MGT5000 Management and Organisational Behaviour Task 1: Scenario (438words) The following incident is from when I was working

as a lecturer at ACET, India. An event took place that directly affected the motivation, perception, attitude and job satisfaction among faculty members. I had been working in MBA Department within the institute for more than 2 years, when the college authorities appointed a new Head of Department (HOD) as the earlier head left college. There were 15 faculty members in the department. The work environment was very supportive. The new HOD was the friend of 2 faculty members (Sim and Anna) in the department. It did not take much time for those two to become his favourites and they could do nothing wrong in his eyes. To worsen the situation, there was conflict and harassment within the faculty members. Sim and Jess did not speak to each other. Job satisfaction and morale among faculty were low. HODs perception was that Jess was not performing well. He believed that Jess was incompetent to be a teacher. However, it was obviously that HOD did not personally like Jess and was jealous of her popularity and this appeared as to the actual reason he wanted her to be terminated from the college. HOD used to harass her with all the means he could do. He already told her that she had 2 months to prove her capability otherwise she will be terminated. He started looking for the reasons to sack her. He started putting Jess under a lot of pressure by meeting with her after every lecture she delivered in the class to examine her work. He questioned her teaching in front of students also. Jess could not understand why he was behaving this way to her. This made her feel nervous and her morale went quite low. The situation became really worse when HOD started scolding Jess in front of other faculty members and even in front of students. Jess used to be in tears every day. Jess was a highly motivated person and valued her job. She believed that teaching was her passion. But she got extremely stressed and emotional as she was being treated unfairly for no reason. She never wanted to leave her job as she felt that she had done nothing wrong. But her continuous harassment by HOD, lead her to take the decision of leaving the job. After the completion of the summer semester she left the institute. This made other faculty members to feel sad. Everybody was upset with the way she was treated. I also resigned and along with me a senior faculty member also resigned because of the biased behaviour of HOD.

Task 2.1 Impact of Events on Attitudes and Perceptions (332 words) The attitudes and perceptions of faculty members in the scenario were directly affected by various complex problems. The main reason behind these problems was lack of value culture. Attitudes are evaluating statements either favourable or unfavourable about objects, people or events (Stephen P. Robbins). Allport (1935) defined an attitude as a mental or neural state of readiness, organized through experience, exerting a directiveor dynamic influence on the individuals response to all objects and situationsto which it is related. Perception refers to the way we try to understand the world around us. Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. (Stephen P. Robbins). Faculty members in the scenario felt demotivated because of the interpersonal relationships. Because of the continuous problems with superior they developed the perception of biasness as superiors behaviour was unequal with everybody in the department. Also there was problem of relationships with peers. When HOD showed favouritism with some people, others developed feeling of insecurity which resulted in formation of another negative attitude towards workplace, peers and superior. Employees started feeling that there was inequality in the workplace. They wanted themselves to be respected on humanitarian grounds and they need to be appreciated for their contribution towards work efforts. But this all lacked in scenario which resulted in the formation of another negative perception that to quit is the only way out left. Lack of communication also affected the perception and attitude of employees in the scenario. There was no clear understanding of what actually the superior wanted. People developed the attitude that there is lack of quality in the supervision. People want to organise life and work in ways that are healthy and contribute to long term wellness but the working environment in the scenario resulted in mental pressure which made employees felt low in morale as well as there was an emotional breakdown. The stress at workplace made employees to leave their jobs. Task 2.2 Two Relevant Motivational Theories and Impact of events in Scenario upon the motivation of staff (461 Words) Following are the two theories relevant to scenario: 1. Herzbergs Theory 2. Equity Theory Theory One: Content Theory- Herzbergs Two Factor Theory Frederick Herzberg theory is relevant to the scenario as it explains both work dissatisfaction (Hygiene Factors) and satisfiers (Motivators). A manager should try to minimise the extent of factors leading to extreme dissatisfaction or hygienes and maximise the extent of factors leading to extreme satisfaction or motivators. In the scenario, the hygiene factors among the faculty members are relationship with superior and peers, work conditions, quality of supervision, status and security. These all lead to Job dissatisfaction. So, college authorities should make efforts to minimise these factors among faculty members. As motivation is low among people in department, factors such as achievement, recognition, responsibility and growth should be considered and used to increase job satisfaction.
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In the scenario, the major hygiene factor affecting job satisfaction and motivation is based on interpersonal relationships with a lack of communication, co-operation and respect. Herzberg two factor theory considers extrinsic as well as intrinsic factors. Their impact is long term as these lead to involvement, commitment, attachment and motivation towards work. By applying this theory college management can try to maximise job satisfaction and minimise job dissatisfaction among employees. Theory Two: Process Theory- Equity Theory J Stacy Adams Equity theory is based on the phenomenon of social comparison. According to Adams, motivation is affected when people feel that the work outcomes are unfair or inequitable due to social comparison in the work place. This theory is quite relevant to the scenario as social comparison among faculty members lead them to feel dissatisfied. The HODs individual behaviour with other faculty members is compared by each person and the result is inequity leading to employee turnover. When employees compare themselves with others in the workplace they feel negative and positive inequity. This directly affects motivation. During this phase, performance efforts are reduced, people leave their jobs and sometimes employees try to psychologically distort the comparisons. This is happening same way in the scenario- the HOD is giving individual input in the form of rewards or feedback. This input is being compared among faculty members and the result is job dissatisfaction and performance is affected. The equity comparison has become the intervening variable among all faculty members. With the application of this theory, it becomes clear that it depends on how the recipients perceive the inputs that determine the motivational outcomes of the equity dynamic. For a manager or head or team leader, managing the equity dynamic is quite important as this leads to harmonious psychological contracts among employees or staff. A manager or head should try that any negative results of equity comparisons are avoided or minimised by recognising the fact that these comparisons are supposed to be made, anticipate felt negative inequalities and maintain proper channels of communication with employees so that the impact of these feelings on motivation should be minimised. Task 2.3 Group Dynamics and Teamwork (431 Words) In the department, there are no formal groups. Faculty members have their friendship groups and interest groups as they sit together, work together, eat together and have common interest of learning. These sort of groups are termed as formal groups. But the decisions about department depend on the perception of HOD. Due to lack of formal groups and fear of disapproval, faculty members hesitate to put their opinion in front of the head. Generally their silence is considered their approval. Even at the institute level, nobody bothers to ask about the concerns of faculty or staff. This may be due to the silent nature of employees as they do not vocalise their views, ideas and opinions to the college authorities. College authorities should encourage employees to put forward their valid concerns. In meetings wether at department level or institute level, people should be allowed to speak. Cross-communication barriers should be removed. There was lack of teamwork in the institution. Different educational departments do not interact with each other. They ignore the importance of cross-communication within the
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organisation. In case if common meetings are held, even then this sort of group meetings are considered as reserved only for seniors. The management as well as department heads should keep in mind the importance of teamwork as targets like growth, quality, problem solving ability, less employee turnover, harmony at workplace and job satisfaction can be achieved if we work in teams rather than at individual level. The lack of cross-communication and team culture is making growth harder at both individual as well as institute level. The importance of values, norms, beliefs should be considered because these have great impact on an individual and group behaviour. Faculty Development Programs (FDP) should be encouraged in the institute so as to initiate crosscommunication between people from different departments. This will result in teamwork, creative groups, lesser turnover, job satisfaction and value based organisation. These all factors are necessary for the future growth of an organisation. Although, the scenario is based on an educational institute but the importance of teamwork cannot be ignored. The task assignment should be on team basis. The common goal of an education institution is providing quality education to students. So, institution management should consider whole faculty (everybody from different departments) and staff as team which is necessary for the growth of an organisation. The main factors for the development of teams are vision/mission/goals, team selection and formation, training and skills development e.g. FDP, supportive culture and management systems. These all should be properly implemented for the future growth and success of the institute.

Task 3:

Recommendations: (3 pages)

In view of the discussion above, the following recommendations are made regarding actions that could be taken to manage the (1) attitudes and perceptions of staff, (2) motivation of staff; and the (3) group dynamics/functioning in the scenario.

Managing Attitudes and Perceptions Performance Appraisal and Recognition Programs

Rationale

Performance Appraisal is a systematic and objective way of judging the relative worth of an employee in performing his task. The institution should follow a structured appraisal system as it ensures that judgements made are lawful, fair, defensible and accurate. 360 appraisal can be adopted by the institution. Based on performance appraisal, employees efforts should be recognised. This will boost morale and they will develop the feeling of belongingness to the organisation within them influencing their earlier negative perceptions. QWL is a multidimensional concept. A process by which an organisation responds to employee needs by developing mechanisms to allow them to share fully in making the decisions that design their lives at work (Robbins, 1989). QWL involves job security, better reward systems, higher pay, opportunities for growth, participative groups, and increased productivity. QWL results in reduced absenteeism, lower turnover and improved job satisfaction. The institution management should consider these positive results. This will help in making positive perceptions and attitude among the employees against the organisation. The basic perception of employees is that everybody in the department or even in the organisation should be treated on fair and equitable grounds. The institute management should consider this seriously as this can result in the formation of negative attitudes among the employees towards organisation. Cross-communication should be encouraged so as to make organisation a healthy place to work. Poor communications never develop positive attitude among employees. Participative leadership style focuses on consulting with employees, seeking and accounting for their suggestions before making decisions. Leaders in teaching organisations feel responsible for sharing their knowledge with other staff as a means of helping the organisation to develop a knowledge base rapidly and accurately (wood et al. 2010). The institute management should also follow this concept as this is lacking there and due to lack of this style of leadership employees are forced to quit.

Quality of Worklife (QWL)

Departmental Equality and CrossCommunication

Participative Leadership

Actions to improve motivation Faculty Development Programs (FDP)and Career Development Plans (CDP)

Rationale

Introduction of Process and content Theories

FDPs are a good measure to make employees feel motivated. These programs help faculty members to satisfy the need of personal growth. As satisfaction leads to motivation, these types of development programs will help retaining the quality workforce. CDP help new entrants recognise their career needs. This way they will work towards the achievement of their objective of individual growth as well as organisational growth. The institute management can use the mix of both process and content theories. I recommend Herzbergs two factor theory and Equity theory. The management should first identify the hygiene factors which are forcing employees to leave the organisation. Efforts should be made to minimise the extent of these hygiene factors. In addition to this, as suggested by equity theory, management should anticipate negative inequalities and communicate to each employee the basis of performance appraisal on which reward is based. In the institute this recognition practice is missing. A simple letter of appreciation can make an employee feel highly motivated. He/she feels recognised for their efforts. Monetary or non-monetary rewards can be given to recognise the work of an employee. E.g. Faculty member can be recognised for his/her publication work, research work, involvement in other tasks along with teaching and good academic results. There is inequality of treatment in the institute. This lowers the morale of an employee and makes him feel that he is not an asset for the organisation. HODs continuous unequal behaviour lead them to leave. A good organisation treats their employees on just and equitable grounds. Job insecurity never lets a person feel motivated. Everybody in the institute is just trying to save his/her job by being silent in front of HOD or management. But these policies cannot go long way. The organisation will continue loosing is assets if actions will not be taken to make people feel that their jobs are secure. Rationale

Recognition leads towards motivation

Fair treatment and Job security

Actions to improve Group and Team Dynamics Recognition of importance of teamwork

There is lack of teamwork in the institution. Management should recognise the importance of working in teams. In every organisation, working in teams can always bring greater results as compared to working on individual basis. Employees should develop the habit of teamwork as this result into efficiency and effectiveness. Management of institution should regard faculty and other staff members as part of team aiming at learning and
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delivering quality education, satisfying objectives of personal growth as well as organisational growth and success. In the departments also, HODs should act as leaders of team and work by joining hands with team. Formation of Groups Although there are informal groups in the institute. But there is lack of interpersonal communication. Quality circles can be formulated other than only informal group. Group culture can help employees overcome the fear of not speaking in front of superiors. Mutual interests can be protected. Formal group assignments can also be implemented for specific tasks in the institution. Employees at institution should first feel the importance of working in teams and groups then only these can be formulated.

Task 4: Reflection (305 words) Reflection in relation to conclusions drawn from the scenario The lack of cross-communication and team culture is making growth harder at both individual as well as institute level. The importance of values, norms, beliefs should be considered because these have great impact on an individual and group behaviour. Faculty Development Programs (FDP) should be encouraged in the institute so as to initiate crosscommunication between people from different departments. This will result in teamwork, creative groups, lesser turnover, job satisfaction and value based organisation. These all factors are necessary for the future growth of an organisation. There is inequality of treatment in the institute. This lowers the morale of an employee and makes him feel that he is not an asset for the organisation. HODs continuous unequal behaviour lead them to leave. A good organisation treats their employees on just and equitable grounds. Job insecurity never lets a person feel motivated. Everybody in the institute is just trying to save his/her job by being silent in front of HOD or management. But these policies cannot go long way. The organisation will continue loosing is assets if actions will not be taken to make people feel that their jobs are secure. Motivation is low which is resulting into low performance and job dissatisfaction. Employees feel so depressed that they have taken quit only the last resort. This is because of the irresponsible behaviour on the part of the institutes management. Management is ignoring the fact that they are losing talented and well qualified manpower. Manpower retention is also a major problematic area in Human Resource Managementnow a days. All these things create negative image of an organisation and in this competitive world, competitors are always there to take advantage of ones weakness. Its better for the organisation to realise this fact and make efforts to improve quality in every aspect before it gets too late.

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Sinha BPJ, Gupta P, Singh S, Srinivas ES & Vijaykumar VSR, Jan-Mar 2001, Societal Beliefs, Organisational Climate and Managers Self-Perceptions, Vikalpa, vol. 26, no 1. Pickens Jeffrey, 2005, Attitudes and Perceptions viewed 15 April 2011, <http://healthadmin.jbpub.com/Borkowski/chapter3.pdf> Robbins S, Sanghi S & Judge T.A., 13 ed. 2009, organisational Behaviour, Pearson Education, India. Pareek Udai, 2ed. 2007, Understanding Organisation Behaviour, Oxford University Press, India. Monappa Arun & Saiyadain Mirza, 2 ed. 2001, Personnel Management, Tata McGraw Hill. Wood J, Zeffane R, Fromholtz M, Wiesner R, Creed A, Schermerhorn J, Hunt J & Osborn R, 2 ed. 2010, Organisational Behaviour- Core Concepts and Applications, John Wiley & Sons, Australia.