1. Managing Behavior In Organizations
Sixth Edition
Jerald Greenberg
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
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2. Chapter Seven
Interpersonal Behavior in the Workplace: Conflict, Cooperation, Trust, and Deviance

3. Learning Objectives
DESCRIBE two types of psychological contracts that develop in work relationships
DISTINGUISH between various forms of trust that are likely to exist in the workplace
DESCRIBE organizational citizenship behavior and ways in which it may be promoted
DISTINGUISH between cooperation and competition as they occur in work organizations
DESCRIBE the causes competition and why it is inevitable in organizations
DESCRIBE the causes and effects of conflict in organizations
DISTINGUISH between constructive and destructive types of workplace deviance and DESCRIBE various forms of each
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

4. Three Good Reasons Why You Should Care About . . . Interpersonal Behavior
Cooperation between people can make life on the job not only more pleasant, but more productive as well.
If managed properly, potentially harmful effects of conflict in the workplace can be avoided.
Managers can take several effective steps to reduce the likelihood of deviant organizational behavior, thereby avoiding its disruptive costs
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall 2

5. Interpersonal Behavior
Interpersonal behavior refers to the processes of working with others and against them.
Trust
Negotiation
Cooperation
Competition
Prosocial behavior - the tendency for people to help others on the job
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

6. Psychological Contracts
Psychological contract - a person’s perceptions and expectations about the mutual obligations in an employment relationship
Guide what we expect of others
Two dimensions
Time frame
Performance requirements
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

7. Types of Psychological Contracts
Transactional contract - characterized by an exclusively economic focus, a brief time span, an unchanging nature, and is narrow and well-defined in scope
Relational contract - parties involved have a long-term and widely defined relationship with a vast focus
Balanced contract – informal expectations between people that result in each side receiving some benefit from others
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

8. Effects of Psychological Contracts
The three kinds of psychological contracts play a role in organizational behavior
For example:
Relational and balanced contracts encourage people to go beyond the basic requirements of their jobs.
People who are low in emotional stability and highly sensitive to being treated unfairly tend to form transactional contracts.
People who are high in conscientiousness and self esteem tend to form relational contracts.
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

9. Trust in Working Relationships
Trust reflects a person’s degree of confidence in the words and actions of another.
Three kinds of trust:
Calculus based
Identification based
Swift
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

10. Calculus Based Trust
Calculus based trust is based on the use of threats and deterrents.
Each side knows what it is expected to deliver
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

11. Identification Based Trust
Identification based trust is based on accepting and understanding another person’s wants and desires
Important elements of this trust include:
Familiarity
Shared experience
Reciprocal disclosure
Fulfilled promises
Demonstrations of non-exploitation and vulnerability
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

12. Swift Trust
Swift trust refers to trust that occurs as a set of collective perceptions develops among members of temporary groups where:
Outcomes are interdependent
Time constraints exist
Group members focus on task and professional roles
A trust broker is in place
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

13. Developing Trust Worthiness
Three factors are especially important in developing trust between followers and leaders:
Ability - managers need to demonstrate that they know how to work effectively with people
Benevolence - the more benevolent leaders have been to their followers, the more likely the followers are to trust them
Integrity – people are less inclined to trust leaders who do not consistently display high moral character
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

14. Guidelines for Promoting Trust
How to promote trust:
Always meet deadlines
Follow through as promised
Share personal values and goals
“Walk the talk”
Give people a chance to express themselves
Make sure that people know about you
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15. Organizational Citizenship Behavior
Organizational citizenship behavior (OCB) can be defined as acts that exceed the formal requirements of one’s job.
Going beyond the call of duty
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

16. Forms of OCB
Organizational citizenship behavior (OCB) can take many different forms, most of which fall into the five major categories shown here. Also as indicated, these may be direct either at individuals (categorized as OCB-I) or organizations (categorized as OBC-O).
Altruism:
Helping a coworker with a project (OCB-I)
Switching vacation dates with another at his or her request (OCB-I)
Volunteering for companywide projects (OBC-O)
Conscientiousness
Never missing a day of work (OCB-O)
Coming to work early if needed (OCB-O)
Not spending time on personal calls (OCB-O)
Civic Virtue:
Attending voluntary meetings and functions (OCB-O)
Reading memos; keeping up with new information (OCB-O)
Sportsmanship:
Making do without complaint (“Grin and bear it!”) (OCB-O)
Not finding fault with the organization (OCB-O)
Courtesy:
“Turning the other cheek to avoid problems (OCB-I)
Not “blowing up” when provoked
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

17. Forms of OCB
OCB-I organizational citizenship behavior that is directed at individuals
OCB-O organizational citizenship behavior that is directed at organizations
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

18. Why Does OCB Occur?
The more people believe they are treated fairly by the organization:
the more they trust its management.
the more willing they are to go the extra mile to help out when needed.
OCB also occurs when employees:
have good relationships with their supervisors.
are highly conscientious.
are highly empathic.
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

19. Does OCB Really Matter? Yes!
Although the effects of OCB may be indirect and difficult to measure, they can be very profound
Most people believe that relative to core task behavior, OCB should count for 30-50% of performance appraisals.
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

20. Promoting OCB Be a model of helpful behavior Demonstrate courtesy
Make voluntary functions fun
Don’t complain
Demonstrate conscientiousness
Don’t stand on ceremony
Treat employees fairly
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

21. Cooperation
Cooperation - situations in which two or more individuals, teams or organizations work together toward some common goal
Factors that contribute to cooperation:
Reciprocity principle - the tendency to treat others as they have treated us
Personal orientation
Competitors
Individualists
Cooperators
Equalizers
Organizational reward systems
Team-based rewards vs. individual reward
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

22. Personal Orientations
Individualists
People who care almost exclusively about maximizing their own gain, and don’t care whether others do better or worse than themselves
Competitors
People whose primary motive is doing better than others, besting them in open competition
Cooperators
People who are concerned with maximizing joint outcomes, getting as much as possible for their team
Equalizers
People who are primarily interested in minimizing the differences between themselves and others
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23. Cooperation Among Organizations
It can be beneficial for organizations to work together to maximize joint profits
Partnering with suppliers
Research and development partnerships
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

24. Competition Why doesn’t cooperation always occur?
Some goals can’t be shared
Competition - a pattern of behavior in which each person, group, or organization seeks to maximize its own gains, often at the expense of others
Mixed motives – the motive to cooperate and the motive to compete at the same time
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

25. Cooperation vs. Competition
When cooperating with one another, people contribute to attaining the same goal that they share. However, when competing against one another, people attempt to attain the same goal, which only one can have.
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

26. Conflict
Conflict may be defined as a process in which one party perceives that another party has taken or will take actions that are incompatible with one’s own interests.
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

27. Types of Conflict
Substantive conflict occurs when people have different viewpoints and opinions with respect to a decision they are making with others.
Affective conflict occurs when people experience clashes of personalities or interpersonal tension of some sort.
Process conflict occurs when controversies arise about how various duties and resources will be allocated and with whom various responsibilities will reside.
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

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Causes of Conflict
Malevolent Attributions
Destructive Criticism
Distrust
Competition over Scarce Resources
Grudges
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29. Types of Criticism
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

30. Consequences of Conflict
Negative
Conflict yields strong negative emotions
Conflict may divert people’s attention from the task at hand
Communication between individuals or teams may be so adversely affected that any coordination of effort between them is compromised
Lowered coordination tends to lead to decrements in organizational functioning
Positive
Conflict may improve the quality of organizational decisions
Conflict may bring out into the open problems that have been previously ignored
Conflict may motivate people to appreciate each other’s positions more fully
Conflict may encourage people to consider new ideas, thereby facilitating change
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31. Managing Conflict
Although conflict is inevitable, There are concrete steps that managers can take to avoid the negative consequences that result from conflict between people in the workplace. Some of the most effective ones are indentified here.
Agree on a process for making decisions before a conflict arises. This way, when a conflict needs to be addressed, everyone knows how it is going to be handled.
Make sure everyone knows his or her specific areas of responsibility, authority and accountability. Clarifying these matters avoids potential conflicts when people either ignore their responsibilities or overstep their authority.
Recognize conflicts stemming from faulty organizational systems, such as pay system that rewards one department at the expense of another. In such cases, work to change the system rather than training employees.
Recognize the emotional reactions to conflict. Conflicts will not go away until people’s hurt feelings are addressed.
Consider how to avoid problems rather than assign blame for them. Questions such as, “Why did you do that?” only make things worse. It is more helpful to ask, “How can we make thing better?”
Conflicts will not go away by making believe they don’t exist; doing so will only make them worse. Avoid the temptation not to speak to the other party. Instead, discuss your misunderstandings with this individual thoroughly.
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

32. Managing Conflict Through Negotiation
Negotiation (bargaining) - the process by which two or more parties in dispute with one another work together to find a solution that is acceptable to all the parties involved
Win-win solutions - occur when outcomes are found for all sides that allow them to believe that they have “won” the negotiation process
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

33. Tips for Negotiating Win-Win Solutions
Avoid making unreasonable offers
Seek the common ground
Broaden the scope of issues considered
Uncover the “real” issues
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

34. Deviant Organizational Behavior
Deviant organizational behavior - actions on the part of employees that intentionally violate the norms of organizations and/or the formal rules of society, resulting in negative consequences
Destructive organizational deviance - violates both organizational and societal norms
Constructive organizational deviance - violates organizational norms, but is consistent with societal norms
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

35. Whistle-Blowing
Whistle blowing - the disclosure by employees of illegal, immoral, or illegitimate practices by employers to people or organizations able to take action
Usually considered constructive behavior by society, but whistle blowers may become targets of retaliation by their organizations
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

36. Cyberloafing
Cyberloafing refers to the use of company computers for personal use such as
Costly for companies, but efforts to move it are not well accepted and in some cases, illegal
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

37. Workplace Aggression and Violence
Workplace aggression refers to any efforts by individuals to harm others with whom they work or have worked in the past, or their organizations
Three major categories:
Incivility and bullying
Obstructionism
Overt aggression
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall
Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

38. Forms of Workplace Bullying
Workplace bullying takes a variety of forms. Some of the most widely observed ones are summarized here.
Constant Critic:
Uses insulting and belittling comments, engages in name-calling
Constantly harangues the victim about his or her incompetence
Makes aggressive eye contact
Two- Headed Snake:
Denies victims the resources needed to work
Demands that coworkers provide damning evidence against the victim
Assigns meaningless work as punishment
Vindictive Gatekeeper:
Isolates the victim, ignoring him or her with “the silent treatment”
Deliberately cuts the target out of the communication loop but expects the victim to have the missing information
Screaming Mimi:
Yells, screams, and curses
Makes loud, angry outbursts and throws tantrums
Intimidates by slamming and throwing objects
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

39. Employee Theft
Employee theft: Taking company property for nonbusiness uses
Causes of employee theft:
Employees see coworkers doing it
Employees want to even the score
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Copyright © 2013 Pearson Education, Inc., publishing as Prentice Hall

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