Content:
Introduction…………………………………………………………………….…2
Chapter 1.1.Individual behavior and personality…………………………3
1.2. Influence of the type of individual temperament………………...……….3
1.3. The nature of the attitude to the norms of the organization……………………………6
1.4. Personality types in relation to the source of control…………………7
1.5. The need for achievement, belonging and power….……………….8
1.6. The influence of socio-demographic characteristics and personal qualities of employees on labor activity……………………………..9
Chapter 2.1. Managing individual behavior in an organization…….14
2.2. Goal-setting as a mechanism for managing an individual
behavior…………………………………………………………………….14
Conclusion…………………………………………………………………….16
References…………………………………………………………….17
Introduction
From early childhood, a person deals with many organizations, and becomes a member of some of them. An organization is a complex organism. It coexists and intertwines the interests of the individual and groups, incentives and restrictions, discipline and creativity, regulatory requirements and informal initiatives. Organizations have their own image, culture, traditions and reputation. They develop confidently when they have a sound strategy and use resources efficiently. The well-being and life of many people on earth and even the existence of mankind depend on the behavior and individual actions of the organization, as well as individual people included in organizations and personifying them. These questions are of concern to every person who, out of necessity or of good will, enters into relationships with organizations, and representatives of the interests of numerous groups and organizations who are also forced or willing to enter into interaction with other organizations. Therefore, the theme of the essay "Individual level of organizational behavior" isrelevant , since at the present stage of development, the search for ways to activate human potential within an organization and taking into account psychological characteristics are one of the main factors in increasing the efficiency of any organization.
This topic is well covered in the scientific literature. The problem of individual - psychological differences began to be considered from the end of the 19th century. Starting with the theory of psychoanalysis 3. Freud, which was further developed by K. Jung, A. Adler. The characteristic features of personality and their typology are considered in detail in the fundamentals of socionics. Also, the topic of individual characteristics is widely disclosed in various textbooks on management and organizational behavior.
aim The purpose of this work is to find out the influence of individual personality traits on organizational behavior and develop recommendations for personnel management, taking into account these features. To achieve the goal, it is necessary to decidetasks :
Analyze the influence of individual personality traits on organizational behavior
study of the main theoretical aspects: models of organizational behavior, study methods, etc.
Thus, knowledge of individual behavior is a critical tool in helping us understand how people behave and how they interact with each other, and perhaps even make sense of our own behavior in an organizational context.
Chapter 1.1. Individual behavior and personality
The starting point for the study of individual behavior in an organization is the personality. Personality theory intersects with other disciplines, especially psychology, and there are many theories of personality (Ewen, 1988), each of which looks at it from its own point of view. There are many different definitions of personality, which makes the concept even more confusing. We define personality as follows:specific properties of individuals, overt or covert, that can determine either uniformity or differences in behavior in an organization.
The above definition suggests that a person influences other people in an organization through interaction, but it also influences how individuals perceive themselves and therefore the extent to which individuals in an organization are a positive or negative force. For example, personality differences can lead to hostility between individuals, which prevents the creation of effective teams, while the right combination of different personalities contributes to the creation of such teams (Belbin, 1996). Personality influences attitudes and motivation in the sense that individuals respond to motivational stimuli, or how negative self-image can cause attitudes to develop that discourage individuals from being motivated at the organizational level. It also affects leadership styles, and the ability to achieve common goals can be very important in connection with the process of developing a strong organizational culture.
It can be argued that personality has a great influence on how people behave in an organization. The degree of this interaction is often disputed, since it is said that behavior is determined by a number of innate factors associated with personal properties, as well as a number of environmental factors beyond the control of the individual.
1.2. Influence of the type of individual temperament
melancholic
The melancholic subordinate always takes the lead position. He will never become an informal leader who criticizes his leader. The melancholic is comfortable being led: less responsibility. The melancholic needs support. It happens that he comes to the leader only for a sincere conversation, especially when he makes vital decisions. Often, melancholic subordinates become "adult children" for a strong and energetic leader. He advises them on how to make repairs, where to go on vacation, how to dress, etc. They listen carefully to his advice.
Receiving sympathy from the leader, the melancholic is also capable of emotional support. He is the first to feel the feelings of another person and tries to calm him down. The melancholic is a good emotional "barometer" in the team. Strives for a positive environment. He has a hard time dealing with conflicts. As a rule, avoids tension in relationships with colleagues by all means.
If a subordinate with a melancholy temperament is respected by colleagues, he becomes a peacemaker between competing leaders and factions. He will understand everyone and sympathize with everyone, maintaining a conciliatory position. In work, he is focused on the careful completion of tasks, because he is afraid of mistakes. A risky and ambitious project - not for him. The melancholic performs the usual functions better within the framework of his education and experience.
Works well in positions related to supportive communication: HR manager, HR manager. But in those divisions where communication is associated with activity and the ability to convince, the melancholic will work diligently, but with great effort. For example, doing sales in real communication or on the phone, he quickly overworks and "burns out."
The melancholic is often creative, so he can be a good employee of the departments of advertising, marketing and design.
sanguine
A sanguine subordinate differs little from a leader with the same temperament. He is just as hardworking and hardy. Restrained and businesslike, striving for high competence in his field. Relations with colleagues are friendly, but without unnecessary familiarity. It happens to be "thick-skinned": he likes to make fun of his colleagues, without thinking whether they like it or not.
Participates in corporate parties, has fun, but goes home on time. Prefers a healthy lifestyle, goes in for sports. Sanguine is disciplined, comes to work on time and goes home not too late. Strives to organize working time well. Works with dedication, but without unnecessary nervousness and fussiness.
Emotionally does not get used to the company. If at work he does not feel the prospect of raising wages, he easily moves to a new job.
He perceives criticism from the head constructively, strives to correct the mistake and improve his performance. Sanguine can be placed in areas of work where high intensity is required. He communicates well with a large number of different people, does not "burn out" and does not overwork. Able to work under stressful conditions while maintaining composure and control.
He likes everything new, so he is happy to take on a new project. It must be controlled: after the stage of passion, there comes a period of decline in motivation and even indifference. At this time, a sanguine person can switch to a new business, not yet completing the project he has begun.
Sanguine is a good strategist and politician. Often happens to be an informal business leader in a team, but always supports the official leader, not competing with him. Sanguine is waiting in the wings. But he will not wait long: if another company offers him better career prospects, he will quit.
Phlegmatic person
They say about such a subordinate: "A person and an employee are good, obligatory and responsible, but without initiative." He knows and knows a lot, he is competent and educated, but he is focused on performing work and will not offer new ideas and projects.
It is better to use such an employee in monotonous areas of work where thoroughness and thoroughness are needed. He will cope well with the tasks of analyzing a large amount of information, performing the same and routine actions. When formulating a task, he must be given time for questions, discussion, and recording.
He needs to be given enough time to understand the task and complete it. No need to rush. In areas of work where high speed and sociability are needed, it is better not to put.
There is no point in "breaking" the temperament of any subordinate: it will not work anyway. Choleric will rush and make mistakes, phlegmatic - slowly but carefully perform. The art of management is to find the right niche for employees and effectively use their strengths to the benefit of the company.
Phlegmatic, which is often a "man of the process", must be controlled and stimulated to obtain a specific result. A responsible and obligatory phlegmatic person will strive to finish the first task and proceed to the next task.
Restrained and calm phlegmatic people are a valuable resource for the company. Yes, they are not "revolutionaries" and not innovators, like choleric people. However, it is they who make up the contingent of stable employees devoted to the company. When the company is going through hard times, it is the phlegmatic who will patiently wait for a way out of the crisis and rejoice with the management of new successes.
Choleric
For the immediate superior, a subordinate with such a temperament is luck, on the one hand, and a test of strength, on the other. A choleric employee is active, enterprising and energetic. He does not need to be adjusted, tested and specially motivated to work: he is self-motivated for success and achievement. He is an ambitious professional. His leading need is for new information and new experience. Loves to learn and always strives to improve competence. However, for the manager, such an employee eventually becomes a serious competitor.
1.3. The nature of the relationship to the norms of the organization
Authoritarian personality . The authoritarian personality believes in obedience and respect for authority, that the strong should lead the weak. Individuals of this type are overly concerned with the idea of power, which is explained by the belief that some people are better than others and should lead the rest.
Because of their belief in hierarchical order, authoritarians make good subordinates if they respect andaccept the boss. However, getting in touch with them can be difficult. True authoritarians tend to take advantage of other people and the best way to work with them is to assert their own power if possible. This personality type is unlikely to be suitable for a company that is trying to use more democratic methods that involve employees in decision making.
bureaucratic personality. A person's attitudes and value system may predispose him to adopt rules, norms, and order as a way of managing organizations. But the bureaucratic personality especially values hierarchy, adherence to rules, impersonal and formal relationships. The bureaucratic personality believes that the less experienced should give way to more experienced employees, higher-ranking persons should have the prerogative of decision-making. People working in an organization must put the interests of the organization ahead of their personal interests. A strong bureaucratic personality fits well into military organizations and feels better where rules, order and norms are observed.
Individuals with this type of personality are suitable as managers for routine, monotonous, orderly work.
Machiavellian. Machiavellianism is a concept derived from the writings of Niccolò Machiavelli. He justified the policy of manipulating people and the tactics used by manipulators against their opponents in order to strengthen the state.
Machiavellians are associated with the desire for leadership. People who have these characteristics are pronounced, have high self-esteem, self-confidence and act in their own interests. They are considered cold-blooded and calculating; they try to use other people and find allies among those who have power in order to achieve their goals. Such people can lie, cheat, risk their reputation: they believe that the end justifies the means. A true Machiavellian does not even feel guilt, being able to dissociate himself from the consequences of his actions.
In addition, Machiavellians tend to lavish false or exaggerated praise in order to manipulate other people. They try not to fall under the control of considerations of friendship, loyalty andtrust. This gives Machiavellians a significant advantage over those who value friendship and trust.
Machiavellians are able to choose the conditions in which their logic works: face-to-face communication, emotional, uncertain situations. Without being distracted by emotions, they are able to calmly lose their influence in a power vacuum or in unusual situations. Machiavellianism is common in modern society
1.4. Personality types in relation to the source of control
People can be divided into two categories depending on whether they believe that what is happening to them is regulated from the outside or from the inside, i.e. with their own efforts. A person who believes that his most important actions are controlled by other people is a person withexternal source of control. If, on the contrary, he believes that he himself controls his actions, then he can be characterized as a person withinternal source of control. The internal source of control is associated with the need for independence, as well as better adaptation to work in terms of satisfaction, stress management, involvement in work and activity. Such people also demonstrate a greater focus on work. The source of control is important for the selection, training and placement of employees in leadership roles or in other situations. There is an opinion that the shift of sources of control from internal to external can influence the level of interest in the work. Interest in the work falls, and with it, productivity decreases.
Setting rules and other control methods can interact with the source of control and affect the level of employee motivation. When the orientation of the individual in the sense of control is incompatible with the environment, various reactions are possible. Individuals with an external source of control may react negatively to tasks or jobs that require independent action. Therefore, they may resist efforts to enrich work or improve its quality, introducing additional autonomy and responsibility for decision-making.
1.5. The need for achievement, belonging and power
David McClelland has done extensive research on three traits that are present in all people, albeit to varying degrees: the need for achievement, the need for belonging, and the need for power.
People with a high need for achievement take on difficult tasks with particular go-tonality and set their own high standards of performance in the process. They like to be in situations where they can be in charge of what happens, they like to set clear goals for themselves, willingly take personal responsibility for the results they get, and want to get a return on the results of their work. Not surprisingly, such people can often be found in jobs that help them satisfy their strong desire for achievement. In the course of his research, McClelland found that entrepreneurs and managers are especially common among those people who have a greater need for achievement. He found, for example, that ten years after college graduation, students who demonstrated a high need for achievement were more likely to take on entrepreneurial positions than those with a low need for achievement. In addition, effective managers with a high need for achievement often show a strong task orientation and, as a rule, a willingness to take reasonable risks.
People with a high need for belonging are especially concerned with establishing and maintaining good relationships with other people. They not only want to be loved, but also strive to establish good relationships with everyone they cross paths with in life. As you can reasonably expect, they like to work in groups, are usually very responsive to other people's feelings, and tend to avoid activities that lead to interpersonal conflict. In organizations, people with a high need for belonging are more likely to find themselves in jobs that require active social interaction. Although they can be good team members, a manager does not always want to have a group composed entirely of people with a high need for belonging, since such a group may be more concerned with creating and maintaining good interpersonal relationships than solving the problems assigned to it. People with a high need for affiliation may also be less effective in situations where they have to evaluate others, as they often find it difficult to convey negative information to a colleague or subordinate, i.e. perform an action that may disrupt interpersonal relationships.
People with a high need for power show a strong desire to exert emotional and behavioral control or to influence others. You will most likely meet such people in positions such as a manager or leader, requiring a person to influence subordinates. People with a high need for power may actually be more effective as leaders than people with a low need for power.
Which combination of needs for achievement, belonging, and power results in higher motivation and higher performance? While it may seem important to score high on all three traits to ensure high managerial performance, the research suggests that managers must have a high need for achievement and power in the first place. A high need for involvement may not be a good quality for managers: instead of directing the activities of subordinates to achieve higher performance, managers may try to win their love. Such results of studies on the effectiveness of managers primarily reflect the work of managers of lower and middle levels. For company executives and top managers, the need for power seems to dominate everyone else and largely determines their success.
1.6. The influence of socio-demographic characteristics and personal qualities of employees on labor activity
Let us consider the connection between the characteristics of a person's personality and the most important factors of his activity - fluidity, absenteeism, labor productivity and job satisfaction.
Age . The dependence on age of the listed factors of human activity should increase over the next decade. This is due to at least three reasons: the conviction of most managers that performance decreases with age; an aging workforce; statutory retention of pensions for working pensioners in the absence of a mandatory retirement requirement upon reaching a certain age. How does the age of workers actually affect employee turnover, absenteeism, labor productivity and job satisfaction? The older a person gets, the less likely it is that he (wants to quit, because with age it becomes more and more difficult to find a new job. In addition, older people prefer not to leave the organization, given the presence of a number of social benefits due to labor veterans, seniority bonuses and etc. Thus, staff turnover among older employees is much lower than among their younger colleagues.
Studies show that the number of unexcused absences among older workers is indeed lower, but the number of absences due to illness is high.
It is widely believed that labor productivity declines with age, because the sharpness of reaction, strength and coordination of movements are impaired with age. However, this is not quite true. Research shows that age and job performance are unrelated. This applies to all types of work, both highly and low-skilled. A natural conclusion follows from this: the requirements for most types of work are not always due to physical skill and change due to the age of the worker. Moreover, even if there is some decrease in labor productivity due to age, it may well be compensated by the worker's experience.
Relationship between job satisfaction and age. Numerous studies have shown that it is positive, at least until retirement age. However, modern technological transformations (eg computerization) may change this situation and job satisfaction for older workers is likely to be lower than for younger ones.
Floor. There are many points of view regarding the priority of workers of one sex or another in a given workplace.
No difference was found in male and female analytical skills, decision-making abilities, motivation, leadership qualities, communication skills and learning abilities. At the same time, according to research by psychologists, women are more law-abiding, and men are more aggressive and more focused on success, although, however, these differences are not so significant.
In recent years, the share of working women has increased, and it must be taken into account that there is no significant difference in the productivity of men and women. Similarly, there is no indication that an employee's gender affects job satisfaction.
Regarding staff turnover, some researchers believe that women have a higher rate, but there is not enough complete information to draw meaningful conclusions.
The study of absenteeism found that women definitely have higher rates than men. The most logical explanation for this fact is that our society has historically placed all household and family responsibilities on women. However, in recent years, the traditional role of a woman only as a keeper of the hearth, a teacher of children and a housewife in the kitchen is undergoing changes. More and more men are beginning to be interested in the problems of home and raising children.
Family status . The impact of a worker's marital status on key performance indicators is not well understood, but some research suggests that married workers are less absent from work, quit less often, and are more satisfied with their work.
Marriage imposes increased responsibilities on a person, so a stable and stable job becomes valuable and important for him.
Of course, these results are not entirely substantiated. In addition, there are other topics for further research: the impact of divorce on employee performance and job satisfaction; advantages and disadvantages of civil marriage, etc.
Number of dependents . Concerning this question also it is impossible to draw unambiguous conclusions. The statistics of absenteeism by women is largely due to the need to care for children. There is also a positive dependence of job satisfaction on the presence of dependents. When it comes to employee turnover, research has been mixed, with some researchers arguing that having children increases turnover, others taking the opposite view.
Length of service in the organization . There is no reason to assume that people with longer work experience are more productive.
Work experience is inversely related to absenteeism. Similarly, seniority and turnover are inversely related. Moreover, work experience is one of the most important indicators to predict the trend of turnover.
Capabilities
The full abilities of an individual are made up of two components - intellectual and physical.
Intellectual ability . The intellectual abilities of a person allow him to carry out mental actions. There are many tests that allow you to determine the intellectual capabilities of a person - these are the so-called IQ tests. With their help, the ability to calculate, spatial imagination, decision-making speed, logic, memory, general erudition, etc. are evaluated. It should be emphasized that, despite the wide distribution of tests through open printing and computer software, only a trained specialist can use them properly. In addition, a high score of 10 does not necessarily mean that an employee is highly efficient.
Physical ability . Just as much as intellectual ability is important for doing mental work, physical ability plays a big role in doing less skilled work. It is necessary to evaluate these capabilities of an employee whose profession requires endurance, manual dexterity, etc.
Suitability for work. As already shown, different types of work place different demands on the abilities of workers. Consequently, work efficiency increases when the ability of the employee and the requirements for the position coincide.
If the employee's abilities far exceed the requirements for the job, then the performance is likely to be adequate to the requirements, but organizational inefficiency will arise, and the employee's satisfaction with his work may be low. Despite a good salary, a limitation in the use of one's abilities can cause a worker to become frustrated.
Self confidence .
Some people consider themselves masters of their destiny, others are sure that everything depends on the case.
We will call the first type of people internal organization personalities, or internals, and the second type of people - externals. It has been established that externals are less satisfied with their work, show more absenteeism and are less involved in work than internals.
This is probably due to the fact that, in their opinion, nothing depends on them in the organization. Internals in the same situations rely on their own strength and in unpleasant situations do not blame anyone but themselves. In addition, internals who are dissatisfied with their work are more likely to quit.
The results of studies of absenteeism in these two types of people are interesting. Internals who believe that their health depends only on themselves and their habits are more responsible for themselves and have fewer bad habits. This leads to fewer accidents and, as a result, fewer work absences, i.e. less absenteeism.
There is no direct link between self-confidence and employee turnover. On the one hand, internals tend to take action in case of dissatisfaction and, therefore, leave the organization quite easily. On the other hand, they usually do well at work and are therefore more satisfied with it.
It is also obvious that internals work better, but in certain areas. They seek and analyze information more carefully before making a decision, are more active in achieving goals, and have greater control over the organizational environment. Consequently, internals excel in complex organizational tasks as well as in professional jobs that require complex information processing and analysis. In addition, internals are more suitable for jobs that require initiative and independence of action. However, externals are more obedient and disciplined. This is why they should excel in jobs that are well structured and timed and whose success depends heavily on the input of others.
Achievement orientation (commitment). What kind of work is best done by achievement-oriented people? Quite complex, giving a quick result and allowing the employee to control its progress. It is believed that achievement-oriented people will succeed in trade, professional sports, management, and not on the assembly line or in the office. Thus, they may be inferior in speed to other workers, but they will best cope with responsible assignments that contain a challenge and require clear feedback.
Self-esteem is the degree to which a person loves himself. Studies of the relationship of this quality with organizational behavior have yielded interesting results. Employees with a high sense of self-esteem believe that they have great abilities and therefore should excel at work. They are more likely to take risks when choosing a job, prefer non-standard work and are less susceptible to other people's influence. They can be successfully used in managerial positions, and as a rule, they are satisfied with the work.
Self control. Individuals with a highly developed sense of self-control adapt well to external situations and easily correct their behavior. They are able to overcome the contradictions between their personal interests and the interests of the case. People with low self-control do not show such flexibility and behavior.
The propensity to take risks distinguishes people who strive to use every opportunity possible to succeed. People with this quality make decisions more boldly and use less information to do so.
Chapter 2.1. Managing individual behavior in an organization
Behavior management is a system of measures for the formation of principles, norms of behavior of people in an organization, which allows the organization to achieve its goals in a given time frame with acceptable costs.
Models of personnel behavior - forms of behavior of employees to achieve the organization's goals. They are carried out in several stages:
Stage 1 - identify the forms of behavior associated with labor activity, necessary for the implementation of the adopted strategy activity
Stage 2 - analysis of each type of activity in terms of quantitative and qualitative components, measurement of behavioral elements among employees performing relevant activities (absence from the workplace, delay at a break, smoke breaks, etc.)
Stage 3 - development of an intervention strategy, i.e. a long-term plan for the formation of the required behavior of employees is being developed.
The complex impact on the employee includes a system of measures of influence:
ways to change personality attitudes
application of different systems of motivation
methods of influencing the behavior of groups
conducting trainings to develop work skills for specialists and managers
specialist career management - a system for moving a specialist in an organization in accordance with his goals, abilities and desires and taking into account the goals and objectives of the organization
organizational regulation - a clear formulation of job responsibilities
A generalized way of influencing an employee is the possibility of giving him great confidence as the basis for creating a value system in the organization.
Goal-setting as a mechanism for managing individual behavior
The main goal of organizational interaction at the individual level is to encourage the employee to better perform the assigned tasks.
The specifics of setting the task and its solution are related to situational factors that affect the performance of this person in the organization. If the goal is perceived as achievable without any effort or practically unattainable, this does not cause motivation and a positive reaction.
Goals should be:
Specific – clearly articulated
Measurable - implies the existence of criteria that could allow determining whether the goal has been achieved or not
Achievable - used as an incentive to solve problems, to move forward through success
Results-oriented goals - should be characterized in terms of the result, not the work done
Time-bound – doable within a specific time frame
The success of interaction in an organization depends on how open a person is to the team and is able to receive feedback. To display this interaction, a tool such as the Johari window is used. This is a model showing how much a person is aware of himself:
The upper left “open window” is information that we know about ourselves and present it to others (name, habits, etc.)
Bottom left "closed window" - information that we do not share with others
The upper right “blind window” is information that is known to others, but unknown to us ourselves.
Lower right "unknown window" - information unknown to us3 or others
In the management of individual behavior, work must be done to change the blind and unknown windows, it is necessary to translate information from these windows into an open or closed window.
When solving the problem of achieving the effectiveness of the goal at the individual level of organizational behavior, it is also important to establish 5 phases of interaction between the manager and the employee:
Formulation of the problem
Investigation of the reality of the current situation
Formation of a list of opportunities to achieve the goal
Designing an Action Plan
Implementation of the plan
This approach underlies the methodologyCROW, PROPOSED by J. Whitmore, which determines the sequence of setting effective questions.
Conclusion
Any organization is interested in the fact that its employees behave in a certain way. The behavior of its employees that is effective for the organization is manifested in the fact that they reliably and conscientiously fulfill their duties, are ready, in the name of the interests of the case in a changing situation, to go beyond their immediate duties, making additional efforts, being active, and find opportunities for cooperation.
In managing people, it is necessary to take into account the individual psychological characteristics of the personality, the characteristics of temperament.
Management is increasingly using data on the diversity of human behavior and personal characteristics offered by psychology. Personality has long been a significant hiring criterion Personality is seen as a key factor in understanding career and work attitudes, coping with stress, analyzing problems and making decisions. Personality is seen as a central factor in the driving forces of motivation, in interpersonal relationships.
Bibliography:
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2. Burns T.F., Stalker G.M. Management culture. – M.: INFRA-M, 2008.
3. Vikhansky O.S., Naumov A.I. Management: person, strategy, organization, process: Textbook. - M.: Publishing house of Moscow State University, 2009 - 416 p.
4. Glumakov V.N. Organizational behavior. - M .: Vuzovsky textbook, 2009 - 352 p.
5.
Podoprigora M.G.
Teaching aid for the course dfor senior students and undergraduates. Taganrog: Publishing House of TTI SFU, 2008. - 261 p.
Organizational behavior (OB) is a relatively new field of knowledge that contains ideas about the organization. It is of great practical importance for managers who need to direct labor resources in the right direction to achieve good results in their work.
Organizational behavior: concept, essence, methods
For a better understanding of the EP, it is necessary to have knowledge of the psychology of people, as well as sociology. With the help of the data of these sciences, the main theories of EP are constructed. First, let's define this concept.
Organizational behavior is a system of knowledge and its regular replenishment with new facts with the help of research that is devoted to the organization: their interaction with colleagues, senior management, as well as the study of the attitude of employees to the subject of their activities.
The essence of organizational behavior is a regular analysis of the elements of the organization (individuals and groups), the purpose of which is to predict and improve their functioning. At present, this is a necessary measure for organizing successful work, since complex production structures need competent management of large groups of people: the development of special motivational systems and the correct distribution of labor forces.
The main methods in the EP are those that were originally used in sociology and psychology:
- observation. It allows you to study the work environment and the appearance of employees, how they meet the requirements, and identify shortcomings to eliminate them.
- Survey. This includes surveys, interviews and testing. These methods allow you to find out how satisfied employees are with their work and understand the general atmosphere of relationships in the team: friendly, competitive or hostile.
- Collection of documentary information. This includes studying regulations, ethical professional codes, job descriptions, contracts, the charter of the organization, etc.
- Experiment. This method can be organized according to the laboratory type (with preliminary preparation and immersion of people in certain conditions) or carried out in natural conditions.
Models of organizational behavior
There are 4 main patterns of behavior. They are a combination of a person's ideas, values, and, based on them, his reaction to others in the process of work.
- original organizational behavior. With such behavior, a person seeks to realize while avoiding following its traditions and accepted norms of behavior. With this variant, it is not uncommon for the "conservative" composition of the group to meet with the contradictory view of the original.
- Rebellious organizational behavior. This is the brightest person in the group, as he denies the norms and rules. He becomes the instigator of conflicts that accompany his personality at work almost all the time. Such an employee disrupts the work process and complicates all relationships, which leads to poor performance.
- Adaptive employees. Despite the fact that this employee does not accept the values of the organization, nevertheless, he behaves in accordance with them. He follows all the rules, charters and regulations, however, he poses a certain threat to the organization because of his unreliability: at any moment he can leave it and thereby disrupt the labor process.
- Disciplined and dedicated employee. This type of behavior is the best for both the organization and the employee. he strives to comply with all the rules of conduct, and the values of the organization do not conflict with his value system. He fully fulfills his role and gives good results, which depend on abilities.
Thus, EP is very important for team management, since it allows predicting the effectiveness of their work in a team based on the behavior of people.
Approval number | Approval number | Approval number | ||||||
L- people orientation; W- task orientation.
Management Style Grid (Blake and Mouton)
|
Your boyfriend · Comfortable pace of work. People and friendly atmosphere are important |
Leads a high performing team |
|
On the halfway 5,5 Satisfactory level of work. Balancing interests team and production needs | ||
Wretched Minimal effort both in working with people and in production | Dictator All attention is on production, people are not important |
Study of leadership style according to F. Fiedler
Think of people with whom you had to do this or that together. activity. Now think of one person in your life with whom you were least able to cooperate. This is not necessarily the person you don't like, but it was very difficult for you to interact with him, with whom you would least like to work together - your supervisor, subordinate, equal in position. It can be called the least preferred colleague.
Using the scales below, describe this person by putting an X in the appropriate place on each scale.
Charming | Unpleasant |
|
Friendly | Unfriendly |
|
Tense | Relaxed |
|
Cold | ||
Rejecting | Receiving |
|
Remote | ||
Benevolent | Hostile |
|
Interesting |
||
conflict | Harmonious |
|
Cheerful |
||
Open | Closed |
|
gossip | ||
Untrustworthy | Credible |
|
Tactful | Tactless |
|
Nasty | ||
Accommodating | Difficile |
|
Insincere | Sincere |
|
Unkind |
||
Total score: __________ |
Scoring
This is called the Least Preferred Colleague (LPC) scale. Calculate your LPC scores by adding up all the circled numbers; write down the amount received.
Interpretation
The LPC scale is used by F. Fiedler to identify the prevailing leadership style. F. Fiedler believes that this style is a fixed component of personality and, therefore, is difficult to change. This allowed the researcher to conclude that the key to successful leadership is finding (or creating) a good combination of leadership style and situation. If you scored 73 or more points, then, according to F. Fiedler, you are a "motivated to establish relationships" leader. If you have a score of 64 or less, then you are a “motivated to get the job done” leader. If you scored from 65 to 72 points, then you can decide for yourself which leadership style is preferable for you.
Topic 13. Socio-psychological aspects of organizational change management
Issues for discussion
1. Describe the types of organizational change. What are the criteria for their selection?
2. Describe the possible tactics for introducing innovation. Which one do you think is the most effective? Why?
3. Formulate principles for successful change implementation.
4. What is "resistance to organizational change"? What are its origins?
5. What characteristics of innovation determine the degree of its acceptance by the personnel of the organization?
6. How can organizations influence the formation of an innovation climate?
7. What is "organizational development"? Determine its main characteristics.
8. Describe the stages of the organizational development cycle.
Situation: HIGHLY PAID ORGANIZATIONAL DEVELOPMENT CONSULTANT (F. Lutens, p. 655)
The Human Resources Department notified the corporate middle managers that they would be meeting with a group of consultants within a week. The purpose of the consultants' visit is to analyze cross-functional relationships in the company. The consultants have proven to be very effective in conducting PR interventions through team building. Their approach consisted of six stages. When the managers explained its essence, the tension subsided somewhat. At first, they thought that team building was a kind of swindle, like sensitivity training, when people attack each other and vent their aggression by insulting those they don't like. For the same reason, managers used to think that consultants were not needed at all. One of them put it this way: “Now we understand what team building is, we can act and carry out the work on our own. All we have to do is choose a manager that everyone likes and entrust him with the role of change agent or consultant. After all, you don't really need an expensive consultant to do team building. You just need to have a good understanding of human nature.” Other managers generally agreed with this sentiment. However, the Director of Human Resources declined their offer. He hired an organizational development consultant to build teams.
1. What is the organizational development approach associated with team building? Do you think the managers understood this OR method correctly?
2. In your opinion, did the managers correctly represent the role of the external consultant? Do you agree or disagree with the decision of the director of human resources to reject their offer? Why?
7.2. Sample questions to prepare for the test
1. Modern definitions of the organization.
2. Population-ecological model of organization: representatives, main provisions and limitations of the model.
3. Model of resource dependence: main provisions, differences from the population-ecological approach, limitations.
4. Institutional model of the organization: representatives, main provisions.
5. Model of rational randomness (situational theory).
6. Transaction cost model of Oliver Williamson.
7. Communication of organizational design with strategic planning. Goals and objectives of the organization design.
8. structure of the organization: concept, functions. Structural mismatch symptoms.
25. The impact of goals and strategies on the structure of the organization. The impact of strategic choice on the structure of the organization.
26. The size of the organization and its structure.
27. Methods for studying the external environment of the organization.
28. The impact of the environment on the organization.
29. Dependence of the organizational structure on the stage of the life cycle of the organization.
30. Dependence of organizational structure on organizational culture.
31. Organizational design methods: document analysis, diagnostic interview, analogy method, synectics, scenario method.
32. Methods of organizational design: expert-analytical methods: nominal groups, delphi. Goal Structuring Method ( goal tree).
33. Methodology of system analysis.
34. The use of organigrams and maps (matrices) of the distribution of rights and responsibilities between departments and positions.
35. Satisfaction as an indicator of the integration of the organization. Employee Satisfaction Survey.
36. Individual-psychological regulators of the behavior of an individual in an organization: values and attitudes of the individual; personality traits: locus of control, "big five".
37. Motivation as a regulator of individual organizational behavior.
38. Motivational potential of the workplace. Importance of studying MPRM; technique.
3) matrix
4) these parameters do not affect.
3 The increasing complexity and variability of the external environment causes organizations to become more:
1) organic;
2) mechanistic;
3) difficult to manage;
4) these factors have little effect on the structure of the organization.
4 Individual factors of organizational behavior do not include:
1) abilities, skills;
3) values;
4) motivation;
5 What types of rewards do not happen:
1) internal;
2) systematic;
3) material;
4) social;
6 Which of the following examples is not related to values?
1) A does not want to work with B, because he categorically cannot stand people of this type;
2) friends have different opinions about the merits of one of them and therefore do not talk to each other;
3) the leader does not want to listen to the ideas of all junior colleagues without exception;
4) the designer does not agree with the ideas of his colleague from the production department.
7 Role is:
1) a set of ways of human behavior;
2) the position of the person in the organization;
3) what is expected from a person holding a certain position;
4) unwritten rules for doing work.
8. Educational technologies
In accordance with the requirements of the Federal State Educational Standard, when studying academic discipline remote technology of educational work is provided in the form of a lecture video course. the following active learning technologies are used in the educational process:
9. Educational and methodical Information Support disciplines (module)
9.1. Main literature:
1. Subhot behavior. Teaching aid for the course for senior students and undergraduates. Taganrog: Publishing House of TTI SFU, 2008. - 261 p.
2., Rodionov organization. Tutorial. St. Petersburg: RIF, 2008.
3., Petukhov organization. Tutorial. 3rd ed. Series "Library high school". St. Petersburg: Omega-L, 2008.
9.2. Additional literature:
1. Adizes changes / Per. from English. St. Petersburg: PETER, 2008.
2. Asaul and the practice of decision-making on the exit of organizations from the crisis. M.: ANO "IPEV", 2007.
3. Strategy for innovation management in the enterprise. M.: Economics, 2007.
4. Gibson J. L., Ivantsevich J., Donnelly Jr. JH Organizations: behavior, structure, processes: TRANS. from English. – 8th ed. - M.: INFRA-M, 2000. - XXVI, 662s.
5. Duck JD Monster of change: reasons for the success and failure of organizational change. / Per. from English. Ed. 2nd. St. Petersburg: Alpina Business Books, 2007.
6. Organizations. Textbook for psychologists and economists. - St. Petersburg: Prime-EVROZNAK, 2001. - 352 p.
7. Industrial and organizational psychology. Textbook for universities - St. Petersburg: Peter, 2001. - 720s.
8. , Dubovskaya small group. M.: Publishing House of Moscow State University, 1991. - 207 p.
9. Organizational behavior. M.: Publishing house INFRA-M. 19s.
10. Maslow the limits of the human psyche / Per, from English. A. M. Tatlydayeva; Teach, ed., entry. article and comment. . - St. Petersburg: From dates. group "Eurasia", 1997. - 430 p.
11. Structure in a fist: creating an effective organization. - St. Petersburg: Peter, 2001.
12. Newstrom JV Organizational behavior / Per. from English. ed. - St. Petersburg: Peter, 2000. - 448s.
13. Ponomarev organization: prerequisites for the emergence of a new organizational form. // "Management in Russia and abroad", No. 5, 2001.
14. Prigogine AI. Organization development methods. M.: MTsFER, 2003.
15. etc. Organization and its business environment: 17-module program for managers "Management of the development of the organization". Module 2. - M.: INFRA-M, 2000. - 192 p.
16. Solovyov design of control systems. Tutorial. M., Novosibirsk, 2002. S.41-50.
17. Stuart J. Training of organizational changes. - St. Petersburg: Peter, 2002. - 256 p.
18. Hall: structures, processes, results. - St. Petersburg: Peter. 2001. - 512 p.
19. Shermerorn J. Organizational behavior. M: Guards. 2004. - 604s.
20. Shilo behavior. Tutorial. Tyumen: Publishing House of the Tyumen State University. 2004. - 192p.
21. Shilo on organizational behavior. Tyumen: Publishing House of the Tyumen State University. 2006. - 168s.
22. Yuriev culture. Textbook for university students. M.: UNITY-DANA, 2007.
9.3. Software and Internet Resources:
2. Subhot behavior. Teaching aid for the course for senior students and undergraduates. Taganrog: Publishing House of TTI SFU, 2008. - 261 p.: Access mode: http://www. *****/books/m17/
10. Technical means and logistics of the discipline (module): multimedia equipment.
Additions and changes to the work program for the 201/201 academic year
The following changes are made to the work program:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The work program was revised and approved at the meeting of the department ____________________ "" _______________201
Head of Department ___________________/___________________/
Development of concepts of management and organizational behavior.
In the first half of the 20th century, four schools of management thought developed: the school of scientific management, the administrative school, the school of human relations, and the school of behavioral sciences. The founders and adherents of each of the directions believed that they managed to find a way to most effectively achieve the goals of the organization; however, later research and unsuccessful attempts to apply the theoretical discoveries of the schools in practice have shown that many of the proposed solutions were only partially correct.
School of Scientific Management (founder - F. Taylor; as well as F. Gilbreth, G. Gandt). This doctrine was based on a mechanistic understanding of man, his place in the organization. F. Taylor also developed a number of methods for the scientific organization of labor, based on the study of the movements of the worker with the help of timing, standardization of methods and tools of labor. Scientific approaches to the selection, placement and stimulation of the work of workers were introduced into practice. The merit of the school was that management for the first time began to be considered as an independent field of scientific research.
The administrative school (founder - A. Fayol) mainly studied production management at the highest administrative level, improving the management of the organization as a whole. The goal of the school was to create universal management principles, which affected two main aspects: the development of a rational system for managing the organization and building the structure of the organization and employee management. Fayol developed 14 principles of management, on which, in his opinion, the success of management depended.
The prominent representatives of the school were also: M. Bluefield, who developed the concept of "personnel management" and M. Weber, who proposed the concept of "rational bureaucracy".
Representatives of the school of scientific management and the administrative school recognized the importance of the human factor, however, they limited themselves to such issues as fair pay, economic incentives and the establishment of formal functional relationships.
The school of human relations (founders - E. Mayo, R. Owen) arose as a reaction to the shortcomings of the administrative school (formed at a time when psychology was in its infancy). E. Mayo's Hawthorne experiment showed that a group of workers is a social system that has its own forms of control, and by influencing such a system in a certain way, it is possible to improve labor results. Owen's idea was that the company should pay attention not only to machines and machines, but also to people, because. this has a great impact on labor productivity. The shift in the focus of management to a person has given rise to various behavioral schools of management (behaviorism - can be translated as “behavioral psychology; founder - J. Watson). A person in the concept of behaviorism is understood as reacting, acting, learning a creature programmed for certain reactions, actions, behavior. By changing incentives and reinforcements, it is possible to program a person for the required behavior. The development of motivation theories by behaviorists contributed to the development of the school of human relations in the 40-60s. XX century. One of the theories is the hierarchical pyramid of needs of A. Maslow, who made a huge contribution to the development of behaviorism in management. In the 20th century, behaviorism presented its concepts in a new light - in the theory of social learning (D. Rotter), according to it, each person has a certain set of actions, behavioral reactions that have been formed in tech. life - "behavioral potential", which includes 5 main. blocks - "techniques of existence". The school of behavioral sciences has significantly departed from the school of human relations, which focused primarily on methods for establishing interpersonal relationships. Its representatives sought to help the employee to a greater extent realize their own capabilities - and in a broad sense, by increasing the efficiency of human resources, the efficiency of the organization also increased. However, despite many important positive results, the behavioral approach sometimes turned out to be untenable in situations that differed from those investigated by its adherents. Such sciences as mathematics, statistics, engineering sciences (and related to them) made a significant contribution to the development of management theories. areas of knowledge). A new direction appeared - operations research (the application of scientific research methods to the operational problems of the organization), it was engaged in the Quantitative School. The key characteristic of management science, according to this direction, is the replacement of verbal reasoning and descriptive analysis with models, symbols and quantitative values. The process is not completed, more and more new ideas are put forward about the principles of human behavior in an organization. The (classical) school arose when psychology was in its infancy. Moreover, since those who were interested in psychology were rarely interested in management, the then meager knowledge of the human mind was not related to the problems of work. Hence, although the representatives of the scientific management school and the administrative (classical) school recognized the importance of the human factor, their discussions were limited to such aspects as fair pay, economic incentives, and the establishment of formal functional relationships. The "human relations in management" movement arose in response to a failure to fully recognize the human element as a core element of organizational effectiveness. Since it arose as a reaction to the shortcomings of the administrative (classical) school, the school of human relations is sometimes also called the neoclassical school. The most famous stage in the formation of the principles of the school is the Hawthorne experiment conducted by E. Mayo - the first major empirical study in the field of management. The initial task of the researchers was to establish how labor productivity is affected by illumination, the length of the working day, and a number of other factors that shape working conditions. But it turned out that the human aspect has a greater impact on labor productivity than changing its conditions. A group of workers is a social system that has its own control systems, and by influencing them def. In this way, it is possible to achieve an improvement in the results of labor. E. Mayo believed that if you create acc. relationship, the person will work with interest and enthusiasm. Managers, according to Mayo, must trust the workers and pay special attention to creating favorable relationships in the team. As a result, the school of human relations has become a counterweight to the entire scientific movement, because in it, the emphasis was shifted to people, and not to concern for production. The idea was that simply showing attention to people gives pts. a big impact on labor productivity; those. it was about increasing the efficiency of the organization by increasing the efficiency of the use of its human resources. However, representatives of the school of human relations:
exaggerated the influence of the psychological factor;
· did not take into account the peculiarities of corporate culture, extending their methods both, for example, to brigades of loaders, and to groups for the development of high computer technologies;
did not leave the manager the opportunity to make tough organizational decisions, if the situation requires it;
· did not take into account the relationship of the psychological factor with a system of other factors (social, cultural, technological, structural, non-systemic, etc.);
· considered the organization only as a closed system without taking into account the influence of the market and institutional environment, the problems of distribution and redistribution of power and other resources in the organization.
School of Behavioral Sciences.
The School of Behavioral Sciences arose on the basis of the School of Human Relations as a result of the development of psychology, research in the field of behaviorism (behavioral psychology). From the standpoint of behaviorism, personality is everything that an individual has, his ability to adapt to the environment, i.e. skills, socially regulated instincts, socialized emotions plus the ability to be plastic in order to form new skills, and the ability to retain and retain skills. That is, personality is an organized and relatively stable system of skills. A person in the concept of behaviorism is understood as a reacting, acting, learning being, programmed for def. behavior. By changing incentives and reinforcements, a person can be programmed for the desired behavior. J. Watson is considered the founder of behaviorism. A. Maslow, who created the theory of the hierarchical pyramid of needs, made a huge contribution to the development of behaviorism in management. The development of psychology and sociology, the improvement of research methods made the study of human behavior in the workplace more scientific. The largest figures of the later period of the behavioral direction: K. Arjiris, R. Likert, D. McGregor and F. Herzberg. They studied various aspects of social interaction, motivation, the nature of power and authority, organizational structure, communication in organizations, leadership, changes in the quality of working life. behavior of managers (theory X and theory Y). And Ouchi subsequently finalized McGregor's teaching, creating his theory of employee behavior, calling it theory Z. The school of behavioral sciences has significantly departed from the school of human relations, which focused primarily on establishing interpersonal relationships in organizations. Its representatives sought to help the employee to a greater extent realize their own capabilities - and in a broad sense, by increasing the efficiency of human resources, the efficiency of the organization also increased. However, despite many important positive results, the behaviorist approach has sometimes failed in situations different from those investigated by its adherents.
Profession Development Director Job responsibilities of the Regional Development Director
Coursework: Liquidity and solvency of the enterprise, methods of assessment and management
Using Logistics Performance Indicators
The concept and elements of the logistics process
Job description for the head of the motor transport section Job description for the head of the transport packaging department