Communicatie en Gedrag in Organisaties
Hoorcollege 1......................................................................................................................... 2
Hoorcollege 2: Individuen in organisaties (B&H 5,6,9).......................................................2
Hoofdstuk 5: Leren............................................................................................................. 2
Hoofdstuk 6: Persoonlijkheid..............................................................................................9
Hoofdstuk 9: Motivatie......................................................................................................15
Hoorcollege 3:...................................................................................................................... 21
Hoorcollege 4:...................................................................................................................... 21
Hoorcollege 5: Individuen in groepen (B&H 8, 12)............................................................22
Hoofdstuk 8: Perceptie..................................................................................................... 22
Hoofdstuk 12: Individuen in groepen................................................................................26
Hoorcollege 6:...................................................................................................................... 33
Hoorcollege 7: Groepsvorming en -structuur................................................................... 33
Hoofdstuk 10: Group formation........................................................................................ 33
Hoofdstuk 11: Group structure......................................................................................... 39
Hoorcollege 8: Casus: taking charge.................................................................................48
Hoorcollege 9: Verandering, weerstand & communicatie................................................49
Hoofdstuk 7: Communicatie............................................................................................. 49
Hoofdstuk 19: Verandering...............................................................................................54
Hoorcollege 10..................................................................................................................... 59
Hoofdstuk 21: Conflict...................................................................................................... 59
Hoofdstuk 13: teamwork...................................................................................................64
1
,Hoorcollege 1
Cursusintroductie
Tentamen: multiple choice vragen + casus
Hoorcollege 2: Individuen in organisaties (B&H 5,6,9)
Hoofdstuk 5: Leren
Learning is the process of acquiring knowledge through
experience which leads to a lasting change in behaviour.
→ Op lange én korte termijn
The learning curve →
- Learning is not a smooth process, but changes in
pace over time.
- The learner’s ability develops slowly at first, then
accelerates and develops more quickly.
De nieuwe, ideale medewerker?
- Current work landscape: society shifts → job markets shifts → skill sets shift = skills
gap
→ tekort aan talent, waardoor bedrijven het belangrijk vinden om te investeren in
medewerkers voor hun ontwikkeling
→ gevaar hiervan dat de medewerkers vertrekken
→ oplossing: contract vastleggen bijv. minimaal 5 jaar na opleiding bij organisatie
blijven
- HRM needs Learning & Development programs
→ Goede structuur voor de medewerker
- Lifelong learner: continual upskilling and reskilling
→ iemand die continu bereid is om vaardigheden aan te leren
- Reliable, flexible, results-driven, proactive, social, not (too) status-driven,
work-life-balance, and loyal
- A person of any ethnicity, race, age, disability or other status
- Adds and draws on their knowledge/experiences from past jobs and other spheres of
life and culture
Time for a chief learning officer?
- First introduced in late 1980s, US (General Electric)
→ iemand die gaat over hoe mensen in de organisatie dingen leren
- Still uncommon
- Responsible for all learning and development in an organization
- A manager who connects an organization’s strategic concerns with shifting skills
requirements and this employee development
- Strategic position of learning
Je kan op twee manieren kijken naar hoe mensen leren:
2
, 1. Behaviourist psychology
Mental processes are not observable and are not valid issues of study
- Studies behaviour (actions)
- Focus on stimulus-response
- We learn habits; chains of muscle movements
- Learning by trial and error
2. Cognitive psychology
Mental processes can be studies by inference (schatting),
although they cannot be observed directly
- Studies cognition (thoughts)
- Focus on information processing
- We learn cognitive structures; mental structures
- Learning by insight and understanding
(1) Behaviourist approach to learning
Conditioning: behavioural change to due an association between existing behaviour and a
stimulus/consequence
Associations between stimuli and responses develop in two different
ways:
1. Classical/respondent conditioning (Pavlov) → afbeelding
Stimulus → behaviour (stimulus response)
E.g. linking good behavior to neutral stimulus, so that the
stimulus can now evoke the behaviour
2. Instrumental/operant conditioning (Skinner)
Behaviour → consequence (information processing)
E.g. linking good behaviour to a positive outcome, so that the
behaviour will be repeated
→ Skinner reinforced shaping: the selective reinforcement of
chosen behaviours in a manner that progressively establishes
a desired behaviour pattern.
Reinforcement regimes in an organizational context
- Instrumental/operant conditioning
3
, Het is altijd de vraag wat ethisch is en wat niet.
→ Skinner onderzocht variaties in operante conditionering, waaronder intermitterende
beloning (intermittent reinforcement), waarbij gewenste gedragingen niet altijd consistent
worden beloond. Dit is relevanter voor het echte leven dan laboratoriumexperimenten.
Bijvoorbeeld, gokkers blijven spelen ondanks verliezen, en vissers blijven vissen, zelfs als ze
niets vangen. Dit illustreert de kracht van intermitterende versterking; gedrag kan worden
volgehouden zonder regelmatige en consistente beloning.
Schedule of reinforcement: the pattern and frequency of rewards contingent on the display of
desirable behaviour.
Reinforcing desired behaviour is usually more effective than punishing undesirable
behaviour. However, punishment can be effective if it meets the following conditions
- the punishment should be quick and short
- it should be administered immediately after the undesirable behaviour
- it should be limited in its intensity
- it should be specifically related to behaviour, and not to character traits
- it should be restricted to the context in which the undesirable behaviour occurs
- it should not send ‘mixed messages’ about what is acceptable behaviour
- penalties should take the form of withdrawal of rewards, not physical pain.
4
Hoorcollege 1......................................................................................................................... 2
Hoorcollege 2: Individuen in organisaties (B&H 5,6,9).......................................................2
Hoofdstuk 5: Leren............................................................................................................. 2
Hoofdstuk 6: Persoonlijkheid..............................................................................................9
Hoofdstuk 9: Motivatie......................................................................................................15
Hoorcollege 3:...................................................................................................................... 21
Hoorcollege 4:...................................................................................................................... 21
Hoorcollege 5: Individuen in groepen (B&H 8, 12)............................................................22
Hoofdstuk 8: Perceptie..................................................................................................... 22
Hoofdstuk 12: Individuen in groepen................................................................................26
Hoorcollege 6:...................................................................................................................... 33
Hoorcollege 7: Groepsvorming en -structuur................................................................... 33
Hoofdstuk 10: Group formation........................................................................................ 33
Hoofdstuk 11: Group structure......................................................................................... 39
Hoorcollege 8: Casus: taking charge.................................................................................48
Hoorcollege 9: Verandering, weerstand & communicatie................................................49
Hoofdstuk 7: Communicatie............................................................................................. 49
Hoofdstuk 19: Verandering...............................................................................................54
Hoorcollege 10..................................................................................................................... 59
Hoofdstuk 21: Conflict...................................................................................................... 59
Hoofdstuk 13: teamwork...................................................................................................64
1
,Hoorcollege 1
Cursusintroductie
Tentamen: multiple choice vragen + casus
Hoorcollege 2: Individuen in organisaties (B&H 5,6,9)
Hoofdstuk 5: Leren
Learning is the process of acquiring knowledge through
experience which leads to a lasting change in behaviour.
→ Op lange én korte termijn
The learning curve →
- Learning is not a smooth process, but changes in
pace over time.
- The learner’s ability develops slowly at first, then
accelerates and develops more quickly.
De nieuwe, ideale medewerker?
- Current work landscape: society shifts → job markets shifts → skill sets shift = skills
gap
→ tekort aan talent, waardoor bedrijven het belangrijk vinden om te investeren in
medewerkers voor hun ontwikkeling
→ gevaar hiervan dat de medewerkers vertrekken
→ oplossing: contract vastleggen bijv. minimaal 5 jaar na opleiding bij organisatie
blijven
- HRM needs Learning & Development programs
→ Goede structuur voor de medewerker
- Lifelong learner: continual upskilling and reskilling
→ iemand die continu bereid is om vaardigheden aan te leren
- Reliable, flexible, results-driven, proactive, social, not (too) status-driven,
work-life-balance, and loyal
- A person of any ethnicity, race, age, disability or other status
- Adds and draws on their knowledge/experiences from past jobs and other spheres of
life and culture
Time for a chief learning officer?
- First introduced in late 1980s, US (General Electric)
→ iemand die gaat over hoe mensen in de organisatie dingen leren
- Still uncommon
- Responsible for all learning and development in an organization
- A manager who connects an organization’s strategic concerns with shifting skills
requirements and this employee development
- Strategic position of learning
Je kan op twee manieren kijken naar hoe mensen leren:
2
, 1. Behaviourist psychology
Mental processes are not observable and are not valid issues of study
- Studies behaviour (actions)
- Focus on stimulus-response
- We learn habits; chains of muscle movements
- Learning by trial and error
2. Cognitive psychology
Mental processes can be studies by inference (schatting),
although they cannot be observed directly
- Studies cognition (thoughts)
- Focus on information processing
- We learn cognitive structures; mental structures
- Learning by insight and understanding
(1) Behaviourist approach to learning
Conditioning: behavioural change to due an association between existing behaviour and a
stimulus/consequence
Associations between stimuli and responses develop in two different
ways:
1. Classical/respondent conditioning (Pavlov) → afbeelding
Stimulus → behaviour (stimulus response)
E.g. linking good behavior to neutral stimulus, so that the
stimulus can now evoke the behaviour
2. Instrumental/operant conditioning (Skinner)
Behaviour → consequence (information processing)
E.g. linking good behaviour to a positive outcome, so that the
behaviour will be repeated
→ Skinner reinforced shaping: the selective reinforcement of
chosen behaviours in a manner that progressively establishes
a desired behaviour pattern.
Reinforcement regimes in an organizational context
- Instrumental/operant conditioning
3
, Het is altijd de vraag wat ethisch is en wat niet.
→ Skinner onderzocht variaties in operante conditionering, waaronder intermitterende
beloning (intermittent reinforcement), waarbij gewenste gedragingen niet altijd consistent
worden beloond. Dit is relevanter voor het echte leven dan laboratoriumexperimenten.
Bijvoorbeeld, gokkers blijven spelen ondanks verliezen, en vissers blijven vissen, zelfs als ze
niets vangen. Dit illustreert de kracht van intermitterende versterking; gedrag kan worden
volgehouden zonder regelmatige en consistente beloning.
Schedule of reinforcement: the pattern and frequency of rewards contingent on the display of
desirable behaviour.
Reinforcing desired behaviour is usually more effective than punishing undesirable
behaviour. However, punishment can be effective if it meets the following conditions
- the punishment should be quick and short
- it should be administered immediately after the undesirable behaviour
- it should be limited in its intensity
- it should be specifically related to behaviour, and not to character traits
- it should be restricted to the context in which the undesirable behaviour occurs
- it should not send ‘mixed messages’ about what is acceptable behaviour
- penalties should take the form of withdrawal of rewards, not physical pain.
4
