Managing Behaviour in Organisations paper 1000 words
1
MGMT90018
Managing Behaviour in Organisations
Assignment 1 – Critical Analysis Paper (20%)
2021 Semester 1
Prepared by
Adam Barsky, Subject Coordinator (abarsky@unimelb.edu.au)
Andrew Yu
Jesse Olsen
Victor Sojo
Department of Management and Marketing
Faculty of Business and Economics
mailto:abarsky@unimelb.edu.au
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Overview
The purpose of the critical analysis paper in this course is to extend your critical thinking
abilities within the topics that we have covered as part of this course. The assignment is
intended to be open ended to push each of you to think through the issues that managers and
organisations face when assessing potential matters that may emerge in the work
environment.
Due Date: Friday, April 9 @ 17:00 (Melbourne time)
This is an individual assignment in which you will submit a critical analysis paper of 1000
words (+/-10%; excluding headings, in-text citations, and the reference list). As noted, in the
Subject Guide, the Critical Analysis Assignment represents 20% of your total grade for the
course.
Topic
In the first five (5) weeks of this course, we have discussed the topics of ethics, job
performance & work behaviours, personality & values, attitudes, beliefs, & perceptions, and
motivation. For this assignment, you will apply your understanding of these topics to a
practical issue that organisations are facing today. You must draw upon the readings,
activities, and use your own research to provide a critical analysis of up to (3) of the
following questions. You can choose to do one, two or three of the questions below. It is up
to you if you want to cover more topics in less depth or one topic in more depth:
COVID has changed the way we work – particularly with respect to working remotely.
1. What are the key ethical dilemmas and issues that have arisen from the change to
remote work? What recommendations would you give organisational leaders and
decision makers to manage these ethical issues?
2. How has job performance and work behaviour changed as a function of remote work?
What recommendations would you give organisational leaders and decision makers
to manage these changes?
3. How have workers with different personality types responded to remote work?
Choose one personality trait and describe what recommendations you would give
organisational leaders and decision makers to manage employees with this
personality trait who are working remotely.
4. How have work attitudes (e.g., commitment to companies, what people find
satisfying in their work) shifted as a result of remote work? What recommendations
would you give organisational leaders and decision-makers to help them understand
and manage employee attitudes when most of the organisation is working remotely?
5. How has remote work changed what and how managers motivate employees? What
recommendations would you give organisational leaders and decision-makers to help
them motivate employees who are working remotely?
Submission Guidelines
Please read the following section carefully and make sure to email the subject coordinator
should you have questions about any of the following. Not following these basic
instructions will lead to deductions to your final mark on this assignment.
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– Formatting style: You are expected to follow the American Psychological Association
(APA) 7th edition style for headings and seriation, citation and referencing, and tables
and figures (if applicable).
o See the UniMelb library resource for details: https://library.unimelb.edu.au/recite/apa
o Another helpful online resource can be found at:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
– In-text formatting: Submissions should be double-spaced, 12 pt Times New Roman
font, 1” margins all around, and in a Microsoft Word file format (i.e., , x) or PDF.
– File naming: For consistency across all submissions, your file should be named the
following format: “YourName.MGMT90018.Sem2.Assignment1”
o YourName = Your name
– Submission: Critical analysis papers must be uploaded as a , x, or file and
submitted using LMS, via the ‘Assignments’ link (Assignments → Assignment 1 Critical
Analysis Paper). It would be wise to take a screen capture or photo of the final
submission screen for your own records.
– Similarity Checks and Plagiarism: Submissions will be processed through TurnItIn to
check for plagiarism (see Week 1’s module for a discussion of what constitutes
plagiarism).
o You will be able to check your own similarity scores (for potential plagiarism) before
actually submitting the assignment to us. However, TurnItIn may restrict the
frequency at which you can check this, if you attempt to conduct multiple checks in a
short amount of time.
o Please be familiar with what academic integrity, plagiarism, and collusion mean at
the University (https://academicintegrity.unimelb.edu.au/#plagiarism-and-collusion).
General Expectations and Recommendations
The most important aspect of this assignment is simply that you provide a critical analysis of
and reflection on the topic. This assignment was intentionally designed as a broad topic so
that there are different directions that you could take this assignment and therefore there are
many ‘correct answers.’ Be sure to (a) provide support for your position using available
research, (b) discuss the opposing perspective, and (c) provide rationale as to why your
arguments are preferable.
Below are several pointers that will help your thought processes better:
– A paper like this should include an introduction, body, and conclusion.
– It would be useful to use headings and subheadings to break up and organise your paper.
– You do not need a cover sheet, but be sure to include the subject code and name, your
name (no nicknames, please), and your student number at the top left hand corner of
the first page. For example:
https://library.unimelb.edu.au/recite/apa
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
https://academicintegrity.unimelb.edu.au/#plagiarism-and-collusion
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Subject: MGMT 90018 – Managerial Psychology
Topic: Assignment 1
Jane Smith (0123456789)
– For more basic information about writing, the University of Melbourne offers some
resources for postgraduate students here:
https://services.unimelb.edu.au/academicskills/all_resources#general-skills
You are expected to draw on the following in your assignment:
– Concepts and evidence discussed in the seminars and assigned readings for Weeks 1 to 5.
– You are not expected to cover every single topic/theory covered in each of the Weeks 1 to
5. Rather, you should choose specific theories or concepts that are relevant to helping
you make your point for your critical analysis or help to support the examples that you
are using to communicate your point.
– As a guideline and given the length requirement, you should aim to include a balance of
three to five main ideas covered in the week(s) you are focusing on.
– The seminars should be helpful in guiding you through various topics to complete the
assignment. However, because the seminars are typically summaries and descriptions of
established research, you should aim to cite original sources (which may include assigned
readings and outside readings), rather than just rely on the seminars themselves.
– Applicable personal examples, including your personal experience from professional
work, school/university, volunteer work, other interest/belief groups, and/or class
discussions and activities (e.g., personality tests, perceptions, motivation exercises, etc.).
o This can be a useful part of the paper. However, be careful not to overemphasise this;
other sources need to be considered to further understand and take your experience
into perspective.
o You are expected to conduct your own additional research using academic/scholarly
sources. The best place to start searching for academic sources is through the
university library website.
▪ Web of Science (WOS) is a very good database to start with and includes
reputable academic sources. To access WOS, you can go to
https://library.unimelb.edu.au. Select ‘Databases’ and type in ‘Web of Science’,
select connect to Web of Science, which should then take you to a university
login screen for you to gain access to WOS.
▪ A secondary database might be Google Scholar (https://scholar.google.com/).
However, note that the sources listed on scholar are not always peer-reviewed
and may be less reputable.
o Peer-reviewed journal articles (and in some cases, scholarly/academic books) are the
most preferred type of source. Be sure to consider whether online resources are the
perspective or opinion of a particular writer. Good sources are those that have been
peer-reviewed and are grounded in scientific evidence.
o Be careful not to use websites/blogs/social media posts, etc. that may be intended to
promote a person and/or his/her services. Websites often reflect individual opinions
and anecdotes, and they are not usually reviewed by experts. Thus, the quality of the
information there will often be suspect. Popular books should also be considered
https://services.unimelb.edu.au/academicskills/all_resources#general-skills
https://library.unimelb.edu.au/
https://scholar.google.com/
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with caution, as they often do not cite appropriate evidence to make the claims that
they do.
Final Thoughts: This is a ‘Critical Analysis Paper’. A critical analysis means that you will
offer your final opinion/view or evaluation, but it importantly considers the facts and the
different views/possibilities that might be out there. Of course, you need to briefly
communicate WHAT your argument/point of view is and HOW these relate to the prompt
(i.e., descriptive analysis), but your primary focus needs to be on WHY you take a certain
position (supported largely by sound logic and, where necessary, academic research). To
support your arguments and the position you take, use examples from things you have
observed or work/personal experiences that can help a reader gain better clarity in your
critical analysis. Put simply, we want you to focus more on the WHY and less on the WHAT
and HOW. Do not leave it up to your marker to make the connections for you. Be sure to
explain and support your arguments.
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Marking
Marking will be out of a maximum of 100 points, which will be broken down according to the following table.
ASSIGNMENT 1 MARKING CRITERIA
CRITERIA N (0-49%) PASS (50-64%) H3 (65-69%) H2B (70-74%) H2A (75-79%) H1 (80-100%)
CONTENT
Introduction: Clarity
of aim, context, &
structure
(5 mark)
• Very poor
introduction that fails
to explain the aim,
context, and structure
of the paper.
• Inadequate introduction
to the paper. The
discussion of the paper’s
aim, context, and
structure is unclear.
• Adequate
introduction to the
paper. The discussion
of the paper’s aim,
context, and structure
is somewhat unclear.
• Good introduction to the
paper. The discussion of
the paper’s aim, context,
and structure is mostly
clear.
• Very good introduction to the
paper. The discussion of the
paper’s aim, context, and
structure is clear.
• Excellent introduction to the
paper. The discussion of the
paper’s aim, context, and
structure is very clear.
Theory: Integration of
Organisational
Behaviour theories
(20 marks)
• Very poor use of
relevant
Organisational
Behaviour concepts,
theories, and
terminologies in
analysis.
• Rudimentary use of
relevant Organisational
Behaviour concepts,
theories, and
terminologies in analysis.
• Adequate use of
relevant
Organisational
Behaviour concepts,
theories, and
terminologies in
analysis.
• Good use of relevant
Organisational Behaviour
concepts, theories, and
terminologies in analysis.
• Very good use of relevant
Organisational Behaviour
concepts, theories, and
terminologies in analysis.
• Excellent use of relevant and
complex Organisational
Behaviour concepts, theories,
and terminologies in
analysis.
Supporting Evidence:
Quality of the
reflection and use of
examples
(15 marks)
• Examples are of
extremely low quality
or contradict
arguments.
• Little to no reflection
included. What is
present is very poor in
quality.
• Examples are mostly
absent or irrelevant.
• Some reflection present
but is superficial in
quality.
• Some examples are
present but are of low
quality.
• Some reflection
present but is of low
quality.
• Examples are present but
few in number and not of
high quality.
• Reflection is present and
is mostly clear.
• Some examples are present
and are of high quality.
• Reflection is present and is of
high-quality.
• Multiple high-quality
examples are present.
• Reflection is present and of
very high-quality.
Critical analysis: Use
of objective analysis of
facts to form a
judgement
(20 marks)
• Discussion of
theoretical content (if
any) is entirely
descriptive.
• Discussion of theoretical
content is mostly
descriptive.
• Discussion of
theoretical content is
both descriptive and
analytical.
• Discussion of theoretical
content is more analytical
than descriptive.
• Discussion incorporates some
analysis, synthesis, and
critical evaluation of
theoretical content.
• Discussion incorporates
detailed analysis, synthesis
and critical evaluation of
theoretical content.
Recommendations:
Quality of
Recommendations
(20 mark)
• Recommendations not
adequately linked to
analysis.
• Recommendations
inadequately address
the topic.
• Recommendations
mostly linked to general
analysis.
• Recommendations
adequately address major
aspects of the topic.
• Recommendations
linked to analysis.
• Recommendations
address most aspects
of the topic directly.
• Recommendations clearly
linked to analysis.
• Recommendations
address all aspects of the
topic directly and in
detail.
• Recommendations very
clearly linked to analysis.
• Conclusions address all
aspects of the topic directly
and in detail.
• Some relevant and original
insights are also provided.
• Recommendations strongly
linked to analysis.
• Conclusions
comprehensively address all
aspects of the topic.
• Relevant and original
insights are also provided.
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STYLE
Presentation: Clarity
of the paper
(10 marks)
• Grammar, spelling, and
punctuation: Very poor
control and use of
language conventions.
Major errors throughout.
• Writing style:
Inappropriate or
inconsistent writing style
used.
• Format: Very poor
formatting. Assignment
guidelines not adhered to.
• Adherence to word length:
Inadequate word length.
• Grammar, spelling, and
punctuation:
Inadequate control and
use of language
conventions, with some
errors throughout.
Further editing
required.
• Writing style: Mostly
consistent but could be
refined to improve
clarity and flow.
• Format: Adequate
formatting that adheres
to assignment
guidelines.
• Adherence to word
length: Writing could
generally be more
succinct/tightly
structured to avoid
repetition.
• Grammar, spelling, and
punctuation: Adequate
control and use of
language conventions,
with some errors
throughout.
• Writing style:
Consistent and
generally conveys ideas
clearly.
• Format: Adequate
formatting. Information
mostly presented in a
selection of formats that
ensure clarity.
• Adherence to word
length: Writing could
be more succinct/tightly
structured in some
sections.
• Grammar, spelling,
and punctuation:
Good control and use
of language
conventions, with few
minor errors
throughout.
• Writing style:
Consistent and
generally conveys
ideas clearly.
• Format: Good
formatting.
Information
presented in a range
of formats that
enhance clarity.
• Adherence to word
length: Writing is
mostly succinct and
logically structured.
• Grammar, spelling, and
punctuation: Very good
control and use of language
conventions.
• Writing style: Sophisticated
and conveys ideas clearly.
• Format: Very good
formatting. Information
presented in a range of
formats that enhance clarity
and reader interest.
• Adherence to word length:
Writing is succinct and well-
structured.
• Grammar, spelling, and
punctuation: Excellent control
and use of language
conventions.
• Writing style: Highly
sophisticated and conveys ideas
very clearly.
• Format: Excellent formatting.
Information presented in
optimal formats that maximise
clarity and reader interest.
• Adherence to word length:
Writing is very succinct and
tightly structured.
References: Evidence
of scholarship
(10 marks)
• Poor range of sources
present, if at all.
• Insufficient reference list
provided.
• Numerous citation errors
apparent in the reference
list and/or in the paper.
• Inadequate range of
sources present.
• Majority of material
sourced from the lecture
slides.
• Inadequate reference
list provided.
• Somewhat consistent
referencing style used
with some errors
present in the reference
list and/or in the paper.
• Adequate range of
sources present.
• Majority of material
sourced from the
required readings.
• Adequate reference list
provided.
• Relatively consistent
referencing style used
with some errors
present in the reference
list and/or in the paper.
• Good range of sources
present.
• Majority of material
sourced from
academic journal
articles, including
both the required
readings and
additional research.
• Detailed reference list
provided.
• Consistent
referencing style used
with few errors
present in the
reference list and/or
in the paper.
• Very good range of sources
present.
• Majority of material sourced
from academic journal
articles, with a heavy
emphasis on additional
research.
• Very detailed reference list
provided.
• Consistent referencing style
used with very few errors
present in the reference list
and/or in the paper.
• Excellent range of sources
present.
• Majority of material sourced
from academic journal articles,
with almost all references
coming from additional
research.
• Extensive reference list
provided.
• Consistent referencing style
used with no errors present in
the reference list and/or in the
paper.
Introduction to Job
Performance & Work
Behaviours
(Week 2)
MGMT900
1
8 Managing Behaviour in
Organisations
Seminar Leader: Dr. Jesse E. Olsen
1
Organisational Mechanisms
Organisational Culture & Change
(Week 12)
Organisational Structure
(Week 11)
Group Mechanisms
Power, Influence, & Leadership
(Week 10)
Conflict & Negotiation
(Week 8)
Team Characteristics & Diversity
(Week 8)
Individual Characteristics
Personality & Values
(Week 3)
Ethics
(Week 1)
Individual Mechanisms
Perceptions & Attitudes
(Week 4)
Motivation
(Week 5)
Well-being & Stress
(Week 6)
Decision Making
(Week 7)
Individual Outcomes
Job Performance &
Work Behaviours
(Week 2)
Overview of the Subject
adapted from Colquitt, et al. (2016) 2
Organisational Mechanisms
Organisational Culture & Change
(Week 12)
Organisational Structure
(Week 11)
Group Mechanisms
Power, Influence, & Leadership
(Week 10)
Conflict & Negotiation
(Week 8)
Team Characteristics & Diversity
(Week 8)
Individual Characteristics
Personality & Values
(Week 3)
Ethics
(Week 1)
Individual Mechanisms
Perceptions & Attitudes
(Week 4)
Motivation
(Week 5)
Well-being & Stress
(Week 6)
Decision Making
(Week 7)
Individual Outcomes
Job Performance &
Work Behaviours
(Week 2)
Overview of the Subject
adapted from Colquitt, et al. (2016) 3
Introduction to
Perceptions &
Attitudes (Week 4)
MGMT900
1
8 Managing Behaviour in
Organisations
Seminar Leader: Dr. Jesse E. Olsen
1
Organisational Mechanisms
Organisational Culture & Change
(Week 12)
Organisational Structure
(Week 11)
Group Mechanisms
Power, Influence, & Leadership
(Week 10)
Conflict & Negotiation
(Week 8)
Team Characteristics & Diversity
(Week 8)
Individual Characteristics
Personality & Values
(Week 3)
Ethics
(Week 1)
Individual Mechanisms
Perceptions & Attitudes
(Week 4)
Motivation
(Week 5)
Well-being & Stress
(Week 6)
Decision Making
(Week 7)
Individual Outcomes
Job Performance &
Work Behaviours
(Week 2)
Overview of the Subject
adapted from Colquitt, et al. (2016) 2
Organisational Mechanisms
Organisational Culture & Change
(Week 12)
Organisational Structure
(Week 11)
Group Mechanisms
Power, Influence, & Leadership
(Week 10)
Conflict & Negotiation
(Week 8)
Team Characteristics & Diversity
(Week 8)
Individual Characteristics
Personality & Values
(Week 3)
Ethics
(Week 1)
Individual Mechanisms
Perceptions & Attitudes
(Week 4)
Motivation
(Week 5)
Well-being & Stress
(Week 6)
Decision Making
(Week 7)
Individual Outcomes
Job Performance &
Work Behaviours
(Week 2)
Overview of the Subject
adapted from Colquitt, et al. (2016) 3
Week 1:
Introduction
Managing Behaviour in
Organisations
Seminar Leader: Assoc Prof Adam Barsky
abarsky@unimelb.edu.au
Agenda
• What is this class about?
• What is managerial psychology?
• What is organisational behaviour?
According to the Australian Psychological Society (APS)…
“As a science, psychology is the study of the human mind and its
wide-ranging functions and influences. Psychological research
advances our understanding of human emotion, personality,
intelligence, memory, perception, cognition, attention, and
motivation, as well as the biological processes that drive these
human functions and behaviours.”
Source: https://www.psychology.org.au/for-the-public/about-
psychology/What-is-psychology
3
https://www.psychology.org.au/for-the-public/about-psychology/What-is-psychology
Maybe the “psychology of managers”?
Maybe the “psychology that managers use to understand stuff”?
We will draw on industrial-organisational psychology and organisational behaviour…
4
Organisational psychologists deal with…
• Recruitment and selection
• Learning and development
• Leadership and talent management
• Coaching, mentoring and career development
• Change management
• Measuring employee opinions and other workplace
research
• Occupational health and safety
• Performance management
• Wellbeing, stress and work-life balance
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• A field of study that seeks to understand, explain, and
improve human behavior and attitudes in
organizations
• Firms with effective OB policies and practices
maximize employee job performance and
commitment.
• “Organizational behaviour (OB) is defined as the
systematic study and application of knowledge about
how individuals and groups act within the organizations
where they work.” from the UMN textbook, chapter 1
(see also figure at right):
6
Organisational Mechanisms
Org. Culture & Change
(Week 12)
Org. Structure & Networks
(Week 11)
Group Mechanisms
Power, Influence,
& Leadership (Week 10)
Conflict & Negotiation
(Week 9)
Teams & Diversity
(Week
8
)
Individual Characteristics
Ethics
(Week 1)
Personality & Values
(Week 3)
Individual Mechanisms
Attitudes, Beliefs, &
Perceptions (Week 4)
Motivation & Goal Setting
(Week 5)
Well-being & Stress
(Week 6)
Decision Making
(Week 7)
Individual Outcomes
Work Behaviours
(Week 2)
Overview of the Subject
Job performance
Organizational Commitment
This isn’t strictly a human resources management (HRM) subject…
• This subject, MGMT90018 (Managerial Psychology), talks about the underlying behavioural science, the
theories, and the everyday manifestations and applications. We allude to some practices that we can use
in organisations, too.
• MGMT90015 (Managing People) is more about HRM. It mentions some of the underlying behavioural
science, but frames it in terms of HRM activities (what the systems, policies, practices should look like).
• Taking BOTH subjects (MGMT90015 and MGMT90018, in either order) will be good for you!
8
This Week…
Ethics
with Assoc Prof Adam Barsky
Next Week…
Job performance and
organizational
commitment
with Dr Jesse Olsen
- Slide Number 1
- Slide Number 2
- Slide Number 7
- Slide Number 9
- Slide Number 10
What is “psychology”?
What is “managerial psychology”?
Organisational Psychology
Organisational Behaviour
A Note on What This Is and Isn’t
Job Performance &
Work Behaviours
(PART
1
)
MGMT90018 Managing Behaviour in
Organisations
Seminar Leader: Dr. Jesse E. Olsen
1
Objectives
• Define job performance and identify the types of
behaviours it entails.
• Identify withdrawal behaviours and why they are
important.
• Define creativity and discuss how it relates to job
performance.
2
Agenda
• Job performance
ꟷ Task performance
ꟷ Citizenship behaviours
ꟷ Counterproductive work behaviours
•
Withdrawal behaviours
• More on creativity
Source (except where otherwise noted): Colquitt, J., LePine, J., & Wesson, M.
(2018). Job Performance. In Organizational Behavior: Improving Performance and
Commitment in the Workplace (6th ed., pp.
3
0–
5
9). McGraw-Hill Education. ISBN:
9
7
81260092301
3
Job Performance
Job performance is comprised of the behaviors that are relevant to the
achievement of an organisation’s goals.
Job
performance
Task
performance
Counterproductive
Work Behaviours
(CWBs)
Organisational
Citizenship
Behaviours
(OCBs)
We can view most jobs as
having these 3 key facets à
(However, these 2
aren’t often captured
in job evaluations à)
4
Task performance
Task performance is thought of as the formally defined behaviors that contribute to organisational
objectives. ’Are you doing your job well?’ There are three parts of task performance we can look at:
Routine task performance: Well-known
responses to demands that occur in a
normal, routine, predictable way.
Adaptive task performance: Adapting to
task demands that are unusual and
unpleasant.
Creative task performance: Need to
develop ideas that are novel and useful.
Job
performance
Task
performance
Counterproductive
Work Behaviours
(CWBs)
Organisational
Citizenship
Behaviours
(OCBs)
5
‘Routine’ task performance doesn’t have to be
boring!
https://www.youtube.com/watch?v=1LkQC5AU4Pg
6
Organisational Citizenship Behaviours (OCBs)
OCBs are voluntary behaviours that contribute to the organization and/or the work setting. These
are generally not explicitly or directly rewarded by the reward system. There are two types of OCBs
that we can look at:
OCB-I: OCB toward an individual.
OCB-O: OCB toward the organisation more
generally (or toward the supervisor as a
representative of the organisation).
Job
performance
Task
performance
Counterproductive
Work Behaviours
(CWBs)
Organisational
Citizenship
Behaviours
(OCBs)
Source: Organ, D. W. (2018). Organizational Citizenship Behavior: Recent Trends and Developments. Annual Review of
Organizational Psychology and Organizational Behavior, 5(1), 295–306. https://doi.org/10.
11
46/annurev-orgpsych-03
21
17
-104536
/
7
https://doi.org/10.1
14
6/annurev-orgpsych-032117-104536
OCBs (cont’d.)
We can also look at more specific types of OCBs…
Job
performance
Task
performance
Counterproductive
Work Behaviours
(CWBs)
Organisational
Citizenship
Behaviours
(OCBs)
Source of figure at left: Colquitt et al. (2018, p. 39).
8
Counterproductive Work Behaviours (CWBs)
CWBs are intentional, and they hinder/prevent organisations from achieving their goals. There are
a few ways to look at CWBs…
Job
performance
Task
performance
Counterproductive
Work Behaviours
(CWBs)
Organisational
Citizenship
Behaviours
(OCBs)
Source of figure at left: Colquitt et al. (2018, p. 42).
9
CWBs (cont’d.)
10
From Office Space
(1999; 20th Century Fox)
CWBs (cont’d.): What does research tell us?
1. People who engage in one form of CWB also
engage in others (so not an isolated behavior, but a
pattern of behaviors).
2. Like OCBs, CWBs are relevant to all jobs.
3. Can be surprising which employees engage in
CWBs. There is only a weak negative correlation
with job performance (meaning that high
performers engage in CWBs, too).
11
Agenda
• Job performance
ꟷ Task performance
ꟷ Citizenship behaviours
ꟷ Counterproductive work behaviours
• Withdrawal behaviours
• More on creativity
12
Source (except where otherwise noted): Colquitt, J., LePine, J., & Wesson, M.
(2018). Job Performance. In Organizational Behavior: Improving Performance and
Commitment in the Workplace (6th ed., pp. 30–59). McGraw-Hill Education. ISBN:
9781260092301
Withdrawal behaviours
Behaviours in which employees voluntarily
physically remove themselves from the
workplace.
Source: Berry, C. M., Lelchook, A. M., & Clark, M. A. (2012). A meta-analysis of the interrelationships between employee
lateness, absenteeism, and turnover: Implications for models of withdrawal behavior. Journal of Organizational Behavior,
33(5), 678–699. https://doi.org/10.1002/job.778
Lateness
Absenteeism
Voluntary
Turnover
• Payroll costs
• Productivity losses
• Replacement costs
• Lower coworker
morale and
motivation
13
https://doi.org/10.1002/job.778
Withdrawal behaviours (cont’d.)
• Lateness, absenteeism, and voluntary turnover are
also known as ‘physical withdrawal’.
• But we should note that people experience
psychological withdrawal, too.
• Psychological withdrawal can lead to physical
withdrawal, lower performance and OCBs, and/or
CWBs.
14
Job Performance &
Work Behaviours
(PART 2)
MGMT90018 Managing Behaviour in
Organisations
Seminar Leader: Dr. Jesse E. Olsen
15
Agenda
• Job performance
ꟷ Task performance
ꟷ Citizenship behaviours
ꟷ Counterproductive work behaviours
• Withdrawal behaviours
• More on creativity
16
• Creativity entails generating ideas that are novel and useful.
• There are three components to creativity
Creativity Basics
Source: Amabile, T. M. (1996). Creativity in
context. Boulder, CO: Westview Press
Domain
knowledge
Creative
thinking
skills
Task
motivation
Creativity
17
Creativity Example
18
1. Is this creative? Why or why
not? (Think in terms of the
definition of creativity.)
2. Does this performer seem
to exhibit the three
components of creativity?
Stages in Creative Thought:
• Preparation (gathering data, defining
problem, generating alternatives,
examining information)
• Incubation (unconscious mental activity;
can happen while you are doing
something else)
• Illumination (insight occurs and is
recognised and articulated)
• Verification (evaluation of the idea
against criteria for acceptable solutions)
Creative Problem-Solving Process
Source: Whetten, D. A., & Cameron, K. S. (2007). Developing management skills (7th ed). Upper Saddle River, NJ: Prentice Hall. 19
Creativity through the COVID-19 Pandemic
20
Have you done or
encountered
anything creative
during this time? If
so, what?
Conclusion: Revisiting the Objectives
• Define job performance and identify the types of
behaviours it entails.
• Identify withdrawal behaviours and why they are
important.
• Define creativity and discuss how it relates to job
performance.
21
Week 1:
Introduction
and
Managerial Psychology
Seminar Leader: Dr. Gamze Koseoglu
Gamze.Koseoglu@unimelb.edu.au
Agenda
• Ethics
• Ethics in organizations
• Ethics in class and avoiding
plagiarism
Ethics
• Ethics refers to the systematic study of
general principles of right and wrong
behaviour.
• Morals and morality describe specific,
culturally transmitted standards of right and
wrong.
• Both ethics and morality involve decisions
about right and wrong.
Johnson, (2007)
3
NOTE: Today’s presentation on ethics is based in large part on material prepared by the Society for Human Resource
Management (SHRM; http://www.shrm.org)
http://www.shrm.org/
• Restaurant owners need to choose between paying their staff award rates
or going out of business.
• Hospital admissions staff need to decide whom to give a ventilator to
• Salespeople need to choose between lying to a client to make a sale or
forfeiting their annual bonus
• Managers need to accept firing a friend who is bad for the company but
losing the friendship in the process
• A lab technician needs to decide between losing their job or blowing the
whistle on wrongdoing they witness and may have been complicit in.
4
Ethics in Organizations:
Elizabeth Holmes and Theranos
5
• What were some ethical/unethical behaviours in this case? How do you know that
something was (un)ethical?
• Philosophical Approaches
•
• How do people make the decision to act ethically or unethically in a given situation?
• What causes people to act ethically or unethically at work?
• What can and should organisations and managers do to encourage ethical and
discourage unethical behaviour?
6
• The action taken is ethical if it produces the most good and the
least harm for everyone affected.
• Judgment is based on a cost/benefit analysis.
– Some costs and benefits are difficult or impossible to measure.
• Focus is on the results of the action, not on how the results are
achieved.
– Assumes “the end justifies the means”.
7
Jeremy Bentham
• Actions are intrinsically right or wrong, regardless of the consequences
that mat follow from those actions.
• Actions cannot be justified by consequences: Ends do not justify means
• “Do I want to live in a world that people perform an action or not?”.
Imagine a world everybody would act the way you want to act?
– Everybody lies, or everybody cheats
8
Immanuel Kant
Psychological Approaches
• Kohlberg’s Moral Development Theory
• Haidt’s
9
• Development in cognitive reasoning
from lower order to higher order
reasoning explains moral
development
10
Kohlberg, Lawrence; Charles Levine; Alexandra Hewer
(1983). Moral stages : a current formulation and a
response to critics. Basel, NY: Karger
https://en.wikipedia.org/wiki/Lawrence_Kohlberg
Moral Foundations Theory
Harm & Fairness Ingroup & Authority Divinity
Individualising Binding
Graham, J.; Haidt, J.; Koleva, S.; Motyl, M.; Iyer, R.; Wojcik, S.; Ditto, P.H. (20
13
). Moral Foundations Theory:
The pragmatic validity of moral pluralism (PDF). Advances in Experimental Social Psychology. 47. pp. 55–130.
https://web.archive.org/web/20170731065520/http:/www-bcf.usc.edu/%7Ejessegra/papers/GHKMIWD.inpress.MFT.AESP
Different people,
different intuitions
Haidt (2007). The New Synthesis in
Moral Psychology. Science.
13
• Ambiguity
– Unclear or selectively applied rules and laws allows people to use self
serving justifications and turn a blind eye.
• Anonymity
– Lack of peer monitoring diffuses moral responsibility.
• Ethical Fading
– Disparity between people’s abstract perception of their moral image
and their actual behavior allows them to do wrong but feel they are
moral.
• Cognitive Depletion
– Threatening experiences unleash self-protective impulses 14
What can and should organisations and
managers do?
• Does punishment for wrongdoing work?
• The REVISE Model
• Reminding
• Visibility
• Self-Engagement
15
Ayal, S., Gino, F., Barkan, R., & Ariely, D. (2015). Three principles to REVISE people’s
unethical behavior. Perspectives on Psychological Science, 10(6), 738-741.
- Slide Number 1
- Slide Number 2
- Ethics in Organizations:�Elizabeth Holmes and Theranos
- Different people, different intuitions
- What can and should organisations and managers do?
Ethics
Work is fraught with ethical dilemmas
Understanding Business Ethics
Utilitarian Theory
Deontology Theories
Psychological Approaches
Kohlberg’s Stages of Moral Development
Moral Foundations Theory
How do we make make ethical decisions?
Why are ethical decisions often so difficult?
Week 3:
&
MGMT90018 Managing Behaviour in
Organisations
Seminar Leader: Adam Barsky
abarsky@unimelb.edu.au
Organisational Mechanisms
Org. Culture & Change
(Week 12)
Org. Structure & Networks
(Week 11)
Group Mechanisms
Power, Influence,
& Leadership (Week 10)
Conflict & Negotiation
(Week 9)
Teams & Diversity
(Week 8)
Individual Characteristics
Personality & Values
(Week 3)
Ethics
(Week 1)
Individual Mechanisms
Attitudes, Beliefs, &
Perceptions (Week 4)
Motivation & Goal Setting
(Week 5)
Well-being & Stress
(Week 6)
Decision Making
(Week 7)
Individual Outcomes
Work Outcomes
(Week 2)
Overview of the Subject
adapted from Colquitt, et al. (2016)
WE ARE HERE!
1.
What is personality?
2. What are values?
3. Why does personality & values matter in OB?
4. Personality types, origins and relationships with outcomes
5. Value types, origins and relationships with outcomes
Zoom workshops
this week
Personality
What is personality?
Personality
• Personality is a dynamic concept that
describes the growth and development
of a person’s psychological system
• We most often describe personality in
terms of the observable traits that a
person exhibits
• Cross-Situational Consistency
• Temporal Stability
• Biological Correlates
• Cultural invariance
Personality
Barrick, M.R., & Mount, M.K. (2000). Select on conscientiousness and emotional stability. Handbook of principles of organizational
behavior, 19-39.
• Barrick & Mount (2000)
An individual’s relatively stable
and enduring pattern of thoughts,
feelings, and actions
• Robbins & Judge (2016, ch. 5)
The sum of ways in which an
individual reacts to and interacts
with others
• Trait theories • Psychodynamic theories • Type theories
Values
• Definition: Beliefs about whether a specific mode of
conduct (the way you act) or end state (your end
goals) is personally or socially preferable (i.e., what is
right and good)
• Value System: A hierarchy based on a ranking of an
individual’s values in terms of their intensity
What is more or less important
We all have a hierarchy of values
These values are generally not fluid/changing
• Terminal values
Desirable end-states of existence
i.e., end goals to be achieved
• Instrumental values
Preferred modes of behavior or means of
achieving terminal values
i.e., how one moves towards the end goals
• Universal Values
Values shared to a greater or lesser degree
across all people.
• Cultural values
Shared beliefs about desirable end states
or modes of conduct in a given culture
Cultural values provide societies with
their own distinctive personalities
• Explains work attitudes and well-being
• Predicts job relevant behaviours
• Predicts “fit”
Focus on personality to match individuals with specific jobs
Managers focus on ability to perform a specific job
• For each of the four (4) jobs below, rank order the personality traits from most to least
important for someone in that job role.
Chief Executive (CEO)
Personal Financial Advisor
Nuclear Engineer
News Reporter
• People are attracted to and selected by organisations that match their values
• Employees leave organisations that are not compatible with their personality and values
• This match predicts:
Increases in job
satisfaction
Increases in organisational commitment
Decreases in employee turnover
• Nature
Heredity – refers to the extent to which a characteristics is
determined by genetics
Explanation: molecular structure of genes (i.e.
chromosomes) determines personality
e.g., gender, eye and hair color, and temperament
• Nurture
Your environment can refer to the circumstances in which
you grew up and effects learning and expression.
• Early research tried to identify and label enduring personality characteristics
Cheerful, aggressive, submissive, lazy, timid, modest, optimistic, etc.
These are called personality traits
• While we could come up with thousands of adjectives, most of them tend to cluster
around five general factors (see McCrae & Costa, 1997).
• We call these factors the “
”
Big Five
O
Openness
C
Conscientiousness
E
Extraversion
A
Agreeableness
N
Neuroticism
• Curious
• Imaginative
• Creative
• Complex
• Refined
• Sophisticated
• Dependable
• Organized
• Reliable
• Ambitious
• Hardworking
• Persevering
• Talkative
• Sociable
• Passionate
• Assertive
• Bold
• Dominant
• Kind
• Cooperative
• Sympathetic
• Helpful
• Courteous
• Warm
• Nervous
• Moody
• Emotional
• Insecure
• Jealous
• Unstable
NOT NOT NOT NOT NOT
• Uninquisitive
• Conventional
• Conforming
• Simple
• Unartistic
• Traditional
• Careless
• Sloppy
• Inefficient
• Negligent
• Lazy
• Irresponsible
• Quiet
• Shy
• Inhibited
• Bashful
• Reserved
• Submissive
• Critical
• Antagonistic
• Callous
• Selfish
• Rude
• Cold
• Calm
• Steady
• Relaxed
• At east
• Secure
• Contented
Emotional
Stability is the
opposite pole of
neuroticism
• Extraversion – comfort level with social
relationships
Adjectives: Gregarious, assertive, sociable
Prioritize status striving; desire to obtain
influence within social structures
• Agreeableness – individual’s propensity to defer
to others
Adjectives: Cooperative, warm, trusting
Prioritize communion striving; desire for
acceptance in personal relationships
• Benefits:
More likely to emerge as a leader; more charismatic and inspiring; greater ambition
• Costs:
More impulsive and risky decisions; less likely to listen to followers; may lack persistence and
commitment to long-term vision
• What does it affect?
Higher performance; enhanced leadership; higher job and life satisfaction
T H E P O W E R O F I N T R O V E R T S
• S U S A N C A I N
T H E P O W E R O F I N T R O V E R T S
• S U S A N C A I N
Where does extroversion come from?
• Conscientiousness – measure of one’s reliability
Adjectives: Responsible, organized, dependable,
persistent
Prioritize accomplishment striving; desire to
accomplish task-related goals
• Neuroticism (or Emotional Stability) – a
person’s ability to withstand stress
Adjectives: Emotional, moody, nervous
Tendency to experience unpleasant moods
• Conscientious employees are more
dedicated, careful, and reliable.
This is related to increased effort
and motivation …. which is related
to better job performance.
Conscientiousness in Employees
• Primary through “self-regulatory” processes
and “will do” performance factors …
Effort
Amount of effort exerted (time on task)
Quality of work
Careful, thorough, and detail-oriented
Self-efficacy
Develop more positive beliefs about one’s
abilities to complete work tasks
Goal setting
More likely to set goals at work and remain
committed to the organisation
Big Five Model of Personality
• Openness to experience – a person’s range of
interests and fascination with novelty
Adjectives: Creative, curious, artistically sensitive
Tendency to adapt quickly and flexibility to
change
and uncertainty
adapted from Colquitt, et al. (2016), ch. 9, Figure 9-4
Cognitive
Ability
Openness to
Experience
Creative
Performance
Creative
Thought
Exhibit 4.1 from text
Individual Characteristics Individual Mechanisms Individual Outcomes
Extraversion
• Better interpersonal skills
• Greater social dominance
• More emotionally expressive
• Higher performance
• Enhanced leadership
• Higher job and life
satisfaction
Agreeableness
• Better liked
• More compliant and
conforming
• Higher performance
• Lower levels of
deviant behaviors
Conscientiousness
• Greater effort and persistence
• More drive and discipline
• Better organized and planning
• Higher performance
• Enhanced leadership
• Greater longevity
Personality and Organisational Behaviour
Individual Characteristics Individual Mechanisms Individual Outcomes
Emotional
Stability
• Less negative thinking and
fewer negative emotions
• Less hypervigilant
• Higher job and life
satisfaction
• Lower stress levels
• More adaptable to
change
Openness
• Increased learning
• More creative
• More flexible and autonomous
• Training performance
• Enhanced leadership
• More adaptable to
change
• Emotionally stable employees are less
neurotic.
This is related to not being stress
prone, doubting one’s abilities, and
worrying …. which is related to better
job performance.
Conscientiousness and emotional stability
Coming to work on time
Staying with the organization longer
Interpersonal and organisational citizenship behaviours
Minimizing group conflict
Avoiding alcohol and drug abuse, as well as other counterproductive work
behaviours
• Conscientiousness is related to job performance about ρ = .24
442 studies and 79,578 individuals
• Emotional stability is related to job performance about ρ = .15
453 studies and 73,047 individuals
• While these are moderate and small correlations respectively ….
All things equal, employees who are conscientious and emotionally stable perform
better on the job
Barrick, M. R., Mount, M. K., & Judge, T. A. (2001). Personality and performance at the beginning of the new millennium: What do we know
and where do we go next? Personality and Performance, 9, 9-30.
• A related principle is that other Big Five traits can be useful, depending on the
specific job …
Openness is related to training and creative performance
More relevant for training-intensive jobs, or jobs that involve rotations.
Agreeableness is the best predictor of teamwork and service orientation
More relevant for interpersonally-oriented and/or team-based work structures
Extraversion is a good predictor of success in teamwork and management
More relevant for competitiveness, persuasion, and negotiation
• Situation strength: indicates that the way personality translates into behavior depends
on the strength of the situation.
The degree to which norms, cues, or standards dictate appropriate behavior.
Clarity – degree cues about work duties are available and clear
Consistency – extent cues about work duties are compatible with one another
Constraints – extent individuals’ ability to make decisions is outside of their control
Consequences – degree that actions have implications for the organization
• This leads to the activation of specific traits for those in certain job roles
Strong situationWeak situation
Thought Exercise
• For each of the four (4) jobs below, rank order the “Big Five” personality traits from
most to least important for someone in that job role.
Chief Executive (CEO)
Personal Financial Advisor
Nuclear Engineer
News Reporter
- Slide Number 1
- Slide Number 2
- the power of introverts
AGENDA
Personality
Personality
What indicates personality
Personality
How do we understand personality?
Values
Terminal vs. Instrumental Values
Types of Value systems
Why does personality matter for OB?
Person-job fit
Thought Exercise
Person-Organisation Fit
Where do personality and values come from?
Personality Typologies
Big Five
Big 5 Traits
Extroversion
the power of introverts
Where does extroversion come from?
Where does extroversion come from?
Big Five Model of Personality
Conscientiousness in Employees
Conscientiousness in Employees
Big Five Model of Personality
Example: Openness and Creative Performance
Personality and Organisational Behaviour
Personality and Organisational Behaviour
Emotional Stability and Employees
Relationships with Employee Behaviours
Personality and Job Performance
What about the “other three”??
The Situation, Personality, and Behaviour
Thought Exercise