Fundamentals of Organizational Behavior

Fundamentals
of
Organizational
Behavior
PowerPoint Presentation
by Charlie Cook

Lesson 1.The Dynamics of people and
organizations
A primary goal of management education is to develop
students into managers who can think ahead, exercise
good judgment, make ethical decisions, and take into
consideration the implications of their proposed
actions
– Jane Schmidt-Wilk

Premises
Organizations are complex systems.
 Need to understand how the system operates esp. in a
sociotechnical system – humanity and technology.
Human behavior in organizations is
sometimes unpredictable
 Behaviors may come from deep-seated needs, lifetime
experiences and personal value systems
Human behavior in a organization can be
partially understood
 Applying the frameworks of behavioral science, management
and other disciplines.

There are no perfect solutions to
organizational problems
 Increase the understanding and skills – work relationships
can substantially upgraded
We do not have the luxury of not working
with or relate to other people.
 Learn human behavior.
 Explore how to improve he interpersonal skills
 Begin to mange ones relationships with others at work.
A. J. DuBrin, Fundamentals of Organizational Behavior, Second Edition. Copyright © 2002 by South-Western. 1–4

What is an Organization?
An organization is a
collection of people
who work together
to achieve individual
and organizational
goals.

What is 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.

The Meaning of Organizational
Behavior
Organizational behavior (OB) is
 the study of human behavior in the workplace,
 the interaction between people and the organization,
 and the organization itself.
 OB studies what people do in an organization and how that
behavior affects the performance of the organization.

 Describe
Goals of OB
how people behave under a variety of conditions.
 Understand
Why people behave as they do.
Probe for underlying explanations
 Predict
Predict future employee behavior (tardiness,
productive & unproductive etc.)
Provide preventive actions
 Control
At least partially and develop some human activity at
work.
Managers need to remember that organizational
behavior is a tool for human benefit

Levels of Analysis
Organizational Level
Group Level
Individual
Level

Components of Organizational
Behavior
Understanding
organizational behavior
requires studying
Individuals in Organizations
Group and Team Processes
Organizational Processes

Benefits of Studying Organizational
Behavior
 Develop skills to function effectively in the workplace.
 Grow personally through insight into human behavior.
Enhance overall organizational effectiveness
 Sharpen and refine
common sense.

Key forces – complex set of forces affects the
nature of organizations

Key Forces
• People
Make up the internal social system of
an organization
Melting pot of diversity – talents,
background and perspectives to their
jobs

Managers need to be tuned in to these diverse
patterns and trends.
–Changes in the labor force
»Decline in work ethic and rise in
emphasis on leisure, self expression,
fulfillment and personal growth
»Decreased automatic acceptance of
authority and increase in the desire for
participation, autonomy and control.

»Skills become obsolete due to rapid
technological advances – retrain or be
displaced
»Security needs are prime concern and
loyalty diminishes because of
downsizing and outsourcing
»Absence of meaningful salary growth
has placed renewed emphasis on
money as a motivator

• Structure
Defines the formal relationship and use of people in
organizations.
Effective coordination of work
Create complex problems of cooperation, negotiation and
decision making
• Technology
Provides he resources with which people work and affects the
tasks they perform
Benefit of technology – does more and better work however it
restricts people in various ways
OB’s challenge is to maintain the delicate balance between
technical and social systems.

• Environment
Internal or external
Organizations are part of a larger system and factors
influence them like:
– Citizens expect organizations to be socially
responsible
–New products and competition for customers come
from around the globe (globalization)
–The direct impact of unions diminishes
–Dramatic pace of change in society.
The external environment influences the attitudes of
people, affects working conditions, and provides
competitions for resources and power.
1–17

Fundamental Concepts of OB
 Nature of people
Individual differences
–Nature vs. nurture
Perception
–The unique way in which each person sees,
organizes and interprets things.
–Selective perception cause misinterpretation
A whole person
–We employ the whole person not just their brains or
skills
–Ergonomics is the science of fitting workplace
conditions and job demands to the capabilities of the
working population

Motivated behavior
–A path towards increased need fulfillment is a
better approach
Desire for involvement
–Hunger for a change to chare what they know
and to learn from the experience.
–Organizations need to provide opportunities for
meaningful involvement – employee
empowerment
Value of the person
–Worth before the word
–meal before the message
–they want to be treated differently from other
factors of production
1–19

Nature of organization
Social systems
– or social structure in general refer to entities or groups in
definite relation to each other, to relatively enduring
patterns of behavior and relationship within social
systems, or to social institutions and norms becoming
embedded into social systems in such a way that they
shape the behavior of actors within those social systems.
Social systems can be said to be the patterns of behavior
of a group of people possessing similar characteristics
due to their existence in same society.
–Formal and informal social systems
–The idea of a social system provides a framework for
analyzing organizational behavior issues. It helps make
OB problems understandable and manageable

Mutual interest
–Symbiotic relationship between organizations
and people
–Provides a superordinate goal – one that can
attained only through the integral effort of
individuals and their employers.
Ethics
–Treatment of employees in an ethical fashion
–Establish code of ethics, publicized statements of
wthical values, provide ethics trainings, reward
employees for notable ethical behaviors, set up
internal procedure to handle misconduct.

Key Developments in OB History
The Hawthorne Studies at Western Electric
 Originally intended as a study of the effects of
environmental changes on productivity.
 The Hawthorne Effect— the tendency of people to behave
differently (perform better) when they receive attention.
 Key Findings
1. Economic incentives are less potent than generally believed.
2. Dealing with human problems is complicated and challenging.
3. Leadership practices and work-group pressures strongly
influence productivity, satisfaction, and performance.
4. Personal problems influence worker productivity.
5. Effective communication is critical to success.
6. Factors embedded in the social system influence behavior.

The Human Relations Movement
 Based on belief that managerial practices, morale, and
productivity are strongly linked and that the proper working
environment enhances worker capabilities.
 Douglas McGregor
Theory X
– Managers assume people dislike work,
avoid responsibility, lack ambition,
and need close supervision.
Theory Y
– Managers assume people enjoy
work, accept responsibility,
are innovative, and are
self-controlling.

The Contingency Approach
 Emphasizes that there is no one best way to manage
people. Different situations require managers to make
decisions about which managerial methods and approaches
to use in a specific instance.
 Knowledge of organizational behavior and management is
essential to the examination of individual
and situational differences before
deciding a course of action.

1–25
Key Managerial Practices of Successful
Organizations
1. Employment security.
2. High standards in
selecting personnel.
3. Extensive use of self-managed
teams and
decentralized decision
making.
4. Comparatively high
compensation based on
performance.
5. Extensive employee
training.
6. Reduction of status
differences between
higher management and
other employees.
7. Information sharing
among managers and
other workers.
8. Promotion from within.

26
What other knowledge
help us understand OB?

Contributing Disciplines
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

Contributing Disciplines to the OB Field

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

– Unit of Analysis:
Organizational System
–Group
Contributions to OB:
 Group dynamics
 Work teams
 Communication
 Power
 Conflict
 Intergroup behavior
 Formal organization theory
 Organizational technology
 Organizational change
 Organizational culture
1-31
• Sociology
The study of people in relation to their fellow human beings.

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

SIGNIFICANCE OF OB
Road map to our lives in organizations
Helps us understand and predict organizational life
Influences events in organizations
Helps understand self and others better
Helps a manager get things done better
Helps maintain cordial relations
Highly useful in the field of marketing
Helps in career planning and development

Limitations of OB
Knowledge about OB does not help an individual manage personal
life better
Qualities of OB are mysterious
Has become a fad with managers
Is selfish and exploitative
Managers expect quick-fix solutions-not possible
Principles and practices may not work in the events of declining
fortunes
Cannot eliminate totally conflict and frustration

Challenges & Opportunities for OB
Responding to Globalization
Managing Workforce Diversity
Improving Quality and Productivity
Improving Customer Service
Improving People Skills
Stimulating Innovation and Change
Coping with “Temporariness”
Working in Networked Organizations
Helping Employees Balance Work-Life Conflicts
Creating a Positive Work Environment
Improving Ethical Behavior
1-38

39
Managing Diversity
Workforce diversity -
organizations are becoming
a more heterogeneous mix of
people in terms of gender,
age, race, ethnicity, and
sexual orientation

Diversity
 Diversity enhances creativity and innovation (Adler,
1997;Jackson et al., 1992), and
 Produces competitive advantages(Coleman, 2002;
Jackson et al., 1992).
 Diverse teams make it possible to enhance flexibility
(Fleury, 1999) and
 Rapid response and adaptation to change (Adler,
1997; Jackson et al., 1992.

41
Diversity Implications
Managers have to shift their philosophy from
treating everyone alike to recognizing differences
and responding to those differences in ways that
ensure employee retention and greater
productivity.

42
OB Insights
Improving People Skills
Improving Customer Service
Empowering People
Working in Networked Organizations
Stimulating Innovation and Change
Helping Employees Balance Work/Life Conflicts
Declining Employee Loyalty
Improving Ethical Behavior

Lesson 2. Models of
Organizational Behaviour

Organizational Behavior System

Philosphy of Organizational Behavior
The Philosophy of organizational behaviour held
by engagement consists of integrated set of
assumptions and beliefs about the way things are,
the purpose for these activities, and the way they
should be.
These philosophies are somewhat explicit and
occasionally implicit in the minds of the manager.

2 Sources of Philosophy of Organizational
Behanvior
1. Fact premise – are acquired through direct
and indirect lifelong learning and are very useful
in guiding our behaviour.
2. Value premise – represents our views of the
desirability of certain goals and activities. Value
premises are variable beliefs we hold and are
therefore under our control.

VALUES
1. The rules by which we make our decisions
about right and wrong, should and should not,
good and bad.
2. They also tell us which are more or less
important which is useful when we have to
trade off meeting one value over another.

VISION
It represents a challenging portrait of the
organization and its members can be – a possible
and desirable future.
Leaders need to create exciting projections
about organization should go and what major
changes lie ahead.
Once the vision is established, persistent and
enthusiastic communication is required to sell it
to through out the ranks of employees so they will
embrace it with commitment.

MISSION
1. Identifies the business it is in, the market
niches it tries to serve, the types of customer it is
likely to have, and the reason for its existence.
2. Consists of a brief listing of the competitive
advantages or strengths that the organization
believes in.
3. It is more descriptive and less future-oriented
than vision.
4. Need to be converted to goal to become
operational and useful.

GOALS
Goals are relatively concrete formulation of
achievements the organization is aiming for
within set periods of time, such as one to five
years.
Goal setting is complex process for top
management's goals need to be merged with those
of employees, who bring their psychological,
social an economic needs with them to an
organization

Integration of Educational Philosophy
to DepEd’s Vision - Mission

“…whose values and competencies
enable them to realize their full potential…”
Rousseau’s Philosophy
We prepare the child to live life by attainment
of fullest natural growth leading to balanced,
harmonious and useful life. The focus
of Émile is upon the individual tuition of a
boy/young man in line with the principles of
‘natural education’. ‘Make the citizen good
by training’, Jean-Jacques Rousseau
writes, ‘and everything else will follow’.

“…and contribute meaningfully to
building the nation.”
Plato’s Philosophy
This aim, on the other hand, doesn’t focus
on personal growth but the service of the
state, which is a guarantor of the
happiness of its citizens, for as long as
they allow it to be the embodiment of
justice.

Students learn in a child-friendly,
gender-sensitive, safe,
and motivating environment.
Epicureanism
Primary purpose of this philosophy was to
attain happy and tranquil life. All societies
are based solely on an agreement of men
not to harm each other— a mutual
advantage.

Students learn in a child-friendly,
gender-sensitive, safe,
and motivating environment.
Motivation and interest plays a vital
role in learning. He was against the
use of force of education.

Teachers facilitate learning and
constantly nurture every learner.
The educator is considered to have
great importance, thus he is the
constant guide of the students.

Administrators and staff, as stewards of
the Institution, ensure an enabling and
supportive environment for effective
learning to happen.
Epicureanism
Goodness: Such an existence in the
company of a few like-minded friends will
provide the reassurance and good fellowship
necessary for peace of mind, ataraxia.

Administrators and staff, as
stewards of the Institution,
ensure an enabling and supportive
environment for effective learning to
happen.
An educator is like a torch bearer who
leads students from dark cave of
innocence into the bright light of
knowledge.

DepEd Core Values
Maka-Diyos
Makatao
Makabayan
Makakalikasan

Strategic Priorities
Governance
Strengthened School-Based Management (SBM)
Principals with strong leadership skills
Uniformed metrics on school performance
System for policy and leadership continuation
established

Targets and Reforms
Reforms effectively implemented
Reforms institutionalized
Backlog on education inputs addressed
Ten Point Education Agenda accomplished
DepEd budget appropriately and efficiently utilized

Culture, Systems & Processes
Education map for the entire system
DepEd culture transformed (shared vision, highly
motivated and stronger)
Ratplan in full swing
Processes required by the schools, divisions,
regions in place
Assessment system revolutionized

Technology
DepEd dashboard made accessible
DepEd data and other information are consistent
All schools connected
Online educational system (going global)
Online enrolment
Learning Materials digitized

Learner-centered and Inclusive Education
Children at the center of basic education
Education services responsive to student and family choice
Students are offered options on the delivery mode
Safer DepEd (child protection, disaster-resilient schools, etc.)
IPEd institutionalized (and moving forward to the 21st
century)
More readers, better readers
Children’s hunger addressed

Curriculum Implementation
21st century Philippine basic education
K to 12 curriculum implemented
Smooth implementation of SHs (1st batch of SHS
going to
SHS ready schools, voucher in place, etc.)
Teachers prepared for K to 12
Curriculum for multigrade schools available

External Relationships
Restored people’s trust in public education and in
DepEd
Government and private sector partnerships more
acceptable
Stronger and more engaged external public
All school boards active and engaged

MODELS OF ORGANIZATIONAL
BEHAVIOR
The Autocratic Model
The Custodial Model
The Supportive Model
The Collegial Model
The System Model

BEHAVIOR
The Autocratic Model-
Depends on power. “You do this - or else”
In the autocratic environment the managerial
orientation is formal, official authority
The employee orientation is obedience to a boss
The employee psychological results is
dependence on their boss
Employee needs met is subsistence
Performance results is minimum

BEHAVIOR
The Custodial Model
Depends on economic resources
The managerial orientation is money
The employee orientation is security and benefits
The employee psychological results is
dependence on organization
Employee needs met is security
Performance results is passive cooperation

BEHAVIOR
The Supportive Model-
Depends on leadership
The managerial orientation is to support
The employee orientation is job performance
The employee psychological results is a feeling
of participation and tasks involvement in the
organization
Employee status and recognition needs are better
met
Performance results is awakened drives

BEHAVIOR
The Collegial Model-
Depends on partnership
The managerial orientation is teamwork
The employee orientation is responsible
behavior
The employee psychological results is self
discipline
Employee needs met is self actualization
Performance results is moderate enthusiasm

BEHAVIOR
The System Model -
Depends on trust, community and meaning
the managerial orientation is caring and
compassion
The employee orientation is psychological
ownership
The employee psychological results is self
motivation
Employee needs are met are wide range
Performance results is passion and commitment
to organizational goal

Lesson 3 : Managing
Communications

Communication
The sharing of information between
two or more individuals or groups to
reach a common understanding.
16-77

The Communication Process
16-79 Figure 16.1

Ideation
It is the conception
of an idea or thought
by a person, group
or an organization.

Encoding
when an idea or thought
is translated into
symbols, verbal or non-verbal,
that are
understood by others.

Transmission
This takes place when the idea or thought which has
been places into some transmittable language is
passed through one or more available channels (five
senses) and through some medium.

Decoding
simply
interpretation of
the message.

Understanding
mean that the
receiver grasps
the essentials of
the message.

Acceptance and Action
Acceptance implies a willingness on the part of the
receiver to comply with message and the action
phase entails implementation of the communiqué or
message.

Noise
interference in the
communication process.

Feedback
returned message
from the receiver
to the sender.

Communication Networks
 The pathways along which information flows in groups and
teams and throughout the organization.
16-89

Type of communication network depends on:
 The nature of the group’s tasks
 The extent to which group members need to communicate
with each other to achieve group goals.
16-90

Commun
ication
Networks
in
Groups
and
Teams
16-91 Figure 16.3

Communication Networks in
Groups and Teams
16-92
Type of Network
Wheel Network Information flows to and from one central
member.
Chain Network Members communicate only with the people next
to them in the sequence.
Wheel and chain networks provide little interaction.
Circle Network Members communicate with others close to them
in terms of expertise, experience, and location.
All-Channel
Network
Networks found in teams with high levels of
communications between each member and all
others.

FORMAL SMALL – GROUP NETWORKS
CRITERIA WHEEL CHAIN ALL CHANNEL
SPEED FAST MODERATE FAST
ACCURACY HIGH HIGH MODERATE
EMERGENCE
OF A LEADER
HIGH MODERATE NONE
MEMBER
SATISFACTION
MODERATE MODERATE HIGH

THE GRAPEVINE
An organization’s informal
communication network.
3 CHARACTERS
1. It is not controlled by the management.
2. It is perceived by most employees as being more
believable and reliable than formal communiqués
issued by top management.
3. It is largely used to serve the self – interest of the
people within it.

CHOICE OF COMMUNICATION CHANNEL
Formal
Reports,
Bulletins
Memos,
Letters
Pre
recorded
Speeches
Electronic
Mail
Online
Discussion
groups,
groupware
Voice Mail
Live
Speeches
Telephone
Conversati
on
Video
Conferenc
e
High
Channel
Richness
Face – to -
Face
Conversati
on
Low
Channel
Richness

Organization Communication Networks
Organization Chart
Summarizes the formal reporting channels in
an organization.
Communication in an organization flows
through formal and informal pathways
Vertical communications flow up and down
the corporate hierarchy.
16-96

Organization Communication Networks
Organization Chart
Horizontal communications flow between
employees of the same level.
Informal communications can span levels and
departments—the grapevine is an informal
network carrying unofficial information
throughout the firm.
16-97

Formal and Informal Communication
Networks in an Organization

BARRIERS TO EFFECTIVE
COMMUNICATION
Filtering - Refers to a
sender’s purposely
manipulating information so it
will be seen favourably by the
receiver.
Selective Perception - The
receivers in the
communication process
selectively see and hear based
on their needs, motivations,
experience, background, and
other personal characteristics.

COMMUNICATION
Information Overload - A
condition which information
inflow exceeds an individual’s
processing capacity.
Emotions - How the receiver
feels at the time of receipt of a
communication influences
how he or she interprets it.

COMMUNICATION
Language - Even when were
communicating in the same
language, words mean different
things to different people.
Communication Apprehension -
People who suffer from it experience
undue tension and anxiety in oral
communication, written
communication or both.

COMMUNICATION
Gender differences - are sometimes a barrier to
effective communication. Men tend to use talk to
emphasize status, whereas women tend to use it
to create connections.
Political Correct Communication - there are also
situations in which our desire to avoid offense
blocks communication (by keeping us from
saying what’s really on our mind) or alters our
communication in such a way as to make it
unclear.

GLOBAL IMPLICATIONS
Cultural Barriers
 Barriers caused by
word connotations.
Barriers cause by
differences among
perceptions.
Barrier caused by
semantics.
Barriers caused by tone
differences

GLOBAL IMPLICATIONS
Cultural Context
Low – context cultures -
They rely heavily on non
verbal and subtle situational
cues in communicating with
others.
High – context cultures -
They rely essentially on words
to convey meaning.

Communication Skills For Managers as
Receivers
Pay attention to what is sent as a message.
Be a good listener: don’t interrupt.
Ask questions to clarify your understanding.
Be empathetic: try to understand what the sender
feels.
Understand linguistic styles: different people
speak differently.
Speed, tone, pausing all impact communication.
16-105

LISTENING IN
INTERPERSONAL
COMMUNICATION

What is listening?
Listening…. the psychological process
of receiving, attending to,
constructing meaning from, and
responding to spoken or nonverbal
messages
Hearing = physiological
Listening = psychological

Listening V/S Hearing
Hearing- physical process; natural; passive
Listening- physical & mental process;
active; learned process; a skill
Listening is hard!
You must choose to participate in the
process of listening.

85% of what we know is from
listening
45%of our time is spent on listening
A person recalls 50%of what they
just heard
….only 20%of it is remembered long
term

Listening is learned first and used most, but
taught least.
Learned Used Taught
Listening 1st Most (45%) Least
Speaking 2nd Next most (35%) Next least
Reading 3rd Next least (16%) Next most
Writing 4th Least (9%) Most

Listening
is the most powerful form
of acknowledgment
…a way of saying,
“You are important.”

Listening builds stronger
relationships
…creates a desire to cooperate
among people because they feel
accepted and acknowledged.

Listening creates acceptance and
openness
…conveys the message that
“I am not judging you.”

Listening leads to learning
…openness encourages personal
growth and learning

Listening reduces stress and
tension
…minimizes confusion and
misunderstanding, eliminating
related stress and tension

Listening is CRITICAL
in conflict resolution
…much conflict comes from the
need to be heard. Successful
resolution depends on being a
non-anxious presence.

Why Be A Good Listener?
To be recognized and remembered
To feel valued
To feel appreciated
To feel respected
To feel understood
To feel comfortable about a want or
need

Listening promotes being heard
‘Seek first to understand, then
be understood’
- Stephen Covey

LISTENING AND EDUCATION
Students do not have a clear concept
of listening as an active process that
they can control. Students find it
easier to criticize the speaker as
opposed to the speaker’s message
(Imhof, 1998).

LISTENING AND LEADERS
Listening is tied to effective
leadership
(Bechler & Johnson, 1995;Johnson & Bechler, 1998).
Leaders listen with an open
mind by not becoming
emotional or defensive
(Orick, 2002).

Process of listening
Understanding
Learning
Remembering
Recalling
Evaluating
Judging
Receiving
Hearing
Responding
Answering

Receiving
It refers to the response caused by sound
waves stimulating the sensory receptors of
the ear; it is physical response.
Understanding
It is the stage at which you learn what the
speaker means-the thoughts and emotional
tone.

Remembering
It is important listening process because it
means that an individual has not only received
and interpreted a message but has also
added it to the mind's storage bank.
But just as our attention is selective, so too
is our memory- what is remembered may be
quite different from what was originally seen
or heard.

Evaluating
 It consists of judging the messages in some way.
At times, you may try to evaluate the speaker’s
underlying intentions or motives.
Often this evaluation process goes on without much
conscious awareness.
Responding
 This stage requires that the receiver complete the
process through verbal and/or nonverbal feedback;
because the speaker has no other way to
determine if a message has been received .
 This stage becomes the only overt means by which
the sender may determine the degree of success in
transmitting the message.

STYLES
OF EFFECTIVE LISTENING

STYLES OF EFFECTIVE LISTENING
Participatory-Passive listening
Empathic-Objective listening
Non judgmental- Critical listening
Surface-Depth listening
Active-Inactive listening

Active participation
Physically & mentally engage in the sharing of
meaning
Elements
Non-Verbal: Eye contact, facial expressions
Verbal: questions, back channeling cues such
as “I see” “yes” “uh-huh” etc

Listening without talking
Powerful means of communicating
acceptance
Passive listener: suspends judgment and
just listens
Who accepts, not evaluate. Who
supports, not intrude

To listen empathically
Feel with them
See the world as they see
Feel what they feel
It helps you understand what a person
means & what the person is feeling

Listen with objectivity and detachment
See beyond other person sees
Example: A teacher & student
(Empathic) (1+1 = 11)
(Objective) (1+1 = 2)

Listen with open mind
Avoid distorting messages
Avoid filtering out unpleasant or
undesirable message
Recognize your own ethnic, national, or
religious biases, (it may increase or
minimize importance because it confirms or
contradicts your biases)

Name calling- involves giving an idea
e.g. (“atheist” “neo-Nazi” “cult”) to make you accept
things you value high, like (“democracy” “free
speech” “academic freedom”)
Testimonial- use image associated to with person to
gain approval, (if you respect the person) to gain
rejection (if you disrespect the person)
e.g. advertisement: use person dressed like doctors,
use phrase “dentists advice”
Bandwagon- used to persuade to accept or reject an
idea because “everybody is doing it”
e.g. “draw Mohammad day” & “switch to Pakbuk”

Obvious/surface/literal meaning
(Surface level communication)
What they are saying?

Hidden, deep meaning
(In depth communication)
Why they are saying?
E.g.: “The patient is very serious”

Purpose of Active listening
“Active, effective listening is a habit, as
well as the foundation of effective
communication.”

ACTIVE LISTENING
“Active listening is the process of sending
back the speaker what the listener thinks
the speaker meant.”
It is a process of putting into some
meaningful whole your understanding of the
speaker’s total message

Purpose:
Active listening serves a number of important
purposes:
It shows that you are listening.
Check how accurately you have understood
what the speaker said and meant.
Express acceptance of speaker’s feelings.
To prompt the speaker to further explore his
or her feelings or thoughts.

“TECHNIQUES OF EFFECTIVE
LISTENING”
Active listening intentionally focuses on
who you are listening to, whether in a
group or one-on-one, in order to
understand what he or she is saying.

Techniques:
Paraphrase the speaker’s meaning.
Express understanding of the speaker’s
feeling.
Ask questions to ensure that you are on a
right track.
Focus your attention on the subject
Avoid distractions
Set aside your prejudices, your opinions.
When interacting with the speaker, keep
an eye contact and do not argue.

Quick flashback
Listening and hearing are two different
entities.
The listening process requires five pre-requisites
if it has to be listening.
Cultural differences and gender differences
play an important role in the listening process.
The general key to effective listening in
interpersonal situations is ‘’Active participation”.

Contd..
We need to listen empathically to make
sure that we understand what the speaker
is actually going through.
Effective listening involves listening non-judgmentally
to help you understand and
help you critically.

Fundamentals of Organizational Behavior

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