肖余春教授MBA讲义《组织行为学》.ppt

* * * * * * * * * * * * * * xiaoyuchun@ 组织阻力 组织阻力 对已有资源分配的威胁 对已有权力关系的威胁 对专业知识的威胁 群体惯性 有限的变革点 结构惯性 xiaoyuchun@ 推行组织变革的方法？ Kurt Lewin的变革3步模型： unfreezing movement refreezing 活动研究： 诊断 分析 反馈 行动 评估 xiaoyuchun@ 趋势：管理变革 行为变革 文化变革 任务与技术变革 ◆ 调查反馈 ◆ 团队建设 ◆ 过程咨询 ◆ T-组训练 ◆学习型组织 ◆知识管理 ◆创新管理 ◆高绩效-高绩效 ◆ 工作再设计 ◆ 社会技术系统 xiaoyuchun@ 工作压力 U.S. President 176.6 Firefighter 110.9 Senior executive 108.6 6. Surgeon 99.5 Rank score Stress score The most stressful jobs * * * * * * Learning is any relatively permanent change in behavior that occurs as a result of experience. Three theories examine the process by which patterns of behavior are acquired. In classical conditioning, an individual responds to some stimulus that would not ordinarily produce such a response. This theory grew out of Pavlov’s experiments to teach dogs to salivate in response to the ringing of a bell. When Pavlov gave a dog a piece of meat, the dog would salivate. The meat was an unconditioned stimulus; the salivation of the dog was the unconditioned response. The bell, on the other hand, was a conditioned stimulus that was originally neutral. Pavlov paired the bell with the meat, which caused the dog to associate the sound of the bell with being fed. Over time, the sound of the bell alone produced a conditioned response by making the dog salivate. Classical conditioning is passive. Something happens, and we react in a specific way. As such, it can explain simple, reflexive behaviors. In operant conditioning, desired voluntary behavior leads to a reward or stops a punishment. This theory argues that behavior is a function of consequences. Operant behavior is learned or voluntary, not reflexive or unlearned. B. F. Skinner argued that creating pleasing consequences to follow specific forms of behavior would increase the frequency of that behavior. He said that rewards are most effective if they immediately follow the desired response and that behavior that is not rewa