Influences on Employee Behavior

Chapter 2Human Resource

Development

Model of Employee BehaviorSupervisor Leadership Performance Expectations  Organization Employee Behavior Outcomes Culture Motivation Personal Rewards Attitudes Organization Job Design KSAs  Coworkers Norms Group Dynamics

Universal Need Based Theories of Motivation Maslow Hierarchy of Needs

Physiological, security, social, achievement, self actualization

ERG Existence, relatedness, growth

Herzberg Motivators/satisfiers and

hygiene/dissatisfiers

Cultural Based Need Theories of Motivation McClelland

Achievement, affiliation, power Hofstede

Collectivism/individualism, masculinity/femininity, power distance, uncertainty avoidance

Expectancy Model abilities/training Effort Performance Outcomes

role perceptions

Expectancy = Effort Performance Instrumentality=PerformanceOutcomes Valence = Importance of Outcomes

Equity Theory Social comparisons

SELF OTHER(S) outcomes/inputs : outcomes/inputs

Outcomes = pay, recognition, use abilitiesInputs = education, performance, effort

Reactions to Inequity Reduce inputs – less effort,

absenteeism, play computer games Increase outcomes – ask for raise,

theft, absenteeism Decrease outcomes for others Modify comparison Leave – find a more equitable job Distort reality

Hofstede’s Framework Power Distance

• Degree to which influence/control are unequally distributed among individuals within a particular culture

Uncertainty Avoidance• Degree to which members of a society attempt

to avoid ambiguity, risk, and indefinitenessof future

Individualism / Collectivism• Extent to which society expects people to take

care of themselves and their immediate families • The degree to which individuals believe

they are masters of their own destiny

3.5

Hofstede’s Framework (cont.)

• Tendency of group members to focus on the common welfare and feel loyalty toward one another

Masculinity/Femininity • Degree to which acquisition of money

and material things is valued versus quality of life

Confucian dynamism • Stability of society is based on unequal relationships• Family is the prototype of all organizations• People should treat others as they would like to be

treated

3.6

INDIVIDUALISM-COLLECTIVISM 

Please indicate you level of agreement or disagreement with each of the following statements using the following scale:  Strongly Disagree Neither Disagree nor Agree Strongly Agree ` 1 2 3 4 5 6 _____ 1. I would rather struggle through a personal problem by myself than discuss it with my friends. _____ 2. I do my own things without minding about my colleagues/co-workers, when I am among them. ______3. I like to live close to my close friends. ______4. I would pay absolutely no attention to my close friends’ views when deciding what kind of work to do.

______5. We ought to develop the character of independence among students, so that they do not rely upon other students’ help in their schoolwork. 

______6. It is a personal matter whether I worship money or not. Therefore, it is not necessary for my friends to give my counsel. ______7. There is everything to gain and nothing to lose for classmates to group themselves together for study and discussion. ______8. Classmates’ assistance is indispensable to getting a good grade at school. ______9. If you work, and you have to choose between (A) getting along very well with your co-workers, and (B) being very competent and efficient in doing the job, what combination of the two aspects would you like best? (Use the scale below to make your response for this question.)  1 = 100% A 2 = 80% A, 20%B 3 = 60% A, 40%B

4 = 40% A, 60%B 5 = 20% A, 80%B 6 = 100% B

_____10. Man is a social animal; he cannot flourish and grow without identifying himself with some group. 

_____11. Some of life’s greatest satisfactions are found in working cooperatively with others. _____12. Individuals do not really fulfill their human potentials unless they involve themselves deeply in some group. _____13. It is often more gratifying to work for the accomplishment of a goal held by a group

to which one belongs than to work for the attainment of a purely personal goal. _____14. In life an individual should for the most part “go it alone’ assuring oneself of privacy, having time to oneself, attempting to resist being influenced by others. _____15. It is just as important to work toward group goals and adhere to the established rules of the group as it is to gratify one’s individual desires. 

COLLECTIVISM SCORING ITEMS 1, 2, 4, 5, 6, 9, AND 14 ARE

REVERSED SCORED 6 = 1 5 = 2 4 = 3 3 = 4 2 = 5 1 = 6

CULTURAL VALUES Variable United States Taiwan

Collectivism 57.72 66.78 Femininity 4.47 4.77 Masculinity 4.95 4.65 Power Distance 2.19 1.98 Uncertainty Avoidance 3.18 3.56

INDIVIDUALISM/COLLECTIVISM HIGH – United States (1/53), Australia,

Great Britain, New Zealand, Denmark, Sweden, France

MODERATE – Japan, Iran, Brazil, Arab Countries, Greece

LOW – Columbia, Venezuela, Panama, Guatamala

MASCULINITY/FEMININITY HIGH – Japan, Austria, Venezuela,

Italy, Mexico, United States (15/53)

MODERATE – Canada, Malaysia, Pakistan, Brazil, Singapore, Israel

LOW – Denmark, Netherlands, Norway, Sweden

POWER DISTANCE HIGH – Malaysia, Mexico, Venezuela, Arab

Countries, India, Singapore

MODERATE – Thailand, Portugal, Greece, South Korea, Taiwan, Spain, Japan

LOW – United States (38/53), Finland, Norway, Sweden, New Zealand, Denmark

UNCERTAINTY AVOIDANCE HIGH – Greece, Portugal, Belgium,

Japan, Peru, France

MODERATE – Taiwan, Arab Countries, Thailand, Iran, Finland

LOW – United States (43/53), India, Great Britain, Sweden

Classical Conditioning Food ------------------ SalivationUnconditioned Stimulus Unconditioned

Response

Bell Neutral Stimulus Food (UCS)-------------- Salivation

Bell ------------------- Salivation Conditioned Stimulus Conditioned

Response

Aversive Conditioning Loud Noise ---------------- Aversive

Reaction (UCS) (UCR)

Mouse (NS) Loud Noise (UCS) --------- Aversive

Reaction

Mouse (CS) ----------- Aversive Reaction (CR)

Operant Conditioning Skinner Organism active/goal directed

Stimulus Response Reinforcement |_____+_____|

Thorndike – “Law of Effect”

Reinforcement and Punishment Present Withdraw Positive Positive Punishment

Reinforcer Reinforcement Negative Punishment NegativeReinforcer Reinforcement

Schedules of Reinforcement Continuous – every time behavior

occurs Partial

Fixed – ratio and interval Variable – ratio and interval

Punishment Side Effects

Temporary suppression No knowledge of correct behavior Generalized to inappropriate

situations Punisher associated with punishment Tendency to be inconsistent

Reducing Side Effects Make undesired behavior clear Make desired behavior clear Provide reinforcers for desired

behavior