Test (organizational psychology). Organizational behavior: basic methods and models Software and Internet resources

Organizational behavior (OB) is a relatively new field of knowledge that contains ideas about the organization. It is of great practical importance for managers who need to direct labor resources in the right direction to achieve good results at work.

Organizational behavior: concept, essence, methods

For a better understanding of OP, it is necessary to have knowledge of human psychology, as well as sociology. With the help of data from these sciences, the basic theories of OP were built. First, let's define this concept.

Organizational behavior is a system of knowledge and its regular updating with new facts through research that is devoted to the organization: their interaction with colleagues, senior management, as well as studying the attitude of employees to the subject of their activity.

The essence of organizational behavior is the regular analysis of elements of the organization (individuals and groups), the purpose of which is to predict and improve their functioning. Currently, this is a necessary measure for organizing successful work, since complex production structures require competent management of large groups of people: the development of special motivational systems and the correct distribution of labor.

The main methods in OP are those that were originally used in sociology and psychology:

• Observation. It allows you to study the work environment and appearance employees, how well they meet the requirements, and identify deficiencies so that they can be eliminated.
• Survey. This includes questionnaires, interviews and testing. These methods allow you to find out how satisfied employees are with their work and understand the general atmosphere of relationships in the team: friendly, competitive or hostile.
• Collection of documentary information. This includes studying regulations, ethical professional codes, job descriptions, contracts, organization charter, etc.
• Experiment. This method can be organized in a laboratory type (with preliminary preparation and immersion of people in certain conditions) or carried out in natural conditions.

Models of organizational behavior

There are 4 main behavior patterns. They represent a set of a person’s ideas, values, and, based on them, his reaction to others in the process of work.

• Original organizational behavior. With such behavior, a person strives to realize while avoiding following its traditions and accepted norms of behavior. With this option, it is not uncommon for the “conservative” composition of the group to meet with the contradictory view of the original.
• Rebellious organizational behavior. He is the brightest person in the group because he rejects norms and rules. He becomes the instigator of conflicts that accompany his personality at work almost all the time. Such an employee violates labor process and complicates all relationships, resulting in poor performance.
• Adaptive employees. Even though this employee does not accept the organization's values, he nevertheless behaves in accordance with them. He follows all the norms, charters and regulations, however, he poses some threat to the organization due to his unreliability: at any moment he can leave it and thereby disrupt the labor process.
• Disciplined and dedicated employee. This type of behavior is the best for both the organization and the employee, because he strives to comply with all rules of behavior, and the values ​​of the organization do not conflict with his value system. He fully fulfills his role and gives good results, which depend on his abilities.

Thus, OP is very important for team management, since it allows you to predict the effectiveness of their work in a team based on people’s behavior.

Development of management concepts and organizational behavior.

In the first half of the twentieth century, 4 schools of management thought developed: the school scientific management, administrative school, school human relations and the School of Behavioral Sciences. The founders and adherents of each of the directions believed that they had managed to find a path to the most effective achievement of the organization's goals; however, more recent studies and unsuccessful attempts applying the theoretical discoveries of the schools in practice showed that many of the proposed solutions were only partially correct.

School of Scientific Management (founder – F. Taylor; as well as F. Gilbreth, G. Gandt). This teaching was based on a mechanistic understanding of man and his place in the organization. F. Taylor also developed a number of methods scientific organization labor, based on the study of worker movements using timing, standardization of techniques and tools. Scientific approaches to the selection, placement and stimulation of workers were introduced into practice. The merit of the school was that for the first time management began to be considered as an independent field of scientific research.

The administrative school (founder - A. Fayol) mainly studied production management at the highest administrative level, improving the management of the organization as a whole. The goal of the school was to create universal management principles, which affected two main aspects: the development of a rational system for managing the organization and the construction of the structure of the organization and employee management. Fayol developed 14 principles of management, on which, in his opinion, the success of management depended.

Prominent representatives of the school were also: M. Bluefield, who developed the concept of “personnel management” and M. Weber, who proposed the concept of “rational bureaucracy”.

Representatives of the scientific management school and the administrative school recognized the importance of the human factor, however, they were limited to such issues as fair pay, economic incentives and the establishment of formal functional relationships.

The school of human relations (founders E. Mayo, R. Owen) arose as a reaction to the shortcomings of the administrative school (formed at a time when psychology was in its infancy). E. Mayo's Hawthorne experiment showed that a group of workers is a social system in which there is own forms control and, by influencing such a system in a certain way, it is possible to achieve improved labor results. Owen's idea was that the company should pay attention not only to machines and machines, but also to people, because... this has a great impact on labor productivity. The shift in the focus of attention in management to the person gave rise to various behavioral schools of management (behaviorism - can be translated as “behavioral psychology; founder - J. Watson). In the concept of behaviorism, a person is understood as reacting, acting, learning a creature programmed for certain reactions, actions, behavior. By changing incentives and reinforcements, it is possible to program a person to the required behavior. The development of theories of motivation by behaviorists contributed to the development of the school of human relations in 40-60. XX century. One of the theories is the hierarchical pyramid of needs by A. Maslow, who made a huge contribution to the development of behaviorism in management. In 70. In the 20th century, behaviorism presented its concepts in a new light - in the theory of social learning (D. Rotter), according to it, each person has a certain set of actions, behavioral reactions, formed over the course of time. life - “behavioral potential”, which includes 5 main. blocks - “techniques of existence.” The school of behavioral sciences moved significantly away from the school of human relations, which focused primarily on methods for establishing interpersonal relationships. Its representatives sought to better help the employee understand his own capabilities - and in in a broad sense By increasing the efficiency of human resources, the efficiency of the organization also increased. However, despite many important positive results, the behaviorist approach sometimes turned out to be untenable in situations different from those studied by its adherents. Sciences such as mathematics, statistics, engineering (and related sciences) also made significant contributions to the development of management theories areas of knowledge). A new direction has emerged - operations research (application of methods scientific research to the operational problems of the organization), it was dealt with by the Quantitative School. The key characteristic of management science, according to this direction, is the replacement of verbal reasoning and descriptive analysis models, symbols and quantitative values. The process is not complete, new ideas are being put forward about the principles of human behavior in an organization. Industrial psychology and the school of human relations. The school of scientific management and the administrative (classical) school arose when psychology was in its infancy. Moreover, since those interested in psychology were rarely interested in management, the meager knowledge then existing about human consciousness was in no way related to the problems labor activity. Consequently, although representatives of the scientific management school and the administrative (classical) school recognized the importance of the human factor, their discussions were limited to such aspects as fair pay, economic incentives and the establishment of formal functional relationships. The "human relations in management" movement arose in response to the failure to fully recognize the human factor as a fundamental element of organizational effectiveness. Since it arose as a reaction to the shortcomings of the administrative (classical) school, the school of human relations is sometimes also called the neoclassical school. The most famous stage in the formation of the principles of the school is the Hawthorne experiment conducted by E. Mayo - the first major empirical study in the field of management. The initial task of the researchers was to establish how labor productivity is affected by lighting, the length of the working day, and a number of other factors that shape working conditions. But it turned out that the human aspect has a greater impact on labor productivity than changes in its conditions. A group of workers is a social system that has its own control systems, and influencing them In this way, it is possible to achieve improved labor results. E. Mayo believed that if you create the appropriate. relationship, then the person will work with interest and enthusiasm. Managers, according to Mayo, must trust workers and pay special attention to creating favorable relationships in the team. As a result, the school of human relations has become a counterweight to the entire scientific movement, because it placed the emphasis on people rather than on concerns about production. The idea was that simply showing attention to people has a very powerful effect. great impact on labor productivity; those. it was about increasing the efficiency of the organization by increasing the efficiency of using its human resources. However, representatives of the school of human relations:

· exaggerated the influence of the psychological factor;

· did not take into account the features corporate culture, extending their methods both, for example, to teams of loaders and to groups for the development of high computer technology;

· did not leave the manager the opportunity to make tough organizational decisions if the situation requires it;

· did not take into account the connection of the psychological factor with the system of other factors (social, cultural, technological, structural, non-systemic, etc.);

· considered the organization only as a closed system without taking into account the influence of the market and institutional environment, problems of distribution and redistribution of power and other resources in the organization.

School of Behavioral Sciences.

The school of behavioral sciences arose on the basis of the school of human relations as a result of the development of psychology and research in the field of behaviorism (behavioral psychology). From the standpoint of behaviorism, personality is everything that an individual possesses, his ability to adapt to the environment, i.e. skills, socially regulated instincts, socialized emotions plus the ability to be plastic to form new skills, and the ability to maintain and retain skills. That is, personality is an organized and relatively stable system of skills. In the concept of behaviorism, a person is understood as a reacting, acting, learning being, programmed to define. behavior. By changing incentives and reinforcements, you can program a person to the required behavior. J. Watson is considered the founder of behaviorism. A. Maslow, who created the theory of the hierarchical pyramid of needs, made a huge contribution to the development of behaviorism in management. The development of psychology and sociology, the improvement of research methods made the study of human behavior in the workplace more scientific. The largest figures of the later period of the behavioral direction: K. Argyris, R. Likert, D. McGregor and F. Herzberg. They studied various aspects of social interaction, motivation, the nature of power and authority, organizational structure, communications in organizations, leadership, changes in the quality of work life. McGregor was the author of two versions of assumptions about a person’s attitude to work and types of behavior that influence actions and managerial behavior (Theory X and Theory Y). And Ouchi subsequently refined McGregor's teachings, creating his own theory of employee behavior, calling it Theory Z. The school of behavioral sciences moved significantly away from the school of human relations, which focused primarily on establishing interpersonal relationships in organizations. Its representatives sought to help the employee to a greater extent understand his own capabilities - and in a broad sense, by increasing the efficiency of human resources, the organization’s efficiency also increased. However, despite many important positive results, the behaviorist approach has sometimes failed in situations different from those studied by its adherents.

A) people, organizational structures, technologies and the external environment of the organization;

B) people, work groups, divisions;

C) people, organizational structures, managers;

D) the internal environment of the organization, work groups, personnel.

Explanation: The nature of an organization is formed in the process of interaction of various forces, the variety of types of which can be classified in four directions - people, organizational structures, technologies And external environment, in which the organization operates. [Newstrom D. Fundamentals of Organizational Behavior].

Organizational behavior refers to:

A) the behavior of people in the organization;

B) systematic scientific analysis of the behavior of individuals, groups, organizations;

C) the behavior of people in work groups;

D) the activities of the organization as a whole.

Explanation: Organizational Behavior (OB) is a branch of knowledge, the essence of which is the systematic and scientific analysis of the behavior of individuals, groups, organizations with the aim of understanding, predicting and improving the performance of individuals and, ultimately, the organizations of which they are part. [Podoprigora M. G. Organizational behavior].

What are organizational behavior models?

A) These are the rules of behavior in the organization;

B) These are belief systems that determine the activities of a leader in a particular company.;

B) These are organizational structures;

D) This is planning the activities of the organization.

Explanation:Models of organizational behavior- these are the belief systems that dominate the thinking of management and determine the actions of managers of a given organization. [Podoprigora M. G. Organizational behavior].

Choose the answer that matches the definition:

“An implicit theory of personality in which a person is viewed as lazy, unmotivated, unambitious, indifferent to organizational needs, and in need of constant supervision to ensure satisfactory performance.”

A) Theory X;

B) Theory “U”;

B) Guardianship model;

D) Organizational behavior.

Explanation:Theory "X". In this theory, management assumes that workers are inherently lazy and will avoid work whenever possible. Because of this, workers must be closely monitored, for which comprehensive monitoring systems are developed. A hierarchical structure with a reduced standard of control at each level is required. According to this theory, employees show little ambition without an attractive reward program and avoid responsibility if possible. [Podoprigora M. G. Organizational behavior].

Leadership style is:

A) the process of managing a group of people, carried out by a leader as an intermediary between social power and members of the community on the basis of legal authority;

B) generalized types of leader behavior in relations with subordinates in the process of achieving goals;

B) relations of dominance and submission;

D) the influence that the leader enjoys.

Explanation:Leadership style– the manager’s behavior towards subordinates in the process of achieving goals; forms and methods of management used by an individual. [Podoprigora M. G. Organizational behavior].

American scientists J. French and B. Raven identified the main forms of power:

A) coercive power, rewards, traditional, expert, reference;

B) charismatic, status, personal, leadership;

C) the power of the individual, position, authority, responsibility;

D) traditional (legal) and non-traditional (psychological) power.

Explanation:J. French And B. Raven identified the following forms of power: power based on reward, coercion, legitimate power, referent power, expert power. [Ledyaev V. G. Power: conceptual analysis].

The following types of employee commitment to the organization are distinguished:

A) affective, behavioral, normative;

B) high, medium, low;

C) actual, potential, real;

D) organizational, group, personal.

Explanation: Foreign scientists, in particular Gerald Greenberg and Robert Baron, have traditionally distinguished three types of loyalty:

behavioral, conditioned by commitment to the organization and duration (length of service) of work at the enterprise (“long-term loyalty”); affective(emotional commitment, devotion); normative(commitment). [Podoprigora M. G. Organizational behavior].

Main components labor potential employee are:

A) professional knowledge, skills, abilities;

B) work motivation, professional skills;

IN) psychophysiological, socio-demographic, qualification, personal;

D) health, age, work motivation, development potential.

Explanation:Labor potential employee depends on the degree of mutual agreement in development psychophysiological, socio-demographic, qualification And personal potential. [Podoprigora M. G. Organizational behavior].

A comparison of national cultures according to four parameters: power distance, individualism-collectivism, masculinity-femininity, aversion to uncertainty was carried out in studies:

A) A. Kluckhohn;

B) G. Hofstede;

B) F. Strodtbeck;

D) M. Bond.

Explanation:Geert Hofstede is a Dutch sociopsychologist and anthropologist who studies interactions between cultures. He has received numerous awards for his cross-cultural research around the world. One of his most significant achievements is the development of cultural measurement theory, which provides a systematic framework for assessing differences between nations and cultures.

The theory is based on the idea that value can be distributed across six dimensions of culture. These dimensions include power (equality vs. inequality), collectivism (vs. individualism), uncertainty avoidance (vs. tolerance of uncertainty), masculinity (vs. feminine), strategic thinking, and self-indulgence (vs. restraint). Hofstede obtained most of his information about world cultural values ​​from surveys conducted by IBM, an American technology and consulting corporation. He proposed a rating system on a scale from 1 to 120. [Podoprigora M. G. Organizational behavior].

L– people orientation; Z– task orientation.

Management Styles Grid (Blake and Mouton)

Study of leadership style according to F. Fiedler

Remember the people with whom you had to engage in one activity or another. Now think about the one person in your life with whom you were able to work least well. This is not necessarily a person you don't like, but someone you found very difficult to interact with, someone you would least like to work with - your manager, subordinate, peer. You can call him the least preferred colleague.

Using the scales below, describe this person by placing an X in the appropriate space on each scale.

Scoring

This is called the least preferred colleague (LPC) scale. Calculate your LPC score by adding up all the circled numbers; write down the amount received.

Interpretation

The LPC scale is used by F. Fiedler to identify the predominant leadership style. F. Fiedler believes that this style is a fixed component of personality and, therefore, difficult to change. This led the researcher to conclude that the key to successful leadership is finding (or creating) the right combination of leadership style and situation. If you score 73 points or more, then, according to F. Fiedler, you are a “motivated to establish relationships” leader. If you score 64 or less, you are a “task motivated” leader. If you scored between 65 and 72 points, then you can decide for yourself which leadership style is preferable for you.

Topic 13. Social and psychological aspects of managing organizational change

Issues for discussion

1. Describe the types of organizational change. What are the criteria for selecting them?

2. Describe possible tactics for introducing innovation. Which one do you think is most effective? Why?

3. Formulate principles for successful implementation of the change.

4. What is “resistance to organizational change”? What are its origins?

5. What characteristics of an innovation determine the degree of its acceptance by the organization’s personnel?

6. How can organizations influence the formation of an innovation climate?

7. What is “organizational development”? Determine its main characteristics.

8. Describe the stages of the cycle organizational development.

Situation: HIGHLY PAID ORGANIZATIONAL DEVELOPMENT CONSULTANT (F. Lutens, p. 655)

Department for work with by human resourses notified the corporation's middle managers that a group of consultants would be meeting with them within a week. The purpose of the consultants' visit is to analyze interfunctional relationships in the company. The consultants proved to be very effective in conducting OD interventions using the team building method. Their approach consisted of six stages. When the essence of it was explained to the managers, the tension subsided somewhat. At first, they thought that team building was a kind of scam, like sensitivity training, where people attack each other and vent their aggression by insulting those they don't like. For the same reason, managers used to believe that consultants were not needed at all. One of them formulated it this way: “Now we understand what team building is, we can act and do the work ourselves. All we have to do is choose a manager who everyone likes and entrust him with the role of change agent or consultant. After all, you don't really need an expensive consultant to implement team building. You just need to have a good understanding of human nature.” Other managers generally agreed with this sentiment. However, the director of the human resources department rejected their proposal. He hired an organizational development consultant to build teams.

1. What is the organizational development approach to team building? Do you think managers accurately understood this OD method?

2. Do you think managers understood the role of the external consultant correctly? Do you agree or disagree with the Human Resources Director's decision to reject their offer? Why?

7.2. Sample questions to prepare for the test

1. Modern definitions of organization.

2. Population-ecological model of organization: representatives, main provisions and limitations of the model.

3. Resource dependence model: main provisions, differences from the population-ecological approach, limitations.

4. Institutional model of the organization: representatives, main provisions.

5. Model of rational randomness (situational theory).

6. Oliver Williamson's transaction cost model.

7. The connection between organizational design and strategic planning. Goals and objectives of organization design.

8. structure of the organization: concept, functions. Symptoms of structural mismatch.

25. The influence of goals and strategy on the structure of the organization. The influence of strategic choice on the structure of the organization.

26. Organization size and structure.

27. Research methods external environment organizations.

28. Influence environment to the organization.

29. Addiction organizational structure from the stage of the organization's life cycle.

30. Dependence of organizational structure on organizational culture.

31. Methods of organizational design: document analysis, diagnostic interview, analogy method, synectics, scenario method.

32. Methods of organizational design: expert-analytical methods: nominal groups, Delphi. Method of structuring goals (tree of goals).

33. System analysis methodology.

34. Use of organizational charts and maps (matrices) of distribution of rights and responsibilities between departments and positions.

35. Satisfaction as an indicator of the organization’s integration. Employee satisfaction survey.

36. Individual psychological regulators of an individual’s behavior in an organization: values ​​and attitudes of the individual; Personality traits: locus of control, Big Five.

37. Motivation as a regulator of individual organizational behavior.

38. Motivational potential of the workplace. Importance of studying MPRM; technique.

3) matrix

4) these parameters have no effect.

3 Increasing complexity and variability in the external environment is driving a tendency for organizations to become more:

1) organic;

2) mechanistic;

3) difficult to manage;

4) these factors have little influence on the structure of the organization.

4 Individual factors of organizational behavior do not include:

1) abilities, skills;

3) values;

4) motivation;

5 What types of rewards do not exist:

1) internal;

2) systematic;

3) material;

4) social;

6 Which of the following examples does not involve values?

1) A does not want to work with B, because he categorically cannot stand people of this type;

2) friends have different opinions about the merits of one of them and therefore do not talk to each other;

3) the manager does not want to listen to the ideas of all junior colleagues without exception;

4) the designer does not agree with the ideas of his colleague from the production department.

7 Role is:

1) a set of ways of human behavior;

2) the person’s position in the organization;

3) what is expected from a person holding a certain position;

4) unwritten rules for doing work.

8. Educational technology

In accordance with the requirements of the Federal State Educational Standard, distance technology is provided for studying the academic discipline academic work in the form of a lecture video course. V educational process The following active learning technologies are used:

9. Educational, methodological and information support of the discipline (module)

9.1. Main literature:

1. Podoprigora behavior. Educational and methodological manual according to the course for senior students and undergraduates. Taganrog: Publishing House TTI SFU, 2008. – 261 p.

2. , Rodionov organization. Tutorial. St. Petersburg: RIF, 2008.

3. , Petukhov organization. Tutorial. 3rd ed. Series "Higher School Library". St. Petersburg: Omega-L, 2008.

9.2. Additional literature:

1. Adizes changes / Trans. from English St. Petersburg: PETER, 2008.

2. Asaul and the practice of making decisions to get organizations out of the crisis. M.: ANO "IPEV", 2007.

3. Strategy for managing innovation at the enterprise. M.: Economics, 2007.

4. Gibson J.L., Ivancevich J., Donnelly Jr. J. H. Organizations: behavior, structure, processes: Trans. from English – 8th ed. – M.: INFRA-M, 2000. - XXVI, 662 p.

5. Duck J.D. The Monster of Change: Reasons for the Success and Failure of Organizational Changes. / Per. from English Ed. 2nd. St. Petersburg: Alpina Business Books, 2007.

6. Organizations. Textbook for psychologists and economists. – St. Petersburg: Prime-EUROZNAK, 2001. – 352 p.

7. Industrial-organizational psychology. Textbook for universities - St. Petersburg: Peter, 2001. - 720 p.

8. , Dubovskaya small group. M.: Moscow State University Publishing House, 1991. – 207 p.

9. Organizational behavior. M.: Publishing house INFRA-M. 19s.

10. Maslow the limits of the human psyche/Translated from English. A. M. Tatlydaeva; Teach, ed., entry. article and comment. . - St. Petersburg: Publ. group "Eurasia", 1997. - 430 p.

11. Structure in a fist: creating an effective organization. - St. Petersburg: Peter, 2001.

12. Newstrom J.V. Organizational behavior / Transl. from English edited by – St. Petersburg: Peter, 2000. – 448 p.

13. Ponomarev organizations: prerequisites for the emergence of a new organizational form. // “Management in Russia and abroad”, No. 5, 2001.

14. Prigozhin AI. Methods of organization development. M.: MCFR, 2003.

15. etc. Organization and its business environment: 17-module program for managers “Managing the development of an organization.” Module 2. – M.: INFRA-M, 2000. – 192 p.

16. Soloviev design of control systems. Tutorial. M., Novosibirsk, 2002. P.41-50.

17. Stewart J. Training for organizational change. – St. Petersburg: Peter, 2002. – 256 p.

18. Hall: structures, processes, results. – SPb: Peter. 2001. – 512 p.

19. Shermerorn J. Organizational behavior. M: Gardariki. 2004. – 604 p.

20. Shy behavior. Tutorial. Tyumen: Tyumenskogo Publishing House state university. 2004. – 192 p.

21. Awl on organizational behavior. Tyumen: Tyumen State University Publishing House. 2006. – 168 p.

22. Yuryev culture. Textbook for university students. M.: UNITY-DANA, 2007.

9.3. Software and Internet resources:

2. Podoprigora behavior. Educational and methodological manual for the course for senior students and undergraduates. Taganrog: Publishing house TTI SFU, 2008. – 261 p.: Access mode: http://www. *****/books/m17/

10. Technical means and logistics of the discipline (module): Multimedia equipment.

Additions and changes to the work program for the 201/201 academic year

IN work program The following changes are being made:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The work program was revised and approved at a meeting of the department ____________________ " "_______________201.

Head of the department ___________________/___________________/

M.V. Radomskaya

Tutorial

MATHEMATICAL ANALYSIS

(speciality " Information Security telecommunication systems", Faculty of Nuclear Power Plants)

Editor: V.K. Trofimov

Proofreader: V.V. Sidelina

Signed for publication on 02/08/2013.

paper format 60x84/16, printed on a risograph, font No. 10,

edition sheet 3.2, order No. 08, circulation 150. SibGUTI

630102, Novosibirsk, Kirova st., 86

Reviewers:

Vice-rector for quality control of education, State Educational Institution of Higher Professional Education "TGPI"

Head of the Department of Management, State Educational Institution of Higher Professional Education "TGPI" A.A. Volvenko

Podoprigora M.G. A textbook for the course “Organizational Behavior” for senior and undergraduate students. – Taganrog: Publishing House TTI SFU, 2008. – 250 p.

This manual examines issues such as personal characteristics of employees, motivation, conflicts, careers, stress, leadership and power, the formation of group interaction, organizational and national culture, and change management in the organization.

The manual is addressed to senior and master's students studying in the direction 080500 “Management”.

© Technological Institute of Southern Federal University, 2008

INTRODUCTION... 8

1. Fundamentals of organizational behavior... 9

1.1. The concept and essence of organizational behavior. 9

1. Organizational behavior as a scientific discipline. 9

2. System of organizational behavior. 10

Questions for seminar classes.. 11

Abstract topics. eleven

Basic terms and concepts. eleven

Self-test questions. 12

1.2. Organization as a system. 13

1. Concept and types of organizations. 13

2. Organization of management. 14

3. Types of organizations. 16

4. Modern approach to organization management. 16

Questions for seminar classes.. 19

Abstract topics. 19

TEST “Input knowledge control”. 19

Puzzles.. 21

Basic terms and concepts. 22

Self-test questions. 22

2. INDIVIDUAL BEHAVIOR IN AN ORGANIZATION... 22

2.1. Basic theories of personality. 23

1. Fundamentals of the idea of ​​personality. 23

2. Basic theories of personality behavior. 24

3. Personality classification. 25

Questions for seminar classes.. 27

Abstract topics. 28

Practical exercises. 28

1. Exercise “Test to determine personality type (type A - type B).” 28

2. Exercise “Entrepreneur/manager/specialist”. 29

3. Analysis of specific situations. thirty

1. Mini-case “On work efficiency sales representative a lot depends." thirty

2. Case “Finding your place in life is a difficult task.” 31

TESTS... 36

1. Test “Your character and behavior pattern in society.” 36

2. Test “How to determine the direction of a person at work.” 39

3. Test “Boss or subordinate”. 43

4. Test “How big are your Creative skills" 46

5. Test “Your psychological age.” 47

Crossword. 49

Basic terms and concepts. 50

Self-test questions. 51

2.2. STAFF MOTIVATION.. 51

1. Motivation: basic concepts. 51

2. Theories of motivation. 53

Questions for seminar classes... 59

Abstract topics. 60

Practical exercises. 60

1. Task “Satisfaction/dissatisfaction”. 60

2. Task “Motivation of employees.” 60

3. Analysis of specific situations. 61

1. Mini-case “Motivation: cross-cultural features.” 61

2. Case “How to properly motivate employees.” 62

TESTS... 65

1. Test “The degree of personal motivation for success.” 65

2. Test of Humorous Phrases (A.G. Shmelev, V.S. Babina) 66

3. Methodology “Value orientations” (M. Rokeach) 69

4. Test “Scale for assessing approval motivation.” 72

Crossword. 73

Basic terms and concepts. 74

Self-test questions. 74

2.3. Career in a person's life. 74

1. Concept and main stages of a career.. 75

2. Career success... 76

Abstract topics. 77

Practical exercises. 77

Exercise “Career planning”. 77

Case "How to succeed in business." 78

TESTS... 82

Test 1. “Your attitude towards your career.” 82

Test 2. “Your strengths" 83

Test 3. “The key to the boss.” 84

Test 4. “The desire for success and fear of failure.” 88

Test 5. “How ambitious are you” (test for women) 90

Basic terms and concepts. 94

Self-test questions. 94

2.4. Stress management in an organization. 94

1. Concept and sources of stress. 95

2. Consequences of stress. 97

3. Stress model. 97

4. Stress management strategy... 98

Questions for seminar classes.. 100

Abstract topics. 100

Practical exercises. 100

1. Exercise “Changes in a person’s life as a cause of stress.” 100

Cases.. 101

1. Case “Employees of the company GENERAL MOTORS (GM) went on strike with demands: “LESS WORK - LESS MONEY.” 101

2. Case “Citadel Company”. 102

TESTS... 104

Test 1. “Your mental stability.” 104

Test 2. “Do everyday troubles affect you?” 105

Test 3. “Are you at risk of a nervous breakdown?” 106

Anti-stress relaxation. 110

Basic terms and concepts. 111

Self-test questions. 111

3. Behavior of GROUPS IN AN ORGANIZATION... 112

3.1. Formation of group behavior in an organization. 112

1. The concept of a group.. 112

2. Types of groups and their structure. 112

3. General characteristics groups. 115

4. Factors influencing the creation of groups. 116

5. Group dynamics. 116

Questions for seminar classes.. 125

Abstract topics. 125

Practical exercises. 125

1. Practical exercise “Shipwreck on the Moon.” 125

2. Analysis of the situation “Bringing the results of a negative assessment to the performer.” 127

3. Exercise “Distribution of roles in a team.” 129

4. Analysis of specific situations. 130

Cases.. 132

1. Case “How you can fulfill the plan.” 132

2. Case “Technical school in Sretensk”. 133

3. Case “Musical Quartet”. 136

4. Case “Formation of a temporary working group.” 139

Business game. 140

"Distribution of roles." 140

TESTS... 142

1. Test “Geometric picture of the world.” 142

2. Test “Group Attractiveness”. 143

3. Test “Communication skills and adaptation of an employee in a team.” 144

Training games. 146

1. Exercise “Hunters and Ducks” (sociometry) 146

2. Exercise “Team interaction”. 147

3. Exercise “Problem people.” 147

4. Exercise “Ideal Team”. 148

Anagrams.. 148

Basic terms and concepts. 148

Self-test questions. 149

3.2. LEADERSHIP AND POWER.. 150

1. The essence of the concept of leadership and the main approaches to its study.. 150

2. Theories of personal qualities of a leader. 151

3. Behavioral theories of leadership. 151

4. Process approach to the study of leadership. 154

5. Situational theories of leadership. 155

6. The relationship between the concepts of “leadership” and “power”. 157

7. The concept and foundations of power. 157

8. Tactical methods of power. 159

Questions for seminar classes.. 159

Abstract topics. 159

Practical exercises. 160

1. Task " Personal qualities effective leader." 160

2. Exercise “Leadership style”. 160

3. Exercise “Types of management decision making.” 161

4. Exercise “Qualities of a leader.” 161

5. Exercise “Strengthening group unity.” 162

6. Exercise “Methods of influence.” 162

7. Analysis of specific situations. 164

Cases.. 165

1. Case “Two views on leadership.” 165

2. Case “G. Ford compared to A.P. Sloan Jr." 168

TESTS... 169

1. Test "Leader". 169

2. Test “Do you have the makings of a leader?” 173

Training games. 175

1. Exercise “Who am I?” 175

2. Exercise “Breakdown “from the leader”. 176

3. Exercise “Puzzle Games”. 176

4. Exercise “Act according to instructions.” 177

5. Exercise “True or false?” 177

CROSSWORD.. 178

Basic terms and concepts. 179

Self-test questions. 179

3.3. CONFLICTS... 179

1. The concept of conflict and its nature. 180

2. The main stages of the conflict process. 182

3. Causes of conflicts. 183

4. Strategies for behavior in conflict. 184

Questions for seminar classes... 184

Abstract topics. 185

Practical exercises. 185

1. Task “Assessing a conflict situation.” 185

Cases.. 185

1. Mini-case “I win - you lose.” 185

2. Case “Problems of the Granit company.” 186

Business game. 190

“A newbie has joined the team.” 190

TESTS... 194

1. Test “Your fighting spirit”. 194

2. Test “Your propensity for conflicts.” 195

Training games. 197

1. Exercise “Confidence - uncertainty - aggression.” 197

2. Exercise “Prisoner’s Dilemma.” 198

3. Exercise “Behavior in a conflict situation.” 199

Basic terms and concepts. 200

Self-test questions. 201

4. Organization.. 202

4.1. ORGANIZATIONAL CULTURE.. 202

1. Concept and sources of organizational culture.. 202

2. Functions of organizational culture... 203

4. Types of organizational culture... 204

5. Organizational subcultures.. 206

6. Formation of organizational culture.. 208

7. Approaches to managing organizational culture. 208

8. Factors influencing the possibility of changing organizational culture... 209

Questions for seminar classes.. 210

Abstract topics. 210

Cases.. 210

1. Case " Organizational culture company "LEVI STRAUSS". 210

2. Case " New employee at Space. 211

3. Case “Red October” - Russian traditions of quality.” 213

4. Case “The Treasured Formula for Success.” 216

Basic terms and concepts. 220

Self-test questions. 220

4.2. Organizational change management. 221

1. The essence of organizational changes. 221

2. Obstacles to change... 222

3. Overcoming obstacles to change... 222

Questions for seminar classes.. 223

Abstract topics. 223

Practical exercises. 223

Analysis of specific situations. 223

TESTS... 224

Test “Are you ready for innovation?” 224

Basic terms and concepts. 230

Self-test questions. 230

5. Organizational behavior in an international context 231

5.1. National culture and behavioral characteristics of people in international organizations. 231

1. The concept of national culture.. 231

2. Characteristics of national culture.. 231

3. Features of Russian national culture... 232

4. Assessing the impact of the experience of other countries. 233

5. Culture shock and cultural adaptation. 234

Abstract topics. 234

Practical exercises. 235

1. Exercise “Behavioral features of the Russian mentality.” 235

2. Analysis of a specific situation “Effectiveness of training in national characteristics of management.” 235

Cases.. 236

Business game. 238

"Features of organizational behavior taking into account the national aspect." 238

Basic terms and concepts. 246

Self-test questions. 247

bibliography.. 248

Introduction

The present tutorial intended for students and master's students of all forms of study implementing educational programs - management education. The manual is aimed at improving the quality of training of managers, at consolidating practical methods manuals.

The material of the manual is presented in accordance with the curriculum in the direction 080500 “Management”, with the course program “Organizational Behavior”, with the state educational standard for training specialists in specialties in this field. When preparing this manual, it was taken into account that the study of the course “Organizational Behavior” is preceded by the knowledge of students obtained from studying related disciplines: “Fundamentals of Management”, “Organization Theory”, “Human Resource Management”, “ Management decisions", "Psychology", "Workshop on business communication".

The purpose of the textbook is to give students the basics of theoretical knowledge with their subsequent practical consolidation. The content of the manual provides for the creation of maximum opportunities for activating independent and research work students.

The structure of the textbook is presented in 5 chapters, each of which consists of:

–from basic theoretical material, divided into paragraphs;

– practical exercises on discipline topics, including the goals of specific exercises, as well as recommendations for their implementation;

– cases for analysis on practical exercises;

– business games;

– tests to identify students’ potential on course topics;

- crossword;

– a list of basic terms and concepts to be learned during the study of a specific topic;

– a list of questions for self-test.

The business games included in the textbook are built on a single principle: defining the goal, describing a specific situation, determining the order of the game.

The business game “Distribution of Roles” is aimed at developing a manager’s skills to manage a discussion using the method of distributing roles.

The business game “A Newcomer Joins the Team” promotes the conscious application of ethics in the relationship between a manager and his team.

The business game “Peculiarities of organizational behavior taking into account the national aspect” is aimed at gaining knowledge and practicing skills business communication taking into account the peculiarities of national business etiquette.

In general, business games, exercises, tests, basic practical situations suggest the opportunity for each manager, if desired, to implement them in relation to specific working conditions and directly to the tasks being solved.

1. Fundamentals of Organizational Behavior

1.1. The concept and essence of organizational behavior 1