he/she
becomes more proficient at conveying the message
5. Computer-Mediated Communication
a. Email
1) How email has altered communication
a) Preferred medium for coordinating work e.g. scheduling;
b) Often increases the volume of communication;
c) Significantly alters the flow of information within groups and throughout the organization;
d) Reduces some face-to-face and telephone communication;
e) Increases communication with people up the hierarchy;
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f) Social and organizational status differences are somewhat less apparent;

g) Reduces stereotype biases (hides age, race, etc.), however, it also tends to increase reliance on
stereotypes when we are already aware of the other persons personal characteristics.
2) Problems with email
a) Poor medium for communicating emotions
b) Reduces politeness and respect
c) Poor medium for ambiguous, complex, and novel situations
d) Contributes to information overload
b. Social Networking Communication
1) User-generated content
a) Users, not professionals, create the content
b) Usually interactive and dynamiccan respond vs. passive reading or watching
c) Many forms, e.g. blogs, wikis, instant messages, tweets, personal presentation sites (e.g. Facebook)
2) Serves diverse functions
a) Presenting individuals identity, enabling conversations, sharing information, sensing others online
presence, maintaining relationships, revealing status, supporting interest communities.
c. Nonverbal Communication influences meaning of verbal symbols that include actions, facial gestures,
physical distance, and even silence
1) Nonverbal differs from communication in a couple of ways:
a) Less rule bound than verbal communication;
b) Most is automatic and nonconscious.
d. Emotional Contagion The automatic process of sharing another persons emotions by mimicking their facial
expressions and other nonverbal behavior
Serves three purposes:
1) Provides continuous feedback to speaker;
2) Increases emotional understanding of the other persons experience;
3) Communicates a collective sentiment sharing the experience as part of drive to bond
6. Choosing the Best Communication Channel there are two important elements to consider are social
acceptance and media richness
a. Social acceptance The automatic process of sharing another persons emotions by mimicking their facial
expressions and other nonverbal behavior, depends on:
1) Firm norms for using the channel, e.g. email or text messaging
2) Individual preferences for using the channel, e.g. some co-workers ignore voice mail, but quickly respond
to email
3) Symbolic meaning of the channel, e.g. some form might be considered professional vs. casual.
b. Media richness a mediums data-carrying capacity, i.e. the volume and variety of information that can be
transmitted during a specific time, communication has high richness when:
1) It is able to convey multiple cues, e.g. both verbal and nonverbal information
2) Allows timely feedback from receiver to sender
3) Allow the sender to customize the message
4) Makes use of complex symbols, e.g. words with multiple meanings
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c. Media-Richness Hierarchy
1) Contingencies of Media Richness

a) Routine situations lean media works because the sender and receiver have common
expectations through shared mental models
b) Ambiguous situations requires rich media because the parties must share large amounts of
information with immediate feedback to resolve multiple and conflicting interpretations
2) Evaluating Media-Richness Theory Media richness theory less applicable to computer-mediated
channels because:
a) The ability to multicommunicate, e.g. write text message while listening to a discussion at a large
meeting
b) More varied proficiency levels, e.g. experienced smartphone users can deal with messages
quickly
c) Social distractions of rich channels Lean channels have less social distraction than do media
rich channels
3) Communication Channels and Persuasion
a) Persuasion The use of facts, logical arguments, and emotional appeals to change another
persons beliefs and attitudes, usually for the purpose of changing the persons behavior.
Three main reasons for the persuasive effect:
a) Accompanied by nonverbal communication hand gestures

b) Has high quality immediate feedback
c) Has high social presence
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7. Communication barriers
a. Perception
1) Receivers dont listen as well as senders assume
2) Senders overestimate how well other people understand the message
b. Filtering
1) May involve deleting or delaying negative information or using less harsh words so the message sounds
more favorable
c. Language
1) Jargon specialized words and phrases may become a source of noise when transmitted to people who
do not have the jargon codebook
2) Ambiguity language has built-in ambiguities that cause misunderstandings; may be used to minimize
the risk of conflict e.g. using a phrase such as rightsizing
d. Information Overload
The volume of information received exceeds the persons capacity to process it
1) Information processing capacity the amount of information an employee is able to process in a fixed
unit of time
2) Information load the amount of information to be processed per unit of time (jobs have a varying
information load)
3) Information overload creates noise in the communication system information gets overlooked or
misinterpreted when people cant process it fast enough, resulting in poorer quality decisions and higher
stress
e. Managing Information Overload
1) Increase information processing capacity
a) Learn to read faster
b) Scan through documents more efficiently
c) Remove distractions
d) Time management
e) Temporarily work longer hours
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2) Reduce information load

a) Buffering having incoming information filtered
b) Omitting overlooking messages
c) Summarizing reading executive summaries
8. Cross-Cultural Communication
a. Verbal differences language, voice intonation, silence/conversational overlaps
b. Nonverbal differences Nonconscious or involuntary nonverbal cues tend to have the same meaning but
deliberate gestures often have different interpretation
9. Gender Communication Differences
a. Men consider more power, status, and functionality
1) Report talk
2) Give advice directly
3) Dominate the talk time in conversations with women
b. Women consider more interpersonal relations
1) Engage in rapport talk
2) Indirect advice/requests
3) Sensitive to nonverbal cues
10. Improving Interpersonal Communication
a. Getting your message across
1) Empathize
2) Repeat the message
3) Use timing effectively
4) Focus on the problem not the person
b. Active Listening Process & Strategies
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11. Improving Communication throughout the Hierarchy

a. Workspace design
1) Open offices all employees (including management) work together; increase communication; potentially
increases noise, distractions, loss of privacy
2) Cluster employees into team spaces
b. Web-based organizational communication
1) Wikis collaborative document creation
2) E-zines rapid distribution of company news
c. Direct communication with management
1) Management by walking around (MBWA)
2) Town hall meetings/roundtable forums to hear opinions
12. Communicating through Grapevine
a. Grapevine - an unstructured and informal network founded onsocial relationships rather than organizational
charts or job descriptions
b. Early research finding
1) Transmits information very rapidly in all directions
2) Follows a cluster chain pattern
3) More active in homogeneous groups
4) Transmits some degree of truth
c. Changes due to internet
1) Email, social networking sites, tweets becoming the main grapevine mediums
2) Social networks are now global
d. Benefits and Limitation
1) Benefits
a) Fills in missing information not available through formal channels
b) Strengthens corporate culture e.g. communicates stories
c) Relieves anxiety most active during times of uncertainty
d) Associated with drive to bond drive for social interaction
2) Limitations
a) Distortions might escalate rather than reduce anxiety
b) Employees develop more negative attitudes toward the organization when management is slower
than the grapevine; What should corporate leaders do with the grapevine?
c) Listen to the grapevine as a signal of employee anxiety, then correct the cause of this anxiety
d) Directly inform employees of news before it spreads through the grapevine
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Chapter 11 Conflict and Negotiation in the Workplace and Work-Related Stress

1. Definition of Conflict
A process in which one party perceives that his or her interests are being opposed or negatively affected by
another party.
2. Is Conflict Good or Bad?
3. Consequences of Workplace Conflict

POSITIVE NEGATIVE
Better decision making Uses productive time
Tests ogic of arguments; and Less information sharing
Questions assumption. Higher stress, dissatisfaction, and turnover
More responsive to changing environment Increases organizational politics
Stronger team cohesion Wastes resources
Weakens team cohension
4. Task (Constructive) vs. Relationship Conflict
a. Task (constructive) conflict
1) Conflict due to disagreements about how a task should be accomplished while maintaining
respect for people having other points of view.
2) Focuses on task as a source of conflict.
3) Try to understad the logic and assumptions of each position.
b. Relationship conflict
1) Conflict due to differences in personal values, individuals styles, and personality
(characteristics of other individual) rather than on the issues.
2) Focuses on people as a source of conflict.
3) Accompanied by strong negative emotions (drive to defend).
5. Separating Task Conflict from Relationship Conflict
Goal encourage constructive conflict and to minimize relationship conflict
Problem relationship conflict often develops when engagng in constructive conflict.
Three conditions that minimize relationship conflict:
a. Emotional intelligence Emotionally intelligent employees are better able to regulate their emotions
during debate, thus reducing the risk of escalating perceptions of interpersonal hostility.
b. Cohesive team Highly cohesive team will show their emotion towards each other without being
personally offended. Produces stronger social identity motivated to avoid escalating relationship
conflict.
c. Supportive team norms Team norms can suppress relationship conflict during debate openness,
discourage displaying negative emotions toward co-workers, and humor to maintain positive group
emotions.
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6. Conflict Process Model
7. Structural Sources of Conflict in Organizations leads on or both parties to perceive that conflict exists
a. Incompatible goals Goals of one party perceived to interfere with others goals e.g. cost efficiency
vs. customer service.
b. Differentiation Divergent beliefs may agree on a common goal but have different beliefs about
how to achieve that goal. Also explains about cross-cultural and intergenerational conflicts tension
during mergers.
c. Interdependence Conflict increases with interdependence greater chance that each side will
disrupt or interfere with the others goals.
Three levels of interdependence:
1) Pooled interdependence work units rely on a common resource or authority, e.g. shared
administrative support
2) Sequential interdependence one persons output is next persons input, e.g. assembly
line
3) Reciprocal interdependence output is exchanged so employees are highly dependent on
each other, e.g. medical team
d. Scarce resources Motivates competition for the resource may udermine others who also need
that resource to fulfill their goals
e. Ambiguous rules Creates uncertainty threatens goals, and also encourages political tactics
(because there are no underlying rules)
f. Communication problems Rely on stereotypes when parties lack opportunity to communicate; Less
motivated to communicate because relationship is uncomfortable; and arrogant communication
escalates perceptions of conflict escalates conflict when other party reciprocates.
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8. Interpersonal Conflict-Handling Styles
9. Five Conlict-Handling Styles

a. Problem-solving Win-win orientation tries to find a mutually beneficial solution, i.e. both parties
collaborate to identify common ground and potential solutions that satisfy everyone.
Best when:
1) Interest are not perfectly opposing;
2) Parties have trust/openness; and
3) Issues are complex.
Problem:
1) Sharing infrmation that the other party might use to their advantage;
2) Takes time.
b. Forcing Win-lose orientation tries to win the conflict at the others expense; relies on hard
influence tactics, particularly assertiveness to get ones own way.
Best when:
1) You have a deep conviction about your position;
2) Quick resolution required;
3) Other party would take advantage of cooperation.
Problem:
1) Highest risk of relationship conflict;
2) May damage long-term relations;
3) Reduce future problem-solving.
c. Avoiding Smooth over or avoid conflict situations; low concern for both self and the other party
avoiders try to find ways to avoid thinking about the conflict.
Best when:
1) Conflict has become emotionally-charged (relationship conflict);
2) Conflict resolution cost is higher than its benefits.
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Problem:
1) Doesnt usually resolve the coflict;
2) May increase the other partys frustration.
d. Yielding Giving in completely to the other sides wishes making unilateral concessions and
offering help with no expectation of reciprocal help.
Best when:
1) Other party has much more power;
2) Issue is much less important to you than to the other party;
3) Value/logic of your position is imperfect.
Problem:
1) Increases other partys expectations for the future.
e. Compromising Reach a middle ground between the interests of the parties
Best when:
1) Parties have equal power;
2) Quick solution is required i.e. time pressures;
3) Parties lack trust/openness for problem solving.
Problem:
1) Sub-optimal solution where mutual gains are possible.
10. Cultural and Gender Differences in Conflict-Handling Styles Each and every cultural and gender has their
own preferred conflict-handling style
11. Structural Approaches to Conflict Management
a. Emphasize superordinate goals superordinate goal a broad goal that all parties to a dispute value
and agree is important
1) Emphasize common strategic objecive rather than objectives specific to the individual or
work-unit;
2) Reduce goal incompatibility and differentiation.
b. Reduce differentiation
1) Reduce differences that generate conflict;
2) Create common experiences, e.g. moving staff across merged companies.
c. Improve communication/understanding Conflicting parties are given more opportunities to
communicate and understand each other communication
1) Conflicting parties are given more opportunities to communicate and understand each
other
2) Relates to contact hypothesis
3) This should be applied only when differentiation is sufficiently low/after differentiation ha
been reduced (or could escalate conflict); people in collectivist and high power distance
cultures are less comfortable with using direct communication.
d. Reduce interdependence
1) Create buffers decoupling the relationship, e.g. build up inventories in assembly line vs.
just-in-time inventory system
2) Use integrators, i.e. employees (human buffers) who coordinate the activities of
differentiated work units toward completion of a common task, e.g. coordinate efforts of
several departments to launch a new product
3) Combine jobs reduces task interdependence and is a form of job enrichment, e.g. each
person assembles an entire product.
42
e. Increase resources
1) Increases the aount of resources available.
f. Clarify rules and procedures
1) Establish rules and procedures, e.g. create a schedule;
2) Clarifying roles and responsibilities.
12. Resolving Conflict through Negotiation

Negotiation The process whereby two or more conflicting parties attempt to resolve their divergent goals
by redefining the terms of their interdependence.
a. Bargaining-Zone Model of Negotiations Bargaining zone negotiation process involves each party
moving along a continuum in opposite directions with an area of potential overlap called the
bargaining zone
1) Initial offer point Your opening offer best expectation

2) Target point Your realistic goal or expectation for a final agreement
3) Resistance point The point beyond which you will make no further concessions
b. Situational Influences on Negotiations
1) Location
a) Advantages of home turf, i.e. you are familiar with the negotiating environment; no
travel-related stress;
b) Easier access to resources.
c) Problem you cant walk out of negotiations
d) Neutral territory, e.g. phone calls, videoconferencing but skilled negotiators usually
prefer media richness of face-to-face
2) Physical setting
a) Physical distance between the parties and formality of the setting can affect
negotiations, e.g. convey win-win orientation by dispersing people around the table.
3) Time passage and deadlines
a) The more time people invest in negotiations, the stronger is their commitment to
reaching an agreement.
b) Increases the motivation to resolve the conflict, but it also fuels the escalation of
commitment problems.
4) Audience characteristics Audience - anyone with a vested interest in the negotiation
Outcomes, e.g. executives, other team members, general public.
a) When observed, negotiators tend to be more competitive, less willing to make
concessions, and more likely to engage in political tactics against the other party, i.e.
saving face and taking hardline approach.
43
c. Negotiator Skills
1) Preparation and goal setting Negotiators should carefully think through their initial-
offer, target, and resistance points. They need to consider alternative strategies in case the
negotiation fails.
2) Gathering information Seek to understand before you seek to be understood we
should spend more time listening closely to the other party and asking for details.
3) Communicating effectively Effective negotiators communicate in a way that maintains
effective relationships between the parties
4) Making concessions
a) Enable the parties to move toward the area of potential agreement;
b) Symbolize each partys motivation to bargain in good faith;
c) Tell the other party of the relative importance of the negotiating items.
13. Third-Party Conflict Resolution Any attempt by a relatively neutral person to help conflicting parties resolve
their differences.
a. Types of Third-Party Interventions

1) Arbitration
a) High control over final decision low control over process
b) Final stage of grievances by unionized employees in many countries becoming more
common in nonunion conflicts.
2) Inquisition
a) Control all discussion about the conflict
b) High decision control and high process control
3) Mediation
a) Mediators have high control over the intervention process, but little to no control
over the conflict resolution decision
b. Choosing the Best Third-Party Strategy
1) Managers prefer inquisitional strategy
a) Consistent with decision-oriented nature of managerial jobs
b) Usually the least effective third-party conflict resolution method
c) Conflicts with procedural justice principles
44
2) Mediation potentially offers highest satisfaction with process and outcomes

a) Gives employees more responsibility for resolving disputes
b) When mediation fails arbitration seems to work best due to procedural fairness i.e.
applies predetermined rules of evidence and other processes
45

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RANGKUMAN UTS MPSDM Alvania Safira, Fahriandra Adiwisesa, dan Huda Aulia Arifin

Chapter 1 Introducing to Organizational Behavior

Perspectives of Organizational Behavior

Four perspectives of organizational effectiveness:

Internal-Subsystems Effectiveness: Organizatioal efficiency: the amount of outputs relative to inputs

b. Organizational Learning (Knowledge management): a perspective which holds that organizational

Types of Individual Behavior

Contemporary Challenges for Organizations

Anchors of Organizational Behavior Knowledge

Chapter 2 Individual Behavior, Personality, and Values

Five-Factor Model of Personality

Caveats About Personality Testing in Organizations

Self-Concept: The I in Organizational Behavior

Values in the Workplace

Schwarts Value Circumplex.

Values and Individual Behavior

Moral Intensity, Ethical Sensitivity, and Situational Influences

Chapter 4 Workplace Emotions, Attitudes, and Stress

Emotions, Attitudes, and Behavior

How emotions Influence Attitudes and Behavior

Affective commitment is usually beneficial, whereas continuance commitment tends to be dysfunctional.

Work-Related Stress and Its Management

General Adaptation Syndrome

Individual Difference in Stress

Chapter 5 Foundations of Employee Motivation

Physiological. The need for food, air, water,

WHAT MASLOW CONTRIBUTED TO MOTIVATION THEORY

WHATS WRONG WITH NEEDS HIERARCHY MODELS?

LEARNED NEEDS THEORY

Implications of Four Drive Theory

2. Increasing P-to-O Expectancies

3. Increasing Outcome Valences

6. Describe the characteristics of effective goal setting and feedback.

EFFECTIVE GOAL SETTING CHARACTERISTICS

7. Summarize equity theory and describe how to improve procedural justice.

CHAPTER 6 Applied Performance Practices

1. Discuss the advantages and disadvantages of the four reward objectives.

4 TYPES OF REWARDS IN THE WORKPLACE

2. Identify several team- and organizational-level performance-based rewards.

- Piece-rate systems reward employees according to the number of units produced

3. Describe five ways to improve reward effectiveness.

4. Discuss the advantages and disadvantages of job specialization.

5. Diagram the job characteristics model of job design.

CORE JOB CHARACTERISTICS

7. Define empowerment and identify strategies that support empowerment.

8. Describe the five elements of self-leadership.

9. Identify specific personal and work environment influences on self-leadership.

Chapter 10 Developing High Performance Teams

1. Identify the characteristics of self-directed work teams (SDWTs).

3. Summarize three challenges to SDWTs.

4. Explain why organizations rely increasingly on virtual teams.

6. Summarize the three foundations of trust in teams.

INDIVIDUAL DIFFERENCES IN TRUST

DYNAMICS OF TRUST IN TEAMS

7. Identify five constraints on team decision making.

9. Discuss the potential benefits and limitations of brainstorming.

10. Outline the four types of team building.

TYPES OF TEAM BUILDING

Chapter 9 Communicating in Teams and Organizations

4. Improving Communication Coding/Decoding

f) Social and organizational status differences are somewhat less apparent;

1) Contingencies of Media Richness

Three main reasons for the persuasive effect: