Cours d'analyse sociologique des organisations / comportement organisationnel / Théorie des organisations pour les étudiants de 3ème année à l'INSAT.

1. ANALYSE SOCIOLOGIQUE
DES ORGANISATIONS
(ORGANIZATIONAL
BEHAVIOR)
Dr. Wajdi Ben Rejeb

2. Course Objectives
 Understand organizations: behavior, dynamics,
features, characteristics, issues and challenges
 Conduct organizational analyses and diagnoses
 Propose solutions and recommendations and
implement them.

3. Plan
 Chapter 1: Organizational behavior
and Management
 Chapter 2: The individual
 Chapter 3: Groups and Leadership
 Chapter 4: Organization, Structure,
Strategy and Effectiveness

4. Ressources
 Mullins, L., & Christy, G. (2013). Management &
Organisational Behaviour. Pearson Education.
 Robbins, S., Judge, T. A., Millett, B., & Boyle, M.
(2013). Organisational behaviour. Pearson Higher
Education AU.
 Jones, G. R., & Jones, G. R. (2013). Organizational
theory, design, and change. Upper Saddle River, NJ:
Pearson.

5. Organizational behavior
and Management
Chapter 1

6. Chapter 1:
 Objectives
1. Define organizational behavior (OB).
2. Identify the contributions made to OB by major behavioral
science disciplines.
3. Describe how OB concepts can help make organizations more
productive.
4. List the major challenges and opportunities for managers to
use OB concepts.
5. Identify the three levels of analysis in OB.

7. Organization
 Organization
 A deliberate arrangement of people brought together to
accomplish a specific purpose.
 A structured social system consisting of groups and
individuals working together to meet some agreed-upon
objectives.
 Common Characteristics of Organizations
 Distinct purpose
 People working together
 A deliberate systematic structure

8. 1-8
The Field of Organizational Behavior
Organizational Behavior studies the influence that
individuals, groups and structure have on behavior
within organizations.
Its chief goal is to apply that knowledge toward
improving an organization’s effectiveness.

9. Example : Zappos
 Online shoe retailer Zappos.com understands how organizational behavior
affects an organization’s performance. Zappos maintains good employee
relationships by providing generous benefits, extensive customer service
training, and a positive, fun-loving work environment.
 Employees are empowered to make decisions that increase customer
satisfaction and are encouraged to create fun and a little weirdness.” At
Zappos, employee loyalty, job satisfaction, and productivity are high,
contributing to the company’s growth.

10. Why Study Organizational Behavior?
Organizational
Behavior
Research
Understand
organizational
events
Predict
organizational
events
Influence
organizational
events

11. 11
Practical Managerial Problems
 How Goals Can Enhance Job Performance
 How Jobs Can Be Designed to Enhance Employee
Satisfaction
 When Individuals and Groups Make Better Decisions
 How Organizational Communication Can Be Improved
 How Work-related Stress Can Be Alleviated
 How Leaders Can Enhance Team Effectiveness

12. Contributing Disciplines
Psychology
Sociology
Social
Psychology
Anthropology
Many behavioral sciences
have contributed to the
development of
Organizational
Behavior

13. Psychology
The science that seeks to measure, explain, and
sometimes change the behavior of humans and other
animals.
Unit of Analysis:
 Individual
Contributions to OB:
 Learning, motivation, personality, emotions, perception
 Training, leadership effectiveness, job satisfaction
 Individual decision making, performance appraisal attitude
measurement
 Employee selection, work design, and work stress

14. Social Psychology
An area within psychology that blends concepts from
psychology and sociology and that focuses on the influence
of people on one another.
Unit of Analysis:
 Group
Contributions to OB:
 Behavioral change
 Attitude change
 Communication
 Group processes
 Group decision making

15. Sociology
Unit of Analysis:
 -- Organizational System
 Contributions to OB:
 Group dynamics
 Work teams
 Communication
 Power
 Conflict
 Intergroup behavior
 -- Group
 Formal organization
theory
 Organizational
technology
 Organizational change
 Organizational culture
The study of people in relation to their fellow human
beings.

16. Anthropology
Unit of Analysis:
 -- Organizational System
 Contributions to OB:
 Organizational culture
 Organizational
environment
 -- Group
 Comparative values
 Comparative attitudes
 Cross-cultural analysis
The study of societies to learn about human beings and
their activities.
1-16

17. 17
Fundamental Assumptions
No “One Best”
Contingency Approach
Behavior
Contingent Upon Certain Conditions

18. 1-18
Few Absolutes in OB
 Impossible to make simple and accurate
generalizations
 Human beings are complex and diverse
 OB concepts must reflect situational conditions:
contingency variables
Input “A” Condition
“C”
Behavior
“B”

19. 1-19
Challenges and Opportunities for OB
 The workplace is contains a wide mix of cultures,
races, ethnic groups, genders and ages
 Employees have to learn to cope with rapid change
due to global competition
 Corporate loyalty has decreased due to corporate
downsizing and use of temp workers
 Managers can benefit from OB theory and concepts

20. The Layers of OB
The Organization
Negotiation
Conflict
Communication
Groups and teams
Power and politics
The Group
Emotions
Values and attitudes
Perception
Personality
Motivating self and others
The Individual
Change
Organizational culture
Decision making
Leadership
Groups and teams

21. Basic OB Model

22. How Are Managers Different from
Nonmanagerial Employees?
 Case study : INSAT

23. How Are Managers Different from
Nonmanagerial Employees?
• Nonmanagerial Employees
– People who work directly on a job or task and have no
responsibility for overseeing the work of others.
– Examples, associates, team members
• Managers
– Individuals in organizations who direct the activities of
others.

24. Copyright ©2011 Pearson
Education, Inc. Publishing as
Prentice Hall.

25. What Titles Do Managers Have?
• Top Managers
– Responsible for making decisions about the direction of the
organization.
– Examples; President, Chief Executive Officer, Vice-President
• Middle Managers
– Manage the activities of other managers.
– Examples; District Manager, Division Manager
• First-line Managers
– Responsible for directing nonmanagerial employees
– Examples; Supervisor, Team Leader

26. What Is Management?
• Management
– The process of getting things done effectively and
efficiently, with and through people
• Effectiveness
– “Doing the right things”, doing those tasks that help an
organization reach its goals
• Efficiency
– Concerned with the means, efficient use of resources
like people, money, and equipment

28. What Managers Do

29. What Managers Do
 They get things done through other people.
 Management Activities:
 Make decisions
 Allocate resources
 Direct activities of others to attain goals
 Work in an organization
 A consciously coordinated social unit composed of two
or more people that functions on a relatively continuous
basis to achieve a common goal or set of goals.

30. Management Functions
Plan Organize
Lead Control
Managers

31. 1-31
Copyright ©2011 Pearson
Education, Inc. Publishing as
Prentice Hall.

32. 1-32
What Roles Do Managers Play?

33. What Skills Do Managers Need?
Robert Katz and others describe four critical skills in
managing
• Conceptual Skills
– Used to analyze complex situations
• Interpersonal Skills
– Used to communicate, motivate, mentor and delegate
• Technical Skills
– Based on specialized knowledge required for work
• Political Skills
– Used to build a power base and establish connections

34. Example : John Chambers CEO of
Cisco Systems
 Succeeding in management today requires good interpersonal skills.
 Communication and leadership skills distinguish managers such as John
Chambers, who rise to the top of their profession. Chambers is CEO of
Cisco Systems, the world’s largest maker of networking equipment.
 He is respected as a visionary leader and innovator who has the
ability to drive an entrepreneurial culture. As an effective
communicator, Chambers is described as warmhearted and straight
talking. In this photo Chambers speaks during a launch ceremony of a
green technology partnership Cisco formed with a university in China.

35. Is The Manager’s Job Universal?
The previous discussion describe management as a generic
activity. In reality, a manager’s job varies with along several
dimensions
• Level in the Organization
– Top level managers do more planning than supervisors
• Profit vs. Nonprofit
– Management performance is measured on different
objectives
• Size of the Organization
 Small businesses require an emphasis in the management
role of spokesperson
• National Borders
 These concepts work best in English-speaking countries and
may need to be modified in other global environments

38. Management by walking arround
MBWA
 To practice MBWA, managers reserve time to walk
through departments regularly, form networks of
acquaintances in the organization, and get away
from their desks to talk to individual employees. The
practice was exemplified by Bill Hewlett and Dave
Packard, who used this management style at HP to
learn more about the challenges and opportunities
their employees were encountering.

39. Management by walking arround
MBWA
 The popular television program Undercover
Boss took MBWA to the next level by having
top executives from large companies work
incognito among line employees.
 Executives reported that this process taught
them how difficult many of the jobs in their
organizations were and just how much skill was
required to perform even the lowest-level
tasks. They also said the experience taught
them a lot about the core business in their
organizations and sparked ideas for
improvements.

40. Questions
 As an employee, would you appreciate knowing your
supervisor regularly spent time with workers? How would
knowing top executives routinely interact with line employees
affect your attitudes toward the organization?
 What ways can executives and other organizational
leaders learn about day-to-day business operations besides
going “undercover?”
 Are there any dangers in the use of a management by
walking around strategy? Could this strategy lead
employees to feel they are being spied on? What actions on
the part of managers might minimize these concerns?

41. A Brief History of
Management’s Roots

42. Early Management
 Management has
been practiced a long
time.
 Organized endeavors
directed by people
responsible for
planning, organizing,
leading and
controlling have
existed for thousands
of years

43. Classical Approaches
• Scientific Management
 Frederick W. Taylor
described scientific
management as a method
of scientifically finding the
“one best way to do a job”
1-43

44. History of Org Behavior
 1900-1930 Scientific Management
 Fred Taylor
 People are rational economic beings
 Work design
 Rationality, efficiency, standards
 division of labor and management
 people are interchangeable parts

45. Other Classic Approaches
• General Administrative
Theory
 focused on what constituted good
management
 Max Weber (pictured) described the
bureaucracy as an ideal rational
form of organization
 Henri Fayol identified five
management functions and 14
management principles
1-45

46. History Continued
 Classical OB Theory
 Fayol and Weber
 chain of command
 unity of command
 division of labor

47. Behavioral Approaches
 Early management writers included
 Robert Owen, was concerned about deplorable
working conditions
 Hugo Munsterberg, a pioneer the field of industrial
psychology
 Mary Parker Follett recognized hat organizations could
be viewed from both individual and group behavior.
1-47

48. The Hawthorne Studies
 Conducted at the Western
Electric Company Works
these studies:
 Provided new insights into
individual and group
behavior
in the behavior of people at
work.
 Concluded that group
pressures can significantly
impact individual productivity

49. Quantitative Approaches
• Quantitative Approach
 Used quantitative techniques to improve decision
making
 Evolved from mathematical and statistical solutions
developed for military problems during World War II
 W. Edwards Deming and Joseph M. Duran ‘s ideas
became the basis for total quality management
(TQM)

50. Contemporary Approaches
 Focused on managers’ concerns inside the
organization
 Chester Barnard wrote in his 1938 book The Functions
of the Executive that an organization functioned as a
cooperative system
 Fred Feildler first popularized the contingency
approach (or situational approach) which says that
organizations, employees, and situations are different
and require different ways of managing

51. The Individual
Chapter 2

52. Objectives
 Understand the role of individuals in
organizations
 Understand the relationship between
individuals’ attitudes, behavior, personnality
and motivation, and organizational
performance.

53. Attitudes
 Evaluative statements – either
favorable or unfavorable –
concerning objects, people or
events
 Attitudes reflect how one feels
about something

54. Three Main
Components of Attitudes
Cognition – an opinion or belief
“I just found out I am paid 20% less than my coworkers.”
Affect – the emotional or feeling segment
associated with that belief
“I feel angry that I am not being treated fairly.”
Behavior – the intention to behave in a certain way
“I am going to quit this job soon as I can, and I am taking the red
stapler with me!”

55. Three Main Components of Attitudes

56. Example

57. Attitudes Follow Behavior:
Cognitive Dissonance
Any inconsistency between two or more attitudes, or
between behavior and attitudes
 Individuals seek to minimize dissonance
 The desire to reduce dissonance is determined by:
 The importance of the elements creating the dissonance
 The degree of influence the individual believes he or she
has over the elements
 The rewards that may be involved in dissonance

58. Behavior Follows Attitudes:
Moderating Variables
The most powerful moderators of the attitude-
behavior relationships are:
 Importance
 Correspondence to behavior
 Accessibility
 Social pressures
 Direct personal experience
Knowing attitudes helps predict behavior

59. 4-59
Major Job Attitudes
 Job Satisfaction
 Job Involvement
 Psychological Empowerment
 Organizational Commitment
 Affective commitment
 Continuance commitment
 Normative commitment
 Perceived Organizational Support (POS)
 Employee Engagement

61. 4-61
What Causes Job Satisfaction?
 The Work Itself – the strongest correlation
with overall satisfaction
 Pay – not correlated after individual
reaches a level of comfortable living
 Advancement
 Supervision
 Coworkers

62. Job Dissatisfaction

63. The Consequences of Dissatisfaction
exit Dissatisfaction expressed
through behavior directed toward
leaving the organization.
voice Dissatisfaction expressed
through active and constructive
attempts to improve conditions.
loyalty Dissatisfaction
expressed by
passively waiting for
conditions to
improve.
neglect Dissatisfaction
expressed
through allowing
conditions to worsen.

64. The Benefits of Satisfaction
 Better job and organizational performance
 Better organizational citizenship behaviors
(OCB – Discretionary behaviors that contribute to
organizational effectiveness, but are not part of employees’
formal job description)
 Greater levels of customer satisfaction
 Generally lower absenteeism and turnover
 Decreased instances of workplace deviance

65. Implications for Managers
Employee attitudes give warnings of potential
problems and influence behavior
 Satisfied and committed employees exhibit behaviors that
increase organizational outcomes
 Managers must measure job attitudes in order to improve
them
 Most important elements a manager can focus on are the
intrinsic parts of the job: making the work challenging and
interesting
 High pay is not enough to create satisfaction

66. Keep in Mind…
 Individuals have many kinds of attitudes about
their job.
 Job satisfaction is related to organizational
effectiveness.
 Most employees are satisfied with their jobs, but
when they are not, a host of actions in response to
the satisfaction might be expected.

67. Emotions and Moods

68. Structure of Mood

69. Source of emotions and moods
 Personnality
 Day of the Week and Time of the Day
 Weather
 Stress
 Social activities
 Age
 Etc.

70. Example :

71. Exemple
 Diane Marshall is an office manager. Her
awareness of her own and others’ emotions is almost
nil. She’s moody and unable to generate much
enthusiasm or interest in her employees. She doesn’t
understand why employees get upset with her. She
often overreacts to problems and chooses the most
ineffectual responses to emotional situations

72. Emotional Intelligence
 Emotional intelligence (EI) is a person’s ability to
(1) perceive emotions in the self and others, (2)
understand the meaning of these emotions, and (3)
regulate one’s emotions accordingly in a cascading
model, as shown in Exhibit 4-6.
 People who know their own emotions and are good
at reading emotional cues—for instance, knowing
why they’re angry and how to express themselves
without violating norms—are most likely to be
effective.

73. Emotional Intelligence Competence
Model

75. Developing EI
 1. Know what you feel.
 2. Know why you feel it.
 3. Acknowledge the emotion and know how to
manage it.
 4. Know how to motivate yourself and make
yourself feel better.
 5. Recognise the emotions of other people and
develop empathy.
 6. Express your feelings appropriately and manage
relationships.