BPC-HBO Full Module

Program : BACHELOR OF SCIENCE IN
OFFICE MANAGEMENT
Course Code : HBO 413
Course Title : Human Behavior in Organization
Course Credit : 3 units Contact Hours : 54
BULACAN POLYTECHNIC COLLEGE

Bulihan, City of Malolos
COURSE DESCRIPTION: Organizational Behavior is an insightful journey towards

understanding people in the workplace. It opens doors to the various relationships one can
find, build and experience within an organization and how these relationships affect people’s
behavior. The concepts on motivation, reward, leadership and empowerment will allow
students to learn the art of dealing, handling and living with people from all walks of life.
After taking up this subject, one will be ready to work with and handle people with confidence.
LEARNING OUTCOMES
Expected Graduate Attributes General Learning Outcomes
• Well- rounded individuals 1. Describe specific theories related to perception,

• Environmentally Aware motivation, leadership, job design and organizational
• Trainable and flexible change through class discussions and case studies;
• Critical and creative thinkers 2. Demonstrate effective teamwork behaviors
• Morally and socially through a group research activity and peer
responsive evaluation;
3. Integrate individual, group and organizational
level concepts through case studies; and
4. Understand why people and groups in
organizations feel and behave as they do.
TEACHING METHODOLOGIES
1. Audio presentation
2. Online Discussion
3. Self-Learning Materials
4. Case Studies
GRADING SYSTEM
Online Insightful Discussions/ Assignments 20%
Quizzes 20%
Case Studies 20%
Examinations 30%
Attendance 10%
100%
GRADES PERCENTAGE DESCRIPTIVE RATING
1.00 98- 100 Excellent
1.25 95-97 Excellent
1.50 92-94 Very Good
1.75 89-91 Very Good
2.00 86-88 Good
2.25 83-85 Good
2.50 80-82 Satisfactory
2.75 77-79 Satisfactory
3.00 75-76 Passed
4.00 73-74 Lacking Requirements
5.00 72 and below Failed
COURSE POLICIES
1. Students are expected to attend the class on time and to participate to the best of their
abilities in whatever activity is happening in each session.
2. The rule on failing mark for 20% unexcused absences shall be strictly enforced.
3. Short quizzes will be given unannounced; however, schedule for long quizzes shall be
announced at least one week prior to its administration.
4. Mid-Term and Final Exams shall be given only to students who have completely or
partially settled their accounts for the specified period.
5. Students will be held responsible for all assignments and requirements for the entire
content on the course missed regardless of reasons for his absence.
6. Only students officially enrolled in the course will be allowed to attend the class.
7. The professor is not obliged to give a special or late test to any student who fails to take
an examination at the regular time, except upon presentation of any certificate (e.g.
medical certificate, etc.) , or excuse letter scrutinized by the subject teacher in terms
of its veracity.
8. When given a grade of INC. (Incomplete), the student shall complete the grade within
one year; otherwise, a grade of 5.0 is automatically given by the registrar.
Human Behavior in Organization
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE
1 Introduction: What is Organizational Behavior? HBO 413-1

INDIVUDUAL: Foundations of Individual Behavior,
2 Attitudes and Job Satisfaction, and Personality and HBO 413-2
Values
3 INDIVIDUAL: Perception and Individual Decision Making HBO 413-3
4 INDIVIDUAL: Concepts of Motivation HBO 413-4
5 INDIVIDUAL: Application of Motivation HBO 413-5

INDIVIDUAL: Understanding Emotions and Moods
6 HBO 413-6
7 THE GROUP: Foundations of Group Behavior HBO 413-7
8 THE GROUP: Understanding Work Teams and Dynamics HBO 413-8
9 THE GROUP: Basic Approaches to Leadership HBO 413-9
10 THE GROUP: Dealing with Power and Politics HBO 413-10
11 THE GROUP: Coping with Conflict and Negotiation HBO 413-11
12 THE ORGANIZATION SYSTEM: Organizational Structure HBO 413-12
13 THE ORGANIZATION SYSTEM: Organizational Change HBO 413-13

THE ORGANIZATION SYSTEM: Human Resources
14 HBO 413-14
Policies and Practices
WHAT IS
ORGANIZATIONAL
BEHAVIOR?
MODULE CONTENT
COURSE TITLE: What is Organizational Behavior?
MODULE TITLE: Human Behavior in Organization
NOMINAL DURATION: 3 HRS
SPECIFIC LEARNING OBJECTIVES:

At the end of this module you MUST be able to:
1. Define Organizational Behavior;
2. Understand the goals of Organizational Behavior;
3. Know the elements of Organizational Behavior;
4. Familiarize with the four disciplines that contribute to Organizational Behavior; and
5. Know the contributions of Organizational Behavior.
TOPIC:
1. What is Organizational Behavior
2. Goals of Organizational Behavior
3. Elements of Organizational Behavior
4. Four Disciplines that Contribute to Organizational Behavior
5. Contributions of Organizational Behavior
ASSESSMENT METHOD/S:
1. Online insightful discussions
2. Quiz
REFERENCE:
Robins, S.P. & Judge, T.A. (2010). Organizational Behavior (13th ed.). Jurong, Singapore:
Pearson Education South Asia Pte Ltd.
Information Sheet HBO 413-1
What is Organizational Behavior?
Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. Define Organizational Behavior;
2. Understand the goals of Organizational Behavior;
3. Know the elements of Organizational Behavior;
4. Familiarize with the four disciplines that contribute to Organizational Behavior; and
5. Know the contributions of Organizational Behavior.
Introductory Paragraph
Organizational behavior (OB) is a field of study that investigates the impact that
individuals, groups, and structure have on behavior within an organization. It uses that
knowledge to make organizations work more effectively. Specifically, OB focuses on how to
improve productivity, reduce both absenteeism and turnover, and increase employee job
satisfaction. OB also helps us understand how people can work together more effectively in
the workplace.
In addition, OB recognizes differences, helps us see the value of workforce diversity,
and calls attention to practices that may need to be changed when managing and working in
different countries. It can help improve quality and employee productivity by showing
managers how to empower their people, as well as how to design and implement change
programs. It offers specific insights to improve people skills.
Body
A. Goals of Organizational Behavior
The first goal of Organizational Behavior is to describe - determine the behavior of a
person. Secondly is to understand - know the reasons why people behave. Thirdly, it so
predict - know how you will deal then the behavior of people. Finally is to control - clear
standard within the organization like rules and regulations, performance evaluation system,
policies, etc.
B. Elements of Organizational behavior
1. People
2. Structure
3. Technology
4. Environment
C. Four Disciplines that Contribute to Organizational Behavior
1. Psychology – science that seeks to measure, explain, and sometimes change the
behavior of humans and other animals.
2. Social Psychology – branch of psychology that focuses on the influence of people
into one another. Combination of sociology and psychology.
3. Sociology – is the study of people in relationship to their social environment and
culture.
4. Anthropology – the study of societies to learn about human being with their
activities. Values and religion’s affect.
D. Contributions
1. Psychology
Perception and perceptual process, motivation, learning, training,
personality, leadership theories, leadership effectiveness, attitude measurement,
individual decision making process, job satisfaction, fatigue & stress, work
design, job design, and selection process.
2. Social Psychology
Group dynamics, work teams – formation, management, conflicts, conflict
resolution, communication, the concept & bases of power, and politics. Organization
culture, organizational structure, organizational change, theory of work organizations,
etc.
3. Sociology
Behavioral change, attitude change, communication, and group dynamics. Also
in measuring, understanding and improving attitudes, communication patterns.
Further, in group decision-making process, and how groups can satisfy individual
needs.
4. Anthropology
Comparative Value Systems, Comparative Attitudes, Cross-cultural Analysis
between or among the employees, Organizational Environment, and Organizational
Culture.
E. Challenges and Opportunities
1. Responds to economic pressures like prices.
2. Responds to globalization such products from other countries.
3. Manages workforce diversity not only multi-cultural but also sub-cultural.
4. Improves customer service.
5. Improves people skills.
6. Stimulates innovation and change.
7. Copes with temporariness.
8. Works in networked organizations.
9. Helps employee balance work life conflicts
10. Creates positive work environment.
11. Improves ethical behavior.
Self- Check HBO 413-1
I. TRUE OR FALSE. Write or type TRUE if the statement is correct and FALSE if
otherwise.
__________ 1. Behavioral change is under social psychology.
__________ 2. Organizational Behavior does not seek to understand why and how people
behave within the organization.
__________ 3. People is one of the elements of Organizational Behavior.
__________ 4. Organizational Development is not affected by globalization.
__________ 5. Improving ethical behavior is one of the challenges of
organizational behavior.
II. MULTIPLE CHOICE. On the boxes below, write or type the letter of the best answer
in each number.
1. 4.
2. 5.
3.
1. The study of societies to learn about human being with their activities. Values and
religion’s affect.
a. Psychology c. Social Psychology
b. Sociology d. Anthropology
2. A science that seeks to measure, explain, and sometimes change the behavior of
humans and other animals.
3. It is a field of study that investigates the impact that individuals, groups, and
structure have on behavior within the organizations, for the purpose of applying such
knowledge toward improving an organization’s effectiveness.
a. Organization c. Behavior
b. Organizational Behavior d. Structure
4. The branch of psychology that focuses on the influence of people into one another.
Combination of sociology and psychology.
5. The study of people in relationship to their social environment and culture.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE

2 Attitudes and Job Satisfaction, and Personality and HBO 413-2
Values

6 HBO 413-6

14 HBO 413-14
INDIVUDUAL:
Foundations of
Individual Behavior,
Attitudes and Job
Satisfaction, and
Personality and
Values
MODULE CONTENT
COURSE TITLE: INDIVUDUAL (Foundations of Individual Behavior, Attitudes and Job

Satisfaction, and Personality and Values)

1. Understand the foundations of individual behavior;
2. Understand people’s attitudes and job satisfaction;
3. Identify different theories of learning; and
4. Identify components of attitudes.
TOPIC:
1. Foundations of Individual Behavior
a. Types of Abilities
b. Biographical characteristics
c. Theories of Learning
2. Attitudes and Job Satisfaction
3. Personality and Values
a. Personality
b. Personality Traits
c. Values
2. Quiz
REFERENCE:
INDIVUDUAL
(Foundations of Individual Behavior, Attitudes and Job Satisfaction, and Personality and
Values)
1. Understand the foundations of individual behavior;
2. Understand people’s attitudes and job satisfaction;
3. Identify different theories of learning; and
4. Identify components of attitudes.
Individual behavior can be defined as a mix of responses to external and internal
stimuli. It is the way a person reacts in different situations and the way someone expresses
different emotions like anger, happiness, love, etc.
Body
Chapter 2: Foundations of Individual Behavior
A. Ability – an individual’s capacity to perform the various task in a job.
1. Intellectual Abilities – the capacity to do mental activities such as thinking,
reasoning, and problem solving.
DIMENSION OF INTELECTUAL ABILITY

Dimension Description Job Example
Number aptitude Ability to do speedy and accurate Accountant
arithmetic
Verbal Ability to understand what is read or Plant manager
Comprehension hear and the relationship of words to
each other
Perceptual Speed Ability to identify visual similarities Fire investigator
and differences quickly and
accurately
Inductive Reasoning Ability to identify a logical sequence Market researcher
in a problem and then solve the
problem
Deductive Reasoning Ability to use logic and assess the Supervisor
implications of an argument
Spatial Visualization Ability to imagine how an object Interior decorator
would look if its position in space
were changed
Memory Ability to retain and recall past Salesperson
experiences
2. Physical Abilities – the capacity to do tasks that demand stamina to do tasks that
demand stamina, dexterity, strength, and similar characteristics.
a. General Mental Ability (GMA) – an overall factor of intelligence, as suggested by
the positive correlations among specific intellectual ability dimensions.
B. Biographical Characteristics
1. Age
2. Gender
3. Race
4. Tenure
5. Religion
6. Sexual Orientation
7. Gender Identity
C. Learning – any relatively permanent change in behavior that occurs as a result of
experience.
1. Theories of Learning
a. Classical Conditioning – a type of conditioning in which an individual
responds to some stimulus that would not ordinarily produce such
response.
b. Operant Conditioning – a type of conditioning in which desired voluntary
behavior leads to a reward or prevents punishment.
Behaviorism – a theory that argues that behavior follows stimuli in a relatively
unthinking manner.
c. Social Learning Theory – the view that people can learn through observation
and direct experience.
c.1 Attentional processes – people learn from a model
c.2 Retention processes – a model’s influence depends on how well the
individual remembers the model’s action after the model is no longer readily
available.
c.3 Motor reproduction processes – after a person has seen a new behavior
by observing the model, the watching must be converted to doing.
c.4 Reinforcement processes – individuals are motivated to exhibit the
modeled behavior if positive incentives or rewards are provided.
Chapter 3: Attitudes and Job Satisfaction
A. Attitudes – evaluative statements or judgments concerning objects, people, or events.
Components of Attitudes
1. Cognitive Component – the opinion or belief segment of an attitude
2. Affective Component – the emotional or feeling segment of an attitude
3. Behavioral Component – an intention to behave in a certain way toward someone
or something
B. Job Satisfaction – a positive feeling about one’s job resulting from an evaluation of its
characteristics.
1. Job involvement – the degree to which a person identifies with a job, actively
participates in it, and considers performance important to self-worth.
2. Psychological empowerment – employees belief in the degree to which they affect
their work environment, their competence, the meaningfulness of their job, and
their perceived autonomy in their work.
3. Organizational Commitment – the degree to which an employee identifies with a
particular organization and its goals and wishes to maintain membership in the
organization.
4. Affective commitment – an emotional attachment to an organization and a belief in
its values.
C. Dimensions of Organizational Behavior
1. Affective commitment – an emotional attachment to the organization and belief in
its values.
2. Continuance commitment – is the perceived economic value of remaining with an
organization compared to leaving it.
3. Normative commitment – is an obligation to remain with the organization for
moral or ethical reason.
Chapter 4: Personality and Values

A. Personality – the sum total of ways in which an individual reacts to and interacts
with others.
Heredity – factors determined at conception, one’s biological, psychological, and
inherent psychological makeup.
B. Personality Traits Test
1. Myerrs-Briggs Type Indicator – a personality test that taps four characteristics
and classifies people into 1 to 16 personality types.
a. Extrovert versus introvert
b. Sensing versus intuitive
c. Thinking versus feeling
d. Judging versus perceiving
2. The Big Five Personality models – a personality model assessment model that taps
five basic dimensions
a. Extraversion – a personality dimension describing someone who is sociable,
gregarious, and assertive
b. Agreeableness – a personality dimension that describes someone who is good
natured, cooperative, and trusting.
c. Conscientiousness – a personality dimension that describes someone who is
responsible, dependable, persistent, and organized.
d. Emotional stability – a personality dimension that characterizes someone as
calm, self-confident, secure (positive) versus nervous, depressed, and insecure
(negative)
e. Openness to experience – a personality dimension that characterizes someone
in terms of imagination, sensitivity, and curiosity.
C. Values – basic convictions that a specific mode of conduct or end-state of existence is
personally or socially preferable to an opposite or converse mode of conduct or end-
state of existence.
I. MULTIPLE CHOICE. On the boxes below, write or type the letter of the best
answer in each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. Any relatively permanent change in behavior that occurs as a result of experience.

a. Behaviorism b. Learning c. Personality d. Heredity
2. A type of conditioning in which desired voluntary behavior leads to a reward or
prevents punishment.
a. Operant Conditioning c. Pavlov Conditioning
b. Classical Conditioning d. None of the above
3. Evaluative statements or judgments concerning objects, people, or events.
a. Job satisfaction c. Psychological empowerment
b. . Job involvement d. Attitudes
4. A type of conditioning in which an individual responds to some stimulus that would
not ordinarily produce such response.
a. Operant Conditioning c. Pavlov Conditioning
b. Classical Conditioning d. Modern Conditioning
5. A positive feeling about one’s job resulting from an evaluation of its characteristics.
a. Job satisfaction c. Psychological empowerment
b. Job involvement d. Attitudes
6. A theory that argues that behavior follows stimuli in a relatively unthinking manner.
a. Behaviorism b. Learning c. Personality d. Values
7. The view that people can learn through observation and direct experience.
a. Rene Descartes’ Theory c. Hierarchy of Needs Theory
b. John Locke’s Theory d. None of the above
8. Employees’ belief in the degree to which they affect their work environment, their
competence, the meaningfulness of their job, and their perceived autonomy in their
work.
a. Job satisfaction b. Psychological empowerment
9. A personality dimension that describes someone who is responsible, dependable,
persistent, and organized.
1. Extraversion c. Agreeableness
2. Conscientiousness d. Emotional Stability
10. The degree to which an employee identifies with a particular organization and its
goals and wishes to maintain membership in the organization.
a. Continuance commitment c. Affective commitment
b. Normative commitment d. Organizational commitment
11. An emotional attachment to the organization and belief in its values.
12. The degree to which a person identifies with a job, actively participates in it, and
considers performance important to self-worth.
a. Job satisfaction b. Psychological empowerment
13. The perceived economic value of remaining with an organization compared to
leaving it.
14. A personality dimension describing someone who is sociable, gregarious, and
assertive
1. Extraversion c. Agreeableness
2. Conscientiousness d. Emotional Stability
15. It is an obligation to remain with the organization for moral or ethical reason.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE

2 Attitudes and Job Satisfaction, and Personality and Values HBO 413-2
INDIVIDUAL: Perception and Individual Decision
3 Making HBO 413-3

6 HBO 413-6

14 HBO 413-14
INDIVIDUAL:
Perception and
Individual Decision
Making
MODULE CONTENT
COURSE TITLE: INDIVIDUAL (Perception and Individual Decision Making)
MODULE TITLE Human Behavior in Organization

1. Identify the factors that affect perception; and
2. Identify specific application of shortcuts in organizations.
TOPIC:
Perception and Individual Decision Making
1. Factors that affect perception
2. Specific Applications of Shortcuts in Organizations
3. Decision Making in Organizations
4. Common Biases and Errors in Decision Making
5. Influences on Decision Making: Individual Differences and Organizational
Constraints
6. Three Ethical Decision Criteria
7. Improving Creativity in Decision Making
1. Online discussion insightful contribution
2. Quiz
REFERENCE:
INDIVIDUAL
(Perception and Individual Decision Making)
1. Identify the factors that affect perception; and
2. Identify specific application of shortcuts in organizations.
Perception is the process by which individuals select, organize, and interpret their
sensory impressions in order to give meaning to their environment. However, what we
perceive can be substantially different from objective reality.
Why is perception important in the study of organizational behavior (OB)? Simply
because people’s behavior is based on their perception of what reality is, not on reality itself.
The world as it is perceived is the world that is behaviorally important. Paul Godfrey, CEO of
Toronto-based Sun Media Corporation, notes that “a lot of things in life are perception.” He
claims that as chair of Metropolitan Toronto for 11 years, he had little real power, but people
believed he could get things done, and so he did.
Body
I. Perception and Individual Decision Making
A. Factors that affect perception
Factors in the
perceiver
• Attitudes
• Motives
• Interests
• Experience
• Expectations
Factors in the
situation
• Time PERCEPTION
• Work Setting
• Social setting
Factors in the
target
• Novelty
• Motion
• Sounds
• Size
• Background
• Proximity
• Similarity
•
1. Attribution Theory – an attempt to determine whether an individual’s behavior is
internally or externally caused.
2. Fundamental attribution error – the tendency to underestimate the influence of
external factors and overestimate the influence of internal factors when making
judgments about the behavior of others.
3. Self-serving bias – the tendency for individuals to attribute their own success to
internal factors and put the blame for failures on external factors.
4. Selective perception – the tendency to selectively interpret what one sees on the
basis of one’s interest, and attitudes.
5. Halo effect – the tendency to draw a general impression about an individual on the
basis of a single characteristic.
6. Contrast effects – evaluation of person’s characteristics that is affected by
comparisons with other people recently encountered who rank higher or lower on
the same characteristics.
7. Stereotyping – judging someone on the basis pf one’s perception of the group to
which that person belongs.
8. Profiling – a form of stereotyping in which a group of individuals is singled out –
typically on the basis of race or ethnicity – for intensive inquiry, scrutiny, or
investigation.
B. Specific Applications of Shortcuts in Organizations

1. Employment Interview
2. Performance expectations
3. Performance evaluation
C. Decision Making in Organizations

1. Self-fulfilling prophecy – a situation in which a person, and the resulting
expectations cause the second person to behave in ways consistent with the original
perception.
2. Decisions – choices made from about two or more options.
3. Problem – a discrepancy between the current state of affairs and some desired state.
4. Rational – characterized by making consistent, value maximizing choices within
specified constraints.
5. Rational decision making model – a decision making model that described how
individuals should behave in order to maximize some outcome.
6. Bounded rationality – a process of making decisions by constructing simplified
models that extract the essential features from problems without capturing all other
complexity.
7. Intuitive decision making – an unconscious process created out of distilled
experience.
D. Common Biases and Errors in Decision Making

1. Overconfidence Bias – it’s been said that “no problem in decision making is more
prevalent and more potentially catastrophic than overconfidence.”
2. Anchoring bias – a tendency to fixate on initial information, from which one then
fails to adequately adjust for subsequent information.
3. Confirmation Bias – the tendency to seek out information that reaffirms past choices
and to discount information that contradicts past judgments.
4. Availability Bias – the tendency for people to base their judgments on information
that is readily available to them
5. Escalation of commitment – an increased commitment to a previous decision in
spite of negative information.
6. Randomness Error – the tendency of individuals to believe that they can predict the
outcome of random events.
7. Winner’s Cause – a decision-making dictum which argues that the winning
participants in an auction typically pay too much for the winning item.
8. Hindsight Bias – the tendency to believe falsely, after an outcome of an event is
actually known, that one would have accurately predicted that outcome.
E. Influences on Decision Making: Individual Differences and Organizational Constraints
1. Individual Differences
a. Personality – the sum total of ways in which an individual reacts to and interacts
with others.
b. Gender –
2. Organizational Constraints
a. Performance Evaluation – managers are strongly influenced in their decision
making by the criteria o which they are evaluated.
b. Reward System – influences decision makers by suggesting to them what choices
are preferable in terms of personal payoff.
c. Formal Regulations –
d. System imposed time constraints – organizations impose deadlines on decisions.
e. Historical precedents – decisions aren’t made in vacuum.
F. Three Ethical Decision Criteria

1. Utilitarianism – a system in which decisions are made to provide the greatest good
for the greatest number.
2. Whistle-blowers – individuals who report unethical practices by their employer to
outsiders.
3. Justice – requires individuals to impose and enforce rules fairly and impartially so
that there is an equitable distribution of benefits and costs.
G. Improving Creativity in Decision Making

Three Component Model of Creativity
The proposition that individual activity requires expertise, creative thinking
skills, and intrinsic task motivation.
Creativity – the ability to produce novel and useful ideas.
Expertise
Task Creativity
Motivation skills
1. Expertise – the foundation for all creative work.

2. Creative Thinking Skills – encompasses personality characteristics associated with
creativity, the ability to use analogies, and the talent to see the familiar in a different
light.
3. Intrinsic Task Motivation - refers to behavior that is driven by internal rewards. In
other words, the motivation to engage in a behavior arises from within the individual
because it is naturally satisfying to you.
MULTIPLE CHOICE. On the boxes below, write or type the letter of the best answer in
each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. The sum total of ways in which an individual reacts to and interacts with others.
2. Factors determined at conception, one’s biological, psychological, and inherent
psychological makeup.
3. The way the elements in job are organized.
a. Job design c. Job rotation
b. Job enlargement d. Job enrichment
4. The periodic shifting of an employee from one task to another.
5. This increases the number and variety of tasks that an individual perform.
6. The vertical expansion of jobs, which increases the degree to which the worker
controls the planning, execution, and evaluation of the work.
7. A tendency to fixate on initial information, from which one then fails to adequately
adjust for subsequent information.
a. Escalation of commitment c. Anchoring bias
b. Availability bias d. Confirmation bias
8. The tendency to seek out information that reaffirms past choices and to discount
information that contradicts past judgments.
9. A system in which decisions are made to provide the greatest good for the greatest
number.
a. Whistle-blowers c. Utilitarianism
b. Justice d. Creativity
10. These are individuals who report unethical practices by their employer to outsiders.
11. This requires individuals to impose and enforce rules fairly and impartially so that
there is an equitable distribution of benefits and costs.
12. The tendency for people to base their judgments on information that is readily
available to them
13. An increased commitment to a previous decision in spite of negative information.
14. The ability to produce novel and useful ideas.
a. Expertise b. Creativity c. Personality d. Perception
15. A process by which individuals organize and interpret their sensory impressions in
order to give meaning to their environment.
a. Intuition b. Personality c. Perception d. Judgment
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
INDIVIDUAL:
Concepts of
Motivation
MODULE CONTENT
COURSE TITLE: INDIVIDUAL (Concepts of Motivation)

1. Familiarize with different classical motivational theories; and
2. Familiarize with different contemporary motivational theories.
TOPIC:
1. Classical Theories
2. Contemporary Theories of Motivation
2. Quiz
REFERENCES:
Martires, Concepcion and Fule, Galileo. 1993. Management of Human behavior in
Organizations. Manila: National Book Store.
Robins, S.P. & Judge, T.A. (2010). Organizational Behavior (13th ed.). Jurong,
Singapore: Pearson Education South Asia Pte Ltd.

INDIVIDUAL
(Concepts of Motivation)
1. Familiarize with different classical motivational theories; and
2. Familiarize with different contemporary motivational theories.
Motivation can affect the intensity, direction, and persistence a person shows in
working toward a goal. Intensity is concerned with how hard a person tries. This is what most
of us focus on when we talk about motivation. However, high intensity is unlikely to positively
affect job performance unless the effort is channeled in a direction that is useful. Finally, the
effort requires persistence. This is a measure of how long a person can maintain his or her
effort. Motivated individuals stay with a task long enough to achieve their goal.
Body
CLASSICAL THEORIES
A. Maslow’s Hierarchy of Needs
In this theory, Abraham Maslow placed human needs in a hierarchy of relative
“prepotency.” Maslow’s model suggested that the needs of human beings have order, lower-
order and higher order needs. The lower needs are prepotent in the sense that they highly
determine behavior until they are satisfied. One a person is satisfied, they cease to act as
motivators. Thus, after a need on that level is met, another need will arise, which is higher
from the previous need - the higher order needs (Martires and Fule 1993, 8).
Maslow identified five basic human needs and used the terms Physiological, Safety,
Belongingness and Love, Esteem, Self-Actualization and Self-Transcendence needs to
describe the pattern that human motivations generally move through.
After physiological needs of employees are met, they have to pursue self-actualization,
and part of this is empowerment.
B. Theory X and Theory Y – Two opposite theories: first, the assumption that employees
dislike work, are lazy, dislike responsibility, and must be coerced to perform. Second, the
assumption that employees like to work, are creative, seek responsibility, and can exercise
self-direction.
Theories of human motivation created and developed by Douglas McGregor at the MIT
Sloan School of Management in the 1960s that have been used in human resource
management, organizational behavior, organizational communication and organizational
development. They describe two contrasting models of workforce motivation (Wikipedia).
C. Herzberg Two Factor Theory - a theory that relates intrinsic factors to job satisfaction and
associates extrinsic factors with dissatisfaction. Also called motivation-hygiene theory.
HERZBERG TWO-FACTOR MODEL
(Martires and Fule 1993, 12)
Need to Avoid Pain Need for Achievement

Hygiene Factors Motivational Factors
• Job context • Job content
• Extrinsic Factors • Intrinsic factors
• Dissatisfiers • Satisfiers
Examples: Examples:
• Company policy and • Achievement
administration • Recognition
• Quality of supervision • Work itself
• Relations with supervisors, • Responsibility
peers, and subordinates • Advancement
• Pay, job security, status • Growth
• Work condition
The two-factor theory was developed by Frederick Herzberg, a psychologist, who

suggested that job satisfaction and job dissatisfaction act independently of each other,
meaning, the factors involved in producing job satisfaction are different and distinct from
those that lead to job dissatisfaction (Martines and Fule 1993, 12). Another term for this
theory is motivation-hygiene theory.
According to Herzberg, the hygiene factors are the stimuli that inducing pain avoidance
behavior. These factors relate mostly to job context (i.e. company policies, and
administration, quality supervision, pay, job security, status, work conditions, relations with
supervisors, etc.). The presence of these factors, Herzberg further suggested, will not
motivate the employees in an organization in general. These factors then must be present to
prevent dissatisfaction (Martines and Fule 1993, 12).
The stimuli for achievement and growth needs, on the other hand, are the motivators.
These stimuli is connected with job content (i.e. achievement, recognition, work itself,
responsibility, advancement, growth, etc.). The absence, however, of these factors do not
generally produce dissatisfaction, but no satisfaction (Martines and Fule 1993, 12)
OPERATION OF HERZBERG’S TWO FACTOR MODEL
(Martires and Fule 1993, 13)
High Neutral High
Job Dissatisfaction State Job Satisfaction
(Absence) (Presence)
Hygiene Factors
Motivational
Factors
(Absence) (Presence)
D.ERG THEORY – a theory that posits three groups of core needs: existence,
relatedness, and growth.
ALDERFER’S E-R-G Model
Growth
Self-esteem and self-
actualization
Relatedness
Being understood and
accepted by people
Existence
Physiological and security
factors
Clayton Aldefer is the proponent of this theory. This theory is similar to Maslow’s
hierarchy of needs, but with only three levels instead of five. Aldefer redefined the basic
human needs as existence, relatedness, and growth needs and proposed that they may
be active as motivators simultaneously. Existence needs include physiological and
security needs, relatedness needs pertain to social and belongingness need, and growth
needs refer to self-esteem and self-actualization (Martires and Fule 1993, 10).
E. MCCLELLAND’S THEORY OF NEEDS
A theory which states that achievement, power, and affiliation are three important
needs that help again motivation.
Three Needs
1. Need for achievement – the drive to excel, to achieve in relation to a set of
standard, to strive, to succeed.
2. Need for power – the need to make others behave in a way they would not behave
otherwise.
3. Need for affiliation – desire for friendly and close interpersonal relationship.
CONTEMPORARY THEORIES OF MOTIVATION

A. COGNITIVE EVALUATION THEORY
Allocating extrinsic rewards for behavior that has been previously intrinsically
rewarded tends to decrease the overall level of motivation. The theory may be relevant
to that set of organizational jobs that falls in between those that are neither extremely
dull not extremely interesting.
A theory that states that allocating extrinsic rewards for behavior that had been
previously intrinsically rewarding tends to decrease the overall level of motivation
B. GOAL SETTING THEORY
A theory that says that specific and difficult goals, with feedback, lead to higher
performance.
Management by Objectives (MBO) – a program that encompasses specific goals,
participatively set, for an explicit time period, with feedback on goal setting.
C. SELF EFFICACY THEORY
Also known as cognitive theory or social learning theory refers to an individual’s
belief that he or she is capable of performing a task.
D. REINFORCEMENT THEORY
A theory that says a behavior is a function of its consequences.
E. EQUITY THEORY OF MOTIVATION
A theory that says that individuals compare their job inputs and outcomes with
those of others and then respond to eliminate any iniquities.
a. Distributive justice – perceived fairness of the amount and allocation of rewards
among individuals
b. Organizational justice – an overall perception of what is fair in the workplace,
composed of distributive, procedural, and interactional justice.
c. Procedural justice – the perceived fairness of the process used to determine the
distribution of rewards.
d. Interactional justice – the perceived degree to which an individual is treated with
dignity, concern, and respect.
F. EXPECTANCY THEORY OF MOTIVATION
A theory that says that the strength of a tendency to act in a certain way depends
on the strength of an expectation that the act will be followed by a given outcome and
on the attractiveness of that outcome to the individual.
Matching Type. On the provided line, write or type the letter of what is being defined or
described in each number.
A. Match the definition to the correct Contemporary Theory.
COLUMN A COLUMN B
______ 1. A theory that says that specific and difficult goals, A. Cognitive Evaluation
with feedback, lead to higher performance. Theory
_______2. A theory that says that the strength of a tendency B. Goal Setting Theory
to act in a certain way depends on the strength of C. Self-Efficacy Theory
an expectation that the act will be followed by a D. Reinforcement Theory
given outcome and on the attractiveness of that E. Equity Theory of
outcome to the individual. Motivation
_______3. A theory that states that allocating extrinsic F. Expectancy Theory of
rewards for behavior that had been previously Motivation
intrinsically rewarding tends to decrease the overall
level of motivation.
_______4. A theory that says a behavior is a function of its
consequences.
______ 5. A theory that says that individuals compare their
job inputs and outcomes with those of others and
then respond to eliminate any iniquities.
B. Match the definition to the correct Motivational Theory
COLUMN A COLUMN B
_______ 6. A theory that posits three groups of core needs: A. Maslow’s Hierarchy of
existence, relatedness, and growth. Needs
_______ 7. A theory which states that achievement, B. Theory X and Theory
power, and affiliation are three important needs that help Y
again motivation. C. Herzberg Two Factor
_______ 8. A theory that relates intrinsic factors to job Theory
satisfaction and associates extrinsic factors with D. ERG Theory
dissatisfaction. Also called motivation-hygiene theory. E. McClelland’s Theory
of Needs
_______ 9. Five basic human needs and used the terms F. Goal Setting Theory
Physiological, Safety, Belongingness and Love, Esteem,
Self-Actualization and Self-Transcendence needs to
describe the pattern that human motivations generally
move through.
_______ 10. Two opposite theories: first, the assumption
that employees dislike work, are lazy, dislike
responsibility, and must be coerced to perform. Second,
the assumption that employees like to work, are creative,
seek responsibility, and can exercise self-direction.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
INDIVIDUAL:
Application of
Motivation
MODULE CONTENT
COURSE TITLE: INDIVIDUAL (Application of Motivation)

Identify ways to apply different motivation theories in the workplace through:
1. Job design;
2. Alternative work assignment;
3. Employee involvement; and
4. Reward system.
TOPIC:
1. Motivating by Job Design: The Job Characteristics Model
2. Using rewards to motivate employees
1. Online insightful discussion
2. Quiz
REFERENCES:
Palmer, John. 2019. How to Apply a Motivational Theory to a Work Place. Retrieved
from: https://yourbusiness.azcentral.com/apply-motivational-theory-work-place-
15252.html
INDIVIDUAL
(Application of Motivation)
Identify ways to apply different motivation theories in the workplace through:
1. Job design;
2. Alternative work assignment;
3. Employee involvement; and
4. Reward system.
The successful application of motivation theories in organizations is founded on a
clear and measurable goal is more achievable than one that is poorly defined. In short, the
more simple and specific a goal is, the more effective the worker will be in completing the
task. For instance, it is more effective to give a salesman an objective of selling 5% more
cars over last month, than it is to simply ask him to “sell more cars.” The goal is a clearly
stated one, with a number attached to it that can be easily measured for success. Knowing
that he will be held to that number will keep the salesman accountable (Palmer, 2019).
Body
MOTIVATING BY JOB DESIGN: THE JOB CHARACTERISTICS MODEL
1. Job Design – the way the elements in job are organized
2. The Job Characteristics Model (JCM) – a model that proposes that any job can be
described in terms of five core job dimensions: skill variety, task variety, task
significance, autonomy, and feedback.
3. Five Core Job Dimensions
a. Skill variety – the degree to which a job requires a variety of different activities.
b. Task variety – the degree to which a job requires completion of a whole and
identifiable piece of work.
c. Task significance – the degree to which a job has a sustainable impact on the lives
or work of other people.
d. Autonomy – the degree to which a job provides substantial freedom and discretion
to the individual in scheduling the work and in determining the procedures to be
used in carrying it out.
e. Feedback – the degree to which carrying out the work activities required by a job
results in the individual obtaining direct and clear information about the
effectiveness of his or her performance.
4. Job rotation – the periodic shifting of an employee from one task to another.
Myth or science: “Everyone wants a challenging job”
5. Job enlargement – increasing the number and variety of tasks that an individual
perform. Job enlargement results in jobs with more diversity.
6. Job enrichment – the vertical expansion of jobs, which increases the degree to which
the worker controls the planning, execution, and evaluation of the work.
Alternative Work Assignments

1. Flextime – flexible work hours
2. Job sharing – an arrangement that allows two or more individuals to split a traditional
40 hour a week job.
3. Telecommuting – working from home at least two days a week on a computer that is
linked to the employee’s office.
Employee Involvement
1. Definition – a participative process that uses the input of employees and is intended to
increase employee commitment to an organization’s success.
2. Participative management – a process in which subordinates share a significant degree
of which decision-making power with their immediate superiors.
3. Representative participation – a system in which workers participate in organizational
decision making through a small group of representative employees.
4. Quality circle – a work group of employees who meet regularly to discuss their quality
problems, investigate causes, recommend solutions, and take corrective actions.
USING REWARDS TO MOTIVATE EMPLOYEES

1. What to pay: Establish a pay structure
2. How to pay: Rewarding individual employees through variable pay programs
a. Piece rate pay plan – a pay plan in which workers are paid a fixed sum for each unit
of production completed.
b. Merit based plan pay – a pay plan based on performance appraisal ratings.
c. Bonus – a pay plan that rewards employees for recent performance rather than
historical performance.
d. Skilled-based pay – a play plan that sets pay levels on the basis of how many skills
employees have or how many jobs they can do.
e. Profit-sharing plan – an organizational wide program that distributes compensation
based on some established formula designed around a company’s profitability.
f. Gainsharing – formula based group incentive plan.
g. Employee stock ownership plan – a company established benefits plan which
employees acquire stock, often at below market prices, as part of their benefits.
h. Flexible benefits – a benefits plan that allows each employee to put together a
benefits package individually tailored to his or her own needs and situation.
each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. The degree to which a job provides substantial freedom and discretion to the individual in
scheduling the work and in determining the procedures to be used in carrying it out.
a. Task variety b. skill variety c. task significance d. autonomy
2. A pay plan in which workers are paid a fixed sum for each unit of production
completed.
a. Piece rate pay plan c. Bonus
b. Skilled-based pay d. Profit sharing plan
3. A system in which workers participate in organizational decision making through a small
group of representative employees.
a. Participative management c. Representative participation
b. Quality circle d. Profit sharing
4. The approach how the elements in job are organized.
a. Job design c. Job enlargement
b. Job rotation d. Job enrichment
5. The degree to which a job has a sustainable impact on the lives or work of other people.
a. task variety b. skill variety c. task significance d. autonomy
6. The periodic shifting of an employee from one task to another.
7. The vertical expansion of jobs, which increases the degree to which the worker controls the
planning, execution, and evaluation of the work.
8. A process in which subordinates share a significant degree of which decision-making power
with their immediate superiors.
9. The degree to which a job requires completion of a whole and identifiable piece of work.
10. A work group of employees who meet regularly to discuss their quality problems, investigate
causes, recommend solutions, and take corrective actions.
11. A play plan that sets pay levels on the basis of how many skills employees have or
how many jobs they can do.
12. Increasing the number and variety of tasks that an individual perform. Job enlargement results
in jobs with more diversity.
13. An organizational wide program that distributes compensation based on some
established formula designed around a company’s profitability.
b. Quality circle d. Profit sharing plan
14. The degree to which a job requires a variety of different activities.
15. A pay plan that rewards employees for recent performance rather than historical
performance.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
INDIVIDUAL:
Understanding
Emotions and Moods
MODULE CONTENT
COURSE TITLE: INDIVIDUAL (Understanding Emotions and Moods)

1. Understand peoples’ emotions and moods; and
2. Know how emotions and moods apply in organizational behavior.
TOPIC:
1. What are Emotions and Moods
2. Organizational Behavior Applications of Emotions and Moods
2. Quiz
REFERENCE:
INDIVIDUAL
(Understanding Emotions and Moods)
1. Understand peoples’ emotions and moods; and
2. Know how emotions and moods apply in organizational behavior.
Each of us has a range of personality characteristics, but we also bring with us a range
of emotions. Given the obvious role that emotions play in our everyday lives, it might surprise
you to learn that, until very recently, the topic of emotions was given little or no attention in
the field of OB. When emotions were considered, the discussion focused on strong negative
emotions-especially anger—that interfered with an employee’s ability to do his or her job
effectively. Emotions were rarely viewed as constructive or able to stimulate performance-
enhancing behaviors.
Certainly some emotions, particularly when exhibited at the wrong time, can reduce
employee performance. But this does not change the reality that employees bring an
emotional component with them to work every day, and that no study of OB could be
comprehensive without considering the role of emotions in workplace behavior.
Body
I. What are Emotions and Moods
A. Definition of terms
Affect – a broad range of feelings that people experience.
Emotions – intense feelings that are directed at someone or something.
Moods – feelings that tend to be less intense than emotions and that lack a
contextual stimulus.
B. What Functions do Emotions Serve?
Question: Do emotions make us irrational?
1. Positive effect – a mood dimension that consists of specific positive emotions
such as excitement, self-assurance, and cheerfulness at the high end and
boredom, sluggishness, and tiredness at the low end.
2. Negative effect – a mood dimension that consists of emotions such as
nervousness, stress, and anxiety at the high end and relaxation, tranquility, and
poise at the low end.
3. Positively offset – the tendency of most individuals to experience a mildly positive
mood at zero input (when nothing in particular is going on).
4. Evolutionary psychology – an area of inquiry which argues that we must
experience the emotions we do because they serve a purpose.
C. Sources of Emotions and Moods
1. Personality
2. Day of the week and time of the day
3. Weather
a. Affect intensity – individual differences in the strength with which
individuals experience their emotions.
b. Illusionary correlation – the tendency of people to associate two events
when in reality there is no connection.
4. Stress
5. Social Activities
6. Sleep
7. Exercise
8. Age
9. Gender
II. Emotional Labor – a situation in which an employee expresses organizationally desired
emotions during interpersonal transactions at work.
Definitions of terms
1. Emotional dissonance – inconsistencies between the emotions people feel and the
emotions they project.
2. Felt emotions – an individual’s actual emotions
3. Displayed emotions – emotions that are organizationally required and considered
appropriate in a given job.
4. Surface acting – hiding one’s inner feelings and forgoing emotional expressions in
response to display rules.
5. Deep acting – trying to modify one’s true inner feelings based on display rules.
III. Affective Events Theories – a model that suggests that workplace events cause emotional
reactions on the part of employees, which then influence workplace attitudes and
behavior.
IV. Emotional Intelligence – the ability to detect and to manage emotional cues and
information
Organizational Behavior Applications of Emotions and Moods XAMINATION

1. Selection – EI must be part of the selection process especially in jobs that
demand a high degree of social interaction.
2. Decision making – More and more OB are finding that moods and emotions have
important effects on decision making. Positive moods and emotions seem to help
decision making.
3. Creativity – people who are in good moods tend to be more creative than people
in bad moods. They produce more ideas, other think their ideas are original, and
they tend to identify more creative options to problems.
4. Motivation – studies highlight the effects of mood and emotions on motivation
and suggest that organizations that promote positive moods at work are likely to
have more motivated workers.
5. Leadership – effective leaders rely on emotional appeals to help convey their
messages.
6. Negotiations
7. Customer service – a worker’s emotional state influences customer service,
which influences levels of repeat business and levels of customer satisfaction.
8. Job attitudes
9. Deviant workplace behaviors
each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. A mood dimension that consists of emotions such as nervousness, stress, and

anxiety at the high end and relaxation, tranquility, and poise at the low end.
a. negative effect c. positive effect
b. negatively offset d. positively offset
2. Individual differences in the strength with which individuals experience their
emotions.
a. Affect intensity c. Negative effect
b. Illusionary correlation d. Positive effect
3. The tendency of people to associate two events when in reality there is no connection.
a. Affect intensity c. Negative effect
b. Illusionary correlation d. Positive effect
4. The tendency of most individuals to experience a mildly positive mood at zero input
(when nothing in particular is going on).
5. An area of inquiry which argues that we must experience the emotions we do because
they serve a purpose.
a. involuntary psychology c. voluntary psychology
b. evolutionary psychology d. Darwin’s evolution
6. Two or more individuals, interacting and interdependent, who have come together to
achieve particular objectives.
a. informal group c. formal group
b. command group d. group
7. Inconsistencies between the emotions people feel and the emotions they project.
a. Felt emotions c. Surface acting
b. Emotional dissonance d. Displayed emotions
8. An individual’s actual emotions.
9. Emotions that are organizationally required and considered appropriate in a given job.
10. Hiding of one’s inner feelings and forgoing emotional expressions in response to
display rules.
11. An individual is trying to modify one’s true inner feelings based on display rules.
a. Deep acting c. Surface acting
b. Emotional dissonance d. Emotions
12. Intense feelings that are directed at someone or something.
a. affect b. feeling c. emotion d. cognitive
13. The ability to detect and to manage emotional cues and information
a. Intellectual Quotient c. Emotional dissonance
b. Emotional labor d. Emotional Intelligence
14. A situation in which an employee expresses organizationally desired emotions
during interpersonal transactions at work.
a. Intellectual Quotient c. Emotional dissonance
b. Emotional labor d. Emotional Intelligence
15. A mood dimension that consists of specific positive emotions such as excitement,
self-assurance, and cheerfulness at the high end and boredom, sluggishness, and
tiredness at the low end.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
THE GROUP:
Foundations of
Group Behavior
MODULE CONTENT
COURSE TITLE: THE GROUP (Foundations of Group Behavior)

1. Understand group classifications;
2. Familiarize with the stages of group development; and
3. Understand Group Properties such as roles, norms, status, and cohesiveness.
TOPIC:
1. Defining and Classifying Groups
2. Why Do People Join Groups?
3. Stages of Group Development for Temporary Groups with Deadlines
4. Group Properties: Roles, Norms, Status, and Cohesiveness
5. Norms
6. Status
7. Cohesiveness
2. Quiz
REFERENCE:
THE GROUP
(Foundations of Group Behavior)
1. Understand group classifications;
2. Familiarize with the stages of group development; and
3. Understand Group Properties such as roles, norms, status, and cohesiveness.
Group is a two or more individuals, interacting and interdependent, who have come
together to achieve particular objectives. Individuals form groups: they live in groups, they
move in groups, and they work in groups. In short, groups play a significant role in the
organization. Groups influence work and work behavior, productivity, and performance of
the organization as a whole.
Body
A. Classification of Groups
1. Formal Group – a designated work group defined by an organization’s structure.
2. Informal Group – a group that is neither formally structured nor organizationally
determined; such a group appear in response to the need for social contact.
3. Command Group – a group composed of the individuals who report directly to a
given manager.
4. Task Group – people working together to complete a job task.
5. Interest Group – people working together to attain a specific objective with which
each is concerned.
6. Friendship Group – people brought together because they share one or more
common characteristics.
B. Why Do People Join Groups?
1. Security
2. Status
3. Self-esteem
4. Affiliation
5. Power
6. Goal Achievement
C. Stages of Group Development for Temporary Groups with Deadlines

Five Stage Group Development
Stage 1: Forming Stage – characterized by much uncertainty
Stage 2: Storming Stage – characterized by intragroup conflict
Stage 3: Norming Stage – characterized by close relationships and cohesiveness
Stage 4: Performing Stage – during which the group is fully functional
Stage 5: Adjourning Stage – characterized by concern with wrapping up activities
rather than task performance.
D. Group Properties: Roles, Norms, Status, and Cohesiveness

Roles – a set of expected behavior patterns attributed to someone
occupying a given position in a social unit.
a. Role identity – certain attitudes and behaviors consistent with a role.
b. Role perception – an individual’s view of how he or she is supposed to act in a
given situation.
c. Role expectations – how others believe a person should act in a given situation.
d. Psychological contract – an unwritten agreement that sets out what
management expects from an employee and vice versa.
e. Role conflict – a situation in which an individual is confronted by divergent role
expectations.
E. Norms – are acceptable standards of behavior within a group
a. Reference Groups – important groups to which individuals belong or hope to
belong and with whose norms individuals are likely to conform.
b. Conformity – the adjustment of one’s behavior to align with the norms of the
group.
Typology of Deviant Workplace Behavior – voluntary behavior that violates significant
organizational norms and, in so doing, threatens the well-being of the organization or
its members. Also called antisocial behavior or workplace incivility.
Category Examples
Production Leaving early
Intentionally working slowly
Wasting resources
Property Sabotage
Lying about hours worked
Stealing from the organization
Political Showing favoritism
Gossiping and spreading humors
Blaming co-workers
Personal Aggression Sexual harassment
Verbal abuse
Stealing from co-workers
F. Status – a socially defined position or rand given to groups or group of members by

others.
What Determines Status?
a. The power a person wields over others
b. A person’s ability to contribute to a group’s goals
c. An individual’s personal characteristics
Definition
a. Status characteristics theory – a theory that states that differences in status
characteristics create status hierarchies within groups.
b. Social loafing – the tendency for individuals to expend less effort when working
collectively than when working individually.
G. Cohesiveness – the degree to which group members are attracted to each other and
are motivated to stay in the group.
Relationship between Group Cohesiveness, Performance Norms, and Productivity
COHESIVENESS
High Low
High Moderate
Performance
High
Productivity
Productivity
Norms
Low Moderate to
Low Low
Productivity
Productivity
Multiple Choice. On the boxes below, write or type the letter of the best answer in
each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. A designated work group defined by an organization’s structure.

2. A set of expected behavior patterns attributed to someone occupying a given position
in a social
a. status b. norms c. roles d. cohesiveness
3. People working together to complete a job task.
a. friendship group c. task group
b. interest group d. group
4. People working together to attain a specific objective with which each is concerned.
5. An individual’s view of how he or she is supposed to act in a given situation.
a. Conformity c. Role expectations
b. Role perception d. Role identity
6. People brought together because they share one or more common characteristics.
7. These are certain attitudes and behaviors consistent with a role.
b. Role perception d. Role identity
8. A group composed of the individuals who report directly to a given manager.
9. The adjustment of one’s behavior to align with the norms of the group.
b. Role perception d. Perception
10. These are acceptable standards of behavior within a group.
11. The tendency for individuals to expend less effort when working collectively than
when working individually.
a. Friendship c. Socializing
b. Social climber d. Social loafing
12. A socially defined position or rand given to groups or group of members by others.
13. The way others believe a person should act in a given situation.
b. Role perception d. Perception
14. The degree to which group members are attracted to each other and are motivated
to stay in the group.
15. A situation in which an individual is confronted by divergent role expectations.
b. Role conflict d. Disagreement
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

THE GROUP: Understanding Work Teams and
8 Dynamics HBO 413-8

14 HBO 413-14
THE GROUP:
Understanding Work
Teams and Dynamics
MODULE CONTENT
COURSE TITLE: GROUP (Understanding Work Teams and Its Dynamics)

1. Differentiate groups and teams;
2. Understand types of teams;
3. Understand team effectiveness; and
4. Understand effectiveness model
TOPIC:
1. Difference Between Groups and Teams
2. Types of Teams
3. Team Effectiveness
4. Team Effectiveness Model
2. Quiz
REFERENCE:
GROUP
(Understanding Work Teams and Its Dynamics)
1. Differentiate groups and teams;
2. Understand types of teams;
3. Understand team effectiveness; and
4. Understand effectiveness model
Work group is a group that interacts primarily to share information and to make
decision to help each group member perform within his or her area of responsibility.
While work team is a group whose individual efforts result in performance that is greater
than the sum of the individual inputs.
Body
A. Types of Teams
1. Problem-Solving Teams – groups of 5 to 12 employees from the same department who
meet for a few hours each week to discuss ways of improving quality, efficiency, and
the work environment.
2. Self-Managed Work Teams – groups of 10 to 15 who take on responsibilities of their
former supervisors.
3. Cross-Functional Teams – employees from about the same hierarchical level, but
from different work areas, who come together to accomplish a task.
4. Virtual teams – teams that use computer technology to tie together physically
dispersed members in order to achieve a common goal.
B. Team Effectiveness
1. Multi-Team Systems – systems in which different teams need to coordinate their
efforts to produce a desired outcome.
2. Organizational demography – the degree to which members of a work unit share a
common demographic attribute such as age, sex, race, educational level, or length of
service in a organization, and the impact of this attribute on turnover.
C. Team Effectiveness Model
Context
• Adequate resources
• Leadership and Structure
• Climate of trust
• Performance evaluation and reward
system
Composition
• Abilities of members
• Personality
• Allocating roles
• Diversity
• Size of teams
• Member flexibility
• Member preferences
Team Effectiveness
Work design
• Autonomy
• Skill Variety
• Task identity
• Task significance
Process
• Common purpose
• Specific goals
• Team efficacy
• Conflict levels
• Social loafing
D. Turning Individuals into Team Players

Reflexivity – a team characteristic of reflecting on and adjusting the master plan
when necessary.
Mental models – team members’ knowledge and beliefs about how the work gets
done by the team.
1. Selection: Hiring Team Players
2. Training: Creating Team Players
3. Rewarding: Providing Incentives to be a Good Team Player
Multiple Choice. Encircle the letter of the best answer in each number.
1. A group that interacts primarily to share information and to make decision to help
each group member perform within his or her area of responsibility.
b. Work group c. Work team
c. Work out d. Teamwork
2. A group whose individual efforts result in performance that is greater than the sum of
the individual inputs.
a. Work group c. Work team
b. Work out d. Teamwork
3. A team characteristic of reflecting on and adjusting the master plan when necessary.
a. cohesiveness b. reflexivity c. mental models d. roles
4. Employees from about the same hierarchical level, but from different work areas, who
come together to accomplish a task.
a. Self-managed work teams c. Cross functional teams
b. Problem solving teams d. Virtual teams
5. Teams that use computer technology to tie together physically dispersed members in
order to achieve a common goal.
6. Systems in which different teams need to coordinate their efforts to produce a desired
outcome.
a. Multi-team systems c. Mental models
b. Organizational demography d. Reflexivity
7. The degree to which members of a work unit share a common demographic attribute
such as age, sex, race, educational level, or length of service in a organization, and the
impact of this attribute on turnover.
8. Groups of 5 to 12 employees from the same department who meet for a few hours each
week to discuss ways of improving quality, efficiency, and the work environment.
9. The team members’ knowledge and beliefs about how the work gets done by the team.
10. Groups of 10 to 15 who take on responsibilities of their former supervisors.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
THE GROUP: Basic
Approaches to
Leadership
MODULE CONTENT
COURSE TITLE: Basic Approaches to Leadership


1. Define and understand leadership;
2. Identify different trait theories;
3. Understand and differentiate behavioral theories; and
4. Understand and differentiate leadership theories.
TOPIC:
1. Leadership
2. Trait Theories
3. Behavioral Theories
4. Leadership Theories
2. Quiz
REFERENCES:
Bright, David S. and Cortes, Anastasia H. (2019). Principles of Management. Houston,
Texas: OpenStax.
Basic Approaches to Leadership
1. Define and understand leadership;
2. Identify different trait theories;
3. Understand and differentiate behavioral theories; and
4. Understand and differentiate leadership theories
Leadership is often defined as a social or interpersonal influence relationship between
two or more persons who depend on each other to attain certain mutual goals in a group
situation. Effective leadership helps individuals and groups achieve their goals by focusing
on the group’s maintenance needs. This means that leaders keep the need to individuals to
fit and work together by having, for example, shared norms. Furthermore, the leader provides
the task needs which means the need for the group to make progress toward attaining the
goal that brought them together (Bright and Cortez, 2019).
Body
A. Trait Theories – theories that consider personal qualities and characteristics the
differentiate leaders from non-leaders.
Traits of Effective Leaders
a. a high level of personal drive
b. the desire to lead
c. personal integrity
d. self-confidence
e. analytical ability or judgment
f. knowledge of the company, industry, or technology
g. charisma
h. creativity
i. flexibility
B. Behavioral Theories – theories proposing that specific behaviors differentiate leaders
from non-leaders
What leaders can actually do rather that their qualities are emphasized. Different
patterns of behavior are observed. Douglas McGregor’s Theory X Theory Y
a. Theory X – managers believe that workers inherent dislike work and will avoid it
as much as possible. Therefore, they must be forced to work. This is done by threatening,
coercing, and punishing them to get the effort required to do the task.
b. Theory Y – is the exact opposite. Workers have the initiative to work. They will
work without coercion or force.
OHIO STATE STUDIES
1. Initiating structure – the extent to which a leader is likely to define and structure his
or her role and those of subordinates in the search for goal attainment.
2. Consideration – the extent to which a leader is likely to have a job relationships
characterized by mutual trust, respect for subordinates’ ideas, and regard for their
feelings.
UNIVERSITY OF MICHIGAN STUDIES
1. Employee oriented leader – a leader who emphasizes interpersonal relations, takes a
personal interest in the needs of employees, and accepts individual differences
among members.
2. Production-oriented leader – a leader who emphasizes technical or task aspects of
the job.
3. Managerial grid – a nine-by-nine matrix outlining 81 different leadership styles.
C. Leadership Theories
1. Contingency Theories (Fiedler Model) – the theory that effective groups depend on a
proper match between a leader’s style of interacting with subordinates and the
degree to which the situation gives control and influence to the leader.
Emphasized that there is no one best leadership style. Fiedler identified three
situations that could identify the condition of a managerial task:
• Leader-member relations – how well do the manager and the employees get
along?
• Task structure – is the job highly structured, fairly unstructured, or
somewhere in-between?
• Position power – how much authority does the manager possess?
2. Cognitive Resource Theory (Fiedler Theory) – a theory of leadership that states that
stress unfavorably affects a situation and that intelligence and experience can be
reduce the influence of stress on the leader.
3. Situational Leadership Theory (Hersey and Blanchard) – a contingency theory that
focuses on followers readiness.
This means that the leader adapts to whatever situation he/she is in. The theory
suggests that there are different leadership styles required for the different levels in
an organization.
Based on the direction and emotional support a leader must provide his/her
followers. This model considers three important elements.
• Task behavior – the leader assigns the duties and functions of members.
• Relationship behavior – the leader opens the lines of communication between
him/her and the followers.
• Maturity – this involves the willingness of a person to take responsibility for
leading his/her people.
Four leadership styles arising from this model
• Directing
• Coaching
• Supporting
• Delegating
4. Path-Goal Theory (Robert House) – a theory that states that it is the leader’s job to
assist followers in attaining their goals and to provide the necessary direction and/or
support to ensure that their goals are compatible with the overall objectives of the
group or organization.
5. Leader-Member Exchange Theory - a theory that supports leaders’ creation of in-
groups and out-groups; subordinates with in-group status will have higher
performance ratings, less turnover, and greater job satisfaction.
6. Leader-Participation Model (Vroom and Yetton’s Decision Theory) – a leadership
theory that provides a set of rules to determine the form and amount of participative
decision making in different situations.
7. Leadership Continuum – this continuum suggests that when one moves away from
the extremely autocratic leadership, subordinate participation and involvement in
decision making increases.
Four leadership styles arose from this continuum:
• Autocratic – the leader takes the decisions and relays them to his/her
subordinates. (Telling Style)
• Persuasive – the leader also takes the decisions for the group without
consultation but persuades then to believe that these will make them more
motivated. (Selling Style)
• Consultative – the leader asks and confers with the group members before
taking decisions. He/she considers their suggestions and feelings before taking
decisions. (Consulting Style)
• Democratic – the leader lays down the problem to the members. He/she is not
the decision maker. The decision will come out of the discussion instead of
imposing his/her decision to the members. (Joining Style)
8. Action Centered Model – the work is done through teamwork.
The leader gives emphasis on any of the three elements:
• Task
• Team
• Individual
9. Transactional Theory – the relationship between followers and leaders is key to this
theory. It holds that leaders should give equal treatment and due recognition to their
members. In return, followers would be loyal and committed to the organization.
10. Transformational Theory – the primary concept here is change, and leaders are
tasked to provide direction and implement changes through performance and
attainment of goals.
Comparison between Transactional and Transformational Leadership
11. Servant Leadership – is a philosophy and practice of leadership, coined and defined
by Robert K. Greenleaf (Born 1904 in Terre Haute, Indiana; died in 1990) and
supported by many leadership and management writers such as James Autry, Ken
Blanchard, Stephen Covey, etc. Servant-leaders achieve results for their
organizations by giving priority attention to the needs of their colleagues and those
they serve. Servant-leaders are often seen as humble stewards of their organization's
resources: human, financial and physical.
Robert K. Greenleaf never specifically defined servant leadership but, based on
the writings of Greenleaf and others, it can still be defined as a management
philosophy which implies a comprehensive view of the quality of people, work and
community spirit. It requires a spiritual understanding of identity, mission, vision
and environment. A servant leader is someone who is servant first, who has
responsibility to be in the world, and so he contributes to the well-being of people
and community. A servant leader looks to the needs of the people and asks himself
how he can help them to solve problems and promote personal development. He
places his main focus on people, because only content and motivated people are able
to reach their targets and to fulfill the set expectations.
In his essay The Servant as Leader, Greenleaf said: “It begins with the natural
feeling that one wants to serve, to serve first. Then conscious choice brings one to
aspire to lead. That person is sharply different from one who is leader first, perhaps
because of the need to assuage an unusual power drive or to acquire material
possessions…The leader-first and the servant-first are two extreme types. Between
them there are shadings and blends that are part of the infinite variety of human
nature."
12. Leadership Skills
a. Technical skills – these are skills a leader must possess to enable him/her to
understand and make decisions about work processes, activities, and
technologies.
b. Human skills – these are skills refer to the ability of the leader to interact with
people inside and outside of the organization.
c. Conceptual skills – these are skills refer to the ability of a person to think in
abstract terms and to see how parts fit together to form the whole.
Conceptual Skills
Top Management
Middle Management
Human
Skills
Lower Management
Technical Skills
Multiple Choice. Encircle the letter of the best answer in each number.
1. A leadership theory based on what leaders can actually do rather that their qualities
are emphasized.
a. Great Man Theories c. Theory X
b. Behaviorist Theories d. Theory Y
2. The ability to influence a group toward the achievement of a vision or set of goals.
a. mission b. transformation c. leadership d. trait
3. It is a leadership seen as specific to a particular situation. This means that the leader
adapts to whatever situation he/she is in. The theory suggests that there are different
leadership styles required for the different levels in an organization.
a. Situational Leadership Theory c. Leadership Continuum
b. Contingency Theory d. Action Centered Model
4. A leadership theory that emphasized that there is no one best leadership style.
a. Leadership Theory c. Contingency Theory
b. Situational Transactional Theory d. Transformational Theory
5. A type of leadership where the leader lays down the problem to the members. He/she
is not the decision maker. The decision will come out of the discussion instead of
imposing his/her decision to the members.
a. Democratic c. Autocratic
b. Consultative d. Action Centered Model
6. It is a leadership theory that is based on the direction and emotional support a
leader must provide his/her followers.
a. Situational Leadership Theory c. Contingency Theory
b. Transactional Theory d. Transformational Theory
7. It is a theory where managers believe that workers have the initiative to work. They
will work without coercion or force. They have the capacity to innovate on the job.
a. Great Man Theories c. Theory Y
b. Behaviorist Theories d. Theory X
8. A leadership theory that suggests that when one moves away from the extremely
autocratic leadership, subordinate participation and involvement in decision making
increases.
a. Situational Leadership Theory c. Leadership Continuum
9. A type of leadership where the leader asks and confers with the group members
before taking decisions. He/she considers their suggestions and feelings before
taking decisions.
a. Democratic c. Consultative
b. Autocratic d. Servant Leadership
10. A leadership theory where the relationship between followers and leaders is key to
an organization’s success. It holds that leaders should give equal treatment and due
recognition to their members. In return, followers would be loyal and committed to
the organization.
a. Situational Leadership Theory c. Contingency Theory
b. Transactional Theory d. Transformational Theory
11. A leadership theory that provides a set of rules to determine the form and amount
of participative decision making in different situations.
a. Leader-Member Theory c. Leader-Participation Theory
b. Path-Goal Theory d. Leadership Continuum
12. A leadership theory where the work is done through teamwork.
a. Situational Leadership c. Leadership Continuum
13. A type of leadership where the leader also takes the decisions for the group without
consultation but persuades then to believe that these will make them more
motivated.
b. Autocratic d. Persuasive
14. Servant-leaders achieve results for their organizations by giving priority attention
to the needs of their colleagues and those they serve.
b. Autocratic d. Servant Leadership
15. A theory that states that it is the leader’s job to assist followers in attaining their
goals and to provide the necessary direction and/or support to ensure that their
goals are compatible with the overall objectives of the group or organization.
a. Leader-Member Theory c. Leader-Participation Theory
b. Path-Goal Theory d. Leadership Continuum
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
THE GROUP: Dealing
with Power and
Politics
MODULE CONTENT
COURSE TITLE: Dealing with Power and Politics

1. Define power;
2. Understand the bases of power;
3. Understand dependency in relation to power;
4. Understand power tactics;
5. Understand politics in organization; and
6. Understand the causes and consequences of political behavior
TOPIC:
Power
1. Definition of Power
2. Bases of Power
3. Dependency: The Key to Power
4. Power Tactics
5. Politics: Power in Action
6. Causes and Consequences of Political Behavior
2. Quiz
REFERENCE:
Dealing with Power and Politics
1. Define power;
2. Understand the bases of power;
3. Understand dependency in relation to power;
4. Understand power tactics;
5. Understand politics in organization; and
6. Understand the causes and consequences of political behavior
Power is a capacity that A has to influence the behavior of B so that B acts in
accordance with A’s wishes. On the other hand, dependency is B’s relationship to A when A
possesses something that B requires.
Body
I. Bases of Power
A. Formal Power – is based on an individual’s position in an organization.
1. Coercive power – a power base that is dependent on fear.
2. Reward Power – compliance achieved based on the ability to distribute rewards that
others view as valuable.
3. Legitimate Power – the power a person receives as a result of his or her position in
the formal hierarchy of an organization.
B. Personal Power – power that comes from an individual’s unique characteristics.
1. Expert Power – influence based on special skills or knowledge.
2. Referent Power – influence based on possession by an individual of desirable
resources or personal traits.
II. Dependency: The Key to Power
A. The General Dependency Postulate – when you possess anything that others require but
that you alone control, you make them dependent on you, and, therefore, you gain
power over them.
B. What Creates Dependency?
1. Importance – if nobody wants that you have, it’s not going to create dependency.
2. Scarcity – if something is plentiful, possession of it will not increase your power. A
resource needs to be perceived as scarce to create dependency.
3. Non-substitutability – the fewer viable substitutes for a resource, the more power
the control over that resource provides.
III. Power Tactics
Ways in which individuals translate power bases into specific actions.
A. Legitimacy – Relying on one’s authority position or stressing that a request is in
accordance with organizational policies or rules.
B. Rational Persuasion – presenting logical arguments and factual evidence to
demonstrate that a request is reasonable.
C. Inspirational Appeals – developing emotional commitment by appealing to a target’s
values, needs, hopes, and aspirations.
D. Consultation – increasing the target’s motivation and support by involving him or
her in deciding how the plan or change will be accomplished.
E. Exchange – rewarding the target with benefits or favors in exchange for following a
request.
F. Personal Appeals – asking for compliance based on friendship or loyalty.
G. Ingratiation – using flattery, praise, or friendly behavior prior to making a request.
H. Pressure – using warnings, repeated demands, and threats.
I. Coalitions – enlisting the aid of other people to persuade the target or using the
support of others as a reason for the target to agree.
IV. Politics: Power in Action
A. Definition of Terms
1. Political Behavior – activities that are required as part of one’s formal role in the
organization but that influence, or attempt to influence, the distribution of
advantages and disadvantages within the organization.
2. Legitimate – normal everyday politics.
3. Illegitimate Political Behavior – extreme political behavior that violates the implied
rules of the game.
V. Causes and Consequences of Political Behavior
A. Factors Contributing to Political Behavior
1. Individual Factors – at the individual level, researchers have identified certain
personality traits, needs, and other factors that are likely to be related to political
behavior.
2. Organizational Factors – political activity is probably more a function of an
organization’s characteristics than of individual difference variables.
B. How Do People Respond to Organizational Politics?
People use defensive behaviors to respond to organizational politics. This means
that people are being reactive and protective to avoid action, blame, or change.
each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. The power that comes from an individual’s unique characteristics.

a. Reward power c. Legitimate power
b. Coercive power d. Personal power
2. A power based on the ability to distribute rewards that others view as valuable.
3. The power a person receives as a result of his or her position in the formal hierarchy
of an organization.
4. The power based on possession by an individual of desirable resources or personal
traits.
a. People power b. Spiritual power
b. Referent power d. Expert power
5. Enlisting the aid of other people to persuade the target or using the support of others
as a reason for the target to agree.
a. Coalitions c. Inspirational appeals
b. Exchange d. Personal appeals
6. A capacity that A has to influence the behavior of B so that B acts in accordance with
A’s wishes.
a. Dependency b. Power c. Influence d. Leadership
7. Is based on an individual’s position in an organization.
b. Coercive power d. Formal power
8. Inspirational Appeals – developing emotional commitment by appealing to a
target’s values, needs, hopes, and aspirations.
9. Increasing the target’s motivation and support by involving him or her in deciding
how the plan or change will be accomplished.
a. Personal appeals c. Rational persuasion
b. Relational persuasion d. Consultation
10. Rewarding the target with benefits or favors in exchange for following a request.
11. Asking for compliance based on friendship or loyalty.
12. Presenting logical arguments and factual evidence to demonstrate that a request is
reasonable.
a. Personal appeals c. Rational persuasion
b. Relational persuasion d. Consultation
13. A power base that is dependent on fear.
b. Coercive power d. Formal power
14. The ability of an individual or an organization to influence others to achieve a goal.
a. Dependency b. Power c. Influence d. Leadership
15. Reactive and protective behaviors to avoid action, blame, or change.
a. Offensive behaviors c. Defensive behaviors
b. Organizational behavior d. Aggressive behaviors
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
THE GROUP: Coping
with Conflict and
Negotiation
MODULE CONTENT
COURSE TITLE: Coping with Conflict and Negotiation


1. Define conflict;
2. Understand transitions in conflict thought;
3. Familiarize and understand conflict process;
4. Know the importance of negotiation; and
5. Know the importance of third party negotiations.
TOPIC:
1. Definition of Conflict
2. Transitions in Conflict Thought
3. The Conflict Process
4. Negotiation
5. Third-Party Negotiations
2. Quiz
REFERENCE:
Coping with Conflict and Negotiation
1. Define conflict;
2. Understand transitions in conflict thought;
3. Familiarize and understand conflict process;
4. Know the importance of negotiation; and
5. Know the importance of third party negotiations.
Conflict is a process that begins when one part perceives that another party has
negatively affected, or is about to negatively affect, something that the first party cares about.
Conflict occurs when the goals, needs or opinions of one person clash with those of another.
Unchecked, this conflict can escalate into full-blown hostility and even violence. When viewed
constructively, however, conflict can actually become a valuable and productive growth
experience
Body
I. Transitions in Conflict Thought
A. The Traditional View of Conflict – the belief that all conflict is harmful and must be
avoided.
B. The Human Relations View of Conflict – the belief that conflict is a natural and
inevitable outcome in any group.
C. The Interactionist View of Conflict – the belief that conflict is not only a positive force
in a group but that it is also an absolute necessity for a group to perform effectively.
1. Interactionist view of conflict – encourages conflict on the grounds that a
harmonious, peaceful, tranquil, and cooperative group is prone to becoming
static, apathetic, and nonresponsive to needs for change and innovation.
2. Functional – conflicts that support the goals of the group and improve its
performance.
3. Dysfunctional – conflicts that hinder group performance.
4. Task conflict – relates to the content and goals of the work.
5. Relationship conflict – focuses on interpersonal relationships.
6. Process conflict – relates to how the work gets done.
II. The Conflict Process
A. Stage I: Potential Opposition or Incompatibility
1. Communication
2. Structure
3. Personal Variables
B. Stage II: Cognition and Personalization
1. Perceived conflict – awareness by one or more parties of the existence of
conditions that create opportunities for conflict to arise.
2. Felt conflict – emotional involvement in a conflict that creates anxiety, tenseness,
frustration, or hostility.
C. Stage III: Intentions
1. Intentions – decisions to act in a given way.
2. Competing – a desire to satisfy one’s interests, regardless of the impact on the
other party to the conflict.
3. Collaborating – a situation in which the parties to a conflict each desire to satisfy
fully the concerns of all parties.
4. Avoiding – the desire to withdraw from or suppress a conflict.
5. Accommodating – the willingness of one party in a conflict to place the
opponent’s interests above his or her own.
6. Compromising – a situation in which each party to a conflict is willing to give up
something.
D. Stage IV: Behavior
1. Conflict management – the use of resolution and stimulation techniques to
achieve the desired level of conflict.
E. Stage V: Outcomes
1. Functional Outcomes
2. Dysfunctional Outcomes – destructive consequences of conflict on a group’s or
an organization’s performance are generally well known.
3. Creating Functional Conflict – if managers accept the interactionist view toward
conflict
III. Negotiation
– A process in which two or more parties exchange goods or services and attempt to
agree on the exchange rate for them.
A. Bargaining Strategies
1. Distributive Bargaining – negotiation that seeks to divide up a fixed amount of
resources; a win/lose situation.
Fixed Pie – the belief that there is only a set amount of goods or services to be
divided up between the parties.
2. Integrative Bargaining – negotiation that seeks one or more settlements that can
create a win/win solution.
B. The Negotiation Process
1. Preparation and Planning
BATNA – the best alternative to a negotiated agreement; the least the individual
should accept.
2. Definition of Ground Rules
3. Clarification and Justification
4. Bargaining and Problem Solving
5. Closure and Implementation
C. Individual Differences in Negotiation Effectiveness
1. Personality Traits in Negotiation
2. Moods/Emotions in Negotiation
3. Gender Differences in Negotiations
IV. Third-Party Negotiations

A. Mediator – a neutral third party who facilitates a negotiated solution by using
reasoning, persuasion, and suggestions for alternatives.
B. Arbitrator – a third party to a negotiation who has the authority to dictate an
agreement.
C. Conciliator – a trusted third party who provides an informal communication link
between the negotiator and the opponent.
D. Consultant – an impartial third party, skilled in conflict management, who attempts
to facilitate creative problem solving through communication and analysis.
each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. A process that begins when one part perceives that another party has negatively
affected, or is about to negatively affect, something that the first party cares about.
a. Negotiation b. Mediator c. Conflict d. Consultant
2. A third party to a negotiation who has the authority to dictate an agreement.
a. Arbitrator b. Mediator c. Conciliator d. Consultant
3. Conflicts that support the goals of the group and improve its performance.
a. Functional c. Relationship Conflict
b. Dysfunctional d. Process Conflict
4. An impartial third party, skilled in conflict management, who attempts to facilitate
creative problem solving through communication and analysis.
5. A desire to satisfy one’s interests, regardless of the impact on the other party to the
conflict.
a. Collaborating b. Accommodating c. Competing d. Avoiding
6. Conflicts that hinder group performance.
7. A situation in which the parties to a conflict each desire to satisfy fully the concerns of
all parties.
8. The willingness of one party in a conflict to place the opponent’s interests above his or
her own.
9. Focuses on interpersonal relationships.
10. A situation in which each party to a conflict is willing to give up something.
a. Negotiation b. Mediator c. Compromising d. Conflict
11. The use of resolution and stimulation techniques to achieve the desired level of
conflict.
a. Conflict avoiding c. Conflict expert
b. Conflict consultant d. Conflict management
12. The desire to withdraw from or suppress a conflict.
13. A process in which two or more parties exchange goods or services and attempt to
agree on the exchange rate for them.
a. Negotiation b. Mediator c. Conflict d. Compromise
14. Relates to how the work gets done.
15. A trusted third party who provides an informal communication link between the
negotiator and the opponent.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

THE ORGANIZATION SYSTEM: Organizational
12 Structure HBO 413-12

14 HBO 413-14
THE ORGANIZATION
SYSTEM:
Organizational
Structure
MODULE CONTENT
COURSE TITLE: THE ORGANIZATION SYSTEM (Organizational Culture)

1. Define organizational structure;
2. Know the functions of organizational culture; and
3. Familiarize on how to create and sustain culture.
TOPIC:
1. Organizational Structure
2. What do Cultures Do?
3. Creating and Sustaining Culture
2. Quiz
REFERENCES:
Wong, Kellie. 2020. Organizational Culture: Definition, Importance, and Development.
Retrieved from: https://www.achievers.com/blog/organizational-culture-definition/
The Organization System
(Organizational Culture)
1. Define organizational structure;
2. Know the functions of organizational culture; and
3. Familiarize on how to create and sustain culture.
Introduction
Organizational Culture is a system of shared meaning held by members that
distinguishes the organization from other organizations. Furthermore, organizational culture
is the collection of values, expectations, and practices that guide and inform the actions of
all team members. Think of it as the collection of traits that make your company what it is.
A great culture exemplifies positive traits that lead to improved performance, while a
dysfunctional company culture brings out qualities that can hinder even the most successful
organizations (Wong, 2020).
Body
I. Organizational Culture?
A. Organizational Culture
1. Innovation and risk taking. The degree to which employees are encouraged to be
innovative and take risks.
2. Attention to detail. The degree to which employees are expected to exhibit
precision, analysis, and attention to detail.
3. Outcome orientation. The degree to which management focuses on results or
outcomes rather than on the techniques and processes used to achieve those
outcomes.
4. People orientation. The degree to which management decisions take into
consideration the effect of outcomes on people within the organization.
5. Team orientation. The degree to which work activities are organized around teams
rather than individuals.
6. Aggressiveness. The degree to which people are aggressive and competitive rather
than easygoing.
7. Stability. The degree to which organizational activities emphasize maintaining the
status quo in contrast to growth.
B. Culture is a Descriptive Term
C. Do Organizations Have Uniform Cultures?
1. Dominant culture – a culture that expresses the core values that are shared by a
majority of the organization’s members.
2. Subcultures – mini cultures within an organization, typically defined by
department designations and geographical separation.
3. Core values – the primary or dominant values that are accepted throughout the
organization.
D.Strong Versus Weak Cultures
Strong culture – a culture in which the core values are intensely held and widely
shared.
E. Culture Versus Formalization
II. What do Cultures Do?
A. Culture’s Functions
B. Culture as a Liability
C. Barriers to Change
D. Barriers to Diversity
E. Barriers to Acquisitions and Mergers
III. Creating and Sustaining Culture

A. How a Culture Begins
B. Keeping a Culture Alive
1. Selection – the explicit goal of the selection process is to identify and hire
individuals who have the knowledge, skills, and abilities to perform the jobs within
the organization successfully.
2. Top Management – the actions of top management also have a major impact on
the organization’s culture.
3. Socialization – a process that adapts employees to the organization’s culture.
a. Pre-arrival stage – the period of learning in the socialization process that
occurs before a new employee joins the organization.
b. Encounter stage – the stage in the socialization process in which a new
employee sees what the organization is really like and confronts the possibility
that expectations and reality may diverge.
c. Metamorphosis stage – the stage in the socialization process in which a new
employee changes and adjusts to the job, work group, and organization.
C. How Employees Learn Culture
1. Stories
2. Rituals
3. Material Symbols
4. Language
Multiple Choice. Write or type the letter of the best answer in each number.
1. Mini cultures within an organization, typically defined by department designations

and geographical separation.
a. subcultures b. core values c. aggressiveness d. stability
2. A process that adapts employees to the organization’s culture.
a. training b. recruitment c. selection d. socialization
3. The period of learning in the socialization process that occurs before a new employee
joins the organization.
a. Pre-arrival stage c. Metamorphosis stage

b. Encounter stage d. Dominant culture
4. The degree to which organizational activities emphasize maintaining the status quo in
contrast to growth.
5. The primary or dominant values that are accepted throughout the organization.
6. The stage in the socialization process in which a new employee sees what the
organization is really like and confronts the possibility that expectations and reality
may diverge.
7. A culture that expresses the core values that are shared by a majority of the
organization’s members.
8. The process to identify and hire individuals who have the knowledge, skills, and
abilities to perform the jobs within the organization successfully.
a. training b. recruitment c. selection d. socialization
9. The stage in the socialization process in which a new employee changes and adjusts
to the job, work group, and organization.
10. The degree to which people are aggressive and competitive rather than easygoing.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
THE ORGANIZATION
SYSTEM: Approaches
to Managing
Organizational
Change
MODULE CONTENT
COURSE TITLE: Approaches to Managing Organizational Change

1. Understand the approaches to managing organizational change; and
2. Know the ways to create a culture for change.
TOPIC:
1. Approaches to Managing Organizational Change
2. Creating a Culture for Change
1. Online discussion contribution
2. Quiz
REFERENCES:
Wong, Kellie. 2020. Organizational Culture: Definition, Importance, and Development.
Retrieved from: https://www.achievers.com/blog/organizational-culture-definition/
Approaches to Managing Organizational Change
1. Understand the approaches to managing organizational change; and
2. Know the ways to create a culture for change.
According to Wong (2020), companies with healthy cultures are 1.5 times more likely
to experience revenue growth of 15 percent or more over three years and 2.5 times more likely
to experience significant stock growth over the same period. Thus, it is important for the
management of every organization to lead their people to create organizational culture.
Body
I. Approaches to Managing Organizational Change
A. Lewin’s Three-Step Model
1. Unfreezing – changing to overcome the pressures of both individual resistance
and group conformity.
2. Movement – a change process that transforms the organization from the status
quo to desired end state.
3. Refreezing – stabilizing a change intervention by balancing driving and
retraining forces.
a. Driving forces – forces that direct behavior away from the status quo.
b. Restraining forces – forces that hinder movement from the existing
equilibrium.
B. Kotter’s Eight-Step Plan for Implementing Change
C. Action Research – a change process based on systematic collection of data and
then selection of a change action based on what the analyzed data indicate.
D. Organizational Development (OD) – a collection of planned change interventions,
built on humanistic-democratic values that seeks to improve organizational
effectiveness and employee well-being.
a. Respect for people
b. Trust and support
c. Power equalization
d. Confrontation
e. Participation
1. Sensitivity Training – training groups that seek to change behavior through
unstructured group interaction.
2. Survey Feedback – the use of questionnaires to identify discrepancies among
member perceptions; discussion follows, and remedies are suggested.
3. Process Consultation (PC) – a meeting in which a consultant assists a client in
understanding process events with which he or she must deal and identifying
processes that need improvement.
4. Team Building – high interaction among team members to increase trust and
openness.
5. Intergroup Development – OD efforts to change the attitudes, stereotypes, and
perceptions that groups have of each other.
6. Appreciative Inquiry (AI) – an approach that seeks to identify the unique
qualities and special strengths of an organization, which can then be built on
to improve performance.
II. Creating a Culture for Change

A. Stimulating a Culture of Innovation
1. Definition of Innovation
b. Innovation – a new idea applied to initiating or improving a product, process,
or service.
2. Sources of Innovation
a. Idea champions – individuals who take an innovation and actively and
enthusiastically promote the idea, build support, overcome resistance, and
ensure that the idea is implemented.
B. Creating a Learning Organization
1. What’s Learning Organization?
a. Learning organization – an organization that has developed the continuous
capacity to adapt and change.
b. Single-loop learning – a process of correcting errors using past routines and
present policies.
c. Double-loop learning – a process of correcting errors by modifying the
organization’s objectives, policies, and standard routines.
C. Managing Leaning
1. Establish a strategy
2. Redesign the organization’s structure
3. Reshape the organization’s culture
each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. Stabilizing a change intervention by balancing driving and retraining forces.

a. Manipulation b. Unfreezing c. Cooptation d. Refreezing
2. A change process that transforms the organization from the status quo to desired end
state.
a. Movement c. Restraining forces
b. Driving forces d. Action research
3. A change process based on systematic collection of data and then selection of a
change action based on what the analyzed data indicate.
4. Changing to overcome the pressures of both individual resistance and group
conformity.
a. Manipulation b. Unfreezing c. Cooptation d. Refreezing
5. High interaction among team members to increase trust and openness.
a. Team Building c. Appreciative Inquiry
b. Intergroup Development d. Innovation
6. The use of questionnaires to identify discrepancies among member perceptions;
discussion follows, and remedies are suggested.
a. Organizational Development c. Survey Feedback
b. Sensitivity Training d. Process Consultation
7. A meeting in which a consultant assists a client in understanding process events
with which he or she must deal and identifying processes that need improvement.
b. Organizational Development c. Survey Feedback
c. Sensitivity Training d. Process Consultation
8. A process of correcting errors using past routines and present policies.
a. Learning organization c. Double-loop learning
b. Single-loop learning d. Triple-loop learning
9. A collection of planned change interventions, built on humanistic-democratic values
that seeks to improve organizational effectiveness and employee well-being.
10. An organization that has developed the continuous capacity to adapt and change.
11. A process of correcting errors by modifying the organization’s objectives, policies,
and standard routines.
12. A new idea applied to initiating or improving a product, process, or service.
13. An approach that seeks to identify the unique qualities and special strengths of an
organization, which can then be built on to improve performance.
14. A development that focuses to change the attitudes, stereotypes, and perceptions
that groups have of each other.
15. Training groups that seek to change behavior through unstructured group
interaction.
MODULE MATERIALS
List of Modules
No. MODULE
MODULE TITLE
CODE


6 HBO 413-6

14 HBO 413-14
THE ORGANIZATION
SYSTEM: Human
Resources Policies
and Practices
MODULE CONTENT
COURSE TITLE: THE ORGANIZATION SYSTEM (Human Resources Policies and

Practices)

1. Understand selection process;
2. Identify training and development programs;
3. Identify performance evaluation;
4. Identify ways to manage diversity in organization; and
5. Know ways to create organizational change.
TOPIC:
1. Selection Practices
2. Training and Development Programs
3. Performance Evaluation
4. Managing Diversity in Organization
5. Organizational Change
1. Online discussion contribution
2. Quiz
REFERENCE:
THE ORGANIZATION SYSTEM
Human Resources Policies and Practices
1. Understand selection process;
2. Identify training and development programs;
3. Identify performance evaluation;
4. Identify ways to manage diversity in organization; and
5. Know ways to create organizational change.
Human Resources policies, procedures and practices establish the framework to help
the organization to manage its present and future employees. They cover everything from
how the business recruits its people through to employees’ trainings, performance
evaluations, career path, and the like. Furthermore, HR policies and practices set the
guidelines in resolving issues and problem that may arise among the organizations’
employees.
Body
I. Selection Practices
A. Initial Selection
1. Application Forms
2. Background Checks
B. Substantive Selection – if an applicant passes the initial screens, next are
substantive selection methods. These are the heart of the selection process and
include written tests, performance tests, and interviews.
1. Written Tests
2. Performance-Simulation Tests
a. Work sample tests – a test that is a miniature replica of a job that is used to
evaluate the performance abilities of job candidates.
b. Assessment centers – a set of performance simulation tests designed to
evaluate a candidate’s managerial potential.
3. Interviews
C. Contingent Selection – if applicants pass the substantive selection methods, they
are basically ready to be hired, contingent on a final check.
II. Training and Development Programs

A. Types of Training
1. Basic Literacy Skills
2. Technical Skills
3. Interpersonal Skills
4. Problem-Solving Skills
5. What about Ethics Training?
B. Training Methods
1. Formal training – it’s planned in advance and has a structured format.
2. Informal training – unstructured, unplanned, and easily adapted to situations
and individuals – for teaching skills and keeping employees current.
3. On-the-job training – includes job rotation, apprenticeships, understudy
assignments, and formal mentoring programs.
4. Off-the-job training
C. Individualizing Formal Training to Fit the Employee’s Learning Style
D. Evaluating Effectiveness
III. Performance Evaluation

A. Purposes of Performance Evaluation
1. Human resource decisions
2. Identify training and development needs
3. Providing feedback to employees
4. Basis for reward allocations
B. What Do We Evaluate?
1. Individual Task Outcomes
2. Behaviors
3. Traits
C. Who Should Do the Evaluating?
D. Methods of Performance Evaluation
1. Written essays
2. Critical incidents – a way of evaluating the behaviors that are key in making the
difference between executing a job effectively and executing it ineffectively.
3. Graphic rating scales – an evaluation method in which the evaluator rates
performance factors on an incremental scale.
4. Behaviorally anchored rating scales (BARS) – scales that combine major
elements from the critical incident and graphic rating scale approaches: the
appraiser rates the employees based on items along a continuum, but the points
are examples of actual behavior on the given job rather than general descriptions
or traits.
5. Forced comparison – evaluate one individual’s performance against the
performance of another or others.
a. Group order ranking – an evaluation method that places employees into a
particular classification, such as quartiles.
b. Individual ranking – an evaluation method that rank-orders employees from
best to worst.
E. Suggestions for Improving Performance Evaluations
1. Use multiple evaluators
2. Evaluate selectively
3. Train evaluators
4. Provide employees with due process
F. Providing Performance Feedback
IV. Organizational Change
A. Forces for Change
1. Technology is changing jobs and organizations.
2. Economic shocks have continued to impose changes on organizations.
3. Competition is changing.
4. Social trends don’t remain static.
B. Planned Change
1. Change – making things different
2. Planned change – change activities that are intentional and goal oriented.
3. Change agents – persons who act as catalysts and assume the responsibility for
managing change activities.
C. Overcoming Resistance to Change
1. Education and communication
2. Participation
3. Building support and commitment
4. Implementing changes fairly
5. Manipulation and cooptation
a. Manipulation – refers to covert influence attempts.
b. Cooptation – is a form of both manipulation and participation.
6. Selecting people who accept change
7. Coercion
each number.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15
1. A training that is planned in advance and has a structured format.

a. Informal training c. OJT
b. Formal training d. Hand-on training
2. An evaluation method in which the evaluator rates performance factors on an
incremental scale.
a. Forced comparison c. Graphic rating scale
b. Critical incidents d. Behaviorally anchored rating scales
3. Forces that direct behavior away from the status quo.
4. A form of both manipulation and participation.
a. Manipulation b. Unfreezing
b. Cooptation d. Refreezing
5. A training that is unstructured, unplanned, and easily adapted to situations and
individuals – for teaching skills and keeping employees current.
b. Formal training d. Hand-on training
6. Forces that hinder movement from the existing equilibrium.
7. An evaluation of an individual’s performance against the performance of another or
others.
a. Forced comparison c. Graphic rating scales
8. A training that includes job rotation, apprenticeships, understudy assignments, and
formal mentoring programs.
c. Formal training d. Hand-on training
9. Scales that combine major elements from the critical incident and graphic rating
scale approaches: the appraiser rates the employees based on items along a
continuum, but the points are examples of actual behavior on the given job rather
than general descriptions or traits.
10. An evaluation method that places employees into a particular classification, such as
quartiles.
a. Group order ranking c. Forced comparison
b. Individual ranking d. Graphic rating scales
11. A way of evaluating the behaviors that are key in making the difference between
executing a job effectively and executing it ineffectively.
12. An evaluation method that rank-orders employees from best to worst.
a. Group order ranking c. Forced comparison
b. Individual ranking d. Graphic rating scales
13. This refers to covert influence attempts.
a. Manipulation b. Unfreezing
b. Cooptation d. Refreezing
14. Change activities that are intentional and goal oriented.
a. Change c. Change agents
b. Planned change d. None of the above
15. Persons who act as catalysts and assume the responsibility for managing change
activities.
a. Change c. Change agents
b. Planned change d. None of the above

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Program : BACHELOR OF SCIENCE IN

Course Code : HBO 413

Course Title : Human Behavior in Organization

Course Credit : 3 units Contact Hours : 54

BULACAN POLYTECHNIC COLLEGE

COURSE DESCRIPTION: Organizational Behavior is an insightful journey towards

• Well- rounded individuals 1. Describe specific theories related to perception,

1 Introduction: What is Organizational Behavior? HBO 413-1

3 INDIVIDUAL: Perception and Individual Decision Making HBO 413-3

4 INDIVIDUAL: Concepts of Motivation HBO 413-4

5 INDIVIDUAL: Application of Motivation HBO 413-5

7 THE GROUP: Foundations of Group Behavior HBO 413-7

8 THE GROUP: Understanding Work Teams and Dynamics HBO 413-8

9 THE GROUP: Basic Approaches to Leadership HBO 413-9

10 THE GROUP: Dealing with Power and Politics HBO 413-10

11 THE GROUP: Coping with Conflict and Negotiation HBO 413-11

12 THE ORGANIZATION SYSTEM: Organizational Structure HBO 413-12

13 THE ORGANIZATION SYSTEM: Organizational Change HBO 413-13

COURSE TITLE: What is Organizational Behavior?

MODULE TITLE: Human Behavior in Organization

NOMINAL DURATION: 3 HRS

SPECIFIC LEARNING OBJECTIVES:

What is Organizational Behavior?

1 Introduction: What is Organizational Behavior? HBO 413-1

3 INDIVIDUAL: Perception and Individual Decision Making HBO 413-3

4 INDIVIDUAL: Concepts of Motivation HBO 413-4

5 INDIVIDUAL: Application of Motivation HBO 413-5

7 THE GROUP: Foundations of Group Behavior HBO 413-7

8 THE GROUP: Understanding Work Teams and Dynamics HBO 413-8

9 THE GROUP: Basic Approaches to Leadership HBO 413-9

10 THE GROUP: Dealing with Power and Politics HBO 413-10

11 THE GROUP: Coping with Conflict and Negotiation HBO 413-11

12 THE ORGANIZATION SYSTEM: Organizational Structure HBO 413-12

13 THE ORGANIZATION SYSTEM: Organizational Change HBO 413-13

COURSE TITLE: INDIVUDUAL (Foundations of Individual Behavior, Attitudes and Job

MODULE TITLE: Human Behavior in Organization

NOMINAL DURATION: 6 HRS

SPECIFIC LEARNING OBJECTIVES:

DIMENSION OF INTELECTUAL ABILITY

Chapter 4: Personality and Values

1. Any relatively permanent change in behavior that occurs as a result of experience.

1 Introduction: What is Organizational Behavior? HBO 413-1

4 INDIVIDUAL: Concepts of Motivation HBO 413-4

5 INDIVIDUAL: Application of Motivation HBO 413-5

7 THE GROUP: Foundations of Group Behavior HBO 413-7

8 THE GROUP: Understanding Work Teams and Dynamics HBO 413-8

9 THE GROUP: Basic Approaches to Leadership HBO 413-9

10 THE GROUP: Dealing with Power and Politics HBO 413-10

11 THE GROUP: Coping with Conflict and Negotiation HBO 413-11

12 THE ORGANIZATION SYSTEM: Organizational Structure HBO 413-12

13 THE ORGANIZATION SYSTEM: Organizational Change HBO 413-13

COURSE TITLE: INDIVIDUAL (Perception and Individual Decision Making)

MODULE TITLE Human Behavior in Organization

NOMINAL DURATION: 3 HRS

SPECIFIC LEARNING OBJECTIVES:

B. Specific Applications of Shortcuts in Organizations

C. Decision Making in Organizations

D. Common Biases and Errors in Decision Making

F. Three Ethical Decision Criteria

G. Improving Creativity in Decision Making