On National Teacher Day, meet the 2024-25 Kenan Fellows
FUNDAMENTALS OF ORGANIZAIONAL BEHAVIOR.pptx
1.
2. Discuss the following:
1. Working with People
2. Understanding Human Relations
3. Historical Development of Human Relations
4. Fundamental Concepts of Man
5. Social System: Social Environment, Roles and Status
a. Moral information and Its Use
b. Developing a Sound Behavioral Climate
c. Social Equilibrium and Personal Adjustment
Human Behavior in Educational Management
3. WORKING WITH PEOPLE
“No matter your job or your workplace, dealing
with people effectively is a must for success.
Dealing with people successfully every day will
make work more fun and inspiring. Dealing with
people is both a joy and a challenge.”
- SUSAN M. HEATHFIELD
Human Behavior in Educational Management
5. WORKING WITH PEOPLE
Working with
people is best when
they develop
Teamwork.
Human Behavior in Educational Management
6. Why it is important to work with people?
1. Fosters Creativity and Learning
• Creativity thrives when people work together on a team.
• Brainstorming ideas as a group prevents stale viewpoints
that often come out of working solo.
• Combining unique perspectives from each team member
creates more effective selling solutions.
• What you have learned from your individual experiences is
entirely different from your coworkers.
Human Behavior in Educational Management
7. Why it is important to work with people?
1. Fosters Creativity and Learning
• Thus, teamwork also maximizes shared knowledge in the
workplace and helps you learn new skills you can use for
the rest of your career.
• Collaborating on a project creates an enthusiasm for
learning that solitary work usually lacks.
• Being able to share discoveries with the rest of your team
excites employees and fosters both individual and team
knowledge.
Human Behavior in Educational Management
8. Why it is important to work with people?
2. Blends Complementary Strengths
• Working together lets employees build on the talents of
their teammates.
• While your strength may be creative thinking, a coworker
might shine in organization and planning.
• Do not hesitate to share your abilities with the team.
• Often, a team works well together because team members
rely on each other to bring individual talents to the table.
Human Behavior in Educational Management
9. Why it is important to work with people?
2. Blends Complementary Strengths
• By observing the process behind these skills, you can learn
how to combine your gifts and become a stronger team.
• Every time you see your coworkers utilize a different
approach in sales, you have a chance to adjust or improve
your methods.
Human Behavior in Educational Management
10. Why it is important to work with people?
3. Builds Trust
• Relying on other people builds trust, and teamwork
establishes strong relationships with coworkers.
• Despite occasional disagreements, an effective team
enjoys working together and shares a strong bond.
• When you put your trust in a coworker, you are
establishing the foundation of a relationship that can
endure minor conflicts.
Human Behavior in Educational Management
11. Why it is important to work with people?
• Trusting your teammates also provides a feeling of safety that allows
ideas to emerge.
• It helps employees open up and encourage each other.
• Open communication is key when working on a team and produces
effective solutions in difficult group projects.
• Without trust, a team crumbles and cannot succeed on assigned
projects. Great teams build each other up and strengthen individual
members to create a cohesive group.
• By working together, employees learn that wins and losses affect
everyone on the team.
• Teamwork necessitates confidence in each other’s distinct abilities.
Human Behavior in Educational Management
12. Why it is important to work with people?
4. Teaches Conflict Resolution Skills
• Conflicts inevitably happen when you put together a group of unique
people.
• Employees come from varied backgrounds and have different work
styles and habits.
• While these unique viewpoints create the most successful work, they
can also generate resentment that quickly turns into conflict.
• When conflict arises in teamwork situations, employees are forced to
resolve the conflicts themselves instead of turning to management.
• Learning conflict resolution firsthand is a skill that employees can use
to become efficient managers down the road.
Human Behavior in Educational Management
13. Why it is important to work with people?
5. Promotes a Wider Sense of Ownership
• Team projects encourage employees to feel proud of their
contributions.
• Tackling obstacles and creating notable work together makes team
members feel fulfilled.
• Working toward achieving goals allows employees to feel
connected to the oranization.
• This builds loyalty, leading to a higher level of job satisfaction
among employees.
Human Behavior in Educational Management
14. Why it is important to work with people?
6. Encourages Healthy Risk-Taking
• An employee working on a project alone will probably not want to
stick their neck out for an off-the-wall idea.
• If the project fails when working solo, that employee takes the full
brunt of the blame.
• While you may not get full credit for a successful team project,
working with other people spreads out the responsibility for a failed
assignment.
• Working as a team allows team members to take more risks, as they
have the support of the entire group to fall back on in case of failure.
Human Behavior in Educational Management
15. Why it is important to work with people?
6. Encourages Healthy Risk-Taking
• Conversely, sharing success as a team is a bonding experience.
• Once a team succeeds together, their brainstorming sessions will produce
revolutionary ideas without hesitation.
• In many cases, the riskiest idea turns out to be the best idea. Teamwork
allows employees the freedom to think outside the box.
• Do not allow competitive natures to get in the way of personal growth in the
workplace.
• Instead, understand how to resolve conflicts and trust teammates to
contribute their best ideas.
• Learn from your team members and build on each other’s skills to create
more impressive results in the workplace.
Human Behavior in Educational Management
16. UNDERSTANDING HUMAN RELATIONS
Human relations
• The study of group behavior for the purpose of improving
interpersonal relationships, as among employees.
• Human relations covers all types of interactions among
people—their conflicts, cooperative efforts, and group
relationships.
• It is the study of why our beliefs, attitudes and behaviors
sometimes cause interperonal conflict in our personal lives
and in work-related situations.
Human Behavior in Educational Management
17. UNDERSTANDING HUMAN RELATIONS
Scope of Human Relations
• Every person brings a set of talents, ambitions and
experience, matching them to a standardized technology is
a challenge.
• Organisational aspects such as size, geographic location
and degree of automation define the scope.
• Innovation in technology requires the restructuring of job
roles and responsibilities
Human Behavior in Educational Management
18. UNDERSTANDING HUMAN RELATIONS
IMPORTANCE OF HUMAN RELATIONS
• Higher performance
The performance of people in an organisation depends mainly
on three factors, namely technology, ability and motivation. Human
relations is the key to generate the willingness among the
employees.
• Moral justification
Employees are human beings like managers and owners. They
are to be treated with the same respect and dignity as any other
human beings.
Human Behavior in Educational Management
19. UNDERSTANDING HUMAN RELATIONS
IMPORTANCE OF HUMAN RELATIONS
• Understanding of human factor
Human relations help managers to better understand the
attitudes and behaviour of employees.
Human Behavior in Educational Management
20. UNDERSTANDING HUMAN RELATIONS
Why Study Human Relations?
From a personal perspective, there are many advantages
to having good human relations skills.
• First, of the top ten reasons people are fired, several
reasons relate back to lack of human relations skills—for
example, the inability to work within a team, personality
issues, sexual harassment, and dishonesty.
Human Behavior in Educational Management
21. UNDERSTANDING HUMAN RELATIONS
Why Study Human Relations?
The study and understanding of human relations can
help us in our workplace, and as a result, assist us in achieving
career success. The better our human relations, the more
likely we are to grow both professionally and personally.
Human Behavior in Educational Management
22. UNDERSTANDING HUMAN RELATIONS
Why Study Human Relations?
• Second, people who are competent team players and have
a good work ethic tend to get promoted faster.
• In fact, according to guru on personal development Brian
Tracy, 85 percent of your success in life is determined by
social skills and the ability to interact positively and
effectively with others.
Human Behavior in Educational Management
23. UNDERSTANDING HUMAN RELATIONS
Why Study Human Relations?
• Another reason to develop good relationships with others
relates to your own personal happiness. According to
psychologist Sydney Jourard, most joy in life comes from
happy relationships with other people.
Human Behavior in Educational Management
24. UNDERSTANDING HUMAN RELATIONS
Why Study Human Relations?
• Another reason to develop good relationships with others
relates to your own personal happiness. According to
psychology ist Sydney Jourard, most joy in life comes from
happy relationships with other people.
Human Behavior in Educational Management
25. HISTORICAL DEVELOPMENT OF HUMAN REALTIONS
Despite the fact that human resources – one person
performing work for another person – has been around for
centuries, the term “human resources” is relatively new. Even
a basic understanding of the evolution of HR, which has
exploded in importance and visibility in the recent
past.Understanding and learning from the past can provide
valuable and strategic keys for planning for the future.
Human Behavior in Educational Management
26. HISTORICAL DEVELOPMENT OF HUMAN REALTIONS
• Historical developments of human relations and OB Human relations
always existed, though the scientific study of such relations and
consequent behavior is of recent origin.
• Prior to the industrial revolution, people were either self employed or
worked in small groups. There were issues regarding working
conditions and resources, which were managed in an appropriate
manner. Since the numbers were not large, the issues were small and
the solutions were easy to find.
• With the advent of industrial revolution and mass production, levels of
earnings, supply of goods and working conditions improved. The
human element gradually started playing a important role in
systemizing businesses.
• The category of people called ‘Managers’ were born.
Human Behavior in Educational Management
27. HISTORICAL DEVELOPMENT OF HUMAN REALTIONS
Scientific Management movement
F. W. Taylor was the first to recognize the
importance of human element. He improved working
conditions, simplified operations, eliminated waste,
improved house keeping. As a result productivity
improved. The concept of division of labour and work
measurement emerged. He also suggested scientific
methods of training and incentives to enhance
performance.
Human Behavior in Educational Management
28. HISTORICAL DEVELOPMENT OF HUMAN REALTIONS
Scientific Management movement …
The human relations movement gave rise to
behavioural thinkers and social scientists.
Taylor’s theory was found to be inadequate on some
aspects. Elton Mayo,
Mary Parker Follet, Abraham Maslow, Douglas
McGregor, Chris Argyris and many others
emphasized through their findings the impact of the
human element on workplace productivity.
Human Behavior in Educational Management
29. HISTORICAL DEVELOPMENT OF HUMAN REALTIONS
Assumptions of human relations movement :
1. Organizations are social systems
2. People are motivated by many needs
3. People always do not behave in a rational or logical manner
4. People depend on each other for work
5. Informal groups in a workplace decide performance behaviour to
a large extent
6. Team work is essential for the success of an organization
7. Job satisfaction gives rise to higher performance.
Thus the ‘human face’ to the organization was created.
Human Behavior in Educational Management
30. FUNDAMENTAL CONCEPT OF MAN
MAN
• It is an individual human.
• A man belonging to a particular category ( as by birth, residence,
membership or occupation)
• A bipedal primate mammal (Homo sapiens) that is anatomically
related to the great apes but distinguished especially by notable
development of the brain with a resultant capacity for articulate
speech and abstract reasoning, is usually considered to form a
variable number of freely interbreeding races, and is the sole living
representative of the hominid family.
Human Behavior in Educational Management
31. FUNDAMENTAL CONCEPT OF MAN
DIMENTION OF INDIVIDUALITY
Dimensions of individuality include the persons total character,
self-identity and perception.
• Person total character encompasses behaviors, emotional state,
attitudes, values, motives, abilities, habits and apperances.
• Persons self- identity encompasses perception of self as a separate
and distinct entity alone and in interactions with others.
• Persons perceptions encompass the way the person interprets the
environment or situation, directly affecting how he or she thinks,
feels, and act iin any given situation.
Human Behavior in Educational Management
32. FUNDAMENTAL CONCEPT OF MAN
CONCEPT OF INDIVIDUALITY
Each individual is a unique being who is different form every
other human being, with a different combination of genetics, life
experiences, and environmental interactions.
Human Behavior in Educational Management
33. FUNDAMENTAL CONCEPT OF MAN
4 ATTRIBUTES OF HUMAN BEING
1. the capacity to think or conceptualize on the abstract level
2. family formation
3. the tendency to seek and maintain territory
4. the ability to use verbal symbols as language, a means of
developing and maintain culture.
Human Behavior in Educational Management
34. FUNDAMENTAL CONCEPT OF MAN
14 FUNDAMENTAL NEEDS OF MAN
1. breath
2. food and drink
3. elimination
4. move and maintain postures
5. sleep and rest
6. clothing
7. maintaining internal environment
8. keeping self clean
9. avoiding danger
10. communication
11. worship
12. work
13. play
14. learn
- Virginia Henderson, Nursing Theorist
Human Behavior in Educational Management
35. SOCIAL SYSTEM
The term ‘system’ implies an orderly
arrangement, an interrelationship of parts. In
the arrangement, every part has a fixed place
and definite role to play. The parts are bound
by interaction.
Human Behavior in Educational Management
36. SOCIAL SYSTEM
To understand the functioning of a system, for
example the human body, one has to analyse and
identify the sub-systems (e.g. circulatory, nervous,
digestive, excretionary systems etc.) and
understand how these various subsystems enter
into specific relations in the fulfillment of the
organic function of the body.
Human Behavior in Educational Management
37. SOCIAL SYSTEM
Likewise, society may be viewed as a system of
interrelated mutually dependent parts which
cooperate to preserve a recognizable whole and to
satisfy some purposes or goal.
Social system may be described as an arrangement
of social interactions based on shared norms and
values. Individuals constitute it and each has place
and function to perform within it.
Human Behavior in Educational Management
38. SOCIAL SYSTEM
Meaning of Social System:
It is Talcott Parsons who has given the concept of
‘system’ current in modern sociology. “Social system
refers to’ an orderly arrangement, an inter
relationships of parts. In the arrangement, every part
has a fixed place and definite role to play. The parts
are bound by interaction. “
Human Behavior in Educational Management
39. SOCIAL SYSTEM
A. Functions/Usage of Social System:
1. Adaptation:
Adaptability of social system to the changing
environment is essential. No doubt, a social system is the
result of geographical environment and a long drawn
historical process which by necessity gives it permanence and
rigidity. Yet, that should not make it wooden and inelastic. It
need be a flexible and functional phenomenon.
Human Behavior in Educational Management
40. SOCIAL SYSTEM
2. Goal Attainment:
Goal attainment and adaptability are deeply
interconnected. Both contribute to the maintenance of social
order.
Human Behavior in Educational Management
41. SOCIAL SYSTEM
3. Integration:
Social system is essentially an integration system. In
the general routine of life, it is not the society but the group
or the subgroup in which one feels more involved and
interested. Society, on the whole does not come into one’s
calculations. Yet, we know as indicated by Durkheim, that
individual is the product of society. Emotions, sentiments and
historical forces are so strong that one cannot cut oneself
from his moorings.
Human Behavior in Educational Management
42. SOCIAL SYSTEM
The working of these forces is best seen when society is
involved in a domestic crisis or an external challenge. An
appeal in the name of society, culture, heritage, patriotism,
national solidarity or social welfare invokes quick response.
Cooperation in effort is often demonstrative of integrating. It
is the real basis of integration.
Human Behavior in Educational Management
43. SOCIAL SYSTEM
4. Latent Pattern-maintenance:
Pattern maintenance and tension management is the
primary function of social system. In absence of appropriate
effort in this direction maintenance and continuity of social
order is not possible. In fact within every social system there
is the in built mechanism for the purpose.
Human Behavior in Educational Management
44. SOCIAL SYSTEM
Every individual and subgroup learns the patterns in the
process of the internalization of norms and values. It is to
invest the actors with appropriate attitude and respect
towards norms and institution, that the socialization works. It
is not; however, merely the question of imparting the pattern,
equally essential is to make the actor to follow it. For this
there is always a continuous effort -in operational terms of
social control.
Human Behavior in Educational Management
45. SOCIAL SYSTEM
There may yet be occasions when the components of
social system may become subject of distraction and
disturbance. Tension may arise due to internal or external
causes and society may get involved into a critical situation.
Just as a family in distress draws upon all its resources to
overcome it, so also society has to overcome it.
Human Behavior in Educational Management
46. SOCIAL SYSTEM
This process of ‘overcoming’ is the management of the
tension. Society has the responsibility, like a family, to keep its
members functional, to relieve them of anxiety, to encourage
those who would be detrimental to the entire system. The
decline of societies has been very much because the pattern
maintenance and tension management mechanism has often
failed.
Human Behavior in Educational Management
47. SOCIAL SYSTEM
B. Developing a Sound Behavioral Climate
Developing a sound organizational climate is a long-term
proposition. The organizational climate depends upon
the organizational behavior system.
The organizational climate should represent the goals and
philosophies of those who join together to create the organization.
The type of climate that an organization seeks is contingent upon
the type of people it has, the type of technology, level of
education and expect actions of people in it.
Human Behavior in Educational Management
48. SOCIAL SYSTEM
The following techniques are generally helpful in improving the
climate of the organization:
1. Effective Communication System:
There should a two-way communication in the organization so
that the employees know what is going on and react to it. The
manager can modify his decision on the basis of feedback received.
Human Behavior in Educational Management
49. SOCIAL SYSTEM
2. Concern for People:
The management should interest in human resource
development. It should work for the welfare of employees and an
improvement in their working conditions. For developing a sound
organizational climate, the management should have show concern
for the people.
Human Behavior in Educational Management
50. SOCIAL SYSTEM
3. Participative Decision Making:
The management should involve the employees in the decision-
making process, particularly those decisions which are related to goal
setting and affect them. Participative decision making will make the
employees committed to the organization and more Cooperative
also.
Human Behavior in Educational Management
51. SOCIAL SYSTEM
4. Change in Policies, Procedures, and Rules:
The organizational climate can also be changed by making
changes in the policies, procedures, and rules. It is a time-consuming
process but the changes will also be long-lasting if the workers see
the changes in policies, procedures,
Human Behavior in Educational Management
52. SOCIAL SYSTEM
5. Technological Changes:
Generally, workers and employees resist any innovative
changes. But where technological changes improve the working
conditions of the employees, the change will be easily accepted. The
better climate will be there if the management adopts innovative
changes in consultation with the employees.
Human Behavior in Educational Management
53. SOCIAL SYSTEM
C. Social Equilibrium
Social equilibrium, a theoretical state of balance in a social
system referring both to an internal balance between interrelated
social phenomena and to the external relationship the system
maintains with its environment. It is the tendency of the social
system, when disturbed, to return to its original state, because any
small change in a social element is followed by changes in other
related elements that work toward diminishing the first disturbance.
Human Behavior in Educational Management
Meaning
to have more than one participant in an activity to make it better
two people thinking together can come up with better solutions
more people working together will yield better results
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations
This are the future of Organizational Behavior when tit comes to Human Relations