Perilaku Organisasi ( Organizational Behavior ) adalah suatu disiplin ilmu yang mempelajari bagaimana seharusnya prilaku tingkat individu, tingkat kelompok, serta dampaknya terhadap kinerja (baik kinerja individual, kelompok, maupun organisasi). Prilaku organisasi juga dikenal sebagai studi tentang organisasi.
View doc from MANAGEMENT 107007 at University of Riau Islands. Perilaku organisasi buku 1 / Stephen P. Robbins; alih bahasa Tim Index Author: Robbins,. Robbins Dasar Dasar Perilaku Organisasi. MATERI BUKU PERILAKU KEORGANISASIAN. Kecerdasan adalah satu karakteristik yang dibawa individu ketika mereka.
Studi ini adalah sebuah bidang telaah akademik khusus yang mempelajari organisasi, dengan memanfaatkan metode-metode dari ekonomi, sosiologi, ilmu politik, antropologi dan pisikologi. Disiplin-sidiplin lain yang terkait dengan studi ini adalah studi tentang sumber daya manusia dan psikologi industri serta perilaku organisasi Perilaku keorganisasian merupakan bidang studi yang mempelajari tentang interaksi manusia dalam organisasi, meliputi studi secara sistematis tentang prilaku, struktur dan proses dalam organisasi. Perilaku organisasi (OB) adalah suatu bidang studi yang mempelajari dampak perorangan (individual), kelompok, dan struktur pada perilaku dalam organisasi dengan maksud menerapkan pengetahuan tentang hal-hal tersebut demi perbaikan efektifitas organisasi.
Lebih lanjut. Robins, 44 mengemukakan bahwa perilaku organisasi (OB) adalah suatu bidang studi, artinya merupakan bidang keahlian yang terpisah dari bidang pengetahuan yang sifatnya umum. OB mempelajari 3 determinan perilaku dalam keorganisasian, yakni perilaku individual, perilaku kelompok, serta struktur. Disamping itu juga OB menerapkan pengetahuan yang sifatnya didapatkan dari individu, kelompok dan struktur pada organisasi, agar organisasi dapat berjalan lebih efektif. Jadi studi OB adalah studi sistematis, yaitu memperlihatkan hubungan, mencoba menghubungkan sebab dan akibat (antara satu variabel dengan variabel lainnya dalam organisasi) serta menarik kesimpulan berdasarkan bukti ilmiah (bukan studi intuisi, suatu perasaan yang tidak perlu didukung oleh riset). Bidang perilaku organisasi (PO) atau Organizational Behavior (OB) mengidentifikasi 5 tingkat analisis ( level of analisys) yaitu tingkat individual (individual level), tingkat kelompok (group level), dan tingkat organisasi (organization level). Salah satu ukuran kinerja ( performance ) dalam OB baik untuk level individual, level kelompok, dan level organisasi adalah tercapainya tingkat produktivitas ( productivity ).
Produktivitas dinyatakan sebagai ukuran kinerja yang mencakup efektivitas dan efisien ( a performance measure including effectiveness and efficiency ). Efektivitas ( effectiveness ) adalah pencapaian tujuan ( achievement of goal ). Dalam konteks OB efektivitas merupakan hubungan optimal antara produksi, kualitas, efisiensi, fleksibilitas, kepuasan, sifat keunggulan dan pengembangan. Efisien ( efficiency ) adalah rasio dari keluaran efektif terhadap masukan yang diperlukan untuk mrncapai tujuan tertentu ( the ratio of effectice output to the input required to achieve it ). Dalam pandangan Stephen P.
Robins, Perilaku Organisasi (OB), dapat kami tafsirkan sebagai Perilaku suatu disiplin ilmu yang mempelajari bagaimana seharusnya perilaku tingkat individu, tingkat kelompok, serta dampaknya terhadap kinerja (baik kinerja individual, kelompok, maupun organisasi). Perilaku organisasi juga dikenal sebagai studi tentang organisasi. Studi ini adalah sebuah bidang telaah akademik khusus yang mempelajari organisasi, dengan memanfaatkan metode-metode dari ekonomi, sosiologi, ilmu politik, antropologi dan psikologi. Disiplin-disiplin lain yang terikat dengan studi ini adalah studi tentang sumber daya manusia dan psikologi industri. Studi organisasi adalah tentang pribadi dan dinamika kelompok an konteks organisasi, serta sifat organisasi itu sendiri. Setiap kali orang berintereksi dalam organisasi, banyak faktor yang ikut bermain. Studi organisasi berusaha untuk memahami dan menyusun model-model dari faktor-faktor ini.
Seperti halnya dengan ilmu social, perilaku organisasi berusaha untuk mengontrol, memprediksikan dan menjelaskan. Namun ada sejumlah kontroversi mengenai dampak etis dari pemusatan perhatian terhadap perilaku pekerja. Karena itu, perilaku organisasi (dan studi yang berdekatan dengannya, yaitu psikologi industri) kadang-kadang dituduh telah menjadi alat ilmiah bagi pihak yang berkuasa. Perilaku organisasi dapat memainkan peranan penting dalam perkembangan organisasi dan keberhasilan kerja. Perilaku organisasi saat ini merupakan bidang studi yang berkembang.
Jurusan studi organisasi pada umumnya ditempatkan dalam sekolah-sekolah bisnis, meskipun banyak universitas yang juga mempunyai program psikologi industri dan ekonomi industri pula. Bidang ini sangat berpengaruh dalam dunia bisnis dengan para praktisi seperti Peter Drucker dan Peter Senge yang mengubah penelitian akademik menjadi praktik bisnis. Perilaku organisasi menjadi semakinoenting dalam ekonomi global ketiak orang dengan berbagai latarbelakang dan nilai budaya harus bekerja bersama-sama secara efektif dan efisien. Namun bidang ini juga semakin dikritik sebagai suati bidang studi karena asumsi-asumsinya yang entrosentris dan pro-kapitalis. Terdapat 4 aturan kinerja suatu bisnis, yakni Produktivitas yang efektif dan efisien, yakni dengan tepat guna atau sasaran; Absensi, yakni rasio antara jumlah jam kerja dengan jam kerja seharusnya; Kepuasan kerja; Tingkat perputaran tenaga kerja (Labor turn over), yakni perbandingan antara jumlah karyawan yang masuk dan yang keluar dibagi jumlah tenaga kerja Studi organisasi adalah telaah tentang pribadi dan dinamika kelompok dan konteks organisasi itu sendiri.
Setiap kali orang berinteraksi dalam organisasi, banyak faktor yang ikut bermain. Studi organisasi berusaha untuk memahami dan menyusun model-model dari faktor-faktor ini. Seperti halnya dengan semua ilmu sosial, perilaku organisasi (OB) berusaha untuk mengontrol, memprediksikan dan menjelaskan. Namun ada sejumlah kontroversi mengenai dampak etis dari pemusatan perhatian terhadap perilaku pekerja. Karena itu, perilaku organisai (dan studi yang berdekatan dengannya, yaitu psikologi industri) kadang-kadang dituduh telah menjadi alat ilmiah bagi pihak yang berkuasa. Terlepas dari tuduhan-tuduhan itu, Perilaku Organisasi dapat memainkan peranan penting dalam perkembangan organisasi dan keberhasilan kerja.
![Organisasi Organisasi](/uploads/1/2/5/3/125375907/921239969.jpg)
Pada dasarnya OB mempelajari apa saja yang dikerjakan oleh orang-orang dalam sebuah organisasi dan bagaimana perilaku (tindakan) itu bisa mempengaruhi pnampilan sebuah organisasi. Dari definisi Stephen Robbins tersebut diatas, dapat ditarik beberapa hal sebagai berikut:. Perilaku organisasi merupakan suatu bidang studi: inti kalimat ini berarti perilaku organisasi merupakan bidang keahlian yang terpisah dari bidang pengetahuan umum, apa yang diperlajari oleh perilaku individu adalah bermuara pada individu; kelompok; serta struktur.
Abstract In the process of improving educational standards, we often neglect the importance of teacher competence. In this case, teacher commitment is a substantial asset of teacher competence. Researchers assume that teacher commitment affects the student performance, in addition the educational quality. This study suggests that teacher’s commitment is affected by school organizational culture, moral hierarchy level, and motivation.
Using questionnaire method and path analysis technique that measure 309 high school teachers in Samarinda, this research try to identify correlation between organizational culture, moral hierarchy level, motivation and teacher’s commitment. The results indicates that (1) organizational culture, moral hierarchy level, and motivation has influence on teacher’s commitment; (2) organizational culture has influence on motivation; and (3) level of moral hierarchy has influence on motivation. Moreover, the results suggest that distribution of reward can be employed to improve teacher’s commitment. At a glance: Figures. Pramudjono.
'The Influences of Organizational Culture, Moral Hierarchy Level, and Motivation towards the Teacher’s Commitment.' American Journal of Educational Research 3.1 (2015): 20-24. Pramudjono. The Influences of Organizational Culture, Moral Hierarchy Level, and Motivation towards the Teacher’s Commitment. American Journal of Educational Research, 3(1), 20-24. Pramudjono. 'The Influences of Organizational Culture, Moral Hierarchy Level, and Motivation towards the Teacher’s Commitment.'
American Journal of Educational Research 3, no. 1 (2015): 20-24. Introduction Commitment has becoming important asset to support improvement of school educational standard and furthermore enhancing the educational quality.
However, we pay less attention on how to build a strong teacher’s commitment to support this course. Research in 3 PPU locations in Balikpapan and Samarinda, revealed that school as an educational unit are faced with some operational problems, which reflect on poor teacher’s commitment towards the school. The results shown that 20-30% of the teachers are coming late to the school or not present at all, indicating the low level of commitment in serving the communities. Surprisingly, more than 30% of the teachers haven’t fully achieved their competence, particularly in mastering the teaching materials (Edi Rachmad and Pramudjono, 2009), indicating poor teacher’s commitment in content standards and management. Study about teacher’s commitment remains interesting to be analyzed. Teacher’s commitment is assumed to have impact on the school success rate, aside from the school organizational culture.
School as a complex and unique organization requires teachers with high-level of moral hierarchy (post-conventional) and commitment to maintain and ensure the best quality of education, including inputs, process, and outputs. Therefore, enhancing teacher’s commitment is important in development process. Commitment itself is an individual output, but can improve depending on the individual mechanism, whereas individual mechanism is affected by the individual characteristic, group mechanism, and organizational mechanism (Colquitt, et al. Commitment is defined as an attitude that reflects employee’s loyalty towards organization, in which they express their concern towards the organization success and development progressively. Indicators of commitment are classified into affective, continuant, and normative.
And according to Mowdey, Porter, and Steers, organizational commitment is the strength of an employee to identify his involvement as part of the organization, which is denoted by his acceptance on the organizational values and missions, also his readiness and willingness to preserve the membership within the organization (John W Slocum and Don Hellriagel, 2007: 328). Researchers assume there are three factors affecting teacher’s commitment: organizational culture, moral hierarchy level, and motivation. Organizational culture is defined as assumptions, values, norms, and beliefs, which are applied as a guideline to think and act within the organization – mutually perceived by the organization members to achieve specified goals. Wood, Wallace, Zeffane, Schermerhorn, Hunt, and Osborn, defined organizational culture as a trusted system and value developed by organization that leads the behaviors of its members. Tosi, Rizzo, and Carroll explain organizational culture as method of thinking, sensing, and reacting based on organization rule and policy.
Robbins described organizational culture as a mutual perception of the organization members (Asr Munandar Sunyoto, 2001: 263). Edgar H Schein (1995: 12), explained organizational culture as the basic pattern, approved by the organization to act and solve the problems, to unite and shape the members to be able to adapt the environment. It is important to be passed to new member, as the right way to assess, think, and feel when encountering problems. Luthans and Jonathan (2009: 158) described organizational culture as values and belief that enable members to understand the roles and norms of the organization. George and Jones described that there are two core values of organizational culture, terminal value and instrumental value.
Terminal value is a desired goal, a high-value that needs to be achieved by the organization (Hendrawan Supratikno et al., 2006: 33). Moral can be described as the standard of right and wrong. Rogers and Baron in Muryono Sigit, (2009: 69-71) stated moral as prohibition that decides the right and wrong. According to Tafsir et al., moral is defined as a teaching of moral discourses, sermons, and standards on how people should live and act as a good human being. Moral is a belief – rules and the teaching of right or wrong, good or bad, worthy of unworthy, decent or indecent, which are derived from religions, parent’s advice, and social environment that affect people daily behaviours. Kohlberg emphasized the cognition aspect in observing the moral development.
Kohlberg particularly emphasized the structure of thought rather than its content. There are two benefits by associating moral reasoning as a structure rather than content; (1) if moral reasoning is regarded as content then the concept of right and wrong will be associated with the philosophical principles of morality, in this case the moral reasoning is universal.
The universality of moral means that all cultures have the same basic concept of morality, for example: love, respect, and independence. (2) If moral reasoning is regarded as content, then people will hardly distinguish reasoning between adult and children. Instead, by assuming the moral reasoning as a structure, will allow identification of the moral development (Setiono). Kohlberg, Duska, and Whelan were not only focus on moral behaviours because observation in that aspect will not help indicating the maturity of people morality. Muryono Sigit (2009: 70) stated that moral hierarchy level is a measurement of people morality based on their moral reasoning; the indicators include pre-conventional, conventional and post-conventional.
While, motivation is described as strength or stimulation to act that involves a certain set of skills to achieve specified goals. Luthans and Jonathan (2009: 394), described motivation as a psychological process formed by dissatisfaction, desire, or primary needs which initiates action to achieve certain goals or incentives. It is classified into two types: intrinsic and extrinsic motivation. Intrinsic motivation is a determinant of motivation, emerged from collections of experience people gained through certain activities or by helping others. Extrinsic motivation is a determinant of motivation, in which the results and external environment becoming a prominent thing in the presence of competition and compensation, or known as incentive plan. For the employees to perform well, required not only high-level set of skills but also reward as a motivator – in accordance to Cary Dessler statement, to relate motivation with reward (incentive). A good commitment emerged from a balance of motivation and skills.
In addition, work motivation can be described as set of force to encourage work-related behaviour and performance driver to achieve specified goals. The indicators are responsibility, hard-working, striving attitude to develop themselves, and independence in performing duties. Shows that path X 1Y have t value = 4,225 with the significance of α = 0,000 ≤ 0,05 means that X 1Y is very significant, so there is statistically significant path from X 1 to Y. While, path X 2Y have t value = 2,004 with the significance of α = 0,046 ≤ 0,05 means that X 2Y is significant, therefore there is a significant path from X 2 to Y. And path X 3Y have t value = 2,330 with the significance of α = 0,020 ≤ 0,05 means that X 3Y is significant, so there is also a significant path from X 3 to Y. Therefore, referring to, the substructure model-1 can be described as image 1. Calculation results of the path coefficients of substructure model 2 are described in.
Discussion Analysis on the theory and observation of the empirical evidence show how organizational culture has effect on teacher’s commitment. Variations of the teacher’s commitment variables are directly affected by variables of organizational culture, and it is indirectly affected by variables of organizational culture through teacher’s work motivation. In other words, a good organizational culture reflects on a good teacher commitment, it will also lead to a good commitment through a good motivation. Moral hierarchy level is proven to have influence on teacher’s commitment. Variations of the teacher’s commitment variables are directly influenced by variables of moral hierarchy level, and it is indirectly influenced by variables of moral hierarchy level through teacher’s work motivation.
Therefore, can be concluded that a high-level of moral hierarchy will lead to a high-level of teacher’s commitment, and it will also result in a high-level of commitment through a high-level of motivation. Study of the empirical evidence also shows that teacher’s work motivation effects teacher’s commitment. Variations of the teacher’s commitment variables are affected by variables of teacher’s work motivation, in other words a high-level of work motivation will reflect on a good commitment. The school organizational culture is also proven to have influence on teacher’s work motivation.
Variations of the teacher’s work motivation variables are influenced by variables of school organizational culture, in other words a good school organizational culture will lead to a high-level of work motivation. In addition, Moral hierarchy level was found to affect teacher’s work motivation. Variations of the teacher’s work motivation are influenced by variables of moral hierarchy level, in other words a high-level of moral hierarchy will reflect on a high-level of work motivation. Conclusion and Suggestion 5.1. Conclusion 1. The school organizational culture significantly affects teacher’s commitment.
It means that an improvement in the school organizational culture will lead to an improvement on the teacher’s commitment. Moral hierarchy level is proven to have influence on teacher’s commitment. It means that improvement on the moral hierarchy level will lead to an improvement on the teacher’s commitment.
3. Teacher’s work motivation affects their commitment. It means that an improvement on the teacher’s work motivation will also improve their commitment. 4. The school organizational culture has influence on teacher’s work motivation. It means that an improvement in the school organizational culture will lead to an improvement on the teacher’s motivation. 5. Moral hierarchy level is proven to affect teacher’s work motivation.
It means that an improvement on the moral hierarchy level will result in improvement on the teacher’s work motivation. Suggestion 1. Teacher is an activator and important asset for the school as an educational unit. To encourage high-level of teacher’s commitment, the school principal should instigate an organizational culture conducive to the working environment for the teachers to perform well. A good school environment will support a good interaction between teachers. Therefore, it is mandatory for the school principal to keep motivating teachers to strongly commit to their roles, and also encouraging teachers who haven’t yet fulfilled their duties – for example by creating RPP and evaluation, to help teachers guiding the students attentively and consistently – as well as to admonish teachers who tend to come late or not present. 2. Teaching is a profession that needs conformation and devotion to the rules.
The school principal should conduct socialization for the teachers to maintain their commitment in performing their duties. 3. Teachers should be informed how to act based on the school culture, given the motivation and directed so they could work together enthusiastically to achieve the common goals. 4. To fully control teacher’s commitment, the school principal should develop programs, plans, or acting policies of the organizational behaviours regarding commitment. The objective is to spread awareness about commitment by constructing rules and regulations.
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