AN ANALYSIS OF ORGANISATIONAL BEHAVIOUR ISSUES AT DEPARTMENT OF SAFETY AND EMERGENCY1. Outline of the Case StudyThe Emergency and Safety Department of Abu Dhabi a public sector was created to provide first class immediate response to fire and medical emergencies. As first responders to fire, medical emergencies, and to any disasters the department protects the properties and lives of the residents as well as visitors. The Department employs sufficient firefighters, paramedics, and doctors to address to any emergencies. These staffs and employees were trained by instructors from abroad to ensure the life saving capacity of the responders.
The department has 5 section affiliates capable of providing fire and rescue services to all the people of Abu Dhabi. The Department has its responsibility not only during disaster but giving also importance before and after disasters. One of its function before disaster is to train the people as well as children in the community, workplace, and schools. Information campaign is one effective means of preventing disaster and conducting basic and advanced first aid courses reduces the mortality and morbidity rate through proper immediate care given to a person who has suddenly taken ill. 2.
An analysis of the role of individuals and teams within organization. 2.1 INDIVIDUALS WITHIN ORGANISATIONLEARNING THEORYAccording to Prof David Merrill, “individual learning is defined as the capacity to build knowledge through individual reflection about external stimuli and sources, and through the personal re-elaboration of individual knowledge and experience in light of interaction with others and the environment”. (www. hagar. up. ac. za) Consequently, the stimulus-response model is generated. The environment is the stimuli from which the individual develops responses. A change in the behavior is a manifest that an individual is learning. According to James Hartley (1998), “learning is better when the learner is active rather than passive”.
Hence, activity is important and a repetition of such activity makes quality learning. Positive reinforcers like rewards and successes is the cardinal motivator and are preferable over negative events like punishments and failures (Hartley, J., 1998). While behavior aspect of learning concerns with the environment, the cognitive aspect of learning deals more with the mental processes. As James Hartley (1998) puts it, “learning results from inferences, expectations and making connections. Instead of acquiring habits, learners acquire plans and strategies, and prior knowledge is important”. In order to encourage response from a learning individual, reinforcement is often resorted to.
The term reinforce refers to anything stimulus which strengthens or increases the probability of a specific response (Skinner, 1938). There are four types of reinforcement and one of those is punishment. According to (Heffner, C.L. , 2001) punishment refers to adding something aversive in order to decrease a behavior. Although punishment is effective when applied immediately following a negative behavior, it can invoke other responses such as anger and resentment (Heffner, C.L. , 2001). PERSONALITY THEORYPersonality plays a big part on how we view others, gather information, tackle problems, and organize our lives.
A team that includes a broad range of personality type is often better able to function well (Harris, N.).