Sir Bong

MANAGEMENT 2
Human Behavior in Organization
I - Human Behavior
 Human behavior – refers to any act of an individual person which is a reflection of his
thoughts, feelings, emotions, sentiments, whether conscious or not.
 Science – is an accumulation of systematic knowledge based on facts. Basic to modern
science is an intricate relation between theory and facts.
 Fact – is regarded as an empirical verifiable observation.
 Theory – refers either to the relationships between facts or to the ordering of terms in
some meaningful ways.
 Facts of science are the product of observations which are meaningful and theoretically
relevant. Thus without theory, science cannot predict and control the material world
 Organizational Behavior – is the study and application of knowledge about how people –
as individuals and as groups act and behave within the organization.
 Goals: a. to describe systematically how people behave as they interact with one
another
b. to understand why people behave in varied manner.
c. to predict the future employee behavior so that an appropriate course of
action may be employed.
d. to control and develop human activity at work.
The equations illustrating the role of organizational behavior in every work system:
1. Knowledge X skills = Ability
2. Attitude X situation = Motivation
3. Ability X motivation = Potential Human Performance
4. Potential performance X resources X opportunity = Organizational Results
Reasons of Studying Human Behavior

1.Adjusting to work environment
2. Helps acquire understanding, skills and desires which will prepare an individual to work with others.
3.To understand the attitude and mental processes of others
4.To study how people act, think, feel and behave the way they do.
5. Improve the relationship with other people in professional & humanitarian way
6. To develop one’s personality as rightful individual
7. It helps man live better and easier.
8. It can increase productivity which can be the basis for improving performance.
Basic Concepts of Organizational System and Human Behavior

1. Individual differences – a person is distinct individual. He is unique & different with others.
2. Perception – is the act of faculty of apprehending by means of the senses or of the mind.
3. A whole person – when a person joins an organization, he is hire not only because of his
brain but, as a whole person, with certain characteristics.
4. Motivated behavior – it results from a person’s attitudes, reacting to a specific situation. It is
the strength of the drive toward an action. People are motivated by want.
5. Desire for involvement – is the belief that everybody has the capabilities to perform a certain
task, fulfill role responsibilities and expectations, make meaningful and rewarding contributions
to the organization & meet challenging situations well.
6. Value of persons – people deserves to be treated with extra care from other factors of
production because they have feelings and emotions.
Some Key Behavioral Science Assumptions and Concepts

Human behavior which is also called human act is different from act of man. When man
performs an act with free will he does a human act. He is responsible for such act which is
performed with alternatives to choose from.
An act of man is performed by one who is forced to do so at the risk of his own life if he
does otherwise. He does not have any alternative to choose from. He is not given the
opportunity to use his free will and thus, he is not responsible for this act.
Assumptions:
1. Every person is significantly different from the moment of conception to adulthood.
2. Every person is constantly active, goal-seeking organism.
3. Every person is dynamic
4. The behavior of an organization influence the behavior of an individual.
5. Behavior cannot be predicted with 100% accuracy.
6. There is no simple cookbook formulas for working with people. No one best answer. No ideal
organization exists. Neither an ideal person.
Concepts:
1. Almost all behavior is learned
2. Human beings adapt.
Methods Used in Studying Human Behavior

1. Experiments
2. Interview schedule
3. Surveys
4. Questionnaire
5. Case study
6. Checklist
7. Observation
8. Scales psychological test
9. Interview
10. Statistics
Social Identity Theory

Personal Identity: The characteristics that define a particular individual.
Social Identity: Who a person is, as defined in terms of his or her membership in various
social groups.
Social Identity Theory: A conceptualization recognizing that the way we perceive others
and ourselves is based on our unique characteristics and our membership in various
groups.
Social Perception
 Social Perception: The process of combining, integrating, and interpreting information
about others to gain an accurate understanding of them.
 Attribution: The process through which individuals attempt to determine the causes
behind others’ behavior.
 Correspondent Inferences
Judgments about people’s dispositions, traits, and characteristics, that correspond to
what we have observed of their actions.
 Stereotypes
Beliefs that all members of specific groups share similar traits and are prone to behave
the same way.
 Perceptual Biases
Predispositions that people have to misperceive others in various ways.
Types include
 Fundamental attribution error
 Halo effect
 Similar-to-me effect
 First impression error
 Selective perception
 Fundamental Attribution Error

The tendency to attribute others’ actions to internal causes (e.g., their traits) while
largely ignoring external factors that also may have influenced behavior.
 Halo Effect
The tendency for our overall impressions of others to affect objective evaluations of
their specific traits; perceiving high correlations between characteristics that may be unrelated.
 Similar-to-Me Effect
The tendency for people to perceive in a positive light others who are believed to be
similar to themselves in any of several different ways.
 Selective Perception
The tendency to focus on some aspects of the environment while ignoring others.
 First Impression Error
The tendency to base our judgments of others on our earlier impressions of them.
Chapter II – Nature, Theories and Application of Motivation, Needs and Values

 Motivation – is the intrinsic inducement that propels an individual to think, feel and
perform in certain ways.
Theories of Motivation
1. Maslows Hierarchy of needs – this theory was postulated by Abraham Maslow.
2. Herzberg’s two-factor theory – discovered by Frederick Herzberg.
1. Maslow’s Hierarchy of Needs
Assumptions of Maslow’s Hierarchy

Movement up the Pyramid
• Individuals cannot move to the next higher level until all needs at the current (lower)
level are satisfied.
• Individuals therefore must move up the hierarchy in order
Maslow Application:
A homeless person will not be motivated to meditate
2. Herzberg’s Motivation-Hygiene Theory

Theories of Motivation
2. Herzberg’s two-factor theory
a. Hygienic/ maintenance factor - these are elements or conditions in work that makes
the employees neutrally satisfied , meaning, they are satisfied but not necessarily motivated.
Absence of this factor will lead to dissatisfaction.
Ex: Salary, job security, working conditions, status, company policies, interpersonal
relationship, and technical supervision.
b. Motivator/job content factors – these are the real motivators such as achievement,
recognition, responsibility, advancement, professional growth, appreciation, nature of work
(challenging, personal satisfaction, expression of oneself)
3. Need achievement theory – it was developed by David Mc Clelland.

a. Need for achievement – high level of job performance and success.
b. Need for power – drive to influence people and situations.
c. Need for affiliation – to develop warm, friendly, and personal relation
d. Need for competence – a drive to do quality work
4. Expectancy theory – a theory developed by Victor H. Vroom. This theory explain that
motivation is a result of strong desires (valence) and strong beliefs (Expectancy). By way of
equation: valence X expectancy = motivation.
5. Theory X and Y – this theory was postulated by Mc Gregor.

a. Theory X – views human beings as inherently lazy and hence must be motivated by
force (threatened with punishment to make him increased productivity)
b. Theory Y – contends that external force or punishment is not the best way of
motivating individuals because they are capable of exercising self-direction and self-control.
6. Reinforcement theory – developed by B.F. Skinner composed of three components:

a. Stimulus – the environmental setting in which the behavior occur (performance)
b. Response – the behavior itself
c. Reinforcement – the reward given for good performance only.
Performance is conditioned by giving reward-giving. If they are told they are winners, they
become winners. if they are told losers, they are losers.
7. Maturity theory – proposed by Chris Argyrie on maturity and immaturity.

IMMATURE
• Passive
• Dependent
• Short term perspective
• Lack of self awareness
• Subordinate position
MATURE
• Active
• Independent
• Long term perspective
• Awareness of self
• Equal position
8. Theory of equilibrium – developed by Barnard-Simon which simply explain that equal wages
must be paid for equal work
9. The carrot and the stick theory – the carrot is money in the form of pay or bonuses whereas
the stick is in the form of fear – fear of loss of job, loss of income, reduction of bonus, demotion
and some other penalty has been and will continue to be a strong motivator although
admittedly not the best kind of motivator.
Models of Organizational Behavior

1. Supportive model – this model builds and maintains a sense of personal worth and
importance like developing worker’s initiative, participation in decision-making etc.
2. Collegial model – is an extension of supportive model wherein the workers have a common
purpose to achieve. There is team effort & unity
3. Custodial model – employers began caring for the security needs of the workers and this
depends largely on economic resources by giving benefits/incentives.
4. Autocratic model – it depends on power and authority.
Conflict – is any situation in which two or more parties feel themselves in disagreement.
Stages of Development of Conflict

1. Latent conflict – at the initial stage of conflict, the basic conditions exists but have not yet
been recognized.
2. Perceived conflict – the cause of the conflict is recognized by one or both of the participants.
3. Felt conflict – tension began to build between the participants, although seemingly, there is
no struggle yet.
4. Manifest conflict – the struggle is under way
5. Conflict aftermath – the conflict is ended by a resolution or by suppression. It might either
lead to better cooperation or to a new conflict that may be more disastrous or violent in nature.
Causes of Conflict
1. Organizational change – people have different perspective over the direction to go, the way
to take, the resources needed and the probable outcome.
2. Personality clashes – individual differences is a basic concept affecting organizational
behavior.
3. Different set of values – people having different beliefs and orientations.
4. Threats to status – when one’s status is threatened, face-saving virtually becomes a potent
driving force as the individual struggle to uphold the desired image.
5. Contrasting perceptions – Perception is the act of apprehending by means of the senses or of
the mind.
6. Lack of trust – trust is the belief in and reliance on the integrity, and the ability of a person or
thing.
7. Role dissatisfaction
8. Role ambiguity
Why Conflict Arises?

“TYPE A VS. TYPE B PERSONALITY”
Type ”A” Personality Type “B” Personality

 Highly Competitive  Works methodically
 Strong Personality  Rarely competitive
 Restless when inactive  Enjoys leisure time
 Seeks Promotion Punctual  Does not anger easily
 Thrives on deadlines  Does job well but doesn’t need recognition
 Maybe jobs at once  Easy-going
Aggressive People
Body language
 Stiff and straight
 Points, bangs tables to emphasize points
 Folds arms across body
Verbal language
 “I want you to…”
 “You must…”
 “Do what I tell you!”
 “You’re stupid!”
Submissive People
Body Language
 Avoids eye contact
 Stooped posture
 Speaks quietly
 Uneasy
Verbal Language
 “I’m sorry”
 “It’s all my fault”
 “Oh dear”
Assertive People
Body language
 Stands straight
 Appears composed
 Smiles
 Maintains eye contact
Verbal language
 “Let’s”
 “How shall we do this?”
 “I think… What do you think?”
 “I would like…”
Types of Conflict
 Within an individual
 Between two individuals
 Within a team of individuals
 Between two or more teams within an organization
Preventing Conflict
 Review past conflicts
 Assess communication skills of those involved
 Read body language of participants
 Preventing Conflict
 Try to reduce conflict
• Realize that communication is colored by personal experience, beliefs, fear,
prejudices
• Try to be neutral
• Plan the timing and place of the conversation
• Realize that outside stress may add to confrontation
• Eliminate/reduce external interruptions
Aids to Communication
 Listen Actively
 Relax
 Observe body language
 Develop interest in others interests
 Ask for clarification
 Plan what you are going to say
 Tailor words to person
 Determine the best timing
 Determine the best place
 Why is the conversation necessary
Personalities Who Cause Conflict

 Aggressor
 Passive
 Absentee
 Error prone
 Negative attitude
 Chatterbox
 Do nothing
 Personalities Who Cause Conflict
 Unreliable
 Time waster
 Resentful person
This lesson explores how conflicts can be resolved by looking at things fairly, and how a
mediator can help to make this happen.
When we get into arguments with people, the problem won’t be sorted until both parties
feel that they have been treated fairly.
In order to make things fair, all parties have to:

 Understand
 Avoid making things worse
 Work together
 Find a solution
First we have to try to understand – by putting ourselves in the other person’s shoes.
Each person must be allowed to say how they feel – without being interrupted.
In order for it to work:
Each person must listen carefully to what the other has to say.
Everyone must make sure they don’t make the situation worse … so
 No put downs
 revealing of secrets
 screaming or shouting
 fighting, kicking, pushing!
Each person must be determined to work together with the others.

This means:
 Taking turns
 Speaking quietly, but firmly
 Active listening
 Talking about how you feel, without blaming anyone.
Now find a SOLUTION by brainstorming together.
Think of as many ideas as possible!

All parties must take responsibility for their part of the agreement.
And stick to what has been decided.

…. And be prepared to talk again if things aren’t improving.
Once there were two women who both wanted a lemon.

However, as luck would have, it there was only one left in the shop.
Without discussion they both agreed to take half.
One woman took her half lemon home and squeezed it to make a drink.
The juice barely

covered the bottom of the
glass!
The other grated the rind to make an lemon flavoured cake (although it wasn’t as
flavoursome as she had hoped).
The juice went

everywhere!
Had they taken the time to talk and negotiate with each other, they both could have had
what they wanted- the juice or the rind of a whole lemon!
 Glossary
 Negotiate - to discuss something
 Mediate – to act as a go between
 Resolve–to make your mind up
 Managing Emotions
Identifying Emotions and their Effects
 There are some emotions that are more significant than others in regard to conflict.
These are:
 Anger
 Resentment
 Hurt
 Guilt
 Regret
 Fear


Anger
 When appropriately expressed, anger can be a fire for change. When it is misdirected or
inappropriately expressed it can be destructive.
Resentment
 This is like frozen anger and is a feeling that blames others for a situation or a hurt we
feel.


Hurt
 Underneath resentment and anger there is often hurt. Acknowledging that you feel
hurt is empowering.
Guilt
 Guilt can be very destructive when we allow it to gnaw away at us.


Regret
 Often we show anger or resentment we are also hiding regret. Fear, anxiety and
embarrassment block the expression of regret.
Fear
 We often experience this when we feel out of control of a situation.


Identifying Motions and their Effects
Fear
 Fantasy False
 Experienced or Evidence
 As Appearing
 Reality Real

 Managing Conflict
1. Avoiding – is the physical or mental withdrawal from a conflict.
2. Smoothing – is accommodating the other party’s interests.
3. Forcing – is employing power tactics to win.


 Managing Conflict
4. Compromising – is characterized by mutual agreement of both parties to give into or
give up some demands to promote harmonious relationship.
5. Confronting – is to face the conflict directly and work with it through a mutually
satisfactory resolution.


 Review Questions:
1. To what extent, and how, is money an effective factor to induce a worker to work
hard in an organization?
2. Discuss the role of the manager in the technology of behavior.
3. Exercise on values: The Alligator Story (HBO 2 nd edition by Conception Martires
pp.186-187)

Chapter III – Communication

 Communication is the lifeblood of any organization. It is the transfer of information that
is meaningful to those involved – in general, the transmission of understanding. We also
give information through body language, gestures, and looks, facial expressions can
show how we feel and what we think about an issue or another person.

 Types of Communication
 Downwards Communication : Highly Directive, from Senior to subordinates, to assign
duties, give instructions, to inform to offer feed back, approval to highlight problems
etc.
 Upwards Communications : It is non directive in nature from down below, to give
feedback, to inform about progress/problems, seeking approvals.


 Lateral or Horizontal Communication: Among colleagues, peers at same level for
information level for information sharing for coordination, to save time.
 Circular : Communication flows at any point or level.


 Cross section / diagonal: Communication flow from one department to another
department.
 Non-verbal: It refers to information without the use of words like gestures and postures,
facial expression and eye movements, touch, use of space etc.


 Verbal Communication: It pertains to information with the use of words like oral
(telephone, face-to-face), written (letter, report, memos), oral and written (electronic)
 HIERARCHY LEVEL
 Communication Key Elements
• Message
• Source (sender)
• Channel
• Receiver
• Filter
• Feedback
 Characteristics of Effective Communications
Effective communication requires the message to be:
 Clear and concise
 Accurate
 Relevant to the needs of the receiver
 Timely
 Meaningful
 Applicable to the situation

Characteristics of Effective Communications
Effective communication requires the sender to:
 Know the subject well
 Be interested in the subject
 Know the audience members and establish a rapport with them
 Speak at the level of the receiver
 Choose an appropriate communication channel

The channel should be:
 Appropriate
 Affordable
 Appealing

The receiver should:
 Be aware, interested, and willing to accept the message
 Listen attentively
 Understand the value of the message
 Provide feedback
 Characteristics of Effective Communicator
An effective verbal communicator:
 Clarifies
 Listens
 Encourages empathically
 Acknowledges
 Restates/repeats
An effective non - verbal communicator:
 Relaxes
 Opens up
 Leans toward the other person
 Establishes eye contact
 Shows appropriate facial expressions


 According to the Number of People Involved
a. Intrapersonal communication – this occur when the sender and the receiver of the
message is one and the same person, as in someone talking to himself. This is usually done
quietly like daydreaming, conscience examination, rationalizing.


b. Interpersonal communication – this requires two people interacting with each other.
Ex: the supervisor and an employee talking to each other.
c. Group communication – it involves several people.


d. Mass communication – this takes place with an indefinite number of people with
some would term as faceless audience like the use of TV, radio, newspaper.


 Barriers to Communication
1. Distance – less face-to-face communication to seek clarification.
 2. Distortion – misinterpretation of message where an individual fails to distinguish
actual data from his own views, feelings, and emotions.

3. Semantics – it deals with the language aspect of communication. Certain words which
have multiple meanings.
4. Lack of leveling
5. Lack of trust
6. Inaccessibility
7. Lack of clear responsibilities


8. Personal incompatibility
9. Refusal to listen – it may be due to a superiority complex of “I know everything” or an
inferiority complex feeling of “I am not good.”
10. Failure to use proper media


11. Communication gap – refers to the defects or loopholes in the formal network of
communication.
12. Lack of direction
13. Differences in language
14. Presence of noise


15. Emotional reactions
16. Credibility of the sender
17. Verbal communication inconsistent with non-verbal communication.
18. Individual variations in perceptions


 Factors that Affect the Quality of Communication
1. Goal clarity - message is share clearly in order to arrive at the outcome for which the
communication is intended.
2. Sender – his qualities, characteristic, status, role – affects communication flow.


3. Receiver – his qualities, characteristics, status, role, emotional state – is a factor in the
success or failure of communication.
4. Shared experience – it helps enhance communication process because the message is
understood, accepted and used.


5. Medium – the medium used depends on the content, objectives, scope of the
message, the sender’s choice, resources, skills, the size of the group which can take various
form like a typed letter, bulletin board notice, lecture, a demonstration, a slide, a telephone
call, a drawing, a painting, a song, and ringing of bell.


6. Symbol – communication achieved through the use of symbols both verbal (words)
and non-verbal (pictures, actions, inactions).
7. Information overload – managers are bogged down by excessive details furnished to
them by their staff.


8. Pathways – the passages through which the message travels can either be clear or
clogged up with physical or psychological disturbances.
9. Feedback – success in communication is achieved through the effective sharing of
meaning between source and recipient.


 Three Modes of Behavior in Communication
1. Passive behavior – displayed by a person who “fails to express his thoughts and
feelings and does not stand up for the rights being violated.”


2. Aggressive behavior – is “expressing your thoughts and feelings and depending your
rights in a way that is usually inappropriate and often violates the rights of others.”


3. Assertive behavior – is “standing up for your rights and expressing your thoughts and
feelings in a direct appropriate way that does not violate the rights of others.”


In assertive communication the use of I message is emphasized in the statement which
contains three parts: the description of the behavior, the disclosure of feelings that is due to
the behavior and its effects.


 Examples of Assertive Behavior


1. When can we say that communication is effective?
2. Why are noise and feedback to be considered a part of the communication process?
Cite examples.
3. What are the importance of the media of communication in business organization?


4. In the office, you are seated next to a female clerk who ha body odor (B.O.). Most of
the time it’s “she’s they’re talking about.” She is not aware of her repulsive smell. You want to
help her. How will you tell her about her B.O.?
 How about if a person has a bad breath?


 Exercises:
1. Message relay (to be given by the teacher)
2. Behavior description:
a. When you come home very late at night
b. When you sleep on your job


 Exercises:
c. When you keep interrupting your classmates when they are talking
d. When you wake me up with your noise upon entering the bedroom
e. When you violate company policies


 Exercises:
f. When you are rude with your classmates
g. When you do not respect your teacher
h. When you failed to go to church on Sunday
i. When you intend not to obey your boss
j. When you neglect to do your household chores
 Leadership
 Chapter IV - What is Leadership?
 Types of Leaders
 Leader by the position achieved
 Leader by personality, charisma
 Leader by moral example
 Leader by power held
 Intellectual leader
 Leader because of ability to accomplish things
 Managers vs. Leaders
Managers
 Focus on things
 Do things right
 Plan
 Organize
 Direct
 Control
 Follows the rules
Leaders
 Focus on people
 Do the right things
 Inspire
 Influence
 Motivate
 Build
 Shape entities
Great Leaders
a Live with integrity, lead by example
a develop a winning strategy or “big idea”
a build a great management team
a inspire employees to greatness
a create a flexible, responsive organization
a use reinforcing management systems
Great Leaders
a passionate about what they do
a love to talk about it
a high energy
a clarity of thinking
a communicate to diverse audience
a work through people (empowering)
 What qualities make a Good Manager?
 Professional
 Organized
 Detail oriented
 Task oriented
 Follows policies and procedures of organization
 Gets the daily job done
 What qualities make a Good Leader?
 Professional
 Beliefs
 Ethics – care, justice
 Moral character – honesty, trust, competence, commitment, integrity, courage,
boldness
 Knowledge & skills
 Utilizes strengths & weaknesses to make the best of each task
 Someone who has good “vision”
 TO BE A GOOD LEADER YOU MUST HAVE FOLLOWERS
 LEADERSHIP
The Trust Factor in Leadership
 Question: How does a trust-oriented leader differ from a Machiavellian-oriented
leader?
 Question: Which is more important, our actions or our words?
 Question: How concerned should we be about others?
 Recommendation: Being trustworthy is good!!!
 LEADERSHIP
The Trust Factor in Leadership
 Question: What is the role of competence for a leader?
 Question: What is the role of open communication for a leader?
 Question: How does formalization in an organization undermine trust?
 Recommendation: Learning to trust others is also good!!!
 Chapter IV - Leadership
 Types of Leadership Style

Chapter IV – Leadership
 Four Types of Leader:
a. Dictatorial – one with absolute authority and utilizes threats and punishments to
induce compliance.
b. Authoritarian – one who claims covenant sourced from authority to exact obedience.

 Four Types of Leader:
c. Democratic – one who consider subordinates in decision-making and give them the
privileges entitled for a worker.
d. Laissez-faire – one who offers information to the members but show little
involvement and participation in group activities.
 Change Leadership
 Change Leadership
 The most challenging aspect of business is leading and managing change
 The business environment is subject to fast-paced economic and social change
 Modern business must adapt
and be flexible to survive
 Problems in leading change stem mainly from human resource management
 Theories of Leadership

1. Trait or great man theory – this theory suggest that leadership is determined by
certain individual personality traits, social traits and physical characteristics. Like a leader born
with golden spoon, a leader is born tall, good-looking, with a good voice etc

2. Environmental theory – it posits that leadership skills are acquired, flourish and
develop through seminars, trainings, travels etc. It has something to do with the truism “leaders
are made, not born.”

3. Behavioral theory – postulates that leaders adopt a particular leadership styles which
exert tremendous impact over individual and group behavior.
4. Situational or contingency theory – the situation calls for the emergence of a leader.

5. The theory of shared leadership – this theory can be performed by any member of a
group, as well as by the designated leader for the group to achieve its goal.
 Factors Affecting Style
 Factors Affecting Style
 Leadership style may be dependent
on various factors:
 Risk - decision making and change initiatives
based on degree of risk involved
 Type of business – creative business
or supply driven?
 How important change is –
change for change’s sake?
 Organizational culture – may be long embedded and difficult to change
 Nature of the task – needing cooperation? Direction? Structure?

 Choice of Leadership Styles
1. Personality
2. Emergency/critical conditions
3. Role of intelligence
4. Task roles
5. Group characteristics

 Are leaders born or made?
 Leaders are both born or made based on the following conclusions:
1. Leadership seems to emerge when the situation demands it and the qualities of
leader converge.
2. Leaders have vision: Leaders lead. Leadership is the ability to get followers. Leaders
are those

 Are leaders born or made?
who can tap into the deeper emotions of others and get them to rise above.
3. Leaders engage in transformational leadership, the deployment and management of
people and resources to get results.
 Ten Power Tools of Leadership
1. Persuasion – includes sharing reasons and rationale, maintains genuine respect for
follower’s ideas and perspective.
2. Patience – maintain a long-term perspective and stay committed to goals in the face
of short-term obstacle and resistance.
3. Gentleness – nor harshness, hardness or forcefulness, when dealing with
vulnerabilities, disclosures, and feelings followers may express.
4. Teachable – which means operating with the assumption that one does not have all
the answers, all the insights and valuing the different viewpoints.
5. Kindness – sensitive, caring, thoughtful, remembering the small things in
relationships.
6. Openness – giving full consideration to their intentions, desires, values, and goals
rather than focusing exclusively on their behavior.
7. Acceptance – withholding judgment, giving the benefit of the doubt.
8. Consistency – firm and genuine.
9. Integrity – honest, a man with principle and proven uprightness / honor.
10. Compassionate confrontation – acknowledging error, mistakes, and the need for
followers to make “course corrections” in a context of care, concern & warmth.
 The Big Difference Between a Boss and a Leader:
*The boss drives his men, the leader inspire them.
*The boss depends on authority; the leader depends on goodwill.
*The boss evokes fear; the leader radiates love.
 The Big Difference Between a Boss and a Leader
*The boss says “I”; the leader says “We.”
*The boss shows who is wrong; the leader shows what is wrong.
*The boss knows how it is done; the leader knows how to do it
 The Big Difference Between a Boss and a Leader
*The boss demands respect; the leader commands respect.
So, be a leader, and a boss.
 Traits of a Leader
1. Knowledge – must have superior intelligence and professional know-how
2. Bearing – dignified in appearance and behavior to earn respect.
3. Courage – possess physical and mental ability to act with bravery
4. Endurance – stamina/patience
5. Enthusiasm – high degree of interest and sensitivity in responding to needs.
6. Integrity – uprightness, honor, dignity
7. Decisiveness – ability to decide promptly and correctly at the proper time.
8. Dependability – initiative in the performance of his duty.
9. Force – strength/energy/power
10. Humility – the state of being reasonably modest and not proud, arrogant
11. Initiative – ability to start or originate an idea or a work.
12. Humor – mental disposition to narrate amusing incidents in a comical way.
13. Judgment – power of the mind to weigh intervening factors to decide well
14. Justice – render judgment with impartiality.


15. Loyalty – sincere and faithful to the ideals of the organization.
16. Sympathy – understand & to share the feelings of another in time of sorrow.
17. Empathy – show emotional identification with feelings, thoughts & attitude.
18. Tact – observe prudence to avoid giving offense.
19. Unselfishness – show some degree of consideration to subordinates.
20. Wit – possess keen perception and appropriate expression of amusing words.
 Difference Between Managing and Leading
*The manager administers; the leader innovates.
*The manager is a copy; the leader is an original.
*The manager maintains; the leader develops.
*The manager focuses on systems and structures; the leader focuses on people.
*The manager relies on control; the leader inspires trust.
*The manager has a short-term view; the leader has a long-term view

*The manager asks why and how; the leader asks what and why.
*The manager has his eyes on the bottom line; the leader has his eyes on the
horizon.
 LEADERSHIP- Marks of a Great Leader

t Recommendation:
4 You may never become a leader like the President of the United States or the CEO of a
Fortune 500 firm, but these are all good qualities to have and to practice.
 A leader is only as effective as the team
 Outperform peers
 Make excellence a habit
 Be willing to try new approaches
 Focus on what you need to do
 SEVEN SECRETS TO BUILDING: EMPLOYEE LOYALTY
 Set high expectations
 Communicate constantly
 Empower, Empower, Empower
 Invest in their financial security
 Recognize people as often as possible
 Counsel people on their career
 Educate them

1. What essential qualities would you expect from a leader?
2. What is and what should be the response of leaders in business to the economic
problems of our society?
3. Which leadership style do you believe would be most effective in influencing you?

4. Can you think of traits which can be used as acronym for leadership. Start with L to
stand for life, E, A. etc.
5. Are leaders born or leaders made? Where do most leaders come from – upper,
middle, lower class? Is leadership a monopoly of the upper class? Defend your answer.
Chapter V – Personality and Culture

 Personality – the total psychological and social reactions of an individual, the
synthesis of his subjective, emotional and mental life, his behavior and his reaction to
environment.
 Chapter V - Personality and Culture

Personality - A relatively stable set of characteristics that influences an individual’s behavior
 Big Five Personality Traits
 Personality Characteristics
in Organizations
in Organizations
in Organizations


 Determinants of Personality Formation
1. Biological inheritance – transferred from parents to offspring through the mechanism
of genes found in the chromosomes of the sex cells.
2. Geographical environment – refers to location, climate, topography, and natural
resources.


 Determinants of Personality Formation
3. Cultural environment – refers to the learned ways of living and norms of behavior
which are transmitted to the child through social groups.
4. Social environment – refers to the various groups and social interactions going on in
the groups of which individual is a member.

 The looking glass self – the ability of children to visualize themselves through the eyes of
others to imagine how they appear to others.
 Values – are the expressions of the ultimate ends, goals, purposes of social
action which are considered desirable and important in the society.
 Personality Test I)
1- Think on the first three animals which you like most. Write them all (Do not think too long.
Just write down which comes 1st to your mind as your favorite animal).
 The first one should be the one which you like most. The 2 nd one your 2nd favorite
animal….
 Personality Test I) cont.
NOWWWW…
2- Describe each animal on your list with at least three adjectives (attributes, characteristics).
 Ready to hear the answers???
 Answers
 The attributes on your listed 1st beloved animal is
 How the people see/observe you;
 The 2nd one:
 How you think people see/observe you.
 The 3rd one:
 How and what you actually are.
 FUN???
Personality Test II)
1- Put the following 5 animals in the order of your preference.
 Ready to hear the answers?????

This will define your priorities in your life.

Cow signifies CAREER
Tiger signifies PRIDE
Sheep signifies LOVE
Horse signifies FAMILY
Pig signifies MONEY
 PERSONALITY TEST II) (cont.)
2- Write one (or 2) word(s) (attribute, adjective) that describes each one of the
following:
Dog:……………………..
Cat:……………………...
Rat:………………………
Coffee:…………………..
Sea:………………………
 Your description of dog implies your own personality.
 Your description of cat implies the personality of your partner.
 Your description of rat implies the personality of your enemies.
 Your description of coffee is how you interpret sex.
 Your description of the sea implies your own life.
 What is Culture?
 Elements of Culture
 Education
 Language
 Shelter
 Clothing
 Economy
 Religion
 Values
 Climate
 Government/Laws
 Entertainment/Recreation
 Language
 A people’s value system is manifested through their mother language. Language
captures and articulates the dynamic whole, which a people believe in.
 Prevailing Filipino Values
 The Kapwa –Tao is the core value of filipino. ( neighbor, fellow human, shared being )
ka patid ka pwa kasambahay
ka isang dibdib ka anak kaaway
Ka denotes oneness or sameness of being.
 This kapwa paradigm speaks of Filipino as relational.
 From kapwa proceeds the sub value like
Hiya pakikisama utang na loob
These values revolve around the kapwa but the self is generally not given importance.
 Alternative values
 The Filipino has a strong sense of kagandahang –loob.
 Paninindigan – a filipino is known to be a man of one word ( palabra de honor)
 Pakikiisa – a filipino is sociable. He has a strong sense of pakikipagkapwa-tao
 Bukal sa loob – A filipino sense of altruism
 Pistahan – filipino is fun loving
 Maka-Diyos – filipinos known to be religious
 Filipino National values- summation of values
 We can draw out the folowing values:
 Katotohanan – rooted in paninindigan
 Katarungan – rooted in deep concern ffor others – bayanihan
 Kapayapaan – seek peace of heart ( kasarinlan )
 Chapter V – Personality and Culture
 Individual Differences – it is said that even identical twins are different from each other.
No twins are exactly alike.
 Areas of Individual Differences
1. Ethnocentrism – the view to regards one’s culture as the best and better than those
of others.
2. Xenocentrism – this is the idea that what is foreign is best and that one’s lifestyle,
products, or ideas are inferior to that of others.
3. Cultural distance – the range of difference between two social systems.
4. Cultural shock – is a feeling of surprise and disorientation that is experienced when
people witness cultural practices different from their own.
 Factors that contribute to cultural shock:
a. An unfamiliar language
b. Different management philosophies
c. New foods, styles of dresses, modes of social patterns, driving patters.
d. An unfamiliar currency system
e. Reduced availability of goods
f. Inadequate potable water
g. Different attitudes towards work and productivity
h. Separation from family, friends, and work colleagues.
5. Cultural relativism – differences of culture of an individual.
Ex: Why do Aetas refuse to eat canned good?
Why do Mangyans worship a hierarchy of spirits?
Why do Muslims pray facing the east?
Why do Muslims refuse to eat pork?
Why do Chinese allow abortion?
Why do European males kiss in greetings?
Why do Americans leave their old parents at the home for the aged?
 Our value on discipline is partly manifested in the following expressions and practices in
“siksikan,” “singitan,” and “unahan” and justice expresses in “nakaisa,” “nakalamang,”
“nakalusot,” and “malakas” all modification of advantage of another through one’s
connection and/or unfair dealings.
 Carrion discussed in his “Marketing Imperative” basic buying and selling habits which
are as follows:
1. Suki – patronizing of one store instead of buying at different sores at different times.
This practice gives discount or extra little things expressed in “dagdag,” “tawad,” or ”tingi.”
 “Marketing Imperative” basic buying and selling habits:
2. Tumpok-tumpok – an arrangement of goods like fish, vegetables, fruits, etc. into small
groupings among small vendors in small markets or tiangge.
3. Hulugan or paiyakan – paying by installment either from day to day sales or monthly
salary.
4. Lako – sellers carrying their wares and peddling from house to hiouse either in push
cart, native basket (bilao or kaing).
5. Tawad – asking for discounts which may range from 5% to 50% discount.
6. Bulungan – among the fish brokers, sellers and buyers rely on the tip given to them on
price and projected price changes.
1. What is emotional quotient (EQ)? In what way does it differ from I.Q.?
2. Discuss briefly the environmental factors and their impact on personality
development of the child.
3. What makes Filipinos distinct and different fro other foreigners? Give an example.
4. Discuss briefly the prevailing values reflected in the Filipino personality.
5. Give some specific situations in business, e.g. in the market place, sari-sari store, big
hotels and restaurants where the following values apply to facilitate transactions:
a. Personalism – suki
b. Discounts, bargain - tawad
c. Kinship, extended family relations – compadre system
d. name dropping, go-between, etc.
 Language: Culture Bound
 Language, spoken
 “private” does not exist as a word in many languages
 Eskimos: 24 words for snow
 Words which describe moral concepts can be unique to countries or areas
 Spoken language precision important in low-context cultures
 Language, unspoken
 Context... more important than spoken word in high context cultures
 Non-Verbal Gestures
 Cultural Diversity – “Chevy Nova Award”
 Dairy Association’s huge success with the campaign “Got Milk?” prompted them to
expand advertising to Mexico
 It was brought to their attention the Spanish translation read, “Are you
lactating?”
 Cultural Diversity – “Chevy Nova Award”
 Clairol introduced the “Mist Stick”, a curling iron into Germany
 Only to find out that “mist” is German slang for manure.
 Cultural Diversity
Chevy Nova Award
When Gerber started selling baby food in Africa, they used US packaging with the
smiling baby on the label.
In Africa, companies routinely put pictures on labels of what’s inside, since many people
can’t read.
Chevy Nova Award
Pepsi’s “Come Alive With the Pepsi Generation” in Chinese translated into
“Pepsi Brings Your Ancestors Back From the Grave”

Chevy Nova Award
Coca-Cola’s name in China was first read as “Kekoukela”, meaning “Bite the wax
tadpole” or “female horse stuffed with wax”, depending on the dialect.
Coke then researched 40,000 characters to find a phonetic equivalent “kokou kole”,
translating into “happiness in the mouth.”
 Impression Management
Impression Management - process by which individuals try to control the impression others
have of them
 Name dropping
 Appearance
 Self-description
 Flattery
 Favors
 Agreement with opinion
 How would the id, ego, and superego respond to the following dilemma?
Should you go out with your
friends to a great party, or
should you stay home and
study for your exam tomorrow?
Freud’s psychodynamic theory can be summed up quite nicely with the visual image of a driver
and a horse-drawn carriage with two horses.
- Imagine the horse on the right is called “Id” and keeps pulling to the right to go down
Pleasure Road
- The horse on the left is called “Superego” and keeps pulling to the left to go down
Morality Way.
- The drivers name is “ego” and his job is to keep both horses traveling straight ahead on
the road called Reality.
**Extra credit for the artist: draw me a picture**

Which horse is the Id? Superego?
 How many of you have ever felt unattractive? like you don't belong somewhere? Not
strong or fit enough? Not smart enough? Not good enough in some way? Does the
media today fuel these feelings?
 According to Adler, everyone is trying to overcome something that is preventing them
from becoming what they want to become. What are you trying to overcome?
Who would you consider to be someone who is self-actualized in today’s world?
- Oprah?
- Bono from U2?
- George Bush?
- Dali-lama?
- ???
Dart Throwing Analogy.
- The goal is to hit the bulls eye. The person who throws the dart and hits the bullseye is
a valid dart thrower.
- What would be a reliable dart thrower?
- Someone who can throw the dart in the same place each time.
- Can you be a reliable dart thrower, but not a valid one? J
Projective tests – intentionally vague or ambiguous stimuli are used to encourage
projection of unconscious materials. [Freud]
a. Rorschach inkblots
(Hermann Rorschach, 1927)
b. TAT [Thematic Apperception Test] (Henry Murray, 1943)
 Rorschach inkblots
What do you see?
 More blots
What do you see?
 More blots
 Thematic Apperception Test
 Thematic Apperception Test
 Chapter VI – Frustration, Stress and Burn-Out; Mental health and Mental Hygiene
 Frustration – is a stirred-up state of hopelessness that results when a person is
prevented from reaching a particular value-goal to which he has aspired or is prevented
from satisfying his psychological needs.
 Three Main Problems of Frustrations
1. Physiological – the basic needs becomes a problem when not given proper attention
like food, shelter, water, clothing etc.
2. Environmental – a person is faced with cultural taboos and acceptable social behavior
that needs adjustment.
 Three Main Problems of Frustrations
3. Psychological – the most difficult to resolve as they are within the inner feelings of a
person.
 Types of Reaction to Frustration
1. Aggression – when someone is blocking a promotion, an individual tend s to be
hostile, violent or antagonistic.
2. Withdrawal – requesting a transfer or quitting the job.
3. Regression – is less mature behavior by reversing to less adapted behavior and feeling
such as self-pity (weakening, failure, deteriorating, drop, falling-off
4. Apathy – lack of interest or concern with his job.
5. Fixation – a partial arrest of emotional and instinctive reaction by blaming the
superior for both his problems and the problems of others.
6. Physical disorders – usually occurs when the individual has an upset stomach.
 7. Substitute goals – the individual aspires to becoming the leader of a powerful
informal group in office politics.
 Stress – is the nonspecific psychological and physiological response of the body to any
demand upon it. It also refers to pressure/anxiety/constant worry/trauma/hassle.

Two Levels of Stress

EUSTRESS
Eustress or positive stress occurs when your level of stress is high enough to motivate you to
move into action to get things accomplished.

Two Levels of Stress

DISTRESS
Distress or negative stress occurs when your level of stress is either too high or too low and
your body and/or mind begin to respond negatively to the stressors.
 CLASSIFICATION OF STRESS
 POSITIVE STRESS
 NEGATIVE STRESS
 ACUTE STRESS
 CHRONIC STRESS
 WHAT CAUSES STRESS ?
 LIFE EVENTS SUCH AS DIVORCE OR SEPARATION, DEATH OF A LOVED ONE, THE BIRTH
OF A CHILD, MOVING, A MAJOR FINANCIAL SETBACK, EMPLOYMENT CHANGES OR
BECOMING THE VICTIM OF A CRIME OR NATURAL DISASTER
 DAILY EVENTS SUCH AS TRAFFIC CONGESTION, LONG COMMUTES, WORKING
OVERTIME, DEADLINES, PERSONAL CONFLICTS, CAR TROUBLE, JOB STRESS, AND
JUGGLING HOUSEHOLD CHORES AND CHILDCARE
 WHAT CAUSES STRESS ?
 ENVIRONMENTAL STRESSORS SUCH AS POLLUTION, WEATHER EXTREMES OR
EXCESSIVE NOISE
 PHYSICAL STRESSORS SUCH AS PHYSICAL INJURY, CHRONIC PAIN, TIRING PHYSICAL
ACTIVITY (SUCH AS TRAVELING), AND UNSATISFIED PHYSICAL NEEDS SUCH AS
HUNGER, THIRST OR LACK OF SLEEP
 SYMPTOMS OF STRESS
 Behavioral symptoms
 Physical symptoms
 BEHAVIORAL SYMPTOMS
 TOO MUCH SLEEP (HYPERSOMNIA) OR TOO LITTLE SLEEP (INSOMNIA)
 NIGHTMARES
 NERVOUS HABITS LIKE NAIL-BITING OR FOOT-TAPPING
 DECREASED SEX DRIVE
 TEETH GRINDING
 IRRITABILITY OR IMPATIENCE
 CRYING OVER MINOR INCIDENTS
 DREADING GOING TO WORK OR OTHER ACTIVITIES
 PHYSICAL SYMPTOMS
 MIGRAINE OR TENSION HEADACHES
 DIGESTIVE PROBLEMS LIKE HEARTBURN OR DIARRHEA
 SHALLOW BREATHING OR SIGHING
 COLD OR SWEATY PALMS
 JAW PAIN, NECK PAIN,SHOULDER PAIN
 EARLY WARNING SIGNS OF
STRESS
1. Excessive fatigue
2. Gastric disturbance
3. Withdraw from social life
4. Menstrual problems
5. Speech difficulties
6. More impatient
STRESS
7. Headaches
8. Infertility
9. Ulcers
10. Nail biting
11. Grinding teeth
12. Low blood sugar
13. High blood sugar
STRESS-2

14. Need more sleep
15. Tired but can't sleep
16. Sudden weight loss
17. Sudden weight gain
18. Low blood pressure
19. High blood pressure

STRESS-2

20 .Lack of coordination
21. Repeated influenza
22. Repeated colds
23. Muscle aches
24. Hair loss
25. Chest pain
STRESS-3
1. Forgetfulness
2. Nervous talking
3. Lower back pain
4. Loss of appetite
5. Increased appetite
6. High cholesterol
7. High triglycerides
 Physical signs and symptoms
of stress
 Increased heart rate
 Pounding heart
 Elevated blood pressure
 Sweaty palms
 Tightness of the chest, neck, jaw, and back muscles
 Headache
 Diarrhea
 Constipation
 Urinary hesitancy
 Trembling
 Being easily startled
 Chronic pain and
 Dysponea
 Twitching
 Stuttering and other speech difficulties
 Nausea
 Vomiting
 Sleep disturbances
 Fatigue
 Shallow breathing
 Dryness of the mouth or throat
 Susceptibility to minor illness
 Cold hands
 Itching
 Emotional Signs and Symptoms of Stress
 Irritability
 Angry outbursts
 Hostility
 Depression
 Jealously
 Restlessness
 Withdrawal
 Decreased perception of positive
 Experience opportunities
 Narrowed focus
 Obsessive rumination
 Reduced self-esteem
 emotional response reflexes
 Weakened positive emotional response reflexes
 Anxiousness
 Diminished initiative
 Feelings of unreality or over-alertness
 Reduction of personal involvement with others
 Lack of interest
 Tendency to cry
 Being critical of others
 Self-deprecation
 Nightmares
 Impatience
 Reduced self-esteem
 Insomnia
 Changes in eating habits
 Cognitive/Perceptual Signs and
Symptoms of Stress
 Forgetfulness
 Preoccupation
 Blocking
 Blurred vision
 Errors in judging distance
 Diminished or exaggerated fantasy life
 Reduced creativity
 Lack of concentration
 Diminished productivity
 Lack of attention to detail
 Orientation to the past
 Decreased psychomotor reactivity and coordination
 Attention deficit
 Disorganization of thought
 Negative self-esteem
 Diminished sense of meaning in life
 Lack of control/need for too much control
 Negative self-statements and negative evaluation of experience
 Behavioral Signs and Symptoms of Stress
 Increased smoking
 Aggressive behaviors (such as driving - road rage, etc.)
 Increased alcohol or drug use
 Carelessness
 Under-eating
 Over-eating
 Nervous laughter
 Compulsive behavior
 Impatience
 Withdrawal
 Listlessness
 Hostility
 Accident-proneness
 Signs of Stress in The Workplace
 Stress Arousal Stage
 Persistent irritability and anxiety
 Bruxism and/or Insomnia
 Occasional forgetfulness and/or inability to concentrate
 Stress Resistance Stage
 Absenteeism or tardiness for work
 Tired and fatigued for no reason
 Procrastination and indecision
 Social withdrawal with cynicism
 Resentful, indifferent, defiant
 Increased use of coffee, alcohol, tobacco, etc.
 Major Causes of Stress in Organization
1. Occupational demand – jobs which are more stressful than others like surgeons,
professors, librarian, analyst, consultant.
a. Role ambiguity – this occurs when an individual are uncertain or vague in
matters relating to their jobs, the scope of responsibilities, and other duties.
b. Overload and under-load – doing too much or too little.
“The hardest job in the world is doing nothing – you can’t take a break.”
c. Responsibility for others – a heavy burden of leading people in the firm.
d. Lack of social support – no assistance or help for the workers.
e. Lack of participation in decision – prevented an individual from involvement in
certain matters requiring decision.
2. Non-work demand – creates stress for people which may carry over into the work
environment which build conflicts or overloads that are difficult to manage.
Ex: child-rearing, marriage responsibilities, parental care, religious activities
3. Physical demands – hazards associated with work like police raids, underground
mines war, constructions works etc.
 Approaches to Stress Management
1. Social support – a potent antidote to counter stress which provides the workers with
the satisfaction of basic needs.
2. Relaxation – provides a means of mental ease to adjust to the stress in the lives of
workers.
 The Ideal Elements of Relaxation Effort
a. A comfortable position in a relatively quiet location
b. Closed eyes and deep comfortable breaths
c. Focus on pleasant mental image
d. Avoidance of distracting thoughts and unpleasant events
e. Soothing background music.
3. Biofeedback – workers undergo medical guidance and learn from instrument
feedback to influence symptoms of stress such as increased heart rate, severe headaches,
brainwaves.
4. Sabbatical leaves – are provisions to workers of paid or unpaid time from work to
encourage stress relief and personal education for development.
5. Counseling – the discussion of a problem that prevents a worker from doing his job
efficiently.
 Functions of Counseling
a. Reassurance – giving the workers courage and self-confidence to face the problem at
hand.
b. Communication – provides information and understanding of direction of workers to
express their feelings to management.
c. Emotional catharsis – is the release of emotional tension and frustration, by way of
telling somebody about it.
d. Clarified thinking – the removal of emotional blocks which hinder a person from
thinking rationally. (emotional release)
e. Reorientation – a change in a worker’s psychic self through a change in fundamental
goals and values.
f. Advice – telling the counselee what he thinks should be done.
 Emotions
 Emotions – are aroused by external stimuli which can instigate aggressive behavior.
Emotions associated with pleasure (joy, love) or displeasure (anger, fear, pressure, heart
rate)
 I don’t think it’s a good idea to talk now. She looks like she is feeling …………………
 What a face. I think he needs to find something to do. He looks ………………….
 Maybe I should explain things more clearly because she looks …………………………
 That group of boys are being horrible and they are making the boy sat down feel
…………
 I think all her Christmas’s have come at once. She looks …………………..
 Something isn’t going right for someone. She is getting …
 I wonder what his mum will say? I wonder if he’s feeling ………………………?
 Wow this looks fun. Both the boys look …………
 I think he wants to be picked. He is looking ……………………..
 I think that the boy on the left wishes he had that top. He looks like he is feeling
………..
 The other girls won’t let her join in. She is feeling ………………………….
 Look at this bundle of loveliness. This baby is feeling …………..
 The teacher is showing everyone his work. I bet he feels ……………..
 Oh dear I wonder what has happened. They both look …………..
 I think they’ve been watching horror films. They both look …………….
 Did something just happen that he wasn’t expecting. He looks ………….
 I think he has the weight on his shoulders. He looks ……………………
 Not a care in the world, curled up with a good book. She looks …………………….
 Suggestions to Cope with Stress
1. Express your feelings openly before stress builds up.
2. Have a realistic expectation of yourself and others.
3. Accept that you can’t control every situation or decision.
4. Get plenty of rest, exercise regularly, and eat well-balanced, low-fat high-fiber diet.
 Suggestions to Cope with Stress
5. Make time for activities that help you relax.
6. Solve problems one step at a time.
7. Learn to accept changes and be flexible.
8. When thing get tense, close your eyes, relax your body and breath deeply several
times.
 Definition of Burn Out
Usually is a gradual depletion of emotional, mental and physical energy due to work related
stress.
 Burn out also known as-
 Listless
 Fatigued
 Unmotivated
 Drained
 Exhausted
 Bored
 Common Causes of Burn-out
 Work Overload
 Lack of rewards
 Belief and or lack of control
 Issues of unfairness
 Burn Out
 Everyone is at risk and all are susceptible!
 Often it is your negative reaction rather than the specific job...
 Symptoms of Burn Out
 Poor work performance
 Relationship problems
 Health problems
 Negative feelings
 Substance misuse/abuse
 Feelings of meaninglessness
 Phases of Burn Out
 Burnout – a cumulative process of gradual wearing down of your reserve, with little
recharging of your energies.
 Mental Health – is the ability of an individual to function effectively and happily as a
person in one’s expected role in a group and in the society in general.
 Mental Health Problems in Business and Industry
1. Cliques in the work place
2. Wage increase
3. Evaluation of workers
4. Work and assignments
5. Changes
 Mental Hygiene – is a branch of psychology which ideas with the mental, behavioral,
and emotional adjustment through the application of principles and practices which
have some scientific foundations or truth.
 Three Ways to which the Principles and Practices of Mental Hygiene are Done:
1. Preventive approach – this is based on the principle that the best way to insure a
well-adjusted individual is to surround him with environmental influences that will enable him
to develop his full potentialities, to obtain emotional stability and achieve personal and social
adequacy.
2. Therapeutic approach – is concerned with the attempt to correct minor behavioral
adjustment through the various counseling and techniques of psychotherapy
3. Curative approach – it is called as preventive psychiatry which is concerned with the
detection and correction of serious but curative behavioral maladjustments.
 How does an employee or personnel reflect mental hygiene on the job?
1. Having a sound mind and mentally fit
2. He is well adjusted with his fellow employees and to the management
3. He is happy in his job
4. He is interested in his work
 How does an employee or personnel reflect mental hygiene on the job?
5. Possessing mental unity and balance
6. He performs his job smoothly and well-done
7. He faces situations like difficulties rather than find an escape or way out.
 Trauma – is a startling experience that has a lasting effect on mental life which is
considered as a major threat to one’s security like natural disaster, organizational crisis,
and management abuse.
 Chapter VII – Work and Work Attitude
History of Work
Before engines and motors were invented, people had to do things like lifting or
pushing heavy loads by hand. Using an animal could help, but what they really needed were
some clever ways to either make work easier or faster.
Simple Machines
Simple Machines
Ancient people invented simple machines that would help them overcome resistive forces and
allow them to do the desired work against those forces.
Simple Machines
 The six simple machines are:
 Lever
 Wheel and Axle
 Pulley
 Inclined Plane
 Wedge
 Screw
 A machine is a device that helps make work easier to perform by accomplishing one or
more of the following functions:
 transferring a force from one place to another,
 changing the direction of a force,
 increasing the magnitude of a force, or
 increasing the distance or speed of a force.
 Work or Not?
 According to the scientific definition, what is work and what is not?
 a teacher lecturing to her class
 a mouse pushing a piece of cheese with its nose across the floor
 What’s work?
 A scientist delivers a speech to an audience of his peers.
 A body builder lifts 350 pounds above his head.
 A mother carries her baby from room to room.
 A father pushes a baby in a carriage.
 A woman carries a 20 kg grocery bag to her car?
 What’s work?
 A scientist delivers a speech to an audience of his peers. No
 A body builder lifts 350 pounds above his head. Yes
 A mother carries her baby from room to room. No
 A father pushes a baby in a carriage. Yes
 A woman carries a 20 km grocery bag to her car? No
 Work – is what one should do and must do regularly and purposely. It means attaining
whatever one desires and it is best that one has great achievement.
- it is a means to social progress and culture. It is honorable.
 Work is about a search for daily meaning as well as daily bread, for recognition as well
as cash, for astonishment rather than torpor, in short, for a sort of life – rather than a
Monday through Friday sort of dying…”
Studs Terkel
 Poor Work-Life Balance
 Higher rates of absenteeism
 Higher rates of staff turnover
 Reduced productivity
 Decreased job satisfaction
 Rising healthcare costs
 Lower levels of organisational commitment and loyalty
= Poor customer service
 A larger slice of the cake
 Your ‘chuffed chart’
 Think back 5 years…
 what have you achieved?
 What’s been important?
 Issue
 Personal – non work
 Career
 Material wealth
 Health
 Learning
 Spiritual / Cultural
 Achievement
 Home / family…
 Development…
 Modest purchase...
 ‘You time’…
 What you know…
 Social / community
 Classification of Work
1. Mental work – refers to those types of activities in which remembering, thinking,
reasoning and judging.
2. Physical work – refers to those activities where speed, coordination and intensity of
muscular responses are the concern of the individual.
 Classification of Work
3. Blue collar – it refers to manual works which includes all those whom account for
direct labor costs.
4. Knowledge work – it include those work done by professionals like accountants,
programmers, judges, and executives.
 Elements of Work
1. Will power – it is the tendency of an individual to do something without being told or
directed by anybody. (desire; motive; urge)
2. Objective – is meant a goal or an intended purpose which defines the scope and
direction of effort. (aims; targets; goals)
 Elements of Work
3. Responsibility – the obligatory duty to which a person is bound by reason of his
status, occupation or assigned task. (commitment/love)
4. Knowledge – is a person’s range of information which includes theoretical or practical
understanding. (perception/wisdom)
 Play – it is fun, an outlet from work, without serious purpose except to make us happier,
more efficient, more relaxed and longer-lasting working human machines.
 Attitudes – a predisposition to react positively or negatively to a person, place or
circumstances. It is a tendency to act with respect to a certain value.
What is Play?
Play is the medium by which children learn about their environment through:
* Exploration
* Manipulation
* Trial & error
* Acting out

Chapter VII – Work and Work Attitude
Characteristics of Play:
Individual’s play is:
* Spontaneous
* Self-directed
* Self-regulated
* Based on individual learning styles
* Self absorbing
 Worker Efficiency - this involves the balancing of self-efficiency, group efficiency and
thing efficiency
 Types of Efficiency
1. Personal efficiency
a. Self efficiency – ability to improve oneself or self-development
b. Things efficiency – ability to manipulate object
c. Group efficiency – ability to deal with other people.
2. Psychological efficiency – ability to use mind to decide. It is also the ability to use
muscle with minimum waste and strain.
3. Quota efficiency – it is based on standard limit or ratio.
4. Restricted efficiency – it refers to stalling or the intentional delay of work.
5. Steriotype efficiency – ability to do things without change or modification or frozen
work habits.
 Two Ways to Measure Efficiency
1. By halo effect – measuring the performance based on first impression.
2. By whims and caprices – measure the performance by biased or pre-conceived
judgment.
 Indicators of Efficiency
1. Learn job detail quickly
2. Does not give alibis or excuses
3. Has general attitude of cheerfulness and cooperativeness
4. Find ways to do job better
5. Show seriousness on the job
 Indicators of Efficiency
6. Has a clear desk/workplace
7. Takes work home
8. Work without apparent effort
9. Does not loaf on the job
10. Can work by planning ahead of time
 Factors Affecting Worker’s Efficiency and Performance
A. Personal Characteristics
1. Age
2. Gender
3. Marital status
4. Number of dependents
5. Tenure
B. Ability - It refers to an individual capacity to perform the various tasks in a job.
C. Personality
1. Locus of control – refers to the belief of some people that they are
masters of their own fate.
2. Authoritarianism – this refers to a belief that there should be status and
power differences among people in organizations.
3. Machiavellianism – maintains emotional distance and believes that ends can
justify means.
4. Self-esteem – sense of worth, self respect, confidence.
5. Risk-taking – this propensity to assume or avoid dangers has influence on the
decision-making process of managers.
D. Learning – is a life time process. It is any relatively permanent change in behavior that
occurs as a result of experience.
1. How are attitudes formed and how do they change?
2. Do you “work to live” or “live to work?” Is there a difference? Explain.
3. Comment on this statement: “Choose the job you love & you will never have to work
a day in your life.”
 4. What effect does age have on turnover, absenteeism, productivity and satisfaction?

Chapter VII – Work and Work Attitude

2. Do you “work to live” or “live to work?” Is there a difference? Explain.
3. Comment on this statement: “Choose the job you love & you will never have to work
a day in your life.”
 4. What effect does age have on turnover, absenteeism, productivity and satisfaction?

Chapter VIII – Human Relations and Morale in Business Organization
 Human Relations – is the art of getting along with others. It is the process of give and
take which paves the way to loyalty, trust and goodwill.
 Principles for Creating Human Relations Atmosphere
1. Recognition of human dignity
2. Recognition of indv. differences

 Principles for Creating Human Relations Atmosphere

3. Use motivation not force.
4. Love – it neutralizes aggression and lessens hostility.
5. Empathy – is the ability to put oneself in the other person’s place.
6. Understanding – it includes the “you” approach and person-centered attitude.

a. Principle of reciprocal behavior – this refers to the application of the golden

rule.
b. “You” approach – substitute “You” for “I” as often as possible. It give other
fellow a chance to talk. Be considerate of the opinion of others.

c. Person-centered approach – human beings should be treated fairly and not

like a machines.
 Approaches to Human Relations
1. Bottom up – is the stimulation of a feeling of personal freedom to think; to undertake
new and untried ventures; to take calculated risks in which mistakes are accepted without
punishment.

 Approaches to Human Relations

2. Two-way flow system – this is a technique by which employees and managers
effectively participate in policy making.
3. Affective listening – listening with love and understanding.
4. Referral system
5. Maintain a watchful eye on ourselves

 Strategies of the Human Relations Approach to Change

1. Sensitivity training – this relies primarily and almost exclusively on the behavior
experienced by the participants.
2. On-site consulting – it examine the interpersonal relationship within the organization
to suggest changes that might help.


 Strategies of the Human Relations Approach to Change
3. Information feedback – it attempts to gather information about the attitudes of the
people working within an organization.
4. Other strategies – peer group counseling, group therapy.

 Morale – is the feeling of well-being that an individual experiences when his needs are
filled to his satisfaction. It is a synthesis of employee attitudes towards the employment
situation.
 Factors to Consider in Boosting Morale
1. Thinking that those around us have similar attitude


2. Faith in man and his eventual outcome
3. Satisfaction of physical needs
4. Recreation is a good way in maintaining morale.
5. Make a person feel of his importance to the firm


6. Respectable work
7. Security and permanence on the job
 Indication of Low Employee Morale
1. Customers complaints
2. Frequent absenteeism and tardiness


3. Low production
4. Frequent sick leave
5. Unjustified overtime
6. Careless handling of machines causing breakdowns
7. Spoilage and waste of supplies and materials


8. Grievances and complaints
9. High labor turnover
10. Rumors, quarrels, or fight
11. Frequent violations of rules and regulations
12. Lost man-hour because of long breaks and frequent trips to comfort rooms

 Methods Used in determining Morale

1. Counseling
2. Exit interview
3. Interview
4. Studying or reviewing employee’s record of absenteeism, accident, or labor turnover.
5. Observation


1. What is the importance of a good human relation atmosphere in a working
environment? Give specific examples.
2. What is and what should be the responsibility of management in boosting group
morale in our present economic crisis?

3. Why do employees talk about their complaints to the people outside the company? Is
it ethical to do so? IS it good human relation?
4. Discuss the reason why people or worker “fish for compliment?”

5. How can you get people to discuss their problem with you?
6. How can you handle the employee whose complaint is not justified?

Chapter IX – Change and the Social System
 Change – is an evolution, growth transformation and development. It is unlearning,

appreciating, criticizing, preserving, and altering. It is the decline or renewal
 Social change – is the alteration in patterns of culture, social structure and social
behavior over time.
 Prerequisites for Change
 Vision: Develop, articulate and communicate a shared vision of the desired change
 Need: A compelling need has been developed and is shared
 Means: The practical means to achieve vision: planned, developed and implemented
 Rewards: Aligned to encourage appropriate behavior compatible with vision and change
 Feedback: Given Frequently
 What Effective Change Leaders Do
 Embrace change when it’s needed
 Develop a vision for change
 Communicate effectively
 Shake things up by challenging status quo and encouraging others to do the same
 Stay Actively Involved by walking the walk and being visible about it.
 Direct, Review Implementation of change - continued participation - never done
attitude. Be in position to notice and coach.
 Introduction
Change in business is not new — it’s just accelerating due to…
 New technology.
 Global competition.
 Growth & increased complexity.
 The result: Change or die
 What to expect from change?
 Sense of loss, confusion.
 Mistrust and a “me” focus.
 Fear of letting go of that which led to success in the past.
 People hold onto & value the past.
 High uncertainty, low stability, high emotional stress
 Perceived high levels of inconsistency.
 High energy — often undirected.
 Control becomes a major issue.
 Conflict increases among group
 Individual prerequisites for change to occur

 Factor Causing Social Change

1. Physical environment
2. Population
3. Ideas
4. Cultural innovations
Three Distinct Sources:
a. Discovery

Three Distinct Sources:

b. Invention – the combination of new use of existing knowledge to
produce something that did not exist before.
c. Diffusion – the spread of cultural elements, both material artifacts and
ideas from one culture to another.
5. Technology

 Reasons why Workers Resist to Change

1. Personal reasons – employees believe that they lack the flexibility to adjust.
2. Economic reason – are fears of reduced work hours because of low demands for the
product, fear or reduce base wage etc.
3. Social reason – fear that change will disturb/eliminate established friendship.

 Steps in Change
1. Unfreezing – a process which means that old ideas and practices need to be changed
so that new ones can be adopted for use.
2. Changing – a process that basically means the step in which the new ideas and
practices are being learned.

 Steps in Change
It involves helping the workers think, reason, and perform new task.
3. Refreezing – is a process which means that what has been learned is integrated into
actual and meaningful practice.

 A stepped approach to change

1. How does change affect an organization? Individual?
2. As a student, do you always respond to change? Why?
3. How do you view change in an organization? What are its advantages and
disadvantages?


4. Think of an organizational change in your school that you have experienced. Was
there resistance to change?
5. What factors cause social change? Can you give an example of each.
6. Geraldine, an efficient secretary has been so used to an electric typewriter. Her
manager bought a

Microsoft computer with a processing software to make the letter writing easier and
faster. She refuses to switch to word processing and insisted on using the typewriter. What
should you do if you were the manager to make her truly try the Microsoft office (Word, Excel,
Power point). You have offered free training yet she resisted.

Chapter X – Social Responsibility in Business
 Social Responsibility
It is the moral and ethical content of managerial and corporate decisions over
and above pragmatic requirements imposed by legal principle and the market economy.
 Common Socially Responsible Practices of Businesses
 Socially responsible practices of businesses include practices that positively impact
communities.
 Common social responsibilities addressed:
− Environmental protection
− Workplace diversity
− Job safety
− Employee wellness
 Common Socially Responsible Practices of Businesses continued
 Companies can contribute to environmental protection by:
 Implementing actions to conserve natural resources
 Minimizing pollution of air and water resources
 What is an example of an organization or action that protects the environment?
 Workplace diversity exists in a company when the employees represent a variety of
groups including women, ethnic groups, physically challenged, and older workers.
 What is an example of an organization or action that enforces workplace diversity?
 Common Social Responsible Practices of Business continued
 Job Safety is ensuring work environments are risk-free of accidents.
 What is an example of an organization or action that enforces job safety?
 Employee Wellness programs are offered by employers to maintain a healthy workforce.
 What are some examples of employee wellness activities?
 IV – Corporate Social Responsibility
Major Arguments for Social Responsibility

 1. Promote and improve the communities where it does business.
 2. Social actions can be profitable
 3. It is the ethical thing to do
 4. It improves the public image off the firm
 5. It increases the viability of the business system
Major Arguments for Social Responsibility

 6. It is necessary to avoid government regulations
 7. Socio-cultural norms require it
 8. It is in the stockholder’s best interest.
 9. Give them a chance to solve social problems that government has failed to solve.
 10. It uplift individual’s standard of living
Major Arguments Against Social Responsibility

 1. It might illegal
 2. Social actions cannot be measured
 3. It violates profit maximization
 4. Cost of social; responsibility is too great & would increase prices much
 5. Business lacks socials skills to solve societal problems
Major Arguments Against Social Responsibility

 6. It would dilute business’s primary purpose
 7. It would weaken the government’s balance of payment
 8. Business already has too much power
 9. Business lacks accountability to the public
 10. Business involvement lacks broad public support.
The Four Corporate Social Responsibilities
Taking it from The Pyramid of Social Responsibilities, a four-part model developed by
Archie B. Caroll and published in the July – August 1991 issue of the Business Horizons, the
corporate social responsibilities of a business can be classified into four as can be seen from the
next figure.

 Philanthropic Responsibilities – DESIRED of business by society
 Ethical Responsibilities – EXPECTED of business by society
 Legal Responsibilities – REQUIRED of business by society
 Economic Responsibilities – OBLIGUED of business by society

Areas of Concern of Corporate Social Responsibility of Business

 1. Social – it refers to the improvement of the social life of the people in a community
like health, sanitation, and education.
 2. Economics – includes the uplift of the condition of the community where business
operates. It includes inflation, economic crisis, panic buying etc.
Areas of Concern of Corporate Social Responsibility of Business

 3. Political – it refers to the ideologies which influence business relationship within the
public. It includes government plans regarding the alleviation of poverty, housing
problems etc
 4. Cultural – this helps artistically inclines persons use their talents through art
competitions and scholarship.
 Corporate Social Responsibility
Carroll’s Four Part Definition
Understanding the Four Components
 Pyramid of CSR

 Unfair business practices are immoral and unethical. These include downplaying the
products of competitors, spreading gossips, selling below cost of production to drive
competitors out of the market.

 Unethical Practices of Management Represented by Employers:

a. Bawling or shouting at employees in public
b. Using profane language
c. Making employees scapegoats
d. Encouraging employees to spy on one another
e. Entertaining gossips and ill-founded talks

 Unethical Practices of Management Represented by Employers:

f. Attendance
g. Pirating officials and employees of other companies known for their efficiency and
expertise
h. Paying workers and employees less than what is required by law
i. Failing to remit contributions
j. Keeping workers in the dark.

 Unethical Practices of Employees:

a. Always with a complaint or grievance
b. Some workers report for work only when they are in good mood.
c. Bringing home things that belong to the company
d. Destroying/damaging company properties
e. Punching time card by other workers

 The Social Responsibility of Businessman in Retrospect

1. He helps in solving economic problems
2. He helps increase our national income by means of employing our natural resources
in a more productive activity
3. He helps the government derive more revenues

 The Social Responsibility of Businessman in Retrospect

4. He aids the government in the improvement of the community
5. He helps the government in the accomplishment of some of its national projects
6. He also helps in the improvement of the standard of living of the people by means of
higher wages and employment opportunities
Review Questions:
 1. As a whole, what vital role does a businessman play in society?
 2. What should be the social responsibility of the Philippine Government? A student?
 3. How about the social obligations of the school to the community?

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MANAGEMENT 2

Human Behavior in Organization

Reasons of Studying Human Behavior

Basic Concepts of Organizational System and Human Behavior

Some Key Behavioral Science Assumptions and Concepts

Methods Used in Studying Human Behavior

Social Identity Theory

 Fundamental Attribution Error

Chapter II – Nature, Theories and Application of Motivation, Needs and Values

1. Maslow’s Hierarchy of Needs

Assumptions of Maslow’s Hierarchy

2. Herzberg’s Motivation-Hygiene Theory

3. Need achievement theory – it was developed by David Mc Clelland.

5. Theory X and Y – this theory was postulated by Mc Gregor.

6. Reinforcement theory – developed by B.F. Skinner composed of three components:

7. Maturity theory – proposed by Chris Argyrie on maturity and immaturity.

Models of Organizational Behavior

Stages of Development of Conflict

Why Conflict Arises?

Type ”A” Personality Type “B” Personality

Personalities Who Cause Conflict

In order to make things fair, all parties have to:

Each person must be determined to work together with the others.

Think of as many ideas as possible!

Once there were two women who both wanted a lemon.

The juice barely

The juice went

Chapter II – Nature, Theories and Application of Motivation, Needs and Values

Chapter II – Nature, Theories and Application of Motivation, Needs and Values

Chapter II – Nature, Theories and Application of Motivation, Needs and Values

Chapter II – Nature, Theories and Application of Motivation, Needs and Values

Chapter II – Nature, Theories and Application of Motivation, Needs and Values

Chapter II – Nature, Theories and Application of Motivation, Needs and Values

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication

Chapter III – Communication