Log in
HomeClass Notes1,200,000US530,000

OBHR 3310 Lecture Notes - Lecture 1: Internal Validity, Employee Engagement, Job Security

28 views4 pages
School
UT-Dallas
Department
Organizational Behavior/Human Resources
Course
OBHR 3310
Professor
Hicks Jeffery

For unlimited access to Class Notes, a Class+ subscription is required.

CH 1 NOTES
Organizational Behavior: the systematic study and application of knowledge about how
individuals and groups act within the organizations where they work.
The person environment distinction
-Person factors
-Environmental characteristics
-Behavior is a function of interdependent person and environmental factors
-people and environment are dynamic
The top five personal qualities/skills: NACE survey results
1. Ability to make decisions and solve problems
2. Ability to verbally communicate with those within and outside the organization
3. Ability to work in a team structure
4. Ability to plan, organize, and prioritize work
5. Ability to analyze data
OB is important becuz, you care, employers care and organizations care.
Skills most desired by employers are soft skills that can be obtained through the study
of OB
ppl get hired based on technical knowledge and see if they get the job done
ppl get promoted based on:
-Ability to manage people
-Strong team skills
-Ability to build and manage relationships
Measurement:
-Reliability – is the measure consistent?
-Validity – is the measure accurate?
-Correlation is not causation!
find more resources at oneclass.com
find more resources at oneclass.com
Unlock document

This preview shows page 1 of the document.
Unlock all 4 pages and 3 million more documents.

Already have an account? Log in

Document Summary

Organizational behavior: the systematic study and application of knowledge about how individuals and groups act within the organizations where they work. Behavior is a function of interdependent person and environmental factors. Ob is important becuz, you care, employers care and organizations care. Skills most desired by employers are soft skills that can be obtained through the study of ob ppl get hired based on technical knowledge and see if they get the job done ppl get promoted based on: One of the primary methods for collecting information for ob research. Basic question and answer -can be open- or close-ended. Usually involves surveying employees, but could involve an experimental design or big data. Can often help determine causal rather than simple correlational relationships. Controlled conditions - high degree of internal validity but potentially low generalizability. Internal validity: the less chance for confounding( variables causes acting at same time) in a study, the higher its internal validity.

Get access

Grade+
$40 USD/m
Billed monthly
Grade+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
10 Verified Answers
Class+
$30 USD/m
Billed monthly
Class+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
7 Verified Answers

Related Documents

MGMT 160 Lecture Notes - Lecture 1: Problem Solving, Nace International, Organizational Behavior
greyrabbit304
MAN-3240 Chapter Notes - Chapter 1: Outsourcing, Employee Engagement, Triple Bottom Line
violethippopotamus705
B MGT 341 Lecture Notes - Lecture 2: Organizational Behavior, Scientific Method
sangriahare936

Related Questions

Grade 9 english:

  1. Think back to Charlotte Edmund's article, "7 skills all young people need to survive the future of the workplace" from the first activity in this lesson. Choose the skill you believe to be the most important to your future
  2. Write a few paragraphs to explain why you feel this way. If you think there's a skill the author didn't mention that's more crucial to your future, explain what it is and why you believe so. Give your strongest writing. Plan your ideas before you start writing, then use paragraphs to organize your piece. After you have a first draft, revise it, looking at paragraph unity, sentences, spelling, and capital letters.

Article:

7 skills all young people need to survive the future of the workplace


Dr. Tony Wagner, co-director of Harvard's Change Leadership Group, argues that today's
school children are facing a "global achievement gap," which is the gap between what even
the best schools are teaching and the skills young people need to learn.
This has been exacerbated by two colliding trends: firstly, the global shift from an industrial
economy to a knowledge economy, and secondly, the way in which today's school children —
brought up with the internet — are motivated to learn.
In his book "The Global Achievement Gap," Wagner identifies seven core competencies every
child needs in order to survive in the coming world of work.
1. Critical thinking and problem-solving
Companies need to be able to continuously improve products, processes and services in order
to compete. And to do this they need workers to have critical thinking skills and to be able to
ask the right questions to get to the bottom of a problem.
2. Collaboration across networks and leading by influence
Given the interconnected nature of the business world, leadership skills and the ability to
influence and work together as a team has become increasingly important. And the key to
becoming an effective leader? It's twofold, says Wagner, involving "creative problem-solving
and a clear ethical framework".
3. Agility and adaptability
The ability to adapt and pick up new skills quickly is vital for success: workers must be able to
use a range of tools to solve a problem. This is also known as "learnability", a sought-after
skills among job candidates.
4. Initiative and entrepreneurialism
There is no harm in trying: often people and businesses suffer from a tendency to be riskaverse. It is better to try 10 things and succeed in eight than it is to try five and succeed in all
of them.
5. Effective oral and written communication
Recruits' fuzzy thinking and inability to articulate their thoughts were common complaints that
Wagner came across from business leaders when researching his book. This isn't so much
about young people's ability to use grammar and punctuation correctly, or to spell, but how to
2/3
communicate clearly verbally, in writing or while presenting. "If you have great ideas but you
can't communicate them, then you're lost," Wagner says.
6. Accessing and analyzing information
Many employees have to deal with an immense amount of information on a daily basis: the
ability to sift through it and pull out what is relevant is a challenge. Particularly given how
rapidly the information can change.
7. Curiosity and imagination
Curiosity and imagination are what drive innovation and are key to problem solving. "We're all
born curious, creative and imaginative," says Wagner. "The average four-year-old asks a
hundred questions a day. But by the time that child is 10, he or she is much more likely to be
concerned with getting the right answers for school than with asking good questions.
"What we as teachers and parents need do to keep alive the curiosity and imagination that, to
a greater or lesser extent, is innate in every child."

note: Working managers may complete this exercise based on the practices of their own organizations. Students may complete this exercise based on the practices of a current or previous employer. Instructions 1. Select and describe the boundaries of the system of interest; the term “organization” will be used to refer to this selected system. You may select a team, a department, a small organization (e.g., an office practice), or an entire organization. 2. To familiarize yourself with the criteria, review the section called “Category and Item Descriptions” in the Baldrige Criteria for Performance Excellence available from: www.nist.gov/baldrige/ publications/hc_criteria.cfm 3. The Organizational Assessment Worksheet provides a general description of the criteria category followed by selected questions from the respective 2011–2012 Health Care Criteria for Performance Excellence category. 4. Based on the system selected in question 1, write a brief reply to the selected questions. Briefly describe your organization, including its services; size; geographic community; key patient or customer groups; and current facilities, equipment, and technology, as well as the number of patients or clients it serves. Briefly describe your organization’s key challenges and your organization’s current performance improvement system. How do senior leaders deploy your organization’s vision and values through your leadership system, to the workforce, to key suppliers and partners, and to patients and stakeholders as appropriate? How do senior leaders encourage frank two-way communication throughout the organization? How does your organization conduct strategic planning? Summarize your organization’s action plans, how they are deployed, and key action plan performance measures or indicators. How do you identify patient, stakeholder, and market requirements for service offerings? How do you build and manage relationships with patients and stakeholders to meet their requirements and exceed their expectations at each stage of their relationship with you? What are your key organizational performance measures? How do you use these data and information to support organizational decision making and innovation? How do you assess your workforce capability and capacity needs, including skills, competencies, and staffing levels? How do you address workplace environmental factors to ensure and improve workplace health, safety, and security? How do you design and innovate your work processes to meet all the key requirements? How do you improve your work processes to improve healthcare outcomes, to achieve better performance, to reduce variability, and to improve healthcare services? Provide data for one key measure or indicator of healthcare outcomes that is important to your patients and stakeholders. Provide data for one key measure or indicator of patient or stakeholder satisfaction. Provide data for one key measure or indicator of financial performance. Provide data for one key measure or indicator related to operational performance. Provide data for one key measure related to achieving legal, regulatory, and accreditation requirements. Prioritizing Improvement Opportunities 1. Review the responses to the organizational assessment questions. 2. Note any questions for which you could not provide a response (i.e., the organization does not have a defined process or approach to address the topic of the question). 3. Review the organizational performance results data. 4. Select one or more measures that demonstrate less than desirable results. 5. Select one item from question 2 or 4 as the performance gap for the performance improvement exercise .

Please answer each question to fill 2 - 4 pages. Also, please avoid plagerism.

Is change more difficult in a recession? As you read the following account of change in a local government agency in England (based on MacLachlan, 2011), consider the following questions:

1. What features of a downturn can make managing organizational change more difficult?

2. What features of a downturn can make managing organizational change more straightforward?

3. Sunderland City Council introduced several changes to deal with the twin goals of maintaining services and reducing spending. What factors explain the success of their program?

With the recession that began in 2009, local government in England had to cut spend- ing while maintaining the same levels of services to the local population. Could costs be cut with a radical redesign of services and new ways of working? Sunderland City Council employed 8,000 people in the northeast of England, receiving two-thirds of their bud- get from central government. In 2010–11, funding fell 10 percent, by £58 million, and more cuts were expected over the next three years. Management wondered whether, given the sharp downturn in the economy, staff would be demotivated and concerned about layoffs. At the start of 2010, the Council launched a transformation program; could things be done differently, but without losing jobs? Unwilling to force staff to retire early or accept redeployment, the Council created an internal jobs market. This encouraged staff in areas that were shrinking to apply for jobs in expanding services, using a web-enabled assessment and employee-job matching system.

​This was linked to a retraining program designed to transform the skills profile of the work- force, focusing on personality, values, and potential, as well as on knowledge and past experience. An employee portal was established to allow staff to create their own CVs. Resistance to these moves came not from staff but from managers who felt that their recruitment decisions were being constrained. For staff who were unable to find new roles, a unit was established called “Switch”: Staff Working In Transition and CHange. Over 200 people between roles, including managers, worked in this unit, reducing the Council’s use of temporary staff on fixed-term contracts, for maternity cover, for exam- ple. The Switch team was also used to drive change, with efficiency savings projects, designing future job roles, and providing careers advice to other staff in transition. The flexible working scheme was popular, allowing staff voluntarily to reduce their paid hours (with the option to increase them again), and to “purchase” up to two weeks’ additional annual leave by spreading the salary sacrifice over the year. A “be your own boss” scheme offered support to employees who wanted to start their own businesses, giving them 20 days’ paid leave and access to a small business adviser. The 50 staff who wanted to proceed continued working part time for the Council to give them some income security while they established their businesses. Local employers were invited to “borrow” and to pay Council staff on secondments.