Fundamental of OB, Management Functions, Role of Manager, Evolution of OB, Principles Of Administrative Management by Henry Fayol, Models of OB, Attitude & values, Emotional Competence Framework by Daniel Goleman, Personality, Johari Window,

1. Subject: Organizational Behaviour
Unit No.1. Fundamentals of OB
1.1 Evolution of OB
Presented By:
Prof. Yogesh. L. Aher
Faculty, HR

2. • What Managers Do?
• Where Managers Work?
• What are Management Functions?
• Roles of the Manager….
• Management Skills?
• What is Organizational Behavior?
• Evolution of Organizational Behaviour.
• Principles of Administrative Management

3. What Managers Do:
• Managers (or administrators)
• Individuals who achieve goals through other people

4. Where Managers Work
• Organization:
• A coordinated social unit, composed of two or more people, that
functions on a relatively continuous basis to achieve a common goal or
set of goals.

5. Management Functions:

6. Management Functions (cont’d)
• Planning
• A process that includes….
• defining goals,
• establishing strategy,
• and developing plans to coordinate activities.

7. • Organizing:
• Determining what tasks are to be done,
• who is to do them,
• how the tasks are to be grouped,
• who reports to whom,
• and where decisions are to be made.

8. • Leading:
• A function that includes
• motivating employees,
• directing others,
• selecting the most effective
communication channels,
• and resolving conflicts

9. • Controlling:
• Monitoring activities to ensure
• they are being accomplished as planned and
• correcting any significant deviations.

10. Role of a Manager
• Interpersonal
• Informational
• Decisional

11. Management Skills

12. Organizational behavior (OB)
• Luthans:
• A branch concerned with understanding, prediction (forecast) and control
of Human Behaviors in an organization.
• Davis and Newstrom:
• A study and application of knowledge how people act or behave within
organization.
• A study of behaviour of an individual who is working in an organization.

13. 1800 Robert
Owen
Emphasize the Human Needs
of the employee
Refused to employ children,
Educate the workers, &
Cleanliness
FATHER OF PERSONNEL MANAGEMENT
1890 Industrial
Revolution
Inefficiency,
Wastage of material,
Inadequate Training, Little
cooperation between
Management & Workers
Adequate Training,
Appropriate Remuneration
Right People for Right Job
Operational Efficiency
F W Taylor-
Father Of Scientific Management
Maximum output, Adequate
Training, Differential Piece
Rate System

14. 1900 Administrative Management
H Fayol –Father of Administrative Management
Administrative Management
Five Functions of Management-
Planning,
organising,
Staffing,
Leadership and
control

15. Principles Of Administrative Management: (14 Principles given by H Fayol)
(Universally applicable Rules or recommendation that guide the manager to take decision)
1.Division of work amongst worker (depending upon
Skills)
2.Authority (someone who have authority to give
responsibility)
3.Discipline (Follow the rule) 4.Unity of Command (Only one boss for employee)
5.Unity of Direction (Task of organization in one
direction)
6.Remuneration
(Fair & equitable remuneration)
7.Subordination over Individual Interest (all decision
should be for organization interest & not for
individual interest)
8.Centralisation & Decentralization (Depending upon
organization)
9.Scalar Chain (Chain of communication) 10.Order at Right Place
(Everything should be at right place)
11.Equity (Kind & Fair) Manager behaviour towards
employee
12.Stability (employee retention)
13.Initiative (Manager motivate the employee for
giving ideas)
14.Espirete de Corps (French Word-Team spirit)

16. • Scope of OB:
• The scope of organizational behaviour extends to only three significant
concepts….
• 1. Individual Behaviour: An individual is studied from the personality,
motivation, interests, and attitudes of an organization.
• 2. Inter-Individual Behaviour: Inter-individuals represent persons with their
social group, subordinates, or senior employees in the workplace.
• 3. Group Behaviour: Group behaviour represent how individual behave in a
group in an organization.

17. • Importance of Organizational behaviour for the managers:
• It helps to look at the BEHAVIOR OF INDIVIDUALS WITHIN AN
ORGANIZATION.
• It aids understanding of the COMPLEXITIES INVOLVED IN
INTERPERSONAL RELATIONS, when two people (two coworkers or a
superior-subordinate pair) interact.
• Useful/Valuable for examining the DYNAMICS OF RELATIONSHIPS within
small groups, both formal teams and informal groups.
• When two or more groups need to COORDINATE their efforts, managers
become interested in the INTERGROUP RELATIONS that emerge.
• Organizations can also be VIEWED AND MANAGED AS WHOLE SYSTEMS
that have inter organizational relationships.

18. • Models of OB:
• Model ids an abstraction of reality.
• Model is develop the guide the activities in different field.
• Ob model will provide framework that how people will be treated in an
organization.
• 5 Models of OB:
• 1. Autocratic
• 2. Custodial
• 3. Supportive
• 4. Collegial
• 5. System

19. • Autocratic Model:
• Managerial orientation is towards power
• Manager see authority as the only mean to get the work done.
• Employee are expected to follow rules.
• High dependence on boss
• Largely based on theory X assumption of McGregor
• A very strict and close supervision is required
• Communication is mostly downwards
• Performance is ensure through fear, punishments or threats.

20. • Custodial Model:
• Managerial orientation is towards the use of Money.
• Model depends on the economic resources.
• Employee obtain security
• Highly depend on organization.
• Less depend on boss
• Level of performance is not vey high
• Employee are not given the authority to decide the benefit what they want.
• Not suitable for matured employee as they want to decide benefit at their own.

21. • Supportive Model:
• Managerial orientation is manager Leadership.
• Aim is to support the employee in their achievement of result.
• Focus is on participation and involvement of employee is the decision making
process.
• Model is based on “ Principles of Supportive relationship “ by Likert
• High order need like self actualization need will bet fulfill.
• This model is suited in the condition where employee are self motivated.
• This model focus on Human aspects rather that economic aspects.
• It is based on assumption of McGregor theory Y.

22. • Collegial Model: (Extension of Supportive Model):
• Managerial orientation is towards Teamwork.
• Employee need little control & direction from Management.
• Employee has feeling of responsibility.
• Employee depend on self discipline
• Strict supervision is not required.
• Employee perform enthusiastically.

23. • System Model:
• Emerging Model
• Managerial orientation is towards caring & Compassion. (Passion)
• Based on human characteristics and how they can work best.
• Employee are self motivated
• Wide range of need get fulfilled

25. • Attitude & Value:
• Attitude is a tendency to act/think in certain ways either favorably or unfavorably
concerning objects, people or situation.
• An attitude is the way a person “feels” about a person, a place, a thing, a situation
or an idea. Attitude could be positive or negative.
• A tendency to respond positively or negatively towards a certain idea, object,
person, or situation.
• Attitudes are thus responses to situations.
• In organizations, attitudes are important because they affect job behaviour.

26. • Example of Attitude:
• Evaluation :
• My supervisor gave a promotion to a coworker who deserved it less than me.
My supervisor is unfair.
• Effect = Feeling ( I dislike my supervisor)
• Behavioral = Action (I ‘m looking for other work )
• Negative attitude towards supervisor

27. • Values:
• Values are global beliefs (accepting something is truth/exist without any proof) that
guide actions and judgments across a variety of situations.
• Formation of Values:
• Childhood: We start forming values in our childhood. First we learn to appreciate
things that fulfill our basic needs, but we value especially those people that provide
them to us.
• Parents: Their behaviors determine in large part what will subsequently become our
most important beliefs and principles.
• Social Pressure: Later, when we are students, we start feeling social pressures and the
pressure of values that are different from ours, as we relate to other people.
• Role Models: Teachers, leaders, and value models at school can reinforce what was
formed at home

28. • Five universal values :
• Truth
• Righteous conduct (Morally right or justifiable)
• Peace
• Love and
• Non-violence

29. • Emotional intelligence :
• Otherwise known as emotional quotient or
• EQ is the ability to understand, use, and manage your own emotions in positive
ways to relieve stress, communicate effectively, empathize with others, overcome
challenges and defuse conflict.
• IQ (Intelligence quotient) tests measure your ability to solve problems, use logic,
and grasp or communicate complex ideas.
• EQ (Emotional quotient) tests measure your ability to recognize emotion in
yourself and others, and to use that awareness to guide/take your decisions.

30. Emotional Competence Framework:

31. • Personality:
• The combination of characteristics or qualities that form an individual's
distinctive character.
• Its person ability to express himself or to do something.
• There is no agreed definition of personality, but most theories focus on
motivation and psychological interactions with the environment one is
surrounded by.

32. • Johari Window :
• Is a model of different degree of openness between two people.
• The Johari Window model is a simple and useful tool for illustrating and
improving self-awareness, and mutual understanding between individuals
within a group.
• The Johari Window model can also be used to assess and improve a group's
relationship with other groups.
• The Johari Window model was devised by American psychologists Joseph Luft
and Harry Ingham in 1955, while researching group dynamics at the
University of California Los Angeles.
• Luft and Ingham called their Johari Window model 'Johari' after combining their
first names, Joe and Harry. In early publications the word appears as 'JoHari'.

33. • The Johari Window model is also referred to as a 'disclosure/feedback model of self
awareness', and by some people an 'information processing tool'.
• The Johari Window actually represents information - feelings, experience, views,
attitudes, skills, intentions, motivation, etc - within or about a person - in relation to
their group, from four perspectives.
• The four Johari Window perspectives are called 'regions' or 'areas' or 'quadrants'.
• Each of these regions contains and represents the information - feelings, motivation,
etc – known about the person, in terms of whether the information is known or
unknown by the person, and whether the information is known or unknown by others
in the group.
• This is the information about the person - behaviour, attitude, feelings, emotion,
knowledge, experience, skills, views, etc - known by the person ('the self') and known
by the group ('others').

35. • What is known by the person about
him/herself and is also known by others -
open area, open self, free area, free self, or 'the
arena‘.
• What is unknown by the person about
him/herself but which others know - blind
area, blind self, or 'blind spot‘.
• What the person knows about him/herself that
others do not know - hidden area, hidden self,
avoided area.
• What is unknown by the person about
him/herself and is also unknown by others -
unknown area or unknown self.

36. Thank You