Showing posts with label Organizational Behavior. Show all posts
Showing posts with label Organizational Behavior. Show all posts

Saturday, March 4, 2017

Creativity Techniques - Bibliography






1961
GORDON, W. J. J. Synectics: the development of creative capacity. New York: Harper & Row, 1961.

RHODES, M. Analysis of creativity. Phi Delta Kappan, v. 42, n. 7, p. 305-310, 1961.

1962
ARNOLD, J. E. Useful creativity techniques. In: PARNES, S. (Ed.). Sourcebook for creative thinking. New York: Charles Scribner’s Sons, 1962. p. 127-138.

1963
OSBORN, A. F. Applied imagination. 3rd ed. New York: Scribner, 1963.

1969
ROHRBACH, B. Creative by rules - method 635, a new technique for solving problems. Absatzwirtschaft, v. 12, p. 73-53, 1969.

ZWICKY, F. Discovery invention, research through the morphological approach. New York: Macmillan, 1969.

1970
DE BONO, E. Lateral thinking: creativity step by step. New York: Harper & Row, 1970.

1972

TORRANCE, E. P. Can we teach children to think creatively? The Journal of Creative Behavior, v. 6, p. 114-143, 1972.

1977
TORRANCE, E. P. Creativity in the classroom. Washington: National Education Association, 1977.

1978
MANSFIELD, R. S.; BUSSE, T. V.; KREPLKA, E. J. The effectiveness of creativity training. Review of Educational Research, v. 48, p. 517-536, 1978.

1981
BARRON, F.; HARRINGTON, D. M. Creativity, intelligence, and personality. Annual Review of Psychology, v. 32, p. 439-476, 1981..

1982
VANCE, M. Storyboarding. In: VANCE, M. Creativity. Illinois: Nightengale-Conant, 1982.

1984
ALTSHULLER, G. S. Creativity as an exact science: the theory of the solution of inventive problems. New York: Gordon and Breach, 1984.

1988
GARDNER, H. Creativity: a interdisciplinary perspective. Creativity Research Journal, v. 1, p. 8-26, 1988.

GEIS, G. T. Making companies creative. In: KUHN, R. L (Ed.).  Handbook for creative and innovative managers. New York: McGraw-Hill, 1988. p. 25-33.

GRUBER, H. E. The envolving systems approach to creative work. Creativity Research Journal, v. 1, p. 27-59, 1988.




STERNBERG, R. J.; LUBART, T. I. An investment theory of
creativity and its development. Human Development, v.
34, p. 1-31, 1991.

WOODMAN, R. W.; SAWYER, J. E.; GRIFFIN, R. W. Toward a theory of organizational creativity. Academy of Management Review, v. 18, p. 293-321, 1993.



CONEY, J.; SERNA, P. Creative thinking from an information processing perspective: a new approach to mednick’s theory of associative hierarchies. The Journal of Creative
Behavior, v. 29, p. 109-130, 1995.

COUGER, J. D. Creative problem solving and opportunity finding. Danvers: Mass., Boyd & Fraser Pub., 1995.

ROOZENBURG, N. F. M.; EEKELES, J. Product design: fundamentals and methods. Chichester: Wiley, 1995.

AMABILE, T. M. et al. Assessing the work environment for creativity. Academy of Management Journal, v. 39, p. 1154-1184, 1996.

1997

ENGLE, D. E.; MAH, J. J.; SADRI, G. An empirical comparison of entrepreneurs and employees: Implications for innovation. Creativity Research Journal, v. 10, n. 1, p. 45-49, 1997.
http://dx.doi.org/10.1207/ s15326934crj1001_5.

MUMFORD, M. D.; WHETZEL, D. L.; REITER-PALMON, R. Thinking creatively at work: organization influences on creative problem solving. The Journal of Creative Behavior, v. 31, n. 1, p. 7-17, 1997.

1998

SMITH, G. F. Idea-generation techniques: a formulary of active ingredients. The Journal of Creative Behavior, v. 32, n. 2, p. 107-133, 1998.

2005

PUCCIO, G. J.; MURDOCK, M. C.; MANCE, M. Current developments in creative problem solving for organizations: a focus on thinking skills and styles. Korean Journal of Thinking & Problem Solving, v. 15, p. 43-76, 2005.

2012
AMABILE, T. M. Componential theory of creativity. Boston: Harvard Business School, 2012. Harvard Business School Working Paper, n. 12-096


2016
Kleidson Daniel Medeiros Leopoldino, Mario Orestes Aguirre González, Paula de Oliveira Ferreira,
José Raeudo Pereira, Marcus Eduardo Costa Souto. "Creativity techniques: a systematic literature
review," Product: Management & Development, Vol. 14 nº 2 December 2016, pp.95-100 

Creativity - Research Evolution



Rhodes’s 4P model:
 The model embraces four interdependent variables, consisting of the person, process, product and press. His work served as a pioneering agent in creativity research and development in describing the creative process, the research supported several studies.

Gorden, synectics and the creative process

W.J.J. Gorden, a psychologist, assessed the behaviour of engineering scientists during the invention process, and came to the conclusion, derived from his assessment, that certain behavioural changes (“psychological state”) take place immediately before a discovery occurs. This observation led to the formulation of the synectics technique. The technique, as briefly described, catalyses certain “psychological states” that improve new-idea generation by means of utilising “metaphors” and “manipulation”. Extensive evidence exists of increased creative performance due to the application of the synectics technique.



More specifically, then, what managerial practices affect creativity? They fall into six general categories: challenge, freedom, resources, work-group features, supervisory encouragement, and organizational support. These categories have emerged from more than two decades of research focused primarily on one question: What are the links between work environment and creativity?
How to Kill Creativity
Teresa Amabile
Harvard Business Review, THE SEPTEMBER–OCTOBER 1998 ISSUE
https://hbr.org/1998/09/how-to-kill-creativity


McFadzean (2000:15) manages to conclude and summarise the traits of the creative person as follows:

• A desire to achieve a goal or winning attitude
• A high level of motivation, dedication and commitment
• A high level of self-confidence, not risk aversive and accepting of failure
• The ability to link different (unrelated) elements or entities
• The assimilation of negativities regarding failed projects or attempts
• An ability to shift existing paradigms and assess different perspectives
• Problem and opportunity conceptualisation in a different or new frame of mind
• A “single minded” vision or road map
• A working style that induces hard work and relaxation in order to enhance incubation
• The ability to determine whether individual or group creativity should take place.


AN ACTION LEARNING APPROACH TO ENTREPRENEURIAL CREATIVITY,
INNOVATION AND OPPORTUNITY FINDING
ALEXANDER JOSEF ANTONITES
SUBMITTED IN THE FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
DOCTOR COMMERCII (BUSINESS MANAGEMENT)
IN THE FACULTY OF ECONOMIC AND MANAGEMENT SCIENCES
AT THE UNIVERSITY OF PRETORIA
Pretoria, South Africa November 2003
http://repository.up.ac.za/handle/2263/25909





The Nature of Creativity: Contemporary Psychological Perspectives
Robert J. Sternberg
CUP Archive, 27-May-1988 - Medical - 454 pages
https://books.google.co.in/books?hl=en&lr=&id=ZYo5AAAAIAAJ

Teresa Amabile, Harvard Business Review, THE SEPTEMBER–OCTOBER 1998 ISSUE

Encyclopedia of Creativity, Volume 1
Mark A. Runco, Steven R. Pritzker
Academic Press, 1999 - Psychology - 1300 pages
https://books.google.co.in/books?id=cpc7CJH1-s8C

Componential Theory of Creativity
Teresa M. Amabile
Harvard B School Working Paper 2012
http://www.hbs.edu/faculty/Publication%20Files/12-096.pdf


Thursday, March 2, 2017

Theories of Leadership - Research Perspective

The content needs to be enriched from research perspective. Presently it is biased towards to practice perspective.

The article describes various leadership theories briefly.

In leadership theory, three studies are considered as seminal and important. In Iowa leadership studies, authoritarian, democratic and laissez-faire leadership concepts were proposed and investigated for their effect on aggressive and apathetic behavior on the part of followers. Laissez-faire approach resulted in more aggressive behavior, authoritarian style resulted in more apathetic behavior and democratic style was in between the two.

In Ohio leadership studies, a questionaire was used  on air force commanders and members of bomber crews as well as other leaders and the responses were subjected to factor analysis. Two factors emerged out of the analysis and were given the names of consideration and initiating structure.  They became more popular as task orientation and people orientation.

In Michigan studies, 12 pairs of high-producing and low-producing sections of an insurance company were studied. The conclusion was that high-producing sections were supervised in a general rather than close supervisory style and supervisors were people centered. In the case of low-producing section, the supervision was more close and task oriented.

The presently identified theories of leadership have their genesis in these studies in identifying the determinants of leadership and effective leadership.

Theories of leadership are provided in two categories: Traditional and modern. Traditional theories are: 1. Trait theory 2. Exchange theory 3. Contingency theory 4. Path goal theory.
_________________________________________________________________


Trait Theories of Leadership:





Trait theories identify traits or characteristics that help in leadership.



Leaders were more intelligent than the average of the group being led, but, interestingly, the leader is not the most intelligent of the group.



Emotion quotient (EQ) characteristics such as empathy, graciousness, optimism, and being able to read the nonverbal cues in social situation are associated with effective leaders. The leader should be able to assess himself as an able person (Self efficacy).

From trait theory, this approach moved towards skills theory.

From the trait theories, a list of skills categorized as technical, conceptual and human skills needed for effective management or leadership are specified. Yukl further identified that skills such as creativity, organizing ability, persuasiveness, diplomacy and tactfulness, knowledge of the task, and the ability to speak well contribute to leader success.

Competencies is another version of trait theory.

In the language of competencies, the following competencies were identified as having a relation to leadership effectiveness.



1. Drive, or the inner motivation to pursue goals (achievement motivation).

2. Leadership motivation - the use of socialized power to influence others to succeed.

3. Integrity, the idea includes truthfulness and the will to translate words into deeds.

4. Self-confidence exhibited through impression management

5. Leading others to feel confident.

6. Intelligence – ability to process information, analyze alternatives, and discover opportunities.

7. Knowledge of the business – ideas relevant to the business are initiated.

8. Emotional Intelligence: self-monitoring personality, ability to adapt to circumstances as needed.

Exchange and Group Theories of Leadership





According to this group of theories, a leader provides more benefits/rewards than burdens/costs for followers.

In a group, members make contributions at a cost to themselves and receive benefits at a cost to the group or other members. Interaction continues because members find the social exchange mutually rewarding.

(If every member of the group has to get more reward than his personal cost, the group must have synergy. The individual contributions result in bigger output due to the synergy)

In this group of theories, some analyzed the relationship between leader and the followers as one consisting of dyads, leader and each follower.  One idea that emerged from this thinking  is that leader behavior changes with subordinate behavior. When subordinates are not performing very well, leaders tend to emphasize the task and initiate structure to improve the performance. With subordinates who are doing a good job, consideration to people becomes the dominant behavior.

Some scholars in this group, emphasize the role of subordinates and this means subordinates have to be trained to be good followers so that group comes out successful. Followers have to support the leader and make leader look good.

Another aspect of leadership brought out by this line of theory is that subordinates who are committed and who expend a lot of effort for the unit are rewarded with more of the leader’s potential resources than those who do not display these behaviors. “Thus over a time the leader develops an “in-group” and an “out-group” of subordinates and these two groups are treated in different ways. The in-group reports fewer difficulties in their relationship with the leader and the out-group people have more complaints and grievances.

In this line of thought is also the idea, perceived similarity between the leader and the subordinate leads to higher quality leader-subordinate relationship.


In another dimension of this theory, it is stated that leaders try to change the self concept of the subordinate to improve the performance of the subordinate. At the same time subordinates also shape leader’s self concept or self schema through their responses.



Contingency Theory of Leadership





Fred Fiedler, presented a rigorous version of contingency theory wherein situation plays a part in leadership process.

Fiedler described the favorableness of a situation using three dimensions.

1. The leader-member relationship – cordial or opposing

2. The degree of task structure at hand – structured or unstructured

3. Leader’s position power – Formal authority of the leader

Fiedler found that when situation is very favorable or unfavorable, authoritarian leadership style delivered better results. When the situation is moderately favorable or unfavorable, human oriented or democratic leadership delivered better results. As in majority of the case, the situation will be in the middle ground, democratic leadership style is the more popular and appropriate style. 

Fiedler also came out with cognitive resource theory (CRT) of leadership. According to CRT

1. More intelligent leaders develop better plans, decisions, and action strategies than less intelligent leaders.

2. Intelligence contributes more strongly to group performance if the leader is directive and the group members are motivated and supportive of the leader.

3. Interpersonal stress distracts the leader from the task and the leader’s intelligence will contribute more highly if the leader has relatively stress-free relationship with superiors and subordinates.




Path-Goal Leadership Theory





According to this theory leaders have to understand the goals of the followers and prescribe a path that promises the fulfillment of goals to the followers.

The theory asserts that leader behavior will be acceptable to followers to the extent that the followers see such behavior as either an immediate source of satisfaction or as instrumental to future satisfaction.

Leadership behavior will be motivational and increase the effort of the followers to the extent that (1) it makes satisfaction of follower needs contingent on effective performance of the tasks planned by the leader and (2) it complements the environment of subordinates by providing the coaching, guidance, support, and rewards which are necessary for effective performance and which may otherwise be lacking in subordinates or in their environment.

Leaders can exhibit the following types of behavior as they feel appropriate to a situation. Same person can exhibit all the behaviors as appropriate.

1. Directive leadership: Leader decides the path and directs the followers.

2. Supportive leadership: Leaders friendly.

3. Participative leadership: Leader asks for and uses suggestions of followers.

4. Achievement oriented leadership: Leader sets challenging goals and shows confidence that followers will attain those challenging goals.

The activities of leader can be explained in the following steps.

1. Recognizing and arousing followers’ needs for outcomes over which the leader has some control.

2. Increasing the personal payoffs to followers for task accomplishment. This could mean providing payoffs which the follower desires.

3. Making the path to those payoffs (goals - *path-goal theory) easier to travel by coaching and direction.

4. Helping followers clarify their expectations.

5. Reducing frustrating barriers.

6. Increasing opportunities for personal satisfaction contingent on effective performance.

Path goal theory focuses on two aspects, goals of the subordinates and the path that is to be traveled for achieving those goals. Leader has to contribute to both of them or either of them at any point in time to be the leader.

Modern Theories



Charismatic Leadership Theories





Robert House suggested that charismatic leaders are characterized by self confidence and confidence in subordinates, high expectations for subordinates, ideological vision, and the use of personal examples. Followers identify with leader and his mission, exhibit extreme loyalty to and confidence in the leader, emulate leader’s values and behavior, and derive self esteem from their relationship with the leader. The leaders foster attitudinal, behavioral and emotional changes in their followers. Charismatic leaders produce performance in followers beyond expectations.

Transformational Leadership Theory




Transactional leadership involves an exchange relationship and can be interpreted as guiding followers to produce according to their values, beliefs.

Transformational leaders shift the values, beliefs and even needs of their followers. Transformation leaders help their organization and followers deliver an output that is far better or higher than than the historical trend based estimated output.




Transformational leaders have the following characteristics

1. They identify themselves as change agents.

2. They are courageous.

3. They believe in people.

4. They are value driven

5. They are life long learners.

6. They have the ability to deal with complexity, ambiguity and uncertainty.
7. They are visionaries (have grand plans).


Social Cognitive Approach to Leadership





The cognitive approach emphasizes understanding. A leader has to understand himself, his needs, and his behavior and also has to understand the environment that includes followers, their needs and behaviors. Leadership is coming out with plans and actions that are acceptable to followers and achieve the objectives of the group.

The steps in this approach can be described as:

1. The leader identifies the environmental variables that control his behavior.

2. The leader spares his time to work with the subordinate to discover the personalized set of environmental contingencies that regulate the subordinate’s behavior.

3. The leader and subordinate jointly attempt to discover ways in which they can manage their individual behavior to produce more mutually reinforcing and organizationally productive outcomes.
4. The leader enhances the efficacy of subordinates through setting up successful experiences (coaching), modeling, positive feedback, and persuasion, and psychological and physiological arousal. The increased efficacy leads to performance improvement. The success of the subordinates can in turn lead to leadership efficacy through the increased confidence in leader as well as appropriate subordinate behavior to reward his leader.


Conclusions that Emerge from Synthesis of Theories



Leadership theories are not mutually exclusive. Each theory to an extent supplements or complements other theories. Leaders are better individuals in various traits compared to average followers. Leaders have to provide value to followers. Their effectiveness does not depend only on their traits and performance. The behavior of followers is also an important variable in determining the outcome of the organization. Hence group responsibility needs to be stressed to attain the outcomes or objectives of the group rather the role of leader alone. Leaders have to be coaches and they have to take interest in developing their subordinates' capabilities.


Reference and Source

Luthans, Fred, Organizational Behavior


2016

Phd Thesis

Communicative Leadership
Solange Hamrin
Mid Sweden University
2016
http://miun.diva-portal.org/smash/get/diva2:897955/FULLTEXT04.pdf


Updated  4 March 2017,  8 January 2012

Wednesday, November 9, 2016

Role of Values in Shaping Organizational Culture - A Brief Literature Review

Organisational Values as "Attractors of Chaos”: An Emerging Cultural Change to Manage Organisational Complexity

Dolan S.L, Garcia S., Diegoli S, Auerbach A
Working paper // Department d'Economica i Empresa, UPF, 485.
Year 2000

Complexity


The parameters that characterize a complex environment:

Non-linearity
Fractal

Chaos

Catastrophe

Fuzzy Logic

Chaos theory tries to understand the relation between chaos and order. In this way, it is
possible to follow both directions, from order to chaos, or from chaos to achieve order.


In the first case of order to chaos, the system passes through a period of uniformity (order) to oscillation cycles and to turbulence and chaos, until it self-organises. Conversely, the chaos -to-order analysis uses an element called "strange attractors", a phenomenon that absorbs or catches the system’s final status of order.

A strange attractor concept has two behaviour patterns:

1. It is deterministic because it defines the system behaviour. In mathematical terms, one should say that the attractor is the system limit. The “limit function” represents the situation where the system tends to be, instead of determining its path

2. It is chaotic because such behaviour is unforeseeable; it's impossible to know where the system limit is moving through at each moment.

The most important thing to notice is that the presence of a "strange attractor" guiding a system’s behaviour is what distinguishes between chaos and randomness. A random situation is totally unforeseeable, whereas in a chaos situation the system’s set of future behaviour possibilities can be approximately predicted.

We're proposing that chaos cannot be controlled, but it can be guided by behaviour parameters, which we prefer to call "values". Value become the "strange attractors" of the chaos theory in organizations.

According to authors,  companies are not the product of deterministic rules and regulations, but rather they are product of chaotic dynamics that should be guided by establishing and incorporating values.

There are four inter-connected trends associated with an increase in the complexity and
uncertainty in companies, namely,

1. The need for quality and customer orientation.
2. The need for professional autonomy and responsibility.
3. Need for transformational leaders instead of “bosses”.
4. The need for flatter, more agile organisation structures.

MBI, MBO, and MBV


In the early 20th Century, Management by Instruction MBI was necessary due to the characteristics of assembly-line production. In expected stable environments,  the objective was to maximize quantity through rationality and discipline, managers instructed and employees obeyed.  [Also when new systems were designed by engineers and managers, instructions have to be given by the designers and others have to follow them to operate the system to get the output for which they were designed].

As members of the organization use a system repeatedly, they understand the system's working as well as its current idiosyncracies better than either designers or top level managers and hence Management by Objectives (MBO) is more suitable approach.

Management by Value's (MBV’s) function is to absorb the organisational complexity that comes from its increasing change adaptation necessities in highly turbulent environments where centralized design departments alone cannot come with adequate solutions. Especially to provide a
vision through directing the strategic action to where the company aims to be in the future, its attractor (vision is an attractor). The explanation of these approaches shows that in turbulent environments, neither instructions nor simple objectives can guarantee organisational success. The company has to accept the chaotics and must develop the capability  of self-organising. Its capacity of self organisation comes directly from the fact that its internal components have a set of shared values and their independent actions or in line with shared values.


Values


The word "value" can be understood in many ways. Axiology is the study of values; for ancient Greeks, axios meant guidance. Consider values as strategic references indicating that acting in one way is more appropriate to achieve goals than behaving otherwise.

Values can also be categorized into two main groups: finals and instrumentals. Final values can be explained as existential objectives, or, the answer to the question, “What do you/your company intend to be/achieve in the future?” The answer, often embodied in the corporate mission statement, can be economic benefits, excellence in products and services, customer or employee satisfaction, personal fulfilment, happiness, and so on. To achieve these final values, one must define the instrumental ones. Actually, it's necessary to clarify the set of the instrumental values that will be used to reach the future. Instrumental values can be organised in two groups: ethical and competence values
(Rockeach, 1973). The ethical values refer to the conduct, the means that are justified to achieve the final values). Usually, these are associated with social values such as honesty, integrity, sincerity, and loyalty (social values are related to behaviors that lead to social outcomes or effects on others in the society or relations). Competence values are more individualistic and have to do with the personal activity, and beahaviour related to personal outcomes  necessary to achieve final values, or to be competitive. Examples include creativity, patience, flexibility, order, intelligence, and health. Instrumental values are the system internal values that will lead or organise the chaotic system to its self-government and self-organisation.

Competence values can be either control oriented or development oriented. Depending on their balance, they are responsible for expanding or disciplining organisation processes. Efficiency, discipline, responsibility or punctuality are examples of control-oriented values. Trust, creativity, freedom, or having fun on the job are examples of development-oriented values. The two sets of values have to coexist in a balanced manner. Values oriented toward development are essential to create new opportunities for action. These include self-learning, initiative, diversity, self-organisation, and flexibility. The control values, on the other hand, are also necessary to maintain and bring together the various organisational sub-systems. Thus, they guide such activities as centralization, planning, order, certainty, and obedience.

Organisational Changes



Adaptive organisational  changes occur when the company is redirecting its internal processes in order to become more competitive. On the other hand, significant changes that cause reconfigurations
and transformations are the cultural recreation of new beliefs and values that are responsible for defining the organisation’s collective identity. The transformational change does not only establish new rules of interaction with the environment but mainly define new political and internal interactive rules, such as employee autonomy.

Conclusion

True leadership of a progressive 21st century company must operate through values.

ORGANISATONAL VALUES: A CONCEPT AND RESEARCH METHODS    

Anne Reino
2003

Rokeach's  definition of values “A value is an enduring belief that a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or endstate of existence” (Rokeach, 1973: 5). Rokeach (1973) distinguishes between two types of individual values: instrumental values (modes of conduct) and terminal values (end-states of
existence). Terminal values are self-sufficient end-states of existence that a person strives to achieve (e.g. wisdom and comfortable life). Instrumental values (e.g. honesty, helpfulness) describe behaviours that facilitate attainment of terminal values.

Roe and Ester (1999) stress that holders of values are not necessarily individuals but may also be groups of people (e.g. organisation, occupational group, subculture, etc). Like an individual holds several values, so do organisations. Thus we have reached the issue of organisational values.

Enz defines organisational values as “the beliefs held by an individual or group regarding means and ends that organisations “ought to” or “should” identify in the running of the enterprise, in choosing what business actions or objectives are preferable to alternate actions, or in establishing organisational objectives” (Enz, 1988: 287).

 Values enable members’ activity through self-control and social mechanisms and being clearly communicated to organisational members, they will become the criteria for making decisions and choices in everyday work (Vadi, 2000). Organisational values may replace the traditional control mechanism within an organisation and they have an impact on human resource management (Vadi, 2000).

Some authors (e.g. Argyris, Schon) distinguish values “in use” from “espoused” values (Meglino, Ravlin, 1998). Values are socially desirable and therefore there is a pressure to express ideal values publicly (“espoused values”) whether or not they are held internally (“in use”). In case of organisations, there could be a great difference between the values expressed publicly and those which are actually shared inside an organisation. In some organizations, values are communicated and used informally and therefore at least partly held unconsiously.  That makes the question of studying internally held values even more complicated.

Methods of organisational values research 


One has two possibilities to do research in the field of organisational values – the choice is between using either qualitative or quantitative research methodology.

Qualitative methods are very often used as a starting point of investigation as they may help to develop conceptual frameworks. Content analysis, focus groups discussions, in-depth interviews, critical incident technique and mapping value systems are but a few of the methods used in the first phase of research to clarify the range of organisational values relevant to the study.

Quantitative research methods are considered to be useful in values research as they enable us to compare the values of different organisations and assess the relationships between different factors.

Several authors have developed questionnaires and scales for measuring organisational values. Hofstede et al, (1990) constructed a questionnaire that consisted of 135 precoded questions, 57 of which dealt with the subject of organisational values.  The Organisational Culture Profile (OCP) was worked out by O’Reilly et al (1991). OCP consists of 54 statements about the organisational values to be rated. The degree to which organisational values are shared can be investigated by the intercorrelation among raters, using a variation of the Spearman-Brown general prophecy formula.  The third instrument for measuring organisational values, the Focus instrument, was developed by Van Muijen et al (1999). This instrument is based on Quinn’s Competing value model which describes four organisational culture orientations: support, innovation, rules, and goal orientation (Van Muijen et al, 1999). These values clusters are similar to OCP culture dimensions (innovative, stable, respect of people, outcome oriented, detail oriented team oriented, aggressive) and those of Hofstede and his colleagues’ questionnaire.



Understanding Organizational Culture: A Key Leadership Asset  

Fred C. Lunenburg Sam Houston State University
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL VOLUME 29, NUMBER 4, 2011

 The competencies and values of employees and leaders play a key role in determining the effectiveness and success of an organization.

The concept of organizational culture was first noted as early as the Hawthorne studies (Mayo, 1933; Roethlisberger & Dickson, 1939), which described work group culture.  It was not until the early 1980s, however, that the topic came into its own.

Changing Organizational Culture

The following components are likely to be involved in the culture change cycle (Frost, 1991): (a) external enabling conditions, (b) internal permitting conditions, (c) precipitating pressures, (d) triggering events, (e) cultural visioning, (f) cultural change strategy, (g) culture change action plans, (h) implementation of interventions, and (i) reformulation of culture.


THE IMPORTANCE OF ORGANIZATIONAL VALUES FOR ORGANIZATION 

Mitja Gorenak, International School for Social and Business Studies, Slovenia,
Suzana Košir, International School for Social and Business Studies, Slovenia
Management, Knowledge and Learning, International Learning 2012.

Svetlik (2004, p. 323) says that organizational values are values that are being pushed forward by the management and have proven itself as a good foundation for development of organization. Same author also says that organizational values are intended to inspire employees with creative energy that will push organization forward towards desired goals. Cingula (1992, pp. 499–500) sees organizational values as: “what people within organization think is good for organization, what needs to happen within organization and what might be needed within organization in the future”. He also says that due to mentioned above organizational values reflect the mission and strategic goals of the organization.

The research question: To see if there is any correlation between how organizational values are stated within organization and how organization performs in its sector.

Data used in this article is a part of a much wider survey that included 303 companies within Slovenia. Companies were randomly selected

Among all organizations there are 65,2 % of those that have organizational values explicitly noted within the organization, 76,4 % of those that have organizational values implicitly shown within organization and 61,4 % of those organizations that do not have organizational values noted within organization and are slightly above average of the sector.

Overall we can say that How are organizational values stated within your organization influences Organizational performance – combined with a 5 % risk interval.


Structural Approach to Changing Organizational Cultural Values 



Mohammad Essawi Al-Qasemi Academic College of Education P.O. Box 124, Baqa El-Gharbieh 30100, Israel
Oleg Tilchin Al-Qasemi Academic College of Education P.O. Box 124, Baqa El-Gharbieh 30100, Israel
International Journal of Business and Social Science,  Vol. 3 No. 20, Special Issue – October 2012

The goal of changing organizational culture and the ways of its attaining are determined by a functional approach. Function approach decides which values are to be changed to attain the new goals,  A structural approach examines the process of changing the values and its effect on behavior. We may say it is concerned with interdependencies between  levels (elements) of culture.


The  process of value internalization by employees can be realized as a result of performance of corresponding behavioral tasks.

The desired organization's values are interdependent. It means that internalization of some value by employees may require prior internalization of one or several values preceding this value. Consequently, value interdependence entails the order of internalizing the values.


Change of organizational cultural values is guided by a leader of an organization and  leadership team members serving as change agents. The leader should delegate organizational accountability  for changing the organizational cultural values to a leadership team. Then, he should assign individual responsibility  for changing the values to the team members according to the determined extent of accountability. The team members in  turn have to guide each individual employee to  internalize the desired organizational values.


A Structural Approach to Changing Organizational Culture Values                                               

 The goal of the structural approach is to provide effective internalization of desired organizational values by employees through a determined order of realizing this process.
    
 According to the approach, changing organizational cultural values involves: building structure of  desired values of organizational culture, determining the order of internalization of the values by employees, forming behavioral tasks performance which is needed for internalizing the values, providing effective performance of behavioral tasks, and monitoring of the value internalization process. The approach is realized by the following sequence:

 Building the structure of the desired organizational culture values 


The structure of the desired values caused by their relations may be represented by an ordered set  (vi, vj), if internalizing value vi is required prior to internalizing value vj. The values may also be represented by a network when two or more values are to be internalized parallelly before another value is internalized.

Performance of the behavior tasks by employees. 

The result of a task's performance by an employee is represented by a behavioral cultural norm.  It serves as explicit exercise of value which is implicit in its essence. The measure of task performance varies from zero (the task is not performed) to one (the task is performed completely). The meanings of the measure are determined by the member of the leadership team. A value is internalized by an employee, if all tasks needed for internalizing the value are performed completely. Therefore, required state of the value is equal to the quantity of the tasks which should be performed for its internalizing.

In case of resistance to change, creation of constructive confrontation processes of internalizing desired organizational values by employees through use of different stimulation and facilitation mechanisms is to be employed.

Monitoring of the value internalization process 


 Determining the fitness of current states of internalizing of the values by employees to their required states is realized by the step. The step involves the following:
 Calculating the extent of internalizing a desired value by an employee. Internalizing the desired value requires performance of a set of tasks. Consequently, the extent of internalizing the desired value is the sum of performance measures of suitable behavioral tasks.


Core Values and Beliefs: A Study of Leading Innovative Organizations

S. Sai Manohar • Shiv R. Pandit
J Bus Ethics (2014) 125:667–680


15 leading innovative organizations are chosen. Between 50 and 60 respondents in each organization in the ratio 1:2:3 top, middle, and first line managers participated in the study. A total of 1,100 questionnaires were administered to executives in 15 organizations, 794 complete responses
were received, which worked out to achieving a response rate of 72.18 % for the whole survey

The ‘‘Innovation Culture Questionnaire’’ sought responses and compared six key areas of culture: Organizational Climate, Leadership, Core Values, Customer Focus, Creativity, and Envisioning Future at each of these organizations. In addition an ‘‘Innometer’’ tool was used to measure the success rate of innovation at these organizations. The findings of this study suggest that innovative
organizations have a common set of core values and beliefs that are responsible for the consistent success of these organizations.

Core Values


Regardless of the innovation activity they might be engaged in, they all seemed to be very concerned with seven values in their day-to-day operations: (1). Intense customer focus; (2).Product quality; (3). Innovation leadership; (4). Striving to be a pioneer in the industry; (5). Profits; (6). Organizational
agility; and (7). Emphasis on cutting edge technology

Impact of Core Values on Performance


A regression analysis between core values of highly innovative organizations and success rate of new products launched by them reveals that when core values increases by 1 unit, success rate increases by 30 units. This shows that there is a significant relationship between core values of an organization and success rate of new products launched by the organization. The R value is 0.678, which indicates a high degree of correlation.

Balanced Organizational Values: From Theory to Practice

Ivan Malbasˇic´ • Carlos Rey • Vojko Potocˇan
J Bus Ethics (2015) 130:437–446


This article addresses the issue of balancing of organizational values by providing an initial
empirical study which examines relationships between three different value models when tested on a sample of Fortune 100 companies.

Barrett (1998) advocated that balance in organizations is as important as in individual lives. Accordingly, he offered a tool called The Balanced Needs Scorecard, which represents the primary needs of an organization: corporate survival (profits, finance, and funding), corporate fitness
(productivity, quality, and efficiency), and customer/supplier relations (sales, service, and product excellence).

Quinn and Rohrbaugh (1983) presented the competing values framework (CVF model), the most famous concept of balanced values, in order to explain different types of values existing in different organizations.

Schwartz’s values model (Schwartz 1992) defines ten different motivational types of values represented by 56 specific values. What is unique in Schwartz’s values model is that motivational types of values form a circular structure on the basis of the dynamic relations between them;
in this mode of representation compatible types of values are next to each other, and conflicting types of values are positioned opposite each other.

An alternative view regarding this question was proposed by Cardona and Rey
(2008) in a model called Management by missions (MBM),
with the idea of distributing the corporate mission to all
company levels. The basic line of reasoning of these
authors is that OV must ‘‘be seen as being encompassed
within the concept of the mission’’ (Cardona and Rey 2008,
p. 86), based on the anthropological foundations of the
company and not only under a psychosocial view. Thus,
OV should consider a taxonomy of values based on organizational
mission fulfillment that are grouped into four
different categories. These four categories are seen as
representing different and sometimes opposed values that
are necessary to carry out the organizational mission, and
they are (Cardona and Rey 2008, p. 94):
(a) Business values—refer to the organization’s business
and profit-making activity (e.g., perseverance,
efficiency, professionalism, results orientation),
(b) Relational values—promote quality in interpersonal
relations (e.g., communication, team work, respect
for people),
(c) Development values—aimed at differentiating and
continuously improving the company (e.g., innovation,
creativity, learning, continuous improvement),
(d) Contribution values—aimed at doing more for stakeholders
than strictly required by the business relationship
(e.g., customer satisfaction, interest in people,
social responsibility).

A fundamental challenge of the chosen research area is the
question whether the aforementioned models of OV do
represent the balance that is pursued in the contemporary
business field. we state
following research question:
How does literature taxonomies of balanced values
(psychosocial and mission-based) fit the values that
are actually pursued by companies in the business
field?

 Among the 100 largest companies on that
list, 94 of them had publicly released their OV on the
official company website. These companies indicated 446
concrete (specific) OV, and all further results of our
research are related to these companies.

In determining which OV are most relevant for observed
companies, methods of content analysis, descriptive statistics,
and a classification method have been used.

After determining OV of the researched companies, each
of the identified specific OV was classified into a specific
category of values, according to the all three observed values
models: (A) CVF model, (B) Schwartz’s values model, and
(C) Mission-based model of OV. This has enabled the
comparison of three different value models, in order to
conclude which of these models is most appropriate for
researching balanced values in contemporary business
practice.

In their work, Yilmaz and Ergun operationalized the
degree of imbalance as the sum of the absolute values of
the pair-wise differences between the different categories
(of values). Following a similar method, we took the differences
between the score of each category (of values) and
overall average score of all value categories.

 In order to answer the proposed research
question and achieve the objective of the research, we have
calculated the degree of imbalance of values for each of the
three observed value models, and they were: (A) 2.206 for
CVF model, (B) 1.982 for Schwartz’s values model, and
(C) 0.404 for Mission-based model of OV. Since a higher
degree score means a greater imbalance among values in the
observed companies, these results indicate that the Missionbased
model of OV is more representative of balance
between OV in contemporary business espoused values than
the other two models.











Papers Presented and Discussed during 2016 - 17 Fellow Program Course


Organisational Values as "Attractors of Chaos”: An Emerging Cultural Change to Manage Organisational Complexity
Dolan S.L, Garcia S., Diegoli S, Auerbach A
Working paper // Department d'Economica i Empresa, UPF, 485.
Year 2000

ORGANISATONAL VALUES: A CONCEPT AND RESEARCH METHODS  
Anne Reino
2003

Understanding Organizational Culture: A Key Leadership Asset
Fred C. Lunenburg Sam Houston State University
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL VOLUME 29, NUMBER 4, 2011

THE IMPORTANCE OF ORGANIZATIONAL VALUES FOR ORGANIZATION
Mitja Gorenak, International School for Social and Business Studies, Slovenia,
Suzana Košir, International School for Social and Business Studies, Slovenia
Management, Knowledge and Learning, International Learning 2012.

Structural Approach to Changing Organizational Cultural Values
International Journal of Business and Social Science,  Vol. 3 No. 20,Special Issue – October 2012


Core Values and Beliefs: A Study of Leading Innovative Organizations
S. Sai Manohar • Shiv R. Pandit
J Bus Ethics (2014) 125:667–680

Balanced Organizational Values: From Theory to Practice
Ivan Malbasˇic´ • Carlos Rey • Vojko Potocˇan
J Bus Ethics (2015) 130:437–446

Additional Reading


Understanding Human Values
Milton Rokeach
Free Press, 1979
Simon and Schuster, 30-Jun-2008 - Psychology - 230 pages

This volume presents theoretical, methodological, and empirical advances in understanding, and also in the effects of understanding, individual and societal values.
https://books.google.co.in/books?id=e_b2tCgC4MQC


The Value of Corporate Values
strategy+business: Corporate Strategies and News Articles on Global Business, Management, Competition and Marketing
Summer 2005 / Issue 39 (originally published by Booz & Company)
http://www.strategy-business.com/article/05206?gko=9c265

Saturday, September 10, 2016

Employee Engagement - Research Literature Review



The concept of engagement is usually attributed to the American professor William Kahn’s views, which saw the classification of the term as “harnessing of organization members' selves to their work roles” (1990: p.694). Kahn proposed, that when engaged, employees apply and express themselves on
physical-, cognitive- and emotional levels. In other words, employee becomes a part of his/her job description and he/she will be able to work with full potential.

KAHN, W.A., (1990), Psychological Conditions of Personal Engagement and Disengagement at
Work, The Academy of Management Journal, Vol. 33, No. 4 (Dec., 1990), pp. 692-724,

Sunday, June 19, 2016

Why Some Bosses Bully?



https://hbr.org/2016/06/why-some-bosses-bully-their-best-employees


Social Dominance Orientation (SDO)

Social Dominance Theory postulates that some people have more of a tendency toward “social dominance orientation” (SDO) than others.


Predictors of abusive supervision : Supervisor perceptions of deep-level dissimilarity, relationship conflict, and subordinate performance. / Tepper, Bennett J.; Moss, Sherry E.; Duffy, Michelle K.
In: Academy of Management Journal, Vol. 54, No. 2, 01.04.2011, p. 279-294.
https://experts.umn.edu/en/publications/predictors-of-abusive-supervision(7ebef711-d96b-4b97-b323-e9dd8a0a2d06).html

Saturday, April 30, 2016

Self-Control and Grit - Determinants of Success in Big Projects That Span Long Periods of Time


Zeal Required in Blogging to Make it a Success
http://nraoblogs.blogspot.com/2016/04/zeal-required-in-blogging-to-make-it.html

After publishing the above blog post, I searched for "determinants of zeal" and came across this paper.


Summary of

Self-Control and Grit: Related but Separable Determinants of Success

Angela Duckworth (1) and James J. Gross (2)

1 University of Pennsylvania and 2 Stanford University

Current Directions in Psychological Science
2014, Vol. 23(5) 319–325

Abstract


Other than talent and opportunity, what makes some people more successful than others?  The two important determinant are self-control and grit. Self-control is the capacity to regulate attention, emotion, and behavior on the goal related activity in the presence of temptation. Grit is the tenacious pursuit of a dominant superordinate goal despite setbacks. Self-control and grit are strongly correlated, but not perfectly so. Some people with high levels of self-control capably handle temptations but do not consistently pursue a dominant goal. Likewise, some exceptional achievers are prodigiously gritty but succumb to temptations and divert their attention to other activities during various periods of time. Self-control and grit are related but distinct concepts. Self-control entails aligning actions with any valued goal despite momentarily more-alluring alternatives. Grit,
in contrast, entails having and working assiduously toward a single challenging superordinate goal through thick and thin, on a timescale of years or even decades. Although both self-control and grit entail aligning actions with intentions, they operate over different timescales.


Why are some people more successful than others? Talent and opportunity are obvious answers. But
even people who have comparable levels of talent and opportunity often enjoy strikingly different levels of success.


The determinants of extraordinary achievement is a topic of interest even in  the earliest days of psychology. Galton (1869) identified “self-denial” in the face of “hourly temptations” and
“zeal [and] the capacity for hard labour” as determinants of extraordinary achievement. What Galton termed “self-denial” is now referred to as self-control. Galton’s conception of zeal and the capacity for hard work corresponds to grit, a newer construct defined as passion for and perseverance toward especially long-term goals (Duckworth, Peterson, Matthews, & Kelly, 2007).




Self-Control: Resisting the Hourly Temptations

Self-control is related constructs of ego strength, effortful control, and Big Five conscientiousness, and is associated with positive life outcomes (de Ridder, Lensvelt-Mulders, Finkenauer, Stok, & Baumeister, 2012; Hofmann, Fisher, Luhmann, Vohs, & Baumeister, 2014; Roberts, Jackson,
Fayard, Edmonds, & Meints, 2009). Prospective longitudinal studies have confirmed that higher levels of self-control earlier in life predict later academic achievement and attainment (Duckworth & Carlson, 2013; Mischel, 2014),  employment, earnings, savings, and physical health (Moffitt
et  al., 2011).

Self-control is required when there is a conflict between two possible action tendencies (i.e.,  impulses)—one corresponding to a momentarily alluring goal and the other corresponding to a more valued goal whose benefits are deferred in time, more abstract, or otherwise more psychologically
distant (Maglio, Trope, & Liberman, 2013).

In general, the capacity to exercise selfcontrol appears to improve from infancy through adulthood,
in parallel with the maturation of prefrontal brain areas and metacognitive sophistication.

Grit: Passion and Effort Sustained Over Years

Grit and related constructs are associated with lifetime educational attainment (Duckworth & Quinn, 2009) and professional success (Baum & Locke, 2004; Locke & Latham, 2013; Vallerand, Houlfort, & Forest, 2014; Wrzesniewski, 2012). Prospective longitudinal studies have shown that grit predicts the completion of challenging goals despite obstacles and setbacks.

Related research has identified harmonious passion (i.e., autonomous internalization of a passionate
activity into one’s identity) as a predictor of deliberate practice and, in turn, performance (Vallerand et al., 2014). Many other studies of expert performers in diverse domains have found that thousands of hours of extremely effortful deliberate practice are prerequisite for achieving world-class levels of skill (Ericsson & Charness, 1994).

A Hierarchical Goal Framework



Self-control and grit are   are highly correlated (e.g., rs > .6 in Duckworth et al., 2007), and both
predict success outcomes over and above intelligence (Duckworth et al., 2007; Duckworth & Seligman, 2005; Moffitt et al., 2011).

How are self-control and grit similar, and how are they different? The authors proposed that both their similarities and their differences can be understood within a hierarchical goal framework.

Goals have to be organized hierarchically, with lower order goals serving higher-order goals. Lower-order goals are more numerous, context specific, short-term, and substitutable, whereas higher-order goals are typically fewer in number, more abstract, more enduring, and more important to the individual. At any level in the goal hierarchy, goals are more likely to be activated if they are
appraised as feasible and desirable (Atkinson, 1964). Individuals can have multiple higher order goals having goal hierarchies.  This multiplicity of goals can lead to conflicts in time for striving for goal oriented action.

Within this framework, self-control refers to the successful resolution of a conflict between two action impulses in favor of a more valued goal that is realized after some period—one action that corresponds to a goal that is more valued in the moment, and another that corresponds to a goal that is of a greater enduring value.


In the same framework, grit entails having a dominant superordinate goal (e.g., producing useful new insights into the psychological determinants of success) and tenaciously working toward it in the face of obstacles and setbacks, often for years or decades. This superordinate goal sits at the top of a well-organized goal hierarchy in which lower-order goals are tightly aligned with the superordinate goal, and these lower-order goals in turn give rise to effective actions that advance the individual
toward the superordinate goal.

Gritty individuals either are able to actively suppress rival superordinate goals or lack competing superordinate goals altogether.

Superordinate goal impels gritty individuals, when faced with setbacks, to find a way forward by “sprouting” new lower-order goals (or actions) when a current lower-order goal (or action)
is blocked.  In other words, in a gritty individual’s domain of passionate interest, goals or actions deemed unfeasible are met with the response of an active search for—or even invention of—viable alternatives.

Viewed in this light, it is evident that self-control and grit both involve the defense of valued goals in the face of adversity. Where they principally differ is in  the nature of the “enemy,” and the timescale that is involved. Self-control is required to adjudicate between lower-level goals entailing necessarily
conflicting actions. In contrast, grit entails maintaining allegiance to a highest-level goal over long stretches of time and in the face of disappointments and setbacks.

The alternative to grit is following a series of different superordinate goals in rapid succession by giving up on a superordinate goal very quickly as soon as the means in the present plan to the end of that goal have been blocked at a lower level. It follows that self-control is more tightly coupled with success at lower order goals, whereas grit  is more tightly coupled with exceptional achievements
that often take decades—or even an entire lifetime—to accomplish through successful completion of many lower order goals.


Directions for Future Research


What are the characteristics of individuals who have high versus low levels of self-control or grit, both in terms of the types of goals they hold (Dweck & Leggett, 1988) and in terms of the processes they engage in to defend these goals against challenges (Fishbach, Dhar, & Zhang, 2006)?

Do individuals who exemplify grit but not self control have stronger approach-motivation systems, and do individuals who exemplify self-control but not grit have stronger avoidance systems? What are the main and interactive effects of self-control and grit with respect to specific success outcomes? It seems likely that there may be synergistic effects: High levels of both self-control and grit may lead to greater success than either alone

The proposed framework implies that self-control is a skill or capacity, which, like other skills and capacities, might be improved with training and practice (Diamond, 2012; Mischel, 2014;
Oettingen, 2012). Grit, in contrast, is as much about motivation as volition (Achtziger & Gollwitzer, 2008).


Very generally, we assume that commitment to a superordinate goal is a function of that goal’s feasibility and desirability, and thus that the diverse psychological antecedents to such valuations (e.g., growth mindset, optimism, attribution style, locus of control, counterfactual style, core self-evaluation, intrinsic motivation, interest, approaches to happiness) are logical targets for intervention and inquiry.


Conclusion


Much of human behavior is goal-directed (Locke & Latham, 2013).  Hence human behavior can be studied as a a series of actions every day to achieve higher order goals that are achieved with a hierarchical framework of lower order goals that may be relevant for even hour, minute and second.

A hierarchical-goal perspective on self-control and grit advances the understanding of the related but distinct psychological mechanisms that underlie these two key determinants of success.


References

Papers quoted in the post are prefixed by *.

*Achtziger, A., & Gollwitzer, P. M. (2008). Motivation and volition in the course of action. In J. Heckhausen & H. Heckhausen (Eds.), Motivation and action (pp. 273–295). Cambridge,
England: Cambridge University Press.

*Atkinson, J. W. (1964). An introduction to motivation. Oxford, England: Van Nostrand.

*Baum, J. R., & Locke, E. A. (2004). The relationship of entrepreneurial traits, skill, and motivation to subsequent venture growth. Journal of Applied Psychology, 89, 587–598.

*de Ridder, D. T. D., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16, 76–99.

*Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21, 335–341.

*Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Muller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). New York, NY: Cambridge University Press.

*Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.

*Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91, 166–174.

*Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939–944.

*Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.

*Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725–747.

*Fishbach, A., Dhar, R., & Zhang, Y. (2006). Subgoals as substitutes or complements: The role of goal accessibility. Journal of Personality and Social Psychology, 91, 232–242. doi:10.1037/0022-3514.91.2.232



*Galton, F. (1869/2006). Hereditary genius: An inquiry into its laws and consequences. Amherst, NY: Prometheus Books. (Original work published 1869)

*Hofmann, W., Fisher, R. R., Luhmann, M., Vohs, K. D., & Baumeister, R. F. (2014). Yes, but are they happy? Effects of trait self-control on affective well-being and life satisfaction.
Journal of Personality, 82, 265–277.

 *Locke, E. A., & Latham, G. P. (Eds.). (2013). New developments in goal setting and task performance. New York, NY: Routledge.

*Maglio, S. J., Trope, Y., & Liberman, N. (2013). The common currency of psychological distance. Current Directions in
Psychological Science, 22, 278–282.

*Mischel, W. (2014). The Marshmallow Test: Mastering selfcontrol. New York, NY: Little, Brown.

*Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L., . . . Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, USA, 108, 2693–2698.

*Oettingen, G. (2012). Future thought and behaviour change. European Review of Social Psychology, 23, 1–63.

*Roberts, B. W., Jackson, J. J., Fayard, J. V., Edmonds, G., & Meints, J. (2009). Conscientiousness. In M. Leary & R. Hoyle (Eds.), Handbook of individual differences in social behavior (pp. 369–381). New York, NY: Guilford.

*Vallerand, R. J., Houlfort, N., & Forest, J. (2014). Passion for work: Determinants and outcomes. In M. Gagne (Ed.), Oxford handbook of work engagement, motivation, and self-determination theory (pp 85–105). New York, NY: Oxford University Press.

*Wrzesniewski, A. (2012). Callings. In K. S. Cameron & G. M. Spreitzer (Eds.), The Oxford handbook of positive organizational scholarship (pp. 45–55). New York, NY: Oxford University Press.








Thursday, April 21, 2016

Organizational Climate - Literature Review




Organizational Climate: Measures, Research and Contingencies
DON HELLRIEGEL, JOHN W. SLOCUM, JR.
The Pennsylvania State University
Academy of Management Journal, June 1974, Volume 17. Number 2. pp.255 - 280

Toward a Definition
The present definition of organizational climate represents an adaptation of conceptions set forth by Beer (1), Campbell et ai. (3, p. 329),Dachler 7), and Schneider (56). Organizational climate refers to a set of attributes which can be perceived about a particular organization and/or its subsystems, and that may be induced from the way that organization and/or its subsystems deal with their members and environment. Several themes are imphcit in this definition of organizational climate (7, 56, 64): (a) perceptual responses sought are primarily descriptive rather than evaluative; (b) the level of inciusiveness of the items, scales, and constructs are macro rather than micro; (c) the units of analysis tend to be attributes of the organization or specific subsystems rather than the individual; and (d) the perceptions have potential behavioral consequences.

Saturday, February 13, 2016

Learning Theory - Contributors - Contributions, Theories and Tests




Learning Theory Map

http://cmapspublic3.ihmc.us/rid=1LNV3H2J9-HWSVMQ-13LH/Learning%20Theory.cmap



Contributors

Lave and Wenger
Pask
Taylor
Nonaka and Takeuchi
Argyris and Schon'
Kolb
Honey and Mumford
Fleming
Illich
Holt
Freire
Hargreaves
Montessori
Dewey
Milwood
von Glaserfield
Piaget
Vygotsky
Engelstrom
Bruner
Ausubel
Gardner
Bloom
Skinner

Sunday, March 15, 2015

Theory of Values - Component of Organizational Culture




The post is based on the literature review presented in the paper
VALUES WORK: A PROCESS STUDY OF THE EMERGENCE AND PERFORMANCE OF ORGANIZATIONAL VALUES PRACTICES
Academy of Management Journal
2013. Vol. 56. No. 1. 84-112.

VALUES WORK: A PROCESS STUDY OF THE EMERGENCE AND PERFORMANCE OF ORGANIZATIONAL VALUES PRACTICES

JOEL GEHMAN, University of Alberta, LINDA K. TREVIÑO and RAGHU GARUD,
Pennsylvania State University


PERSPECTIVES ON VALUES

An overview of the literature based on cognitive, cultural, and practice perspectives.

______________
The approach was inspired hy Reckwitz's (2002) discussion, as well as the numerous literatures that have circulated cognitive, cultural, and practice "turns" (e.g., Schatzki, Knorr-Cetina, & von Savigny, 2001).
______________

Cognitive Perspective on Values

Multiple strands of literature have explored values from a cognitive perspective, united around a definition of values as abstract conceptions of the desirable (Rohan, 2000). One strand  has  theorized
and validated various typologies of individual human values (Rokeach, 1973; Vernon & Allport, 1931). Schwartz (1992) offered a circumplex model of over 50 discrete values such as honesty, loyalty, authority, and power. Organizational scholars have extended these efforts by developing typologies of individual workplace values (Quinn & Rohrbaugh, 1983; Sagie, Elizur, & Koslowsky, 1996). These scholars have concluded that people differ primarily in the arrangements of their value priorities, rather than in the presence or absence of particular values (Schwartz, 1992; Williams, 1979).


Other researchers have considered individual and collective values as distinct phenomena (Hofstede,
Neuijen, Ohayv, & Sanders, 1990; House, Hanges, Javidan, Dorfman, & Cupta, 2004), suggesting that collectives such as organizations have values too. For instance, Schwartz (1999) found that individual and collective values differ significantly from one another structurally. As .one example, in hierarchical organizations, members must accept that they are inferior to some and superior to others. In this case, the values of "humility" and "power" are positively correlated at the collective level despite being negatively correlated at the individual level. An important issue left unaddressed by this work concerns how tensions between individual and collective values are worked out (Callon,
Lascoumes, & Barthe, 2009). Some scholars have attempted to address this issue by taking a "fit" approach (Kristof, 1996; Ostroff & Judge, 2007), examining the extent to which congruence between individual and organizational values explains outcomes such as job satisfaction, organizational commitment, and employee turnover (Chatman, 1991; Edwards & Cable, 2009). Others have related individual values and occupational choices Qudge & Bretz, 1992; Spokane, Meir, & Catalano, 2000), as well as managerial values and organizational strategies (Hage & Dewar, 1973; Hambrick & Brandon, 1988). Despite the empirical tractability of this approach, these scholars have proposed that more research is needed on how individual and organizational values come together (Kristof-Brown, Zimmerman, & Johnson, 2005: 321), describing these processes as "a theoretical black box that has been largely neglected" (Edwards, Cable, Williamson, Lambert, & Shipp, 2006: 822).

Viewed broadly, these different cognitive perspectives have offered increasingly nuanced vocabularies for describing values in abstract terms, while demonstrating the importance of both individual and collective values. Yet, in conceiving of values as abstractions, cognitive perspectives undertheorize the connections between individuals and collectives, and relatedly, how abstract values
come to be embodied and manifest in organizational practices.


Cultural Perspective on Values


Another approach to values is offered by those who have taken a cultural perspective that focuses
on the manifestation of values in various artifacts, rituals, and symbols (Harrison & Beyer, 1984; Mar
tin, 1992; Schein, 1985). One prominent strand of organizational culture studies emphasizes the role
of entrepreneurs and executives in instilling their personal values into an organization through a topdown, or hierarchical, process (Barnard, 1938; Schein, 1985). For instance, some scholars have
suggested that senior executives play an important role in influencing whether organizations adopt
compliance-driven or aspiration-oriented ethics programs (Weaver, Treviño, & Cochran, 1999).
Charismatic leadership is one avenue through which values are thought to be instilled (Brown &
Treviño, 2009; Fanelli & Misangyi, 2006). Consequently, some consider "engineering" an organization's values to be an essential executive function (Kunda, 1992; Peters & Waterman, 1982).
Many scholars have seen organizational cultures predominately in terms of values that are espoused
by management and then harmoniously and uniformly shared by employees (Barley, Meyer, &
Gash, 1988; Detert, Schroeder, & Mauriel, 2000). Yet organizational cultures may remain differentiated or fragmented (Martin, 1992). And efforts at engineering values have even been shown to induce "concertive control" (Barker, 1993). Other studies have shown that imposing values from the top down is difficult to accomplish given the more open, transparent, and virtual forms of organizing now common in many domains (Gha & Edmondson, 2006; Palmisano, 2004). Thus, rather than being homogeneous, "cultural manifestations are interpreted, evaluated, and enacted in varying ways because cultural members have differing interests, experiences, responsibilities and values" (Martin, 2005: 272).

Within the cultural perspective, another strand is a discursive approach, in which organizing is
viewed as contingent upon language, and thus, as the result of ongoing conversations and meaning
making (Heracleous & Barrett, 2001; Phillips, Lawrence, & Hardy, 2004; Thomas, Sargent, & Hardy,
2011). According to Meyer, "narratives serve to encapsulate and entrench the values that are key to an organization's culture" (1995: 210). In this view, senior managers may hold privileged positions
when it comes to introducing values discourse, but other employees are involved as meanings are negotiated among actors (Gheney, 1999; Ford, Ford, & D'Amelio, 2008). But how these dynamics might unfold in the case of values has not been a concerted focus.

All the above viewpoints are  predominately closed system perspectives in which values are assumed
to be internal to an organization and its members.


But an open systems perspective (Emery & Trist, 1965; Scott & Davis, 2007) suggests a variety
variety of stakeholders and institutional actors are likely to influence an organization's values (Freeman, 1984; Kraatz, Ventresca, & Deng, 2010; Suddaby, Elsbach, Greenwood, Meyer, & Zilber,
2010). Notably, Selznick (1957) defined institutionalization as the process of infusing an organization
with values beyond the technical requirements at hand. Once institutionalization has occurred, Selznick argued, organizations would not readily give up or change their values. He conceived of values as "a prime function of leadership" (Selznick, 1957: 27), but later work has shown how organizational values may be translated through social movements, changes in field-level values, and the hiring of outsiders (Amis, Slack, & Hinings, 2002; Kraatz & Moore, 2002; Lounsbury, 2001).
These different cultural perspectives have drawn attention to how values can emerge from a variety
of sources—executives, employees and other stakeholders, the broader institutional environment—
and are manifest in various organizational artifacts, discourses, and practices. However, prior research has seldom studied values practices directly and has stopped short of understanding the processes involved in the emergence and performance of these values practices over time. Moreover, such an approach implies making a shift in how values, practices, and their relationship to one another are conceptualized.

Toward a Practice Perspective on Values

Both cognitive and cultural perspectives define values in "ostensive" terms (Latour, 1986). In other
words, they start with values as given and already objectified phenomena. By contrast, some scholars
have argued for a more dynamic and performative understanding of organizing (Gzarniawska, 1991;
Feldman & Pentland, 2003; Hatch, 2004).

This perspective suggests the need to focus on the processes whereby values emerge in performances. Thus, understanding what is of value, why it is valued, and how it is made recognizable requires attending to the practices through which values are performed. Such an approach is broadly consistent with the "practice turn" (Schatzki et al., 2001; Whittington, 2006) that has contributed new insights to diverse organizational phenomena such as strategies (Ghia & MacKay, 2007; Jarzabkowski, 2005), routines (D'Adderio, 2008; Feldman & Pentland, 2003), work and occupations (Hargadon & Bechky, 2006; O'Mahony & Bechky, 2008), sustainability and innovation (Garud & Gehman, 2012; Garud, Gehman, & Kumaraswamy, 2011), information technologies (Leonardi, 2007; Orlikowski, 2000), and knowledge (Gherardi, 2006; Nicolini, 2011).

At the core of the practice perspective is a relational ontology, one that flattens out conventional dualisms and reconceives of agency as distributed across social and material elements (Latour, 2005). In this perspective, values are to be found in practice (Dewey, 1939; Joas, 2000; Rouse, 2001). As Schatzki explained: "The organization of a practice is normative. . . . By 'normativity' I mean, first, oughtness and, beyond this, acceptability" (2002: 80, 85; see also Rouse, 2001). Thus, practices imply which ends should be pursued, what should be said and done, and how actions should be carried out.

Although offering a potentially promising reconceptualization of values, these literatures have not
explicitly addressed the emergence and performance of practices that are normatively right or wrong, good or bad, and thus, pursued as ends in themselves—what we call values practices.





O'Reilly - Organizational Culture Profile (OCP)




Values included in OCP

In alphabetical order

1. A willingness to experiment
2. Achievement orientation
3. Action orientation
4. Adaptability
5. An emphasis on quality

6. Being analytical
7. Being aggressive
8. Being Calm
9. Being careful
10. Being competitive





These values are given in the page 516 of the paper "People and Organizational Culture: A Profile Comparison Approach to Assessing Person-Comparison Fit," Academy of Management Journal, 1991, Vol. 34, No. 3, pp. 487-516  

Reviewed in the class of Fellow Programme 2014.

Thursday, February 19, 2015

Leadership Theory - Contribution of Howard Gardner

Did a google search on transactions between leaders and followers



Leading Minds: An Anatomy of Leadership (Google eBook)
Howard Gardner
Basic Books, 2011 - Business & Economics - 415 pages

Leader and followers, together, have embarked on a journey in pursuit of certain goals, and along the way into the future, they can expect to face some obstacles or resistances that must be overcome. The leader has to understand his followers: where they have been and where they would like to go. He needs to tell a story of a vision which appeals to them in their context.   But there are already stories in the air. The story that the leader is going to tell must be superior to the existing stories to have an impact.

Cognitive psychologists examine how ideas develop and how they are stored etc.

https://books.google.co.in/books?id=IHNMg2zBayIC

Leadership is  always a transaction between the leader, his or her followers, and the goal or dream. A resonance exists between leaders and followers that makes them allies in support of a common cause. My studies show, for instance, that leaders are highly focused, that they are able to inspire trust, and that they are purveyors of hope.

Leaders are capable of deep listening: Gandhi demonstrated that when he traveled throughout India learning the heart of his people. But what distinguishes leaders from, say, psychotherapists or counselors is that they find a voice that allows them to articulate the common dream.

Effective leaders put words to the formless longings and deeply felt needs of others. They create communities out of words.

Review of Gardner Book (1995 edition) by Warren Bennis contain the above lines.
https://hbr.org/1996/01/the-leader-as-storyteller





Tuesday, November 25, 2014

Organizational Culture - Concept - Defintion









Bibliography

Research Papers

Job Satisfaction and Organizational Culture
Lloyd H. Stebbins, Warner University and Eric B. Dent, Fayetteville State University; University of Maryland University College - Graduate School of Management and Technology
The Journal of Applied Management and Entrepreneurship, Vol. 16, No. 1, 2011


Books

* The Oxford Handbook of Organizational Climate and Culture


Benjamin Schneider, Karen M. Barbera
Oxford University Press, 2014 - 752 pages


The Oxford Handbook of Organizational Climate and Culture presents the breadth of topics from Industrial and Organizational Psychology and Organizational Behavior through the lenses of organizational climate and culture. The Handbook reveals in great detail how in both research and practice climate and culture reciprocally influence each other. The details reveal the many practices that organizations use to acquire, develop, manage, motivate, lead, and treat employees both at home and in the multinational settings that characterize contemporary organizations. Chapter authors are both expert in their fields of research and also represent current climate and culture practice in five national and international companies (3M, McDonald's, the Mayo Clinic, PepsiCo and Tata). In addition, new approaches to the collection and analysis of climate and culture data are presented as well as new thinking about organizational change from an integrated climate and culture paradigm.

No other compendium integrates climate and culture thinking like this Handbook does and no other compendium presents both an up-to-date review of the theory and research on the many facets of climate and culture as well as contemporary practice. The Handbook takes a climate and culture vantage point on micro approaches to human issues at work (recruitment and hiring, training and performance management, motivation and fairness) as well as organizational processes (teams, leadership, careers, communication), and it also explicates the fact that these are lodged within firms that function in larger national and international contexts.
http://books.google.co.in/books?id=7zVjAwAAQBAJ



Organizational Culture and Commitment: Transmission in Multinationals
Victoria Miroshnik
Palgrave Macmillan, 29-Nov-2013 - Business & Economics - 360 pag

Formation of company citizenship leads to success for the multinational companies by creating psychological alignments of the employee. This, therefore, should be considered as the international strategy of a multinational firm to create unique resources for competitive success. Successful multinational firms develop a common pattern of business performance by creating company citizenships, which include a primary focus on such values as organizational innovation, and a goal orientation. These values ultimately create commitment of the employees. 
This book proposes that there are some specific espoused values in every important multinational company, which form their organizational cultures and create values, which in turn may create enhanced performance of the organization. We can call this interrelationship between culture and performance as the company citizenship. This company citizenship can be transmitted from one part of the globe to another through the transmission of its corporate management and operations management system as a strategy of a multinational company

* The Handbook of Organizational Culture and Climate
Neal M. Ashkanasy, Celeste P M Wilderom, Mark F. Peterson
SAGE, 2011 - Business & Economics - 650 pages
http://books.google.co.in/books?id=P166hwdHzLwC

In The Handbook of Organizational Culture and Climate: Second Edition, a team of leading international scholars presents the state-of-the-art in the field, ten years after the publication of the award-winning First Edition. Following the Preface by Edgar Schein, 33 entirely new chapters document the development and maturing of ideas canvassed in the First Edition, and also offer exciting new perspectives on organizational culture and climate.


* Organizational Culture and Leadership


Edgar H. Schein
John Wiley & Sons, 24-Mar-2006 - Business & Economics - 464 pages


In this third edition of his classic book, Edgar Schein shows how to transform the abstract concept of culture into a practical tool that managers and students can use to understand the dynamics of organizations and change. Organizational pioneer Schein updates his influential understanding of culture--what it is, how it is created, how it evolves, and how it can be changed. Focusing on today's business realities, Schein draws on a wide range of contemporary research to redefine culture, offers new information on the topic of occupational cultures, and demonstrates the crucial role leaders play in successfully applying the principles of culture to achieve organizational goals. He also tackles the complex question of how an existing culture can be changed--one of the toughest challenges of leadership. The result is a vital resource for understanding and practicing organizational effectiveness.
http://books.google.co.in/books/about/Organizational_Culture_and_Leadership.html?id=xhmezDokfnYC



* Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies
Robert J. House, Paul J. Hanges, Mansour Javidan, Peter W. Dorfman, Assistant Professor of Management and International Business Vipin Gupta, Vipin Gupta
SAGE Publications, 30-Apr-2004 -  848 pages
Culture, Leadership, and Organizations reports the results of a ten-year research program, the Global Leadership and Organizational Behavior Effectiveness (GLOBE) research program. GLOBE is a long-term program designed to conceptualize, operationalize, test, and validate a cross-level integrated theory of the relationship between culture and societal, organizational, and leadership effectiveness. A team of 160 scholars worked together since 1994 to study societal culture, organizational culture, and attributes of effective leadership in 62 cultures. Culture, Leadership, and Organizations: The GLOBE Study of 62 Societies reports the findings of the first two phases of GLOBE. The book is primarily based on the results of the survey of over 17,000 middle managers in three industries: banking, food processing, and telecommunications, as well as archival measures of country economic prosperity and the physical and psychological well-being of the cultures studied.
http://books.google.co.in/books?id=4MByAwAAQBAJ












Saturday, November 8, 2014

Professor David Ager - Biography and Contribution

David Ager is Senior Fellow within Executive Education at Harvard Business School.

Professor Ager's research focuses on the leadership and organizational challenges that firms face as they conduct post-acquisition integration.

From 2004 to 2012 Ager served as a faculty member and the director of undergraduate studies in the Sociology Department at Harvard University.

In 2004, Ager earned a Ph.D. in Organizational Behavior, a joint degree granted by Harvard Business School and Harvard's Graduate School of Arts and Sciences.   Prior to that, he had an Honors B.Sc. in Economics and Human Biology from the University of Toronto, an MBA from the Richard Ivey School of Business, University of Western Ontario and a Master's degree in Sociology from Harvard University. 

Publications

Ager, David. "The Emotional Impact and Behavioral Consequences of Post-M&A Integration: An Ethnographic Case Study in the Software Industry." Journal of Contemporary Ethnography 40, no. 2 (April 2011): 199–230.


Thursday, August 28, 2014

Spirituality in the Work Place - Spirituality and Organizational Culture








Spirituality - Definition and Measurement


Toward a Humanistic-Phenomenological Spirituality
Definition, Description, and Measurement
David N. Elkins,
L. James Hedstrom,
Lori L. Hughes,
J. Andrew Leaf and
Cheryl Saunders
Paper of research on spirituality being conducted by a group of professors and students at the Graduate School of Education and Psychology of Pepperdine University. The article presents a humanistic definition and description of spirituality based on the writings of Abraham Maslow, John Dewey, William James, Carl Jung, and others. A discussion on the development of the Spiritual Orientation Inventory, a measure of spirituality based on the humanistic model is also provided in the paper.
Journal of Humanistic Psychology FALL 1988 vol. 28 no. 4 5-18
http://jhp.sagepub.com/content/28/4/5.short


Troy B. Adams PhD , Janet R. Bezner PT, PhD , Mary E. Drabbs EdD , Robert J. Zambarano PhD & Mary A. Steinhardt EdD (2000) Conceptualization and Measurement of the Spiritual and Psychological Dimensions of Wellness in a College Population, Journal of American College Health, 48:4, 165-173,

Exploring the Essence of Spirituality: A Phenomenological Study of Eight Students with Eight Different Worldviews
Matthew J. Mayhew
NASPA Journal, Vol. 41, no. 3, Spring 2004

Monday, July 14, 2014

Positive Psychology Approach to OB - Positive Organization Behavior - Research Perspective


Positive Psychology

The aim of positive psychology is to use scientific methodology to discover and promote the factors that allow individuals, groups, organizations, and communities to thrive. The subject area is concerned with optimal human functions or improved human functioning.

The factors or aspects identified in this branch of psychology include:

Hope, optimism, flow, happiness, capacity for love, capacity for vocation, courage, interpersonal skills,aesthetic sensibility, perseverance, forgiveness, originality, future mindedness, spirituality, high talent, wisdom, responsibility, nurturance, altruism, civility, moderation, tolerance, work ethic etc.

Optimism

Psychology treats optimism as a cognitive characteristic in terms of generalized positive outcome expectancy and/or a positive causal attribution.

Optimists make external attribution (it is not their fault), unstable attribution (it is only a temporary set back) and specific attribution (the failure is only in this specific instance).

Martin Seligman suggests optimistic people try to distance themselves from past negative outcomes.

Hope

Daniel Goleman "Having hope means that one will not give in to overwhelming anxiety, a defeatist attitude, or depression in the face of difficult challenges or setbacks."

Martin Seligman "Whether or not we have hope depends on two dimensions of our explanatory style:pervasiveness and performance. Finding temporary and specific causes for misfortune is the art of hope."

C. Rick Snyder "Hope not only reflects the individual's determination that goals can be achieved, but also the person's belief that successful plans can be formulated and pathways identified in order to attain goals."
Snyder along with others has developed a hope scale and conducted number of research studies. These studies find a positive link between hope scale scores and goal expectancies, perceived control, self esteem, positive emotions, coping and achievement.

Subjective Well-Being (SWB) (Happiness)

In psychological theory and research, the term subjective well-being or simply SWB is preferred to the term happiness. The terms may be used by many interchangeably but SWB is considered more broader.
Ed Diener is the psychologist closely associated with SWB.

Separate components of SWB identified

1. Life satisfaction
2. Satisfaction with important domains
3. Positive affect - A feeling of experience of many pleasant emotions and moods
4. Low levels of negative affect - The feeling of experience of few unpleasant emotions and moods.

Diener and other researchers have developed a number of valid measures of SWB components.

Emotional Intelligence

Positive primary emotions are Love/affection, happiness/joy and surprise. Negative emotions are fear, sadness, anger, disgust, and shame.

Salovey and Mayor defined emotional intelligence as "the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking actions."

Daniel Goleman explains emotional intelligence as "the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships."

Goleman classified this emotional intelligence and skill into two components: one component is related to self and the other component is related to dealing with others.

In the component dealing with self, the stages are self-awareness,self-management and self motivation.

In the component dealing with others the stages are empathy and social skills.

Self Efficacy

Albert Bandura  "personal judgment or belief of how well one can execute courses of action required to deal with prospective situations."

Stajkovic and Luthans "Self-efficacy refers to an individual's conviction (or confidence) about his or her abilities to mobilize the motivation, cognitive resources, and courses of action needed to successfully execute a specific task within a given context."

Wisdom

Baltes and Kunzmann write on the most general level we have defined wisdom as expert knowledge and judgement about important, difficult and uncertain questions associated with the meaning and conduct of life. Wisdom-related knowledge deals with matters of utmost personal and social significance.

References

Fred Luthans, Organizational Behavior, Ninth Ed., McGraw Hill, 2002
Paul B. Baltes and Utekunzmann, http://www.baltes-paul.de/Baltes&Kunzmann.pdf

Full Book on Positive Organizational Behavior
by Debra Nelson and Gary L. Cooper,
Pine Forge Press, 2007
Google Book Link with Preview Facility


New Research Papers


2007

Positive Organizational Behavior in the Work Place: The Impact of Hope, Optimism and Resilience
Carolyn M. Youssef and Fred Luthans
University of Nebraska Management Department Faculty Publication
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1035&context=managementfacpub