Boek Organizational behaviour B&H
sammenvatting
Inhoudsopgave
Boek Organizational behaviour B&H sammenvatting.............................................1
Chapter 5: Learning............................................................................................. 4
Key theories and applications..........................................................................4
The learning process........................................................................................ 4
The behaviorist approach to learning...............................................................6
Behaviourism in practice.................................................................................. 8
The cognitive approach to learning..................................................................9
Cognitive perspectives in practice.................................................................10
Neuroscience and learning............................................................................. 11
Behavior modification vs. socialization..........................................................12
Hoofdstuk 6 – Personality.................................................................................. 14
Key theories and applications........................................................................14
Why study personality?.................................................................................. 14
Types and traits.............................................................................................. 15
Chronotypes................................................................................................... 16
Personality types A and B............................................................................... 17
Stress and strass management......................................................................17
The big five (or six)........................................................................................ 19
The H factor (HEXACO model)........................................................................20
The development of the self..........................................................................21
Selection methods.......................................................................................... 24
Chapter 9.......................................................................................................... 26
Key theories and applications........................................................................26
Why study motivation?................................................................................... 26
Presenteeism and the gig economy...............................................................27
The gig economy............................................................................................ 28
Drives, motives and motivation.....................................................................29
Content theories............................................................................................ 30
Process theories............................................................................................. 33
The social process of motivating others.........................................................38
Engagement and high performance...............................................................42
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
, Good work...................................................................................................... 43
Chapter 8.......................................................................................................... 44
Key theories and applications........................................................................44
Why study perception?................................................................................... 44
Selectivity and organization...........................................................................44
Perceptual sets and perceptual worlds...........................................................47
Appearance, age and attributions..................................................................50
Chapter 12: individuals in groups......................................................................53
Key theories and applications........................................................................53
Why study individuals in groups?...................................................................53
The individual and the group..........................................................................53
Group influences on individuals’ perceptions.................................................55
Group influences on individuals’ performance...............................................55
Group influences on individuals’ behaviour....................................................58
Group member socialization and control........................................................60
Deindividuation.............................................................................................. 65
Individual influences on group attitudes and behaviour.................................65
Work group rituals.......................................................................................... 66
Chapter 10: Group formation............................................................................ 67
Key theories and applications........................................................................67
Why study groups?......................................................................................... 67
Team players in organizations........................................................................68
Definitions of groups...................................................................................... 68
Types of group tasks....................................................................................... 70
The Hawthornr studies................................................................................... 72
Group-oriented view of organizations............................................................74
Formal and informal groups........................................................................... 74
Group development........................................................................................ 77
Chapter 11........................................................................................................ 81
Key theories and applications........................................................................81
Why study group structure?...........................................................................81
Virtual and hybrid teams................................................................................ 81
Role structure................................................................................................. 83
Leadership structure...................................................................................... 85
Power structure.............................................................................................. 86
Status structure.............................................................................................. 86
Liking structure.............................................................................................. 87
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
, Communication structure............................................................................... 87
Networked individualism................................................................................ 90
Chapter 7: Communiactions.............................................................................. 91
Key theories and applications........................................................................91
Why study communications?..........................................................................91
Interpersonal communication.........................................................................92
Verbal communication.................................................................................... 96
Cultural differences in communication style..................................................99
Impression management.............................................................................. 101
Emotional intelligence.................................................................................. 103
Organizational communication.....................................................................103
Social media and employee voice................................................................105
Chapter 19: Change........................................................................................ 106
Key theories and applications......................................................................106
Why study group change?............................................................................106
Making change happen................................................................................ 107
Readiness and resistance............................................................................. 109
Low tolerance for change............................................................................. 112
Participation and dictatorship.......................................................................113
Why change, when you can innovate?.........................................................114
Leading change............................................................................................ 115
Chapter 21: Conflict........................................................................................ 116
Key theories and applications......................................................................116
Why study Conflict?...................................................................................... 116
Contrasting conflict frames of reference......................................................116
Conflict levels and causes............................................................................ 120
Conflict management................................................................................... 125
Organizational justice................................................................................... 128
Organizational work behaviours...................................................................130
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
,Chapter 5: Learning
Key theories and applications
Theory Application
Behaviourist psychology Shape/teach desired (human/animal) behaviour
through various forms of reinforcement or
conditioning
Cognitive psychology To learn about internal mental processes that
cannot be directly observed
Pavlovian (respondent) conditioning To encourage the learning of a desired
behaviour or response by linking it to a new
stimulus
Skinnerian (operant) conditioning To encourage the learning of a desired
behaviour or response by linking it to its
consequence
Shaping To establish a desired behaviour pattern
through selective enforcement
Intermittent reinforcement To maintain a desired behaviour pattern without
constantly reinforcing it every time it occurs
Behaviour modification To encourage desired behaviours and
discourage undesired behaviours, using
operant conditioning methods
Socialization To teach new recruits to an organization what is
expected of them, ‘show them the ropes’
Behavioural modelling To learn new behaviours by watching and
copying others
Neuroplasticity To understand how our brains can learn with
experience and practice, regardless of our age
(you can teach old dogs new tricks)
AGES theory of learning To improve the retention of what you learn
through Attention, Generation, Emotion, and
Spacing
Why study learning? New corporate business models, advanced technologies,
and market trends managers and employees need to acquire new skills and
knowledge to remain employable.
Skills that will remain critical:
- CRITICAL THINKING
- Complex problem-solving
- Ability to absorb information
- Interpersonal & communication skills
- Teamworking
The learning process
Learning = the process of acquiring new knowledge through experience which
leads to a lasting change in behaviour. -> durability & experience
Other factors that can change behaviour:
- Maturation (in children)
- Ageing (in adults)
- Drugs
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
, - Fatigue
Lasting behavioural change!
- Procedural learning or knowing how, concerning your ability to carry out
skilled actions such as horse riding or painting a picture.
- Declarative learning or knowing that such as the history of our use of
the horse or the contribution of European futures movement in the
early 20th century to contemporary art.
Behaviorist psychology (‘stimulus response’) a perspective which argues that
what we learn are chains of muscle movements; mental processes are not
observable and are not valid issues for study.
Cognitive psychology (‘information processing’) a perspective which argues
that what we learn are mental structures; mental processes can be studied by
inference although they cannot be observed directly.
Growth mindset the belief that you can develop your capabilities through hard
work good methods and contributions from others.
Fixed mindset is the belief that your capabilities are inherited and that you
can't do much to develop them further.
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
, Figure 5.1 suggests that
1. One learning is not a smooth process but changes in pace overtime until a
stable peak performance is reached.
2. The learner’s ability develops slowly at first then accelerates and develops
more quickly before reaching a plateau.
The behaviorist approach to learning
- Behaviorist psychology is also known as ‘stimulus response psychology’ ->
Objective insights into human behavior, its causes and consequences. ->
study relationships between visible stimuli and visible responses.
Associations between stimuli and responses develop in two different ways:
o Pavlovian conditioning (respondent conditioning) a technique for
associating an established responsible behavior with a new stimulus.
o E.g. (1) Showing a dog meat: Unconditioned stimulus =
meat, unconditioned response (a.k.a. reflexes) = saliva. (2) If
we introduce a bell when we show the meat to the dog
enough times: conditioned stimulus = the bell, conditioned
response = saliva. (3) Stop giving the meat to the dog after
the bell: the association between conditioned stimulus and
conditioned response eventually = extinction
o Skinnerian conditioning (instrumental or operant conditioning) a
technique for associating a response or behavior with its
consequence.
Shaping the selective reinforcement of chosen behaviors in a manner that
progressively establishes a desired behavioral pattern.
Intermittent reinforcement a procedure in which a reward is provided only
occasionally following correct responses and not for every correct response.
- Nothing of psychological importance happens between stimulus and
response
- Experience effects behavior, e.g. Touching a flame = pain = don't touch
flames.
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
sammenvatting
Inhoudsopgave
Boek Organizational behaviour B&H sammenvatting.............................................1
Chapter 5: Learning............................................................................................. 4
Key theories and applications..........................................................................4
The learning process........................................................................................ 4
The behaviorist approach to learning...............................................................6
Behaviourism in practice.................................................................................. 8
The cognitive approach to learning..................................................................9
Cognitive perspectives in practice.................................................................10
Neuroscience and learning............................................................................. 11
Behavior modification vs. socialization..........................................................12
Hoofdstuk 6 – Personality.................................................................................. 14
Key theories and applications........................................................................14
Why study personality?.................................................................................. 14
Types and traits.............................................................................................. 15
Chronotypes................................................................................................... 16
Personality types A and B............................................................................... 17
Stress and strass management......................................................................17
The big five (or six)........................................................................................ 19
The H factor (HEXACO model)........................................................................20
The development of the self..........................................................................21
Selection methods.......................................................................................... 24
Chapter 9.......................................................................................................... 26
Key theories and applications........................................................................26
Why study motivation?................................................................................... 26
Presenteeism and the gig economy...............................................................27
The gig economy............................................................................................ 28
Drives, motives and motivation.....................................................................29
Content theories............................................................................................ 30
Process theories............................................................................................. 33
The social process of motivating others.........................................................38
Engagement and high performance...............................................................42
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
, Good work...................................................................................................... 43
Chapter 8.......................................................................................................... 44
Key theories and applications........................................................................44
Why study perception?................................................................................... 44
Selectivity and organization...........................................................................44
Perceptual sets and perceptual worlds...........................................................47
Appearance, age and attributions..................................................................50
Chapter 12: individuals in groups......................................................................53
Key theories and applications........................................................................53
Why study individuals in groups?...................................................................53
The individual and the group..........................................................................53
Group influences on individuals’ perceptions.................................................55
Group influences on individuals’ performance...............................................55
Group influences on individuals’ behaviour....................................................58
Group member socialization and control........................................................60
Deindividuation.............................................................................................. 65
Individual influences on group attitudes and behaviour.................................65
Work group rituals.......................................................................................... 66
Chapter 10: Group formation............................................................................ 67
Key theories and applications........................................................................67
Why study groups?......................................................................................... 67
Team players in organizations........................................................................68
Definitions of groups...................................................................................... 68
Types of group tasks....................................................................................... 70
The Hawthornr studies................................................................................... 72
Group-oriented view of organizations............................................................74
Formal and informal groups........................................................................... 74
Group development........................................................................................ 77
Chapter 11........................................................................................................ 81
Key theories and applications........................................................................81
Why study group structure?...........................................................................81
Virtual and hybrid teams................................................................................ 81
Role structure................................................................................................. 83
Leadership structure...................................................................................... 85
Power structure.............................................................................................. 86
Status structure.............................................................................................. 86
Liking structure.............................................................................................. 87
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
, Communication structure............................................................................... 87
Networked individualism................................................................................ 90
Chapter 7: Communiactions.............................................................................. 91
Key theories and applications........................................................................91
Why study communications?..........................................................................91
Interpersonal communication.........................................................................92
Verbal communication.................................................................................... 96
Cultural differences in communication style..................................................99
Impression management.............................................................................. 101
Emotional intelligence.................................................................................. 103
Organizational communication.....................................................................103
Social media and employee voice................................................................105
Chapter 19: Change........................................................................................ 106
Key theories and applications......................................................................106
Why study group change?............................................................................106
Making change happen................................................................................ 107
Readiness and resistance............................................................................. 109
Low tolerance for change............................................................................. 112
Participation and dictatorship.......................................................................113
Why change, when you can innovate?.........................................................114
Leading change............................................................................................ 115
Chapter 21: Conflict........................................................................................ 116
Key theories and applications......................................................................116
Why study Conflict?...................................................................................... 116
Contrasting conflict frames of reference......................................................116
Conflict levels and causes............................................................................ 120
Conflict management................................................................................... 125
Organizational justice................................................................................... 128
Organizational work behaviours...................................................................130
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
,Chapter 5: Learning
Key theories and applications
Theory Application
Behaviourist psychology Shape/teach desired (human/animal) behaviour
through various forms of reinforcement or
conditioning
Cognitive psychology To learn about internal mental processes that
cannot be directly observed
Pavlovian (respondent) conditioning To encourage the learning of a desired
behaviour or response by linking it to a new
stimulus
Skinnerian (operant) conditioning To encourage the learning of a desired
behaviour or response by linking it to its
consequence
Shaping To establish a desired behaviour pattern
through selective enforcement
Intermittent reinforcement To maintain a desired behaviour pattern without
constantly reinforcing it every time it occurs
Behaviour modification To encourage desired behaviours and
discourage undesired behaviours, using
operant conditioning methods
Socialization To teach new recruits to an organization what is
expected of them, ‘show them the ropes’
Behavioural modelling To learn new behaviours by watching and
copying others
Neuroplasticity To understand how our brains can learn with
experience and practice, regardless of our age
(you can teach old dogs new tricks)
AGES theory of learning To improve the retention of what you learn
through Attention, Generation, Emotion, and
Spacing
Why study learning? New corporate business models, advanced technologies,
and market trends managers and employees need to acquire new skills and
knowledge to remain employable.
Skills that will remain critical:
- CRITICAL THINKING
- Complex problem-solving
- Ability to absorb information
- Interpersonal & communication skills
- Teamworking
The learning process
Learning = the process of acquiring new knowledge through experience which
leads to a lasting change in behaviour. -> durability & experience
Other factors that can change behaviour:
- Maturation (in children)
- Ageing (in adults)
- Drugs
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
, - Fatigue
Lasting behavioural change!
- Procedural learning or knowing how, concerning your ability to carry out
skilled actions such as horse riding or painting a picture.
- Declarative learning or knowing that such as the history of our use of
the horse or the contribution of European futures movement in the
early 20th century to contemporary art.
Behaviorist psychology (‘stimulus response’) a perspective which argues that
what we learn are chains of muscle movements; mental processes are not
observable and are not valid issues for study.
Cognitive psychology (‘information processing’) a perspective which argues
that what we learn are mental structures; mental processes can be studied by
inference although they cannot be observed directly.
Growth mindset the belief that you can develop your capabilities through hard
work good methods and contributions from others.
Fixed mindset is the belief that your capabilities are inherited and that you
can't do much to develop them further.
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
, Figure 5.1 suggests that
1. One learning is not a smooth process but changes in pace overtime until a
stable peak performance is reached.
2. The learner’s ability develops slowly at first then accelerates and develops
more quickly before reaching a plateau.
The behaviorist approach to learning
- Behaviorist psychology is also known as ‘stimulus response psychology’ ->
Objective insights into human behavior, its causes and consequences. ->
study relationships between visible stimuli and visible responses.
Associations between stimuli and responses develop in two different ways:
o Pavlovian conditioning (respondent conditioning) a technique for
associating an established responsible behavior with a new stimulus.
o E.g. (1) Showing a dog meat: Unconditioned stimulus =
meat, unconditioned response (a.k.a. reflexes) = saliva. (2) If
we introduce a bell when we show the meat to the dog
enough times: conditioned stimulus = the bell, conditioned
response = saliva. (3) Stop giving the meat to the dog after
the bell: the association between conditioned stimulus and
conditioned response eventually = extinction
o Skinnerian conditioning (instrumental or operant conditioning) a
technique for associating a response or behavior with its
consequence.
Shaping the selective reinforcement of chosen behaviors in a manner that
progressively establishes a desired behavioral pattern.
Intermittent reinforcement a procedure in which a reward is provided only
occasionally following correct responses and not for every correct response.
- Nothing of psychological importance happens between stimulus and
response
- Experience effects behavior, e.g. Touching a flame = pain = don't touch
flames.
Communicatie en gedrag in organisaties – pre-master Communicatie & Beïnvloeding
Radboud Universiteit
