Exam Study Guide • Udai Pareek

Understanding Organizational Behaviour

Chapters 5 (Part 1) · 6 · 7 · 10 · Complete Exam Notes

OB Study Guide Ch 5: Personality· Ch 6: Learning· Ch 7: Motivation· Ch 10: Attitudes & Values
← Part 1 (Ch 1–5) Ch 5: Personality & Effectiveness (Pt 1) Ch 6: Learning Process Ch 7: Motivational Process Ch 10: Attitudes and Values
CHAPTER 5 (PART 1)

Personality and Personal Effectiveness

Psychometric

16 P-F (Cattell), Big Five, FIRO-B — "how do we measure personality?"

Psychodynamic

Freud, Jung/MBTI, Transactional Analysis — "where does it come from?"

Lifestyle-based

Type A/B, Enlarging/Enfolding, Personality-Job Fit — "how does it show up daily?"

⭐ Exam Tip: Examiners love asking you to classify a theory into one of these three families — memorize which theory belongs where.

Cattell identified 16 source traits, each a bipolar dimension (a "low" pole vs a "high" pole).

# Factor Low Pole vs High Pole
1 Warmth Reserved vs Outgoing
2 Reasoning Less intelligent vs More intelligent
3 Emotional stability Unstable vs Stable
4 Dominance Humble vs Assertive
5 Liveliness Sober vs Happy-go-lucky
6 Rule-consciousness Expedient vs Conscientious
7 Social boldness Timid vs Venturesome
8 Sensitivity Tough-minded vs Sensitive
9 Vigilance Trusting vs Suspicious
10 Abstractedness Practical vs Imaginative
11 Privateness Forthright vs Shrewd
12 Apprehension Self-assured vs Apprehensive
13 Openness to change Conservative vs Experimental
14 Self-reliance Group dependent vs Self-sufficient
15 Perfectionism Casual vs Controlled
16 Tension Relaxed vs Tense
⭐ Exam Tip: You won't need all 16 verbatim — just know it's Cattell's model, that it's psychometric, and can name 4–5 examples.
Trait Description
Extraversion Comfort with relationships — talkative, outgoing, sociable, assertive
Agreeableness Inclination to defer to others — good-natured, cooperative, warm, trusting
Conscientiousness Reliability re: responsibility — responsible, dependable, persistent, organized
Openness to Experience Range of interests, fascination with novelty — imaginative, artistic, curious
Emotional Stability Ability to withstand stress — calm, secure vs nervous, insecure
⭐ Exam Tip: Remember with acronym OCEAN (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism/Emotional Stability). Very high-yield — expect a direct "list the Big Five" question.

Fundamental Interpersonal Relations Orientation – Behavior, developed by William Schutz (late 1950s). Based on the idea that interpersonal needs strongly predict human behaviour.

Three Basic Interpersonal Needs

Inclusion

Need to socialize and interact with people

Control

To control others and be controlled by others

Affection

To give and receive affection

Expressed vs Wanted (9 Combinations)

Inclusion Control Affection
Expressed Expressed Inclusion Expressed Control Expressed Affection
Wanted Wanted Inclusion Wanted Control Wanted Affection
3 Needs × 2 Dimensions = 6 (often extended to 9 combinations)
⭐ Exam Tip: Common question — "Name the 3 needs in FIRO-B" or "differentiate Expressed vs Wanted behaviour." Expressed = what you show; Wanted = what you seek from others.
Structure Principle Function
Id Pleasure Principle Energy constantly striving to satisfy basic drives
Ego Reality Principle Seeks to gratify the Id in realistic ways
Super Ego Conscience Principle Voice of conscience — focuses on how we ought to behave
Insight: The Ego mediates constantly between the Id's demands and the Superego's judgment — personality lives in that tension.
Stage Age Focus
Oral 0–18 months Centered on the mouth
Anal 18–36 months Bowel/bladder elimination
Phallic 3–6 years Genitals — Identification & Gender Identity
Genital Puberty on Sexual feelings toward others

Key line to remember: "personality forms during the first few years of life, rooted in unresolved conflicts of early childhood." Strong conflict can fixate a person at Stage 1, 2, or 3.

Freudian Personality Types (linked to fixation stage)

Type Linked Stage Traits
Erotic Oral Optimistic, Manipulative, Boastful, Gullible
Obsessive Anal Stingy, Stubborn, Orderly, Meticulous
Narcissistic Phallic Vain, Brash, Courageous, Stylish
Detached Genital Democratic, Builds systems, Links with others, Situation-specific
⭐ Exam Tip: Very testable — match Stage → Type → Traits. Oral=Erotic, Anal=Obsessive, Phallic=Narcissistic, Genital=Detached.

Tools the Ego uses to balance Id's demands against Superego's judgment:

DenialDisplacementIntellectualisation ProjectionRationalisationReaction Formation RegressionRepressionSublimationSuppression
⭐ Exam Tip: Be ready to just list 4–5 of these names — full definitions rarely asked at this depth.

MBTI taps four characteristics, producing 16 personality types.

Dimension Pole 1 Pole 2
Source of Energy Extraversion (E) — outgoing, speaks then thinks Introversion (I) — reflective, thinks then speaks
Collecting Information Sensing (S) — practical, concrete, known facts Intuiting (N) — theoretical, abstract, possibilities
Decision Making Thinking (T) — analytical, logic over values Feeling (F) — subjective, values over logic
Understanding the World Judging (J) — structured, planned Perceiving (P) — flexible, spontaneous
4 Dimensions × 2 Poles each = 16 Personality Types

ISTJ · ESTJ · INTJ · ENTJ · ISTP · ESTP · INTP · ENTP · ISFJ · ESFJ · INFJ · ENFJ · ISFP · ESFP · INFP · ENFP

⭐ Exam Tip: Know the 4 letter-pairs (E/I, S/N, T/F, J/P) cold — a very common short-answer question.
Type A

Moves/eats rapidly, impatient with pace of events, tries to multitask, cannot cope with leisure, obsessed with numbers/quantity as success measure

Type B

No sense of time urgency, no need to display achievements, plays for fun not superiority, can relax without guilt

⭐ Exam Tip: Classic compare-contrast essay question. Anchor: Type A = urgency + numbers; Type B = relaxed + no need to prove.
Enlarging

Career/job success oriented, self-improvement, growth, non-traditional, moves to influential positions, reads/attends theatre/keeps up with current events

Enfolding

Less career focus, values tradition, stability, inner strength, parental ties; not in social/community groups; no self-improvement programs

Unlike Type A/B and Big Five (fixed traits), the Gunas describe shifting states present in everyone in changing proportion, moment to moment.

Guna Nature
Sattva Clarity, purity, wisdom, harmony
Rajas Activity, passion, ambition, restlessness
Tamas Inertia, resistance, ignorance
Key line: "The goal isn't to 'be Sattvic' — it's to notice which Guna is driving before you act."
⭐ Exam Tip: If asked to contrast Western vs Indian personality theories — Western = fixed traits/types; Gunas = dynamic, situational states.
CHAPTER 6

Learning Process

Learning = the process of acquiring, assimilating, and internalizing cognitive, motor, or behavioural inputs for effective and varied use when required, leading to enhanced capability of further self-monitored learning.

The Process of Learning (6 steps, cyclical)

  1. Acquiring knowledge
  2. Assimilation or Retention
  3. Internalization of new knowledge
  4. Application of new learning
  5. Using learning in all situations
  6. Self-monitored learning (feeds back into step 1)
⭐ Exam Tip: Stress it is "a cycle, not a checklist" — step 6 loops back to step 1. Sequence-ordering questions are common.
Stimulus-ResponseCognitiveAdult Learning Social LearningExperiential LearningMotivation
Theory Founder Key Idea
Classical Conditioning Pavlov Neutral stimulus + repeated pairing with Unconditioned Stimulus → becomes Conditioned Stimulus producing the response alone
Instrumental Conditioning Thorndike Puzzle boxes; escape by lever-press for food; learning via Trial and Error; also called response generalization / Type R conditioning
Operant Conditioning Skinner Reinforcement (positive/negative) and its schedule shape behaviour; Simple schedule (one reinforcer/behaviour) vs Compound schedule (combination)
⭐ Exam Tip: Pavlov=Classical, Thorndike=Instrumental (Trial & Error), Skinner=Operant (Reinforcement). Very frequently asked to match founder→theory.
Technique Definition
Positive Reinforcement Increase frequency of desired behaviour by giving a reward
Negative Reinforcement Increase frequency of desired behaviour by helping person understand consequences of undesirable behaviour
Punishment Create an undesirable situation to decrease undesirable behaviour
Extinction Remove all reinforcing stimuli — unreinforced behaviour disappears on its own
Shaping Impart new learning in graduated steps via successive successes and reinforcement schedules
⭐ Exam Tip: Don't confuse Negative Reinforcement with Punishment — Negative Reinforcement still aims to INCREASE desired behaviour; Punishment aims to DECREASE undesirable behaviour. Classic trick question.
Theory Founder Key Idea
Lateral Thinking De Bono Solving problems via indirect, creative approaches rather than step-by-step logic
Cognitive Dissonance Festinger Discomfort from contradictory beliefs drives attitude/behaviour change to restore consistency
Theory Founder Key Idea
Andragogy Knowles (1980) Adults are self-directed learners motivated by relevance/real-world application
Adult Learning Theory Cross (1981) Integrates adult life circumstances into learning design
Modeling Theory Bandura People learn by observing and imitating credible/admired models
Social Cognition Vygotsky Learning is a social process — knowledge constructed via interaction

Core beliefs: people learn best from their own experience + reflection; doing > knowing; support matters; novelty > outcome; small controlled steps outside comfort zone are key.

The 4-Stage Cycle

  1. Concrete Experience — perception of the objective world
  2. Reflective Observation — beginning of internalisation
  3. Abstract Conceptualisation — step back, draw conclusions/generalisations
  4. Active Experimentation — test theories/hunches in new situations
Experience → Reflect → Conceptualize → Apply → (repeats, deepens each pass)

Kolb's Learning Styles

Style Description Combines
Concrete Experiencers Excited by new experience, shares it with others Experiencing + Generalizing
Reflective Observers Learn from observation, reflect, discuss Processing + Generalizing
Abstract Conceptualizers Rely on logic and rational analysis Generalize from logical material
Active Experimenters Pragmatic, tries things out in familiar situations Applying stage
⭐ Exam Tip: Very high-yield diagram — expect to draw/label the 4-stage cycle and match each of the 4 learning styles to its dominant stage.

Pramanas name the sources of valid knowledge behind each Kolb stage:

Kolb Stage Pramana Meaning
Concrete Experience Pratyaksha Direct perception
Reflective Observation Anumana Inference
Abstract Conceptualization Shabda Verified testimony / theory
Active Experimentation — Testing the pramana against reality
Samskaras: mental impressions from repeated action, forming habit — explains why repeated practice speeds up performance over time (not just more willpower, but a new experience-reflection loop).
CHAPTER 7

Motivational Process

Maslow's Needs HierarchyTheory X and Y Alderfer's ERGHerzberg's Two-FactorMcClelland's Three Motives

Bottom (lower-order) → Top (higher-order): Physiological → Safety → Love → Ego → Self-Actualization.

Need Level Organizational Expression
Self-actualization Job challenge, performance, advancement, creativity, growth, training, self-image
Ego needs Status, responsibilities, recognition
Love needs Cohesive/supportive coworkers, teams, supervisors, subordinates, customers
Safety needs Work safety, job security, health insurance
Physiological needs Workplace conditions (air, water, temperature), base salary
⭐ Exam Tip: Always draw the pyramid low→high and map each level to a workplace example — extremely common question.
Theory X

People dislike work, avoid it if possible; must be coerced/controlled/threatened; prefer direction, avoid responsibility, seek security above all

Theory Y

Work is as natural as rest/play; self-direction if committed to objectives; seek/accept responsibility; creativity widely distributed

Extension/compression of Maslow's 5 levels into 3:

Maslow Alderfer
Self-Actualization + Ego Needs Growth
Love Needs Relatedness
Safety Needs + Physiological Needs Existence
⭐ Exam Tip: ERG = Existence, Relatedness, Growth. Direct mapping question is common.
Hygiene Factors (dissatisfiers)

Salary, working conditions, company policies, supervision, work group, job security

Motivational Factors (satisfiers)

Advancement, personal development, responsibility, recognition, achievement, job interest

⭐ Critique point (from learning objectives): Be ready to critique — hygiene factors only prevent dissatisfaction, they don't motivate; only motivators actively drive performance.
Achievement

Desire to succeed

Affiliation

Desire for satisfying relationships

Power

Desire to influence and control others

Pareek extends McClelland's 3 to 6 motives, adding Influence, Control, Extension, and Dependency:

  1. Achievement Motive
  2. Affiliation Motive
  3. Influence Motive
  4. Control Motive
  5. Extension Motive
  6. Dependency Motive
⭐ Exam Tip: Pareek's extension (3→6) is a signature/original contribution of this textbook — likely a dedicated question.
Maslow Alderfer Herzberg McGregor McClelland
Self-Actualization Growth Motivators Theory Y Need for Achievement
Ego Needs Growth Motivators Theory Y Need for Power
Love Needs Relatedness Hygiene Factors — Need for Affiliation
Safety Needs Existence Hygiene Factors Theory X —
Physiological Needs Existence Hygiene Factors Theory X —
⭐ Exam Tip: This integrated table is THE single most exam-worthy item in this chapter — memorize row-by-row correspondence.
Intrinsic vs ExtrinsicExpressed vs Wanted Approach vs AvoidancePersonal vs InterpersonalIndividual vs Social

Approach and Avoidance Dimensions of Pareek's Six Motives

Motive Approach (hope of) Avoidance (fear of)
Achievement Success Failure
Affiliation Inclusion Exclusion
Influence Impacting Importance
Control Order Chaos
Dependency Growth Loneliness
Extension Relevance Irrelevance
Expectancy TheoriesCognitive Evaluation Theory Equity TheoryReinforcement Theory

Expectancy Theory (Vroom)

Chain: Individual Effort → Individual Performance → Organisational Rewards → Personal Goals

Link Name
Effort → Performance Expectancy
Performance → Rewards Instrumentality
Rewards → Personal Goals Valence
Motivation = Expectancy × Instrumentality × Valence (multiplicative model)

Work Motivation Model (Smith & Cranny)

Effort/Intention → Performance → Rewards → Satisfaction

Note: this is a linear chain, distinct from Vroom's multiplicative model.

Equity Theory

Type Condition
Positive Equity Outcomes(Self)/Inputs(Self) > Outcomes(Others)/Inputs(Others)
Negative Equity Outcomes(Self)/Inputs(Self) < Outcomes(Others)/Inputs(Others)
⭐ Exam Tip: Vroom's E-I-V terms (Expectancy, Instrumentality, Valence) are guaranteed exam material — know the definition of each link precisely. Also know Vroom = multiplicative, Smith & Cranny = linear/additive chain.
Concept Meaning
Karma Yoga Path of disciplined, dedicated action
Nishkama Karma Action without attachment to its fruits/outcome
Svadharma Duty aligned to one's own nature
Extension Motive (Pareek) Motivation beyond self-interest, e.g. mentoring, open-source contribution
Key contrast: Western theories explain what drives you toward a reward. Karma Yoga asks what happens to motivation when the reward is uncertain or absent.
CHAPTER 10

Attitudes and Values

Attitude = Cognitive + Affective + Conative components.

Negative Attitude Example

Cognitive: "He is very partial."
Affective: "I just hate him."
Conative: "I don't attend his class / don't submit on time."

Positive Attitude Example

Cognitive: "He is the best teacher, appreciates good work."
Affective: "He is my favorite teacher."
Conative: "I look forward to his class and submit on time."

⭐ Exam Tip: Cognitive = belief/thought, Affective = feeling, Conative = behavioural intent. Almost guaranteed to be tested with a "identify the component" question.

1. Job Satisfaction

Driven by: nature of job, growth opportunities, compensation, career advancement, organizational climate.

2. Organizational Commitment — Three Types

Type Description
Affective Commitment Emotional attachment to the organization
Continuance Commitment Acceptance of organizational values and goals
Normative Commitment Willingness to help the organization achieve its goals
⭐ Exam Tip: The 3 commitment types are a classic list-and-define question.
Reinforcement TheoryBalance Theory Cognitive Consistency TheoryCognitive Dissonance TheoryComprehensive Theory

Comprehensive Theory — Five Communication Processes

  1. Source
  2. Message
  3. Channel
  4. Receiver
  5. Destination

A message travels this full chain — breakdown at any point weakens the attitude-change effect.

Relationship Compatibility Influence on Attitude/Behaviour
Irrelevant Neither consonant nor dissonant None
Relevant Consonant None
Relevant Dissonant Pressure to reduce dissonance
Insight: Dissonance is uncomfortable enough that people change attitudes, behaviour, or beliefs to relieve it — often by rationalizing rather than truly resolving the conflict.

A grid crossing the 5 communication stages with 5 aspects of change:

Columns (Communication): Source, Message, Channel, Receiver, Destination

Rows (Change Aspects): Attention, Comprehension, Yielding, Retention, Action

⭐ Exam Tip: Know it's a 5×5 audit grid for designing persuasive communication — you likely won't need every cell, just the two axes.

Value = a conception, explicit or implicit, distinctive of an individual or characteristic of a group — a basic conviction that a specific mode of conduct is personally/socially preferable to its opposite.

Terminal Values (end-states of existence — goals for a lifetime)

A comfortable life, An exciting life, A sense of accomplishment, A world at peace, A world of beauty, Equality, Family security, Freedom, Happiness, Inner harmony, Mature love, National security, Pleasure, Salvation, Self-respect, Social recognition, True friendship, Wisdom.

Instrumental Values (preferable modes of behaviour — means to reach terminal values)

Ambitious, Broad-minded, Capable, Cheerful, Clean, Courageous, Forgiving, Helpful, Honest, Imaginative, Independent, Intellectual, Logical, Loving, Obedient, Polite, Responsible, Self-controlled.

⭐ Exam Tip: Terminal = the "ends" (goals); Instrumental = the "means" (behaviours to get there). You don't need to memorize the full lists — know the distinction and give 3–4 examples of each.
Power Distance

High vs Low

Individualism vs Collectivism

Degree people prefer acting individually vs as part of a group

Masculinity vs Femininity

Dominant gender-based value systems

Uncertainty Avoidance

High vs Low tolerance for ambiguity

Long-term vs Short-term Orientation

Focus on future rewards vs immediate/past-oriented values

⭐ Exam Tip: Hofstede's 5 dimensions are extremely high-yield — expect a "list and define" or "apply to a country/company culture" question.

Power, Elitism, and Reward

Effectiveness, Efficiency, and Economy

Fairness, Teamwork, and Law & Order

Defence, Competitiveness, and Opportunism

Survey Results — Held vs Wanted Gap

Value Rank Held By (%) Wanted in Others (%)
Honesty and truthfulness 1 47 34
Dedication 2 31 30
Concern and respect for others 3 25 28
Family duty and responsibility 4 23 16
Sincerity 5 22 14
⭐ Exam Tip: Note the gap between "Held By %" and "Wanted in Others %" — especially large for Family duty and Sincerity. A likely discussion/interpretation question.

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