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Organizational Behavior Modification•Reinforcement theory (operant conditioning)
Behaviors that result in desirable consequences are repeated and behaviors that produce undesirable outcomes are avoided.
Reinforcement—when a consequence makes a behavior more likely to be repeated.
Extinction—when a consequence makes a response less likely to be repeated.
StimulusStimulus ResponseResponse Consequence(Outcome)
Consequence(Outcome)
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Organizational Behavior Modification•Organizational behavior modification (OBM)
The systematic application of operant conditioning theory to manage workplace behavior.
Extends operant theory to include consideration of behavioral changes in anticipation of future stimulus-response-consequences sequences.
Recognizes social learning—learning from others’ behaviors and consequences.
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Organizational Behavior Modification Outcomes
StimulusStimulus ResponseResponse
Intrinsic Outcome(Internal)
Intrinsic Outcome(Internal)
ConsequencesConsequences
Extrinsic Outcome(External)
Extrinsic Outcome(External)
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Organizational Behavior Modification (cont’d)
• Implementing an OBM program Step 1: Identify desired performance behaviors Step 2: Determine the base rate of performance Step 3: Identify existing contingencies Step 4: Select an intervention strategy Step 5: Evaluate
Copyright © 2002 by South-Western 16–5
Organizational Behavior Modification (cont’d)
•Effects of OBM programs (examples) Using pay as positive reinforcement. “Docking” pay as punishment. Improving performance to get the boss “off your back”
is negative reinforcement. Using reinforcement schedules to speed up and
motivate learning during training. Providing physical hazard warning stimulus in factories
and aircraft.
Copyright © 2002 by South-Western 16–6
Organizational Behavior Modification (cont’d)
•The ethics of OBM Are attempts to modify behaviors ethical? What must be done to ensure that OBM is used in an
ethical manner? What is the difference between manipulating behavior
and assisting employees to become better organizational members?
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Job and Work Design
•Job (work) design The process by which tasks are
combined to form a job. The formal and informal specification
of task-related activities assigned to and carried out by a worker.
The inherent nature and character of the work performed.
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Job and Work Design (cont’d)
•The craft approach A single skilled worker designed
and built products one at a time from beginning to end.
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Job and Work Design (cont’d)
•The classical approach Work is divided into a small number of simple,
repetitive, and standardized tasks. Adam Smith’s reasons for using the classical approach:
Worker skill and dexterity improves over time. Time savings and production gains from not changing
from one activity to another. Innovations developed by specialized workers. Specialized equipment can be developed. Training time and costs are reduced.
Copyright © 2002 by South-Western 16–10
Job and Work Design (cont’d)
•Scientific management (Taylor) Division of labor used to:
Separate management from rank and file. Create functional supervision within the managerial
ranks. Functionally supervise the rank and file. Implement vertical specialization that removes
planning and controlling activities from production employees.
Implement horizontal specialization that creates many low-skill-level, short-time cycle repetitive jobs.
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Job and Work Design (cont’d)
•Scientific management (cont’d) Problems created by the division of labor approach:
Physical withdrawal—absenteeism Psychological withdrawal—low job satisfaction Physical resistance—work slowdowns, horseplay
•The curse of the classical job design model
SimplifiedWork
Perceptionsof Sameness(Monotony)
Feelings ofBoredom and
Dissatisfaction
DysfunctionalBehavior
FIGURE 16–2
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Job and Work Design (cont’d)
•The transition from classical job design Behavioral School
An approach to job design that had a “human face.”– Productivity could be attained by making the job more
interesting.– Enlarged and enriched jobs are
favorably associated with intrinsic motivation, job satisfaction, work attendance, and performance.
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Job and Work Design (cont’d)
•The job enlargement approach The process of adding breadth to a job by increasing
the number and variety of activities performed by an employee (horizontal loading).
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Job and Work Design (cont’d)
•The job enrichment approach (Herzberg) The process of adding depth to a job by adding
“managerial” activities to the employee’s responsibilities (vertical loading).
Hygiene factors (pay and safe working conditions) do not motivate or create long-term satisfaction.
Motivator factors satisfy and motivate employees: Accountability, achievement, control, feedback,
personal growth and development, and work pace
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Job Characteristics Model
Core JobCharacteristics
ExperiencedPsychological States
Individual Differences
Personal andWork Outcomes
Skill Variety
Task Identity
Task Significance
Task Autonomy
Job Feedback
Meaningfulnessof Work
Responsibility for
Work Outcome
Knowledge of
Results
Employee Growth-
Need Strength
High InternalWork Motivation
High-Quality WorkPerformance
Low Absenteeismand Turnover
FIGURE 16–3Source: J. R. Hackman and G. R. Oldham. 1976. Motivation through the design of work: Test of a theory, Organizational Behavior and Human Performance 16:250–279.
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The Relationship Between Job Complexity and Psychological Ownership
Dimensions ofJob Complexity:
Routes toPsychological Ownership:
Autonomy
Task Identity
Personal Control
Investment of SelfPsychological
Ownership
Intimate KnowingFeedback
FIGURE 16–4
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Job and Work Design (cont’d)
•Current job design issues Individual characteristics Technology Work unit design Leader behavior
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An InterdisciplinaryJob Design Model
JobMechanistic Motivational
Biological Perceptual/motor
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Job and Work Design (cont’d)
•The self-managing team approach Establishing groups of workers who collaborate in the
management and performance of their work. Work in a self-managed group is designed to offer
variety, autonomy, significance, task identity, feedback and opportunities for human interaction.
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The Leader During a Team’s Four Stages
Stage 1: Start-up team
L
Stage 2: Transitional team
Stage 3: Well-trained, experienced team Stage 4: Well-trained, mature team
L L
L
Source: C. C. Manz and J. W. Newstrom. 1990. Self-managing teams in a paper mill: The external leadership of self-managing teams. International Human Resources Management Review, 1:52.