An assignment on Organizational Behavior

Course name: Organizational Behavior

Course code: MGT-530

Prepared by:
Name:
Id no:

South East University

Jessore RRC

Date of submission:
Solution of Problem: 1

a) Events in this case relate to the organizational behavior include:

o Growth of the individual
o Individuals have better job satisfaction
o Self-actualization of the individual
o Better employee performance for the organization
o Organization gets intrinsically motivated employees
o Less absenteeism, turnover, and grievances for the
organization
o Full use of human resources for society
o Society gains more effective organizations

b) Approach applied in this instance:

o Skill Variety: Perform different tasks that require different
skill. This differs from job enlargement which might require the
employee to perform more tasks, but require the same set of
skills.
o Task Identity: Create or perform a complete piece of work.
This gives a sense of completion and responsibility for the
product.
o Task Significant: This is the amount of impact that the work
has on other people as the employee perceives.
o Autonomy: This gives employees discretion and control over
job related decisions.
o Feedback: Information that tells workers how well they are
performing. It can come directly from the job (task feedback) or
verbally form someone else.
Solution of Problem: 2

Organization Development (OD) is the systematic application of

behavioral science knowledge at various levels, such as group, inter-
group, organization, etc., to bring about planned change. Its
objectives is a higher quality of work-life, productivity, adaptability,
and effectiveness. It accomplishes this by changing attitudes,
behaviors, values, strategies, procedures, and structures so that the
organization can adapt to competitive actions, technological advances,
and the fast pace of c h a n g e within the environment.

There are seven characteristics of OD:

1. Humanistic Values: Positive beliefs about the potential of

employees (McGregor's Theory Y).
2. Systems Orientation: All parts of the organization, to include
structure, technology, and people, must work together.
3. Experiential Learning: The learners' experiences in the
training environment should be the kind of human problems
they encounter at work. The training should NOT be all theory
and lecture.
4. Problem Solving: Problems are identified, data is gathered,
corrective action is taken, progress is assessed, and
adjustments in the problem solving process are made as
needed. This process is known as Action Research.
5. Contingency Orientation: Actions are selected and adapted to
fit the need.
6. Change Agent: Stimulate, facilitate, and coordinate change.
7. Levels of Interventions: Problems can occur at one or more
level in the organization so the strategy will require one or more
interventions.
Quality of Work Life
Quality of Work Life (QWL) is the favorableness or unfavorableness of
the job environment. Its purpose is to develop jobs and working
conditions that are excellent for both the employees and the
organization. One of the ways of accomplishing QWL is through job
design. Some of the options available for improving job design are:
o Leave the job as is but employ only people who like the rigid
environment or routine work. Some people do enjoy the
security and task support of these kinds of jobs.
o Leave the job as is, but pay the employees more.
o Mechanize and automate the routine jobs.
o And the area that OD loves - redesign the job.

When redesigning jobs there are two spectrums to follow - job

enlargement and job enrichment. Job enlargement adds a more
variety of tasks and duties to the job so that it is not as monotonous.
This takes in the b r e a d t h of the job. That is, the number of different
tasks that an employee performs. This can also be accomplished by
job rotation.

Solution of Problem: 3
In 1959, Frederick Herzberg developed a list of factors which are
closely based on Maslow's Hierarchy of Needs, except it more closely
related to work. Hygiene factors must be present in the job before
motivators can be used to stimulate the workers:

Hygiene or Dissatisfiers:

o Working conditions
o Policies and administrative practices
o Salary and Benefits
o Supervision
o Status
o Job security
o Fellow workers
o Personal life

Motivators or Satisfiers:
o Recognition
o Achievement
o Advancement
o Growth
o Responsibility
o Job challenge

The Father of "Job Enrichment" and the originator of

the "Motivation-Hygiene Theory
Frederick Herzberg was considered one of the most influential
management consultants and professors of the modern postwar era.
Herzberg was probably best known for his challenging thinking on
work and motivation. He was considered both an icon and legend
among visionaries such as Abraham Maslow, Peter Drucker, and
Douglas MacGregor.
He completed his undergraduate work at CCNY and received his
graduate degrees at the University of Pittsburg. Later, he became
professor of management at Case Western Reserve University, where
he created the Department of Industrial Mental Health. In 1972 he was
asked to join the University of Utah's College of Business, then headed
by management guru George Odiorne.

In 1995, the International Press announced that his book Work and
the Nature of Man was listed as one of the 10 most important books
impacting management theory and practice in the 20th century.
Solution of Problem: 4

Leadership style:

Leadership style is the manner and approach of providing direction,

implementing plans, and motivating people. There are normally three
styles of leadership :
o Authoritarian or autocratic
o Participative or democratic
o Delegative or Free Reign

Although good leaders use all three styles, with one of them normally
dominate, bad leaders tend to stick with one style.

Authoritarian (autocratic)
This style is used when the leader tells her employees what she wants
done and how she wants it done, without getting the advice of her
followers. Some of the appropriate conditions to use it is when you
have all the information to solve the problem, you are short on time,
and your employees are well motivated.

Some people tend to think of this style as a vehicle for yelling, using
demeaning language, and leading by threats and abusing their power.
This is not the authoritarian style...rather it is an abusive,
unprofessional style called bossing people around. it has no place in
a leaders repertoire.

The authoritarian style should normally only be used on rare

occasions. If you have the time and want to gain more commitment
and motivation from your employees, then you should use the
participative style.

Participative (democratic)

This type of style involves the leader including one or more employees
in on the decision making process (determining what to do and how to
do it). However, the leader maintains the final decision making
authority. Using this style is not a sign of weakness, rather it is a sign
of strength that your employees will respect.

This is normally used when you have part of the information, and your
employees have other parts. Note that a leader is not expected to
know everything -- this is why you employ k n o w l e d g e a b l e and
s k i l l f u l employees. Using this style is of mutual benefit -- it allows
them to become part of the team and allows you to make better
decisions.

Delegative (free reign)

In this style, the leader allows the employees to make the decision.
However, the leader is still responsible for the decisions that are made.
This is used when employees are able to analyze the situation and
determine what needs to be done and how to do it. You cannot do
everything! You must set priorities and delegate certain tasks.

This is not a style to use so that you can blame others when things go
wrong, rather this is a style to be used when you have the full trust
and confidence in the people below you. Do not be afraid to use it,
however, use it wisely!

Effective leadership

Throughout the years, there have been many leadership style theories
identified. Basically, the autocratic leadership style has gone out of
fashion in recent years, though certain situations, such as
emergencies, still call for its use.

One popular theory is called "situational leadership." No one style of

leadership is appropriate for every occasion or situation. The most
effective style to use depends upon the situation and whether the
group members are willing and able to take on the responsibility. To
be effective as a leader, it's important to know your group in terms of
knowledge, ability, desire and willingness, and be ready to adapt your
style to suit the occasion.

The telling leader - This leader "tells" the members what to do and
doesn't worry too much about the feelings or relationships within the
group. This is appropriate where members are new, inexperienced,
lacking in confidence or need a lot of help and direction in order to get
the job done. The leader should give clear directions and provide
follow-up and feedback.

The selling leader - This leader often needs to "sell" or persuade the
group to "buy into" a job. The group is a little more responsible or
experienced, but direction and guidance by the leader is still needed at
this level. The leader should explain the decisions and give a lot of
opportunity for clarification.
The participating leader - The leader and the group members
participate in making the decisions and carrying them out together.
The group has the ability to do the job, but might lack the confidence
to carry it out on their own. The leader puts more emphasis on the
group relationship than on the task to be done. They encourage and
compliment the members.

The delegating leader - The leader trusts the group to decide and
carry out the responsibility on it's own. The members have the desire
and are experienced and capable of doing the job. The members are
responsible for directing their own affairs.

Leadership Qualities

Effective leaders have many common qualities. Good group leaders

make an effort to learn and practise skills so they can:

 listen openly to others

 offer and accept constructive suggestions
 give clear directions
 set and meet deadlines
 give formal and informal presentations
 help members identify and solve problems
 set an example of desired behavior
 show appreciation of others' contributions
 show understanding
 encourage members to exchange ideas
 handle conflict
 guide the group in goal setting and decision making
 delegate responsibilities
 ask questions of the group to prompt responses
 create a productive atmosphere

Effective Leaders
 They are honest. This gives them credibility, resulting in the
trust and confidence of their people. Credible leaders foster
greater pride in the organization, a stronger spirit of cooperation
and teamwork, and more feelings of ownership and personal
responsibility.
 They do what they say they will do. They keep their promises
and follow through on their commitments.
 They make sure their actions are consistent with the wishes of
the people they lead. They have a clear idea of what others
value and what they can do.
 They believe in the inherent self worth of others.
 They admit to their mistakes. They realize that attempting to
hide a mistake is damaging and erodes credibility.
 They create a trusting and open climate.
 They help others to be successful and to feel empowered.
 They don't push too much. They encourage members to do
more, but know when it's too much.
 They roll up their sleeves. They show the members they aren't
just the figurehead or decision maker. Members respect leaders
more when they show the willingness to work alongside them.
 They avoid phrases that cause resentment, reluctance and
resistance. For instance, instead of saying you have to do
something, effective leaders request or recommend that
members do something.