組織行為學(xué)255課件

18八月2024組織行為學(xué)255AFTERSTUDYINGTHISCHAPTERANDLISTENINGTOMYLECTUER,IHOPETHTAT

YOUWILLBEABLETO:Defineorganizationalbehavior(OB).Describewhatmanagersdo.ExplainthevalueofthesystematicstudyofOB.ListthemajorchallengesandopportunitiesformanagerstouseOBconcepts.IdentifythecontributionsmadebymajorbehavioralsciencedisciplinestoOB.LEARNINGOBJECTIVESDescribewhymanagersrequireaknowledgeofOB.ExplaintheneedforacontingencyapproachtothestudyofOB.LEARNINGOBJECTIVES(cont’d)WhatManagersDoManagerialActivitiesMakedecisionsAllocateresourcesDirectactivitiesofotherstoattaingoalsWhereManagersWorkManagementFunctionsManagement

FunctionsPlanningOrganizingLeadingControllingManagementFunctions(cont’d)ManagementFunctions(cont’d)ManagementFunctions(cont’d)ManagementFunctions(cont’d)EXHIBIT1-1aMintzberg’sManagerialRolesEXHIBIT1-1bMintzberg’sManagerialRoles(cont’d)EXHIBIT1-1cMintzberg’sManagerialRoles(cont’d)ManagementSkillsEffectiveVersusSuccessfulManagerialActivities(Luthans)TraditionalmanagementDecisionmaking,planning,andcontrollingCommunicationsExchangingroutineinformationandprocessingpaperworkHumanresourcemanagementMotivating,disciplining,managingconflict,staffing,andtrainingNetworkingSocializing,politicking,andinteractingwithothersEXHIBIT1-2AllocationofActivitiesbyTimeEnterOrganizationalBehaviorContributingDisciplinestotheOBFieldEXHIBIT1-3aContributingDisciplinestotheOBField(cont’d)EXHIBIT1-3bContributingDisciplinestotheOBField(cont’d)EXHIBIT1-3cContributingDisciplinestotheOBField(cont’d)EXHIBIT1-3dContributingDisciplinestotheOBField(cont’d)EXHIBIT1-3fThereAreFewAbsolutesinOBContingency

VariablesxyChallengesandOpportunityforOBRespondingtoGlobalizationManagingWorkforceDiversityImprovingQualityandProductivityRespondingtotheLaborShortageImprovingCustomerServiceChallengesandOpportunityforOB(cont’d)ImprovingPeopleSkillsEmpoweringPeopleCopingwith“Temporariness”StimulationInnovationandChangeHelpingEmployeesBalanceWork/LifeConflictsImprovingEthicalBehaviorEXHIBIT1-6BasicOBModel,StageITheDependentVariablesxyTheDependentVariables(cont’d)TheDependentVariables(cont’d)TheDependentVariables(cont’d)TheDependentVariables(cont’d)TheIndependentVariablesIndependent

VariablesIndividual-LevelVariablesOrganization

System-Level

VariablesGroup-Level

VariablesORGANIZATIONALBEHAVIORAFTERSTUDYINGCHAPTERTHREEANDLISTENINGTOMYLECTUER,YOUSHOULDBEABLETO:

Contrastterminalandinstrumentalvalues.Listthedominantvaluesintoday’sworkforce.Identifythefivevaluedimensionsofnationalculture.Contrastthethreecomponentsofanattitude.Summarizetherelationshipbetweenattitudesandbehavior.中國最大的資料庫下載Identifytheroleconsistencyplaysinattitudes.LEARNINGOBJECTIVESAFTERSTUDYINGTHISCHAPTER,

YOUSHOULDBEABLETO:Statetherelationshipbetweenjobsatisfactionandbehavior.Identifyfouremployeeresponsestodissatisfaction.LEARNINGOBJECTIVES(cont’d)ValuesTypesofValues–-RokeachValueSurveyValuesintheRokeachSurveyEXHIBIT3-1aValuesintheRokeachSurvey

(cont’d)EXHIBIT3-1bMeanValueRankingsofExecutives,UnionMembers,andActivistsEXHIBIT3-2DominantWorkValuesinToday’sWorkforceEXHIBIT3-3Values,Loyalty,andEthicalBehaviorEthicalClimatein

theOrganizationEthicalValuesandBehaviorsofLeadersHofstede’sFrameworkforAssessingCulturesHofstede’sFramework(cont’d)Hofstede’sFramework(cont’d)Hofstede’sFramework(cont’d)Hofstede’sFramework(cont’d)TheGLOBE

Framework

for

Assessing

CulturesAssertivenessFutureOrientationGenderdifferentiationUncertaintyavoidancePowerdistanceIndividual/collectivismIn-groupcollectivismPowerorientationHumaneorientationEXHIBIT3-4AttitudesTypesofAttitudesTheTheoryofCognitiveDissonanceDesiretoreducedissonanceImportanceofelementscreatingdissonanceDegreeofindividualinfluenceoverelementsRewardsinvolvedindissonanceMeasuringtheA-BRelationshipRecentresearchindicatesthattheattitudes(A)significantlypredictbehaviors(B)whenmoderatingvariablesaretakenintoaccount.ModeratingVariablesImportanceoftheattitudeSpecificityoftheattitudeAccessibilityoftheattitudeSocialpressuresontheindividualDirectexperiencewiththeattitudeSelf-PerceptionTheoryAnApplication:AttitudeSurveysSampleAttitudeSurveyEXHIBIT3-5JobSatisfactionMeasuringJobSatisfactionSingleglobalratingSummationscoreHowSatisfiedArePeopleinTheirJobs?Jobsatisfactiondeclinedto50.7%in2000Declineattributedto:PressurestoincreaseproductivityLesscontroloverworkTheEffectofJobSatisfactiononEmployeePerformanceSatisfactionandProductivitySatisfiedworkersaren’tnecessarilymoreproductive.Workerproductivityishigherinorganizationswithmoresatisfiedworkers.SatisfactionandAbsenteeismSatisfiedemployeeshavefeweravoidableabsences.SatisfactionandTurnoverSatisfiedemployeesarelesslikelytoquit.Organizationstakeactionstocultivatehighperformersandtoweedoutlowerperformers.ResponsestoJobDissatisfactionEXHIBIT3-6HowEmployeesCanExpressDissatisfactionJobSatisfactionandOCBSatisfactionandOrganizationalCitizenshipBehavior(OCB)Satisfiedemployeeswhofeelfairlytreatedbyandaretrustingoftheorganizationaremorewillingtoengageinbehaviorsthatgobeyondthenormalexpectationsoftheirjob.ORGANIZATIONALBEHAVIORWWW.PRENHALL.COM/ROBBINSAfterstudyingchapterfiveandlisteningtomylecture,youshouldbeableto:

Explainhowtwopeoplecanseethesamethingandinterpretitdifferently.Listthreedeterminantsofattribution.Describehowshortcutscanassistinordistortourjudgmentofothers.Explainhowperceptionaffectsthedecision-makingprocess.Outlinethesixstepsintherationaldecision-makingmodel.LEARNINGOBJECTIVESOutlinecontinues:Describetheactionofaboundedlyrationaldecisionmaker.Identifytheconditionsinwhichindividualsaremostlikelytouseintuitionindecisionmaking.Describefourstylesofdecisionmaking.Defineheuristicsandexplainhowtheybiasdecisions.Contrastthethreeethicaldecisioncriteria.LEARNINGOBJECTIVES(cont’d)WhatIsPerception,andWhyIsItImportant?People’sbehaviorisbasedontheirperceptionofwhatrealityis,notonrealityitself.Theworldasitisperceivedistheworldthatisbehaviorallyimportant.FactorsThat

InfluencePerceptionEXHIBIT5-1PersonPerception:MakingJudgmentsAboutOthersDistinctiveness:showsdifferentbehaviorsindifferentsituations.Consensus:responseisthesameasotherstosamesituation.Consistency:respondsinthesamewayovertime.AttributionTheoryEXHIBIT5-2ErrorsandBiasesinAttributionsErrorsandBiasesinAttributions(cont’d)FrequentlyUsedShortcutsinJudgingOthersFrequentlyUsedShortcutsinJudgingOthersFrequentlyUsedShortcutsinJudgingOthersSpecificApplicationsinOrganizationsEmploymentInterviewPerceptualbiasesaffecttheaccuracyofinterviewers’judgmentsofapplicants.PerformanceExpectationsSelf-fulfillingprophecy(pygmalioneffect):Thelowerorhigherperformanceofemployeesreflectspreconceivedleaderexpectationsaboutemployeecapabilities.PerformanceEvaluationsAppraisalsaresubjectiveperceptionsofperformance.EmployeeEffortAssessmentofindividualeffortisasubjectivejudgmentsubjecttoperceptualdistortionandbias.TheLinkBetweenPerceptionsandIndividualDecisionMakingPerceptionsofthedecisionmakerOutcomesAssumptionsoftheRationalDecision-MakingModelProblemclarityKnownoptionsClearpreferencesConstantpreferencesNotimeorcostconstraintsMaximumpayoffStepsintheRationalDecision-MakingModelEXHIBIT5-3TheThreeComponentsofCreativityEXHIBIT5-4HowAreDecisionsActuallyMadeinOrganizationsHowAreDecisionsActuallyMadeinOrganizations(cont’d)How/WhyproblemsareidentifiedVisibilityoverimportanceofproblemAttention-catching,highprofileproblemsDesireto“solveproblems”Self-interest(ifproblemconcernsdecisionmaker)AlternativeDevelopmentSatisficing:seekingthefirstalternativethatsolvesproblem.Engaginginincrementalratherthanuniqueproblemsolvingthroughsuccessivelimitedcomparisonofalternativestothecurrentalternativeineffect.MakingChoicesMakingChoicesDecision-StyleModelEXHIBIT5-5OrganizationalConstraintsonDecisionMakersPerformanceEvaluationEvaluationcriteriainfluencethechoiceofactions.RewardSystemsDecisionmakersmakeactionchoicesthatarefavoredbytheorganization.FormalRegulationsOrganizationalrulesandpolicieslimitthealternativechoicesofdecisionmakers.System-imposedTimeConstraintsOrganizationsrequiredecisionsbyspecificdeadlines.HistoricalPrecedentsPastdecisionsinfluencecurrentdecisions.CulturalDifferencesinDecisionMakingProblemsselectedTimeorientationImportanceoflogicandrationalityBeliefintheabilityofpeopletosolveproblemsPreferenceforcollectdecisionmakingEthicsinDecisionMakingEthicalDecisionCriteriaUtilitarianismSeekingthegreatestgoodforthegreatestnumber.RightsRespectingandprotectingbasicrightsofindividuals.JusticeImposingandenforcingrulesfairlyandimpartially.EthicsinDecisionMakingEthicsandNationalCultureTherearenoglobalethicalstandards.Theethicalprinciplesofglobalorganizationsthatreflectandrespectlocalculturalnormsarenecessaryforhighstandardsandconsistentpractices.ORGANIZATIONALBEHAVIORAfterstudyingchaptersixandlisteningtomylecture,youshouldbe

ableto:Outlinethemotivationprocess.DescribeMaslow’sneedhierarchy.ContrastTheoryXandTheoryY.Differentiatemotivatorsfromhygienefactors.Listthecharacteristicsthathighachieverspreferinajob.Summarizethetypesofgoalsthatincreaseperformance.LEARNINGOBJECTIVESDefiningMotivationKeyElementsIntensity:howhardapersontriesDirection:towardbeneficialgoalPersistence:howlongapersontriesGoing“BeyondtheFringe”inBenefits:EspeciallyCreativeRewardPracticesCompanyAppleComputerPublixSuperMarketsAdvantaCorporationWestinHotelsWorthingtonIndustriesReader’sDigestPitneyBowesSteelcaseDeltaAirlinesRewardStockpurchaseoptionsPartialownershipinthecompanyOpportunitytohelptrainnewemployeesFreemealswhileonthejobHaircutsfor$2whileatworkFridaysoffduringthemonthofMayCoursesinrealestate,golf,painting,photography,andcakedecoratingAccesstocampingfacilitiesandequipmentFreeairlinetravelforemployeesandspousesSASCompany???TheoryXandTheoryY(DouglasMcGregor)NeedHierarchyTheoryPhysiologicalneedsSafetyneedsSocialneedsEsteemneedsSelf-actualizationneedsLower-orderneedsHigher-orderneedsTwo-FactorTheory(FrederickHerzberg)ComparisonofSatisfiersandDissatisfiersFactorscharacterizingeventsonthejobthatledtoextremejobdissatisfactionFactorscharacterizingeventsonthejobthatledtoextremejobsatisfactionOverviewofExpectancyTheoryEffortExpectancyInstrumentalityValenceofrewardPerformanceRewardMOTIVATIONRoleperceptionsandopportunitiesAbilitiesandtraitsJOBPERFORMANCEXX

EquityTheory:ASummaryandExampleINEQUITABLERELATIONSHIPAndyisoverpaidcomparedtoBillBillisunderpaidcomparedtoAndyBill’soutcomes($25,000/year)Bill’sinputs(40hours/week)Andy’soutcomes($30,000/year)Andy’sinputs(40hour/week)AndyfeelsguiltyBillfeelsangryEQUITABLERELATIONSHIPAndy’soutcomes($30,000/year)Andy’sinputs(40hour/week)AndyisequitablypaidcomparedtoBillBill’soutcomes($30,000/year)Bill’sinputs(40hours/week)BillisequitablypaidcomparedtoAndyBillfeelssatisfiedAndyfeelssatisfiedGoal-SettingTheory(EdwinLocke)GoalSetting:SomeImpressiveEffectsPercentageofMaximumWeightCarriedonEachTripBeforegoalAfterGoalFour-WeekPeriods506070809010012456789101112SevenYearsLater94Therewasadramaticimprovementinper-formanceafteragoalwassetPerformanceatthegoallevelwassustainedsevenyearsafterthegoalwasfirstsetGoallevel3ERGTheory(ClaytonAlderfer)CoreNeedsExistence:provisionofbasicmaterialrequirements.Relatedness:desireforrelationships.Growth:desireforpersonaldevelopment.Concepts:Morethanoneneedcanbeoperativeatthesametime.Ifahigher-levelneedcannotbefulfilled,thedesiretosatisfyalower-levelneedincreases.DavidMcClelland’sTheoryofNeedsnAchnPownAffMatchingAchieversandJobsCognitiveEvaluationTheoryReinforcementTheoryConcepts:Behaviorisenvironmentallycaused.Behaviorcanbemodified(reinforced)byproviding(controlling)consequences.Reinforcedbehaviortendstoberepeated.FlowandIntrinsicMotivationTheoryKenThomas’sModelofIntrinsicMotivationEmployeesareintrinsicallymotivatedwhenrewardsanemployeegetsfromworkresultfrom:Choice–theabilitytofreelyself-selectandperformtaskactivities.Competence–thesenseofaccomplishmentfromskillfullyperformingchosentasksoractivities.Meaningfulness–pursuingataskthatmattersinthelargerschemeofthings.Progress–thefeelingofsignificantadvancementinachievingthetask’spurpose.EquityTheoryReferentComparisons:Self-insideSelf-outsideOther-insideOther-outsideEquityTheory(cont’d)EXHIBIT6-7EquityTheory(cont’d)Choicesfordealingwithinequity:Changeinputs(slackoff)Changeoutcomes(increaseoutput)Distort/changeperceptionsofselfDistort/changeperceptionsofothersChooseadifferentreferentpersonLeavethefield(quitthejob)EquityTheory(cont’d)Propositionsrelatingtoinequitablepay:Overrewardedemployeesproducemorethanequitablyrewardedemployees.Overrewardedemployeesproduceless,butdohigherqualitypiecework.Underrewardedhourlyemployeesproducelowerqualitywork.Underrewardedemployeesproducelargerquantitiesoflower-qualitypieceworkthanequitablyrewardedemployeesEquityTheory(cont’d)ExpectancyTheoryEXHIBIT6-8PerformanceDimensionsEXHIBIT6-9IntegratingContemporaryTheoriesofMotivationEXHIBITUnderstandingWorkTeamsPrenticeHall,2001114Chapter9LearningObjectivesLearnwhyteamsarepopularinmanyorganizationsContrastteamswithgroupsIdentifyfourtypesofteamsExamineconditionswhenteamsarepreferredoverindividualsPrenticeHall,2001115Chapter9LearningObjectivesIdentifycharacteristicsofeffectiveteamsExplainhoworganizationscancreateteamplayersReviewtheroleofdiversityonworkteamsLearnhowmanagementcankeepteamsfrombecomingstagnantandrigidPrenticeHall,2001116Chapter9WhyHaveTeams

BecomeSoPopular?PerformanceoncomplextasksUtilizationofemployeetalentsFlexibilityandresponsivenessMotivationalpropertiesPrenticeHall,2001117Chapter9ShareinformationNeutral(maybenegative)IndividualRandomandvariedGoalSynergyAccountabilitySkillsCollectiveperformancePositiveIndividualandmutualComplementaryWorkGroupsWorkTeamsComparingWorkGroupsandWorkTeamsPrenticeHall,2001118Chapter9Cross-FunctionalSelf-ManagedProblem-SolvingVirtualTypesofTeamsPrenticeHall,2001119Chapter9WhenWillTeamsOutperformIndividuals?InterdependenceTaskComplexityPurposeandGoalsPrenticeHall,2001120Chapter9TheTeamEffectivenessModelProcessWorkDesignCompositionContextPrenticeHall,2001121Chapter9WorkDesignAutonomySkillvarietyTaskidentityTasksignificancePrenticeHall,2001122Chapter9SizePersonalityPreferenceforTeamsAbilityRolesandDiversityFlexibilityCompositionPrenticeHall,2001123Chapter9KeyRolesonTeamsAdviserPromoterProducerLinkerCreatorAssessorOrganizerControllerMaintainerPrenticeHall,2001124Chapter9ContextRewardsystemsAdequateresourcesPerformanceevaluationLeadershipandstructurePrenticeHall,2001125Chapter9CommonPurposeTeamworkProcessesConflictEfficacySpecificGoalsSocialLoafingPrenticeHall,2001126Chapter9TurningIndividualsIntoTeamPlayersSelectionRewardsTrainingPrenticeHall,2001127Chapter9ContemporaryIssues

inManagingTeamsMatureTeamsTotalQualityManagementWorkforceDiversityPrenticeHall,2001128Chapter9CommunicationPrenticeHall,2001129Chapter10LearningObjectivesDescribethecommunicationprocessListbarrierstocommunicationAnalyzetheuseofthegrapevineComparetalkformenandwomenPrenticeHall,2001130Chapter10LearningObjectivesExaminetheroleoftechnologyinorganizationalcommunicationAnalyzethechallengesofcross-culturalcommunicationListbehaviorsrelatedtoactivelisteningPrenticeHall,2001131Chapter10MotivationInformationControlFunctionsofCommunicationEmotionalExpressionPrenticeHall,2001132Chapter10TheCommunicationProcessSourceEncodingReceiverDecodingChannelFeedbackMessageMessagePrenticeHall,2001133Chapter10BarrierstoEffectiveCommunicationInformationOverloadSelectivePerceptionApprehensionFilteringDefensivenessLanguagePrenticeHall,2001134Chapter10DirectionofCommunicationUpwardLateralDownwardPrenticeHall,2001135Chapter10MultidirectionalSkipsauthoritySocial-relatedVerticalFollowsauthorityTask-relatedCommunication

NetworksFormalInformalPrenticeHall,2001136Chapter10ThreeCommonSmall-GroupNetworksChainWheelAll-ChannelPrenticeHall,2001137Chapter10ControlReliabilitySelf-InterestsTheGrapevinePrenticeHall,2001138Chapter10NonverbalCommunicationBodyLanguageParalinguisticsBodyMotionsFacialExpressionsToneofVoicePacingandPitchPrenticeHall,2001139Chapter10ChoiceofCommunicationChannelChannelRichnessTypeofMessageInformationMediumRichestLeanestAmbiguousRoutineFace-to-facetalkTelephoneElectronicmailMemos,lettersFlyers,bulletins,reportsPrenticeHall,2001140Chapter10Contemporary

CommunicationIssuesCommunicationBarriersofMenandWomen“PoliticallyCorrect”CommunicationPrenticeHall,2001141Chapter10WordConnotationsSemanticsToneDifferencesPerceptionDifferencesBarrierstoCross-CulturalCommunicationPrenticeHall,2001142Chapter10High-ContextandLow-ContextCulturesChineseKoreanJapaneseVietnameseArabGreekSpanishItalianEnglishNorthAmericanScandinavianSwissGermanHighContextLowContextPrenticeHall,2001143Chapter10ACulturalGuideCultivateEmpathyEmphasizeDescriptionDevelopaHypothesisAssumeDifferencesPrenticeHall,2001144Chapter10ElectronicCommunicationsWorkspaceWorklifeandpersonallifeOrganizationalboundariesTimeconstraintsGeographicalconstraintsInterpersonalcontactPrenticeHall,2001145Chapter10InternalStrategiesChangingDomainsGeographicDispersionRationingRecruitmentSmoothingBufferingPrenticeHall,2001146Chapter10.Leadership&TrustBesideschapt.11and12concepts,youshouldalsobeableto:Contrastleadershipandmanagement.Understandtraditionalleadershiptheories.Understandtransactional,transitionalandvisionaryleadership.Describecontingencymodel.UnderstandE.I.theory.Understandmanagerialgrid.LearnaboutcharismaticleadersLearnhowtobecomeatransformationalleader.LEARNINGOBJECTIVESLeadershipTheabilitytopositivelyinfluencepeopleandsystemstohaveameaningfulimpactandachieveresultsWhatIsLeadership?TrustandLeadershipLeadershipTRUST

and

INTEGRITYTraditionalleadershiptheoriesThetraitapproach--Involvesdiscerninghowtobealeaderbyexaminingthecharacteristicsandmethodsofrecognizedleaders.b)Thebehavioralapproach--Attemptstodeterminethetypesofleadershipbehaviorsthatleadtosuccessfultaskperformanceandemployeesatisfaction.c)Thecontingencyapproach--Holdsthatthereisnouniversalapproachtoleadership.Rather,effectiveleadershipbehaviordependsonsituationalfactors(i.e.whoisleading,whoisled,andwhatisthesituation)thatmaychangeovertime.d)Theroleapproach--Suggeststhatleadersperformcertainrolesdependingonthesituation.CharacteristicsofSuccessfulLeadersTraitorCharacteristicDriveHonestyandintegrityLeadershipmotivationSelf-confidenceCognitiveabilityKnowledgeofthebusinessCreativityFlexibilityDescriptionDesireforachievement;ambition;highenergy;tenacity;initiativeTrustworthy;reliable;openDesiretoexerciseinfluenceoverotherstoreachsharedgoalsTrustinownabilitiesIntelligence;abilitytointegrateandinterpretlargeamountsofinformationKnowledgeofindustry,relevanttechnicalmattersOriginalityAbilitytoadapttoneedsoffollowersandrequirementsofsituation-1CharismaticLeadershipKeyCharacteristics:VisionandarticulationPersonalriskEnvironmentalsensitivitySensitivitytofollowerneedsUnconventionalbehaviorPath-GoalTheoryLeader’sstyle(instrumental,supportive,participative,achievement-oriented)Contingencyfactors(characteristicsofsubordinates,workenvironments)Perceptionthattheleaderisbeinghelpful(e.g.,eliminatingobstacles)Motivationandjobsatisfactionareenhanced.SituationalLeadershipTheory:ItsBasicDimensionsParticipatingworksbest(followersareabletodothejobbutrequireemotionalsupport)Selling

worksbest(followersareneitherwillingnorabletodothejob)Delegating

worksbest(followers)arewillingtodothejob,andknowhowtogoaboutit)Telling

worksbest(followersarewillingtodothejob,butdon’tknowhowtodoit)Low(abletodojob)High(unabletodojob)High(unwillingtodojob)Low(willingtodojob)TaskBehavior(amountofguidancerequired)RelationshipBehavior(amountofsupportrequired)HerseyandBlanchard’sSituationalLeadershipTheoryFollowerreadiness:abilityandwillingnessLeader:decreasingneedforsupportandsupervisionTheManagerialGridConcernforPeople123456789ConcernforProductionLowHighLowHigh9876543215,5patternMiddle-of-the-roadmanagement9,1patternTaskmanagement9,9patternTeammanagement-theidealstyle1,9pattern“Countryclub”management1,1patternImpoverishedmanagementFig.8-1TransactionalandTransformationalLeadershipContingentRewardManagementbyException(active)ManagementbyException(passive)Laissez-FaireCharismaInspirationIntellectualStimulationIndividualConsiderationEmotionalIntelligenceandLeadershipEffectivenessElementsofEmotionalIntelligence:Self-awarenessSelf-managementSelf-motivationEmpathySocialskillsGuidelinesforBecomingaTransformationalLeader(cont’d)SuggestionBuildconfidencebyrecognizingsmallaccomplishmentstowardthegoal.Celebratesuccessesandaccomplishments.Takedramaticactiontosymbolizekeyorganizationalvalues.Setanexample;actionsspeaklouderthanwords.ExplanationIfagroupexperiencesearlysuccess,itwillbemotivatedtocontinueworkinghard.Formalorinformalceremoniesareusefulforcelebratingsuccess,therebybuildingoptimismandcommitment.Visionsarereinforcedbythingsleadersdotosymbolizethem.Forexample,oneleaderdemonstratedconcernforqualitybydestroyingworkthatwasnotuptostandards.Leadersserveasrolemodels.Iftheywantfollowerstomakesacrifices,forexample,theyshoulddosothemselves..GuidelinesforBecomingaTransformationalLeaderSuggestionDevelopavisionthatisbothclearandhighlyappealingtofollowers.Articulateastrategyforbringingthatvisiontolife.Stateyourvisionclearlyandpromoteittoothers.Showconfidenceandoptimismaboutyourvision.Expressconfidenceinfollowers’capacitytocarryoutthestrategy.ExplanationAclearvisionwillguidefollowerstowardachievingorganizationalgoalsandmakethemfeelgoodaboutdoingso.Don’tpresentanelaborateplan;rather,statethebestpathtowardachievingthemission.Visionsmustnotonlybeclearbutmadecompelling,suchasbyusinganecdotes.Ifaleaderlacksconfidenceaboutsuccess,followerswillnottryveryhardtoachievethatvisionFollowersmustbelievethattheyarecapableofimplementingaleader’svision.Leadersshouldbuildfollowers’self-confidence.FindingandCreatingEffectiveLeadersSelectionReviewspecificrequirementsforthejob.Useteststhatidentifypersonaltraitsassociatedwithleadership,measureself-monitoring,andassessemotionalintelligence.Conductpersonalinterviewstodeterminecandidate’sfitwiththejob.TrainingRecognizetheallpeoplearenotequallytrainable.Teachskillsthatarenecessaryforemployeestobecomeeffectiveleaders.Providebehavioraltrainingtoincreasethedevelopmentpotentialofnascentcharismaticemployees..LPCContingencyTheorySituationalControlLeaderEffectiveness(groupperformance)ModerateLowHighLowHighLowLPC(concernforpeople)HighLPC(concernforproduction)HighLPCleadersarehighlyeffectiveundermoderatesituationalcontrolLowLPCleadersarehighlyeffectiveunderhighsituationalcontrolLowLPCleadersarehighlyeffectiveunderlowsituationalcontrolORGANIZATIONALBEHAVIORAfterstudyingchapter15andlisteningtoclasslecture,youshouldbeableto:Identifythesixkeyelementsthatdefineanorganization’sstructure.Explainthecharacteristicsofabureaucracy.Describeamatrixorganization.Explainthecharacteristicsofavirtualorganization.Summarizewhymanagerswanttocreateboundarylessorganizations.Contrastmechanisticandorganicstructuralmodels.Listthefactorsthatfavordifferentorganizationalstructures.Whydostructuresdiffer?LEARNINGOBJECTIVESWhatIsOrganizationalStructure?KeyElements:WorkspecializationDepartmentalizationChainofcommandSpanofcontrolCentralizationanddecentralizationFormalizationWhatDetermines

OrganizationalStructure?Towhatdegreearetaskssubdividedintoseparatejobs?Onwhatbasiswilljobsbegroupedtogether?Towhomdoindividualsandgroupsreport?