Management Question

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬
Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University
College of Administrative and Financial Sciences
Assignment 1
Organizational Behaviour (MGT 301)
Due Date: 05/10/2024 @ 23:59
Course Name: Organizational Behaviour
Student’s Name:
Course Code: MGT301
Student’s ID Number:
Semester: 1st Semester
CRN:
Academic Year:2024-25
For Instructor’s Use only
Instructor’s Name: Dr.
Students’ Grade: /10
Level of Marks: High/Middle/Low
General Instructions – PLEASE READ THEM CAREFULLY
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Restricted – ‫مقيد‬
The Assignment must be submitted on Blackboard (WORD format only) via the
allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented; marks may be reduced
for poor presentation. This includes filling in your information on the cover page.
Students must mention the question number clearly in their answers.
Late submissions will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.
All answers must be typed using Times New Roman (size 12, double-spaced) font. No
pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
CLO-Covered
1. Recognize the fundamental concepts, theories, and principles, and examine
challenges of organizational behaviour. (CLO1).
2. Describe management issues such as diversity, attitudes and job satisfaction,
personality, and values in organizational behaviour (CLO2).
Assignment 1
Reference Source:
Textbook: Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021). Organizational behaviour:
Improving performance and commitment in the workplace (7th ed). Burr Ridge, IL:
McGraw-Hill Irwin.
Critical Thinking: Discussion Chapters: – Please read Chapters 2,3,4 & 5 “Job Performance,
Organizational Commitment, Job Satisfaction & Stress” carefully and then give your
answers based on your understanding.
Assignment Question(s):
1. In the context of organizational behaviour, how can the relationship between job
performance and organizational commitment be influenced by external factors such as
management practices, workplace culture, and employee work-life balance? (04 Marks)
(Min words 200-250)
2. How does job satisfaction impact an employee’s overall contribution to organizational
effectiveness, and what role does job satisfaction play in the long-term success of an
organization? (03 Marks) (Min words 150-200)
3. In what ways can workplace stress impact organizational behaviour, and what strategies
can organizations implement to mitigate the negative effects of stress on employees and
overall organizational performance? (03 Marks) (Min words 150-200)
Important Note: 1. Support your submission with course material concepts, principles, and theories from
the textbook and at least two scholarly, peer-reviewed journal articles.
2. References required in the assignment. Use APA style for writing references.
Restricted – ‫مقيد‬
Answers:
1.
2.
3.
Restricted – ‫مقيد‬
Chapter 1
What Is Organizational
Behavior?
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
What is organizational behavior?
Does it matter?
How do we “know” things about OB?
©McGraw-Hill Education.
What Is Organizational Behavior?
1 of 2
Think of the single worst coworker you’ve ever had.
• What did he or she do that was so bad?
Think of the single best coworker you’ve ever had.
• What did he or she do that was so good?
©McGraw-Hill Education.
What Is Organizational Behavior?
2 of 2
A field of study devoted to understanding, explaining,
and ultimately improving the attitudes and behaviors of
individuals and groups in organizations
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Jump to Appendix 1 Long
Description
Does OB Matter?
Do firms who do a good job managing OB concepts
become more profitable as a result?
©McGraw-Hill Education.
Does OB Matter?
Figure 1-2 What Makes a Resource Valuable?
The resource-based view
of the firm
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Table 1-2 Survey Questions Designed to
Assess High-Performance Work Practices
Survey Questions about OB Practice
Covered in Chapter
What is the proportion of the workforce whose jobs have been
subjected to a formal job analysis?
2
What is the proportion of the workforce who are administered
attitude surveys on a regular basis?
4
What is the proportion of the workforce who have access to
company incentive plans, profit-sharing plans, and/or gain-sharing
plans?
6
What is the average number of hours of training received by a
typical employee over the last 12 months?
8, 10
What is the proportion of the workforce who have access to a
formal grievance procedure and/or complaint resolution system?
7
What proportion of the workforce are administered an
employment test prior to hiring?
What is the proportion of the workforce whose performance
appraisals are used to determine compensation?
©McGraw-Hill Education.
9, 10
6
Source: From M.A. Huselid. “The Impact of Human Resource Management Practices on Turnover,
Productivity, and Corporate Financial Performance.” Academy of Management Journal, Vol. 38, pp. 635-72.
Copyright © 1995. Reproduced with permission of Academy of Management via Copyright Clearance Center.
Table 1-3 The “100 Best Companies
to Work For” in 2015
1. Google
50. Goldman Sachs
81. Publix
2. Boston Consulting
51. American Express
82. Bright Horizons
3. Acuity
53. Marriott
83. TDIndustries
4. SAS
54. QuickTrip
85. Mars
5. Robert W. Baird
55. Whole Foods
86. Zappos
7. Wegman’s
63. KPMG
9. Genentech
70. Cisco
88. Cheesecake
Factory
24. Twitter
73. Mayo Clinic
90. Adobe
27. Container Store
74. PWC
91. Capital One
32. St. Jude
78. Hyatt
93. Nordstrom
47. Four Seasons
79. Ernst & Young
95. Nationwide
49. Aflac
80. General Mills
97. Deloitte
98. Accenture
Source: From M. Moskowitz and R. Levering. “The 100 Best Companies to Work For.” Fortune, Mary 15, 2015.
©McGraw-Hill Education.
So What’s So Hard?
The Rule of 1/8th
“One must bear in mind that 1/2 of organizations won’t
believe the connection between how they manage their
people and the profits they earn. 1/2 of those who do see
the connection will do what many organizations have
done—try to make a single change to solve their problems,
not realizing that the effective management of people
requires a more comprehensive and systematic approach.
Of the firms that make comprehensive changes, probably
only about 1/2 will persist with their practices long enough to
actually derive economic benefits.”
©McGraw-Hill Education.
How Do We Know Things about OB?
1 of 7
Where does the knowledge in this textbook come from?
Understanding that requires an understanding of how we
know things in general
©McGraw-Hill Education.
How Do We Know Things about OB?
2 of 7
How do we know about what causes:
• People to stay healthy?
• Children to grow up happy?
• Employees to be satisfied with their jobs?
©McGraw-Hill Education.
How Do We Know Things about OB?
3 of 7
Methods of Knowing
• Experience
• Intuition
• Authority
• Science
©McGraw-Hill Education.
Figure 1-3 The Scientific Method
©McGraw-Hill Education.
Scientific Interests
1. I think being a scientist would be an interesting career path.
2. Working as a scientist is something I could see myself enjoying.
3. A scientific career path could be engaging, even if the work took a long time
to finish.
4. Working with other scientists to make important discoveries would offer
meaning.
5. Studying scientific knowledge to solve problems would be intrinsically
satisfying.
Average Score: 15
©McGraw-Hill Education.
How Do We Know Things about OB?
4 of 7
Theory
A collection of assertions (both verbal and symbolic) that
specify how and why variables are related, as well as the
conditions in which they should (and should not) be related
©McGraw-Hill Education.
How Do We Know Things about OB?
5 of 7
In groups, build a theory similar to the one below, for each
outcome.
• Job satisfaction
• Strain
• Motivation
• Trust in supervisor
Is OB Common Sense?
©McGraw-Hill Education.
How Do We Know Things about OB?
6 of 7
To test our theory, we gather data on the variables included
in our hypotheses.
We then use variants of the correlation coefficient to test
hypotheses, to see if they verify our theory.
The correlation is as follows:
Perfect positive relationship: 1
Perfect negative relationship: -1
• Strength of the correlation inferred from judging the
compactness of a scatterplot of the X-Y values
• More compact = stronger correlation
• Less compact = weaker correlation
©McGraw-Hill Education.
Figure 1-4 Three Different Correlation Sizes
1 of 3
Jump to Appendix 3 long image
description
©McGraw-Hill Education.
Figure 1-4 Three Different Correlation Sizes
2 of 3
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Figure 1-4 Three Different Correlation Sizes
3 of 3
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
The Correlation
1 of 2
How big is “big”?
• What’s the correlation between height and weight?
• Will the correlation between job satisfaction and job
performance be higher or lower?
©McGraw-Hill Education.
The Correlation
2 of 2
Important disclaimer
• Correlation does not prove causation.
Proving causation requires:
• Correlation
• Temporal precedence
• Elimination of alternative explanations
©McGraw-Hill Education.
How Do We Know Things about OB?
7 of 7
The correlations from multiple studies get averaged
together using meta-analysis.
Meta-analyses can then form the foundation for
evidence-based management—the use of scientific
findings to inform management practice.
Well-supported theories become helpful tools for
answering why questions, like:
• Why your best and worst coworkers act so differently
• Why you sometimes think, feel, and act a certain way
©McGraw-Hill Education.
OB on Screen
Moneyball
©McGraw-Hill Education.
Introspection
Average Score: 26
Jump to Appendix 6 long image description
©McGraw-Hill Education.
From A. Fenigstein, M.F. Scheir, and A.h. Buss, “Public and Private SelfConsciousness: Assessment and Theory,” Journal of Consulting and Clinical
Psychology. Vol. 43. August 1975, pp. 522-27. Copyright 1975 by the American
Psychological Association. Adapted with permission. No further reproduction or
distribution is permitted without written permission from the American
Psychological Association.
Next Time
Chapter 2: Job Performance
©McGraw-Hill Education.
Chapter 2
Job Performance
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Job performance
• Task performance
• Citizenship behavior
• Counterproductive behavior
Application
• Tools for managing job performance
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Job Performance
1 of 2
The value of the set of behaviors that contribute, either
positively or negatively, to organizational goal
accomplishment
• Not the consequences or results of behavior—the
behavior itself
• What’s good about this distinction?
• What’s bad about this distinction?
©McGraw-Hill Education.
Task Performance
1 of 3
The behaviors directly involved in transforming
organizational resources into the goods or services an
organization produces (i.e., the behaviors included in
one’s job description)
Typically a mix of:
• Routine task performance
• Adaptive task performance
• Creative task performance
©McGraw-Hill Education.
Task Performance
2 of 3
How do we identify relevant behaviors?
Job analysis
• Divide a job into major dimensions
• List 2 key tasks within each of those major dimensions
• Rate the tasks on frequency and importance
• Use most frequent and important tasks to define task
performance
©McGraw-Hill Education.
Task Performance
3 of 3
Exercise: Performance of a server
Do a job analysis
• Four major dimensions
• Two tasks per dimension
©McGraw-Hill Education.
Figure 2-1 O*NET Results for Flight Attendants
Jump to Appendix 1 for long
description
©McGraw-Hill Education.
Job Performance
2 of 2
Although task performance behaviors vary across jobs,
all jobs contain two other performance dimensions:
• Citizenship behavior
• Counterproductive behavior
©McGraw-Hill Education.
Citizenship Behavior
Academic origin
A future professor’s account of an experience in a paper
mill:
“…while the man’s assistance was not part of his job and gained
him no formal credits, he undeniably contributed in a small way
to the functioning of the group and, by extension, to the plant
and the organization as a whole. By itself, of course, his aid to
me might not have been perceptible in any conventional calculus
of efficiency, production, or profits. But repeated many times
over, by himself and others, over time, the aggregate of such
actions must certainly have made that paper mill a more
smoothly functioning organization than would have been the
case had such actions been rare.”
©McGraw-Hill Education.
Figure 2-2 Types of Citizenship Behaviors
Voluntary activities that may
or may not be rewarded but
that contribute to the
organization by improving the
quality of the setting where
work occurs
©McGraw-Hill Education.
Helping
Average score: 40
Jump to Appendix 2 for long description.
©McGraw-Hill Education. Source: L.V. Van Dyne and J.A. LePine, “Helping and Voice Extra-Role Behaviors: Evidence of Construct and Predictive Validity,” Academy of Management Journal 41 (1998), pp. 108–19.
Sportsmanship
1. I never complain about “the small stuff.”
2. I voice support for what’s going on in the organization.
3. I focus on maintaining a positive attitude at work.
4. I tend to dwell on what’s going well, not what’s going poorly.
5. I focus on “being a good sport” even when negative things happen.
Average score: 18
©McGraw-Hill Education.
Figure 2-3
Types of Counterproductive Behavior
Employee behaviors
that intentionally hinder
organizational goal
accomplishment
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Political Deviance
1. I have, at times, undermined a coworker.
2. I have, at times, blamed a coworker for something that I did.
3. I sometimes gossip about colleagues at work.
4. I sometimes distract my coworkers when they’re trying to get things done.
5. I enjoy playing “pranks” on others at work.
6. I have, at times, kept colleagues “in the dark” about things they needed to
know.
Average Score: 12
©McGraw-Hill Education.
OB on Screen
Sully
©McGraw-Hill Education.
Counterproductive Behavior
1 of 2
Key questions:
• Are these all examples of the same general behavior
pattern? If you do one, are you likely to do most of the
others as well?
• How does counterproductive behavior relate to task
performance and citizenship behavior?
©McGraw-Hill Education.
Counterproductive Behavior
2 of 2
Answers:
• Research using both anonymous self-reports and
supervisor ratings tends to find strong correlations
between the categories.
• Counterproductive behavior has a strong negative
correlation with citizenship behavior, but is only weakly
related to task performance.
©McGraw-Hill Education.
Application
What tools do organizations use to manage job
performance among employees?
• Management by Objectives (MBO)
• 360-degree feedback
• Social networking systems
• Behaviorally anchored rating scales (BARS)
• Forced rankings
©McGraw-Hill Education.
Table 2-2 BARS Example for “Planning,
Organizing, and Scheduling” 1 of 2
Rating
Rating
Behavioral Anchors
[7]
Excellent
• Develops a comprehensive project plan, documents it well, obtains required
approval, and distributes the plan to all concerned.
[6]
Very Good
• Plans, communicates, and observes milestones; states week by week where
the project stands relative to plans. Maintains up-to-date charts of project
accomplishment and backlogs and uses these to optimize any schedule
modifications.
• Experiences occasional minor operational problems but communicates
effectively.
[5]
Good
• Lays out all the parts of a job and schedules each part to beat schedule; will
allow for slack.
• Satisfies customer’s time constraints; time and cost overruns occur
infrequently.
[4]
Average
• Makes a list of due dates and revises them as the project progresses, usually
adding unforeseen events; investigates frequent customer complaints.
• May have a sound plan but does not keep track of milestones; does not
report slippages in schedule or other problems as they occur.
©McGraw-Hill Education.
Table 2-2 BARS Example for “Planning,
Organizing, and Scheduling” 2 of 2
Rating
Rating
Behavioral Anchors
[3]
Below
Average
• Plans are poorly defined; unrealistic time schedules are common.
• Cannot plan more than a day or two ahead; has no concept of a realistic
project due date.
[2]
Very Poor
• Has no plan or schedule of work segments to be performed.
• Does little or no planning for project assignments.
[1]
Unacceptable • Seldom, if ever, completes project because of lack of planning and does not
seem to care.
• Fails consistently due to lack of planning and does not inquire about how to
improve.
Source: D.G. Shaw, C.E. Schneier, and R.W. Beatty. “Managing Performance with a Behaviorally Based Appraisal
System,” in Applying Psychology in Business: The Handbook for Managers and Human Resource Professionals, ed.
J.W. Jones, B.D. Steffy, and D.W. Bray (Lexington, MA: Lexington Books, 2001), pp. 314-25
©McGraw-Hill Education.
Figure 2-5 Jack Welch’s Vitality Curve
Forced ranking under Jack Welch at GE
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Next Time
Chapter 3: Organizational Commitment
©McGraw-Hill Education.
Chapter 3
Organizational Commitment
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Organizational commitment
• Types of commitment
Reactions to negative events
• Types of employees
• Withdrawal behaviors
Application
• Organizational support
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Organizational Commitment 1 of 2
Consider this scenario:
• You’ve worked at your current employer for 5 years and
have recently been approached by a competing
organization.
What would cause you to stay?
• Do those reasons fit into different kinds of categories?
Organizational commitment is a desire on the part of an
employee to remain a member of an organization.
• It comes in three forms.
©McGraw-Hill Education.
Affective Commitment
A desire on the part of an employee to remain a member
of an organization because of an emotional attachment
to, and involvement with, that organization
• You stay because you want to.
• What would you feel if you left anyway?
©McGraw-Hill Education.
Assessment on Affective Commitment
Average Score: 20
Jump to Appendix 1 for long description.
©McGraw-Hill Education.
From N.J. Allen and J.P. Meyer, “The Measurement and Antecedents
of Affective, Continuance, and Normative Commitment to the
Organization,” Journal of Occupational Psychology 63 (1990), pp. 1-18
Figure 3-3 A Social Network Diagram
©McGraw-Hill Education.
Continuance Commitment 1 of 2
A desire on the part of an employee to remain a member
of an organization because of an awareness of the costs
associated with leaving it
• You stay because you need to.
• What would you feel if you left anyway?
©McGraw-Hill Education.
Continuance Commitment
2 of 2
1. Quitting my job would bring with it major personal sacrifice.
2. I don’t have enough employment options to consider leaving right now.
3. It’s difficult to leave the organization because I don’t have anywhere else to go.
4. Staying in my current job is more a product of circumstances than preference.
5. Leaving my job now would bring significant personal disruption.
6. Frankly, I couldn’t quit my job now, even if it’s what I wanted to do.
Average Score: 19
©McGraw-Hill Education.
Table 3-2 Embedded and Continuance
Commitment
“Embedded” People Feel:
FACET
FOR THE ORGANIZATION:
FOR THE COMMUNITY:
Links
• I’ve worked here for such a
long time.
• I’m serving on so many teams
and committees.
• Several close friends and family
live nearby.
• My family’s roots are in this
community.
Fit
• My job utilizes my skills and
talents well.
• I like the authority and
responsibility I have at this
company.
• The weather where I live is
suitable for me.
• I think of the community
where I live as home.
Sacrifice
• The retirement benefits
provided by the organization
are excellent.
• I would sacrifice a lot if I left
this job.
• People respect me a lot in my
community.
• Leaving this community would
be very hard.
Source: Adapted from T.R. Mitchell, B.C. Holtom, T.W. Lee, C.J. Sablynski, and M. Erez, “Why People Stay: Using Job
Embeddedness to Predict Voluntary Turnover,” Academy of Management Journal 44 (2001), pp. 1102-21.
©McGraw-Hill Education.
Normative Commitment
1 of 2
A desire on the part of an employee to remain a member
of an organization because of a feeling of obligation
• You stay because you ought to.
• What would you feel if you left anyway?
©McGraw-Hill Education.
Normative Commitment
2 of 2
1. I have an obligation to stay with my company.
2. I wouldn’t quit my job right now because I owe the company too much.
3. I owe this company for the things it’s given me.
4. Leaving my job now would fill me with significant guilt.
5. It just wouldn’t be right to think about quitting my job.
6. Staying with my organization is just something that I ought to do.
Average Score: 16
©McGraw-Hill Education.
Figure 3-2 Drivers of Overall
Organizational Commitment
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Organizational Commitment 2 of 2
Exercise: Reacting to Negative Events
• Consider the three scenarios depicted on the following
slide.
• Come to consensus on two specific behaviors that
capture your likely response (that is, what you would
probably do, as opposed to what you wish you would do).
©McGraw-Hill Education.
Organizational Commitment Scenarios
Scenario
Description
Likely behaviors
Annoying Boss
You’ve been working at your current company for about a year. Over
time, your boss has become more and more annoying to you. It’s not
that your boss is a bad person, or even necessarily a bad boss. It’s
more a personality conflict–the way your boss talks, the way your
boss manages every little thing, even the facial expressions your boss
uses. The more time passes, the more you just can’t stand to be
around your boss.
Two likely behaviors:
Boring Job
You’ve been working at your current company for about a year.
You’ve come to realize that your job is pretty boring. It’s the first real
job you’ve ever had, and at first it was nice to have some money and
something to do every day. But the “new job” excitement has worn
off, and things are actually quite monotonous. Same thing every day.
It’s to the point that you check your watch every hour, and
Wednesdays feel like they should be Fridays.
Two likely behaviors:
Pay and Seniority
You’ve been working at your current company for about a year. The
consensus is that you’re doing a great job-you’ve gotten excellent
performance evaluations and have emerged as a leader on many
projects. As you’ve achieved this high status, however, you’ve come
to feel that you’re underpaid. Your company’s pay procedures
emphasize seniority much more than job performance. As a result,
you look at other members of your project teams and see poor
performers making much more than you, just because they’ve been
with the company longer.
Two likely behaviors:
©McGraw-Hill Education.
Exit-Voice-Loyalty-Neglect
1 of 2
A framework that includes potential responses to
negative events
Exit
• Ending or restricting organizational membership
Voice
• A constructive response where individuals attempt to improve
the situation
©McGraw-Hill Education.
Exit-Voice-Loyalty-Neglect
2 of 2
A framework that includes potential responses to
negative events
Loyalty
• A passive response where the employee remains supportive
while hoping for improvement
Neglect
• Reduced interest and effort in the job
©McGraw-Hill Education.
OB on Screen
Chef
©McGraw-Hill Education.
Table 3-3 Four Types of Employees
Organizational
commitment
High
organizational
commitment
Low
organizational
commitment
High task
performance
Stars
Low task
performance
Citizens
Lone wolves
Apathetics
Source: Adapted from R.W. Griffeth, S. Gaertner, and J.K. Sager,
“Taxonomic Model of Withdrawal Behaviors: the Adaptive Response
Model,” Human Resource Management Review 9 (1999), pp. 577-90
©McGraw-Hill Education.
Withdrawal
1 of 3
A set of actions that employees perform to avoid the
work situation
• One study found that 51% of employees’ time was spent
working.
• The other 49% was allocated to coffee breaks, late starts,
early departures, personal, and other forms of withdrawal.
©McGraw-Hill Education.
Figure 3-1 Organizational Commitment and
Employee Withdrawal
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Figure 3-4
Psychological and Physical Withdrawal
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Withdrawal
2 of 3
Key question:
How exactly are the different forms of withdrawal related
to one another?
• Independent forms
• Compensatory forms
• Progression
©McGraw-Hill Education.
Withdrawal
3 of 3
Answer:
• The various forms of withdrawal are almost always
moderately to strongly correlated.
• Those correlations suggest a progression, as lateness is
strongly related to absenteeism, and absenteeism is
strongly correlated to quitting.
©McGraw-Hill Education.
Application
Employees are more committed when employers are
committed to them.
Perceived organization support is fostered when
organizations:
• Protect job security
• Provide rewards
• Improve work conditions
• Minimize politics
©McGraw-Hill Education.
Next Time
Chapter 4: Job Satisfaction
©McGraw-Hill Education.
Chapter 4
Job Satisfaction
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Agenda
Job satisfaction defined
Value-percept theory
Job characteristics theory
Mood and emotions
How important is job satisfaction?
Application
• Tracking satisfaction levels
©McGraw-Hill Education.
An Integrative Roadmap
Image: Copyright: McGraw-Hill Education. Permission required for reproduction or display.
©McGraw-Hill Education.
Job Satisfaction
1 of 2
A pleasurable emotional state resulting from the
appraisal of one’s job or job experiences
Based on how you think about your job and how you feel
about your job
©McGraw-Hill Education.
Job Satisfaction
2 of 2
What kinds of things do you value in a job? What is it
that makes you satisfied?
©McGraw-Hill Education.
Value-Percept Theory
Does your job supply what you value?
©McGraw-Hill Education.
Table 4-1
Commonly
Assessed
Work Values
Key Question:
Which of these things are
most important to you?
©McGraw-Hill Education.
Categories
Specific Values
Pay
• High Salary
• Secure Salary
Promotions
• Frequent Promotions
• Promotions based on ability
Supervision
• Good supervisory relations
• Praise for good work
Coworkers
• Enjoyable coworkers
• Responsible coworkers
Work Itself
•
•
•
•
•
Altruism
• Helping others
• Moral causes
Status
• Prestige
• Power over others
• Fame
Environment
• Comfort
• Safety
Utilization of ability
Freedom and independence
Intellectual stimulation
Creative expression
Sense of achievement
Sources: Adapted from R.V. Dawis, “Vocational Interests Values, and Preferences,” in Handbook of Industrial and Organizational Psychology, Vol. 2, Ed. M.D. Dunnette and L.M.
Hough (Palo Alto, CA: Consulting Psychologists Press, 1991), pp. 834-71; and D.M. Cable and J.R. Edwards, “Complementary and Supplementary Fit: A Theoretical and Empirical
Investigation,” Journal of Applied Psychology 89 (2004), p. 822-34.
Figure 4-1
The Value-Percept Theory of Job Satisfaction
Jump to Appendix 1 long image description
©McGraw-Hill Education.
Image: Copyright McGraw-Hill Education: Permission required for reproduction or display.
Figure 4-2 Correlations between Satisfaction
Facets and Overall Job Satisfaction
Jump to Appendix 2 long image description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
©McGraw-Hill Education.
The Work Itself
Job Characteristics Theory
• Jobs are more intrinsically enjoyable when work tasks are
challenging and fulfilling.
• Five “core job characteristics” combine to make some jobs
more rewarding than others.
©McGraw-Hill Education.
Figure 4-3 Job Characteristics Theory
©McGraw-Hill Education.
Jump to Appendix 3 long image description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Growth Need Strength
Assessing Growth Need Strength
1. A feeling of doing something meaningful with my job
2. A chance to “spread my wings” and grow as an employee
3. An opportunity to be inventive and creative with what I do
4. A change to gain new know and skill
5. An opportunity to structure my work my own way
6. A feeling of challenge and self-expression
18, in this case is the average score.
©McGraw-Hill Education.
Figure 4-4 Growth Need Strength as a
Moderator of Job Characteristic Effects
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display. Adapted from B.T. Loher, R.A. Noe, N.L. Moeller, and M.P. Fitzgerald,”
A Meta-Analysis of the Relation of Job Characteristics to Job Satisfaction,” Journal of Applied Psychology 70 (1985), pp. 280-89
©McGraw-Hill Education.
Core Job Characteristics
V1.
The job requires me to use a number of complex or high-level skills.
Response:
V2.
The job is quite simple and repetitive.
Response:
I1.
The job is arranged so that I can do an entire piece of work from beginning to
end.
Response:
I2.
The job provides me the chance to completely finish the pieces of work I begin.
Response:
S1.
This job is one where a lot of other people can be affected by how well the work
gets done.
Response:
S2.
The job itself is very significant and important in the broader scheme of things.
Response:
A1.
The job gives me a chance to use my personal initiative and judgement is
carrying out the work.
Response:
A2.
The job gives me considerable opportunity for independence and freedom I how
I do the work.
Response:
F1.
Just doing the work required by the job provides many changes for me to figure
out how well I am doing.
Response:
F2.
After I finish a job, I know whether I performed well.
Response:
150 is the
average
score.
©McGraw-Hill Education.
Jump to Appendix 4 long image description
Job Characteristics Theory
Exercise: Job Satisfaction across Jobs
Come to consensus on an SPS for:
• A third-grade public school teacher
• A stand-up comedian
• A computer programmer (who replaces “98” with “1998” in computer
code)
• A president of the United States
©McGraw-Hill Education.
Mood and Emotions
1 of 2
Even the most satisfied employees aren’t satisfied every
minute of every day.
Satisfaction levels wax and wane as a function of mood
and emotions.
©McGraw-Hill Education.
Figure 4-6 Different Kinds of Moods
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Figure 4-5 Hour-by-Hour Fluctuations in Job
Satisfaction During the Workday
©McGraw-Hill Education.
Jump to Appendix 6 long image description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Table 4-2 Different Kinds of Emotions
1 of 2
Positive Emotions
Joy
Pride
Relief
Hope
Love
Compassion
Description
A feeling of great pleasure
Enhancement of identity by taking credit
for achievement
A distressing condition has changed for
the better
Fearing the worst but wanting better
Desiring or participating in affection
Being moved by another’s situation
Source: Adapted from R.S. Lazarus, Emotion and Adaptation (New York: Oxford University, 1991).
©McGraw-Hill Education.
Table 4-2 Different Kinds of Emotions
2 of 2
Negative Emotions
Anger
Anxiety
Fear
Guilt
Shame
Sadness
Envy
Disgust
©McGraw-Hill Education.
Description
A demeaning offense against me and mine
Facing an uncertain or vague threat
Facing an immediate and concrete danger
Having broken a moral code
Failing to live up to your ideal self
Having experienced an irreversible loss
Wanting what someone else has
Revulsion aroused by something offensive
Mood and Emotions
2 of 2
Feeling vs. showing
• Emotional labor
• Emotional contagion
©McGraw-Hill Education.
Emotional Labor
Bonus Assessment: Emotional Labor
My job requires me to:
1. Make myself feel the things I need to express at work.
2. Attempt to actually experience the feeling that I need to display.
3. Try to feel the things that I need to show to others.
4. Conceal the emotions that I actually experience.
5. Pretend that I’m feeling things that I’m not.
6. Avoid showing the true emotions that I’m experiencing.
©McGraw-Hill Education.
Figure 4-8 Effects of Job Satisfaction on
Performance and Commitment
Jump to Appendix 7 long image description
©McGraw-Hill Education.
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
OB on Screen
Paterson
©McGraw-Hill Education.
Application
Jump to Appendix 8 long image description
©McGraw-Hill Education.
Image: Copyright: McGraw-Hill Education. Permission required for reproduction or display.
Next Time
Chapter 5: Stress
©McGraw-Hill Education.
Appendix
Appendix of Image Long Descriptions
©McGraw-Hill Education.
Chapter 5
Stress
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Stress defined
Types of stressors
What can you do?
What can organizations do?
How important is stress?
Application
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Stress
Definition: A psychological response to demands where
there is something at stake and where coping with the
demands taxes or exceeds a person’s capacity or
resources
Do you want a stress-free job?
Which jobs are more and less stressful?
©McGraw-Hill Education.
Table 5-1
Jobs Rated from Least Stressful to Most Stressful
LEAST STRESSFUL JOBS
©McGraw-Hill Education.
STRESS LEVEL
MOST STRESSFUL JOBS
STRESS LEVEL
1. Tenured University Professor
5.03
143. Elementary School Teacher
27.37
2. Audiologist
6.33
148. Management Consultant
28.24
3. Medical Records Technician
7.48
150. Air Traffic Controller
28.58
4. Jeweler
8.10
154. Surgeon
28.90
8. Librarian
10.61
163. Construction Foreman
30.92
14. Software Engineer
12.13
166. Lumberjack
32.00
18. Computer Service Technician
12.64
172. Attorney
36.40
24. Occupational Therapist
13.14
175. Sales Representative
36.95
29. Chiropractor
13.55
179. Real Estate Agent
38.57
30. Actuary
14.09
180. Social Media
38.60
35. Multimedia Artist
14.40
183. Stockbroker
39.97
39. Hair Stylist
14.59
185. Advertising Account
Executive
43.24
40. Meteorologist
14.65
189. Taxi Driver
46.18
42. Loan Officer
14.73
191. Senior Corporate Executive
47.55
47. Biologist
15.10
194. Event Coordinator
49.73
50. Optician
15.57
195. Police Officer
50.81
53. Veterinarian
15.83
196. Airline Pilot
59.12
63. Chemist
17.00
198. Newspaper Reporter
69.67
74. Sustainability
18.50
199. Firefighter
71.64
84. Accountant
19.85
200. Enlisted Military Personnel
74.83
Source: Adapted from L. Krantz and
T. Lee. “The Jobs Rated Almanac”
(Lake Geneva, WI: iFocus Books,
2015). The stress level score is
calculated by summing points in 10
categories: deadlines, working in the
public eye, competitiveness, physical
demands, environmental conditions,
hazards, own life at risk, another’s
life at risk, public encounters, and
employment change.
Figure 5-1 Transactional Theory of Stress
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
Challenge Stressors
How much stress do you feel because of the following aspects of your coursework?
1. The pressures I have to finish assignments on time
2. The sheer amount of stuff I have to do
3. The complexity of the material on exams and assignments
4. The time I have to devote to getting everything done
5. The number of “balls in the air” as I balance all my responsibilities
Average score: 16
©McGraw-Hill Education.
Hindrance Stressors
How much stress do you feel because of the following aspects of your coursework?
1. The sense that I’m not making progress in mastering the material
2. The hassles I have to go through when doing class assignments
3. A sense of uncertainty about what’s expected of me by professors
4. A belief that my professors play favorites when grading exams and assignments
5. The amount of “busy work” I have that winds up wasting my time
Average Score: 12
©McGraw-Hill Education.
Work Stressors
1 of 2
Challenge stressors
• Time pressure
• Work complexity
• Work responsibility
©McGraw-Hill Education.
OB on Screen
Deepwater Horizon
©McGraw-Hill Education.
Work Stressors
2 of 2
Hindrance stressors
• Role conflict
• Role ambiguity
• Role overload
• Daily hassles
©McGraw-Hill Education.
Family Stressors
1 of 2
Challenge stressors
• Family time demands
• Personal development
• Positive life events
©McGraw-Hill Education.
Family Stressors
2 of 2
Hindrance stressors
• Work-family conflict
• Financial uncertainty
• Negative life events
©McGraw-Hill Education.
Table 5-2 Stressful Life Events
©McGraw-Hill Education.
LIFE EVENT
STRESS SCORE
LIFE EVENT
STRESS SCORE
Death of a spouse
100
Trouble with in-laws
29
Divorce
73
Outstanding
achievement
28
Marital separation
65
Begin or end school
26
Jail term
63
Change in living
conditions
25
Death of close family
member
63
Trouble with boss
23
Personal illness
53
Change in work hours
20
Marriage
50
Change in residence
20
Fired at work
47
Change in schools
20
Marital reconciliation
45
Change in social
activities
18
Retirement
45
Change in sleeping
habits
16
Pregnancy
40
Change in family gettogethers
15
Gain of new family
member
39
Change in eating habits
15
Death of a close friend
37
Vacations
13
Change in occupation
36
The holiday season
12
Child leaving home
29
Minor violations of the
law
11
Source: Adapted from T.H. Holmes and R.H. Rahe, “The Social Re-Adjustment Rating Scale,” Journal of Psychosomatic Research 11 (1967), pp. 213–18.
Table 5-3 Examples of Coping with Stressors
Methods
Problem-Focused
Emotion-Focused
Behavioral Methods
•
•
•
Working harder
Seeking assistance
Acquiring additional
resources
•
•
•
•
Strategizing
Self-motivating
Changing priorities
•
Cognitive Methods
•
•
•
•
Engaging in alternative
activities
Seeking support
Venting anger
Avoiding, distancing,
and ignoring
Looking for the
positive in the
negative
Reappraising
Source: Adapted from J.C. Latack and S.J. Havlovic, “Coping with Job Stress: A Conceptual Evaluation Framework for Coping Measures,”
Journal of Organizational Behavior 13 (1992), pp. 479–508.
©McGraw-Hill Education.
Accounting for Individuals
People differ in their ability to cope with stressors, as a
function of:
• Social support
• Instrumental support
• Emotional support
• Type A Behavior Pattern
©McGraw-Hill Education.
Type A Behavior Pattern
The average score is 60.
Jump to Appendix 2 for long description.
©McGraw-Hill Education.
Source: Adapted from R.H. Friedman & R. H. Rosenman, “Association of Specific Overt
Behavior Pattern with Blood and Cardiovascular Findings,” Journal of the American Medical
Association 169 (1959), pp. 1286–69.
Figure 5-2 Examples of Strain
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Figure 5-4 Effects of Hindrance Stressors on
Performance and Commitment
©McGraw-Hill Education.
Jump to Appendix 4 Long
Description
Figure 5-5 Effects of Challenge Stressors on
Performance and Commitment
Jump to Appendix 5 Long
Description
©McGraw-Hill Education.
Application
Stress Management
• Managing hindrance stressors
• Improving work-life balance
• Improving hardiness
©McGraw-Hill Education.
Exercise: Managing Stress
Jump to Appendix 6 for long description.
©McGraw-Hill Education.
Waking Hours
Jump to Appendix 7 long image description.
©McGraw-Hill Education.
Improving Hardiness
©McGraw-Hill Education.
Jump to Appendix 8 for long
description.
Next Time
Chapter 6: Motivation
©McGraw-Hill Education.
Chapter 6
Motivation
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Motivation defined
Theories of motivation
• Expectancy theory
• Goal setting theory
• Equity theory
• Psychological empowerment
How important is motivation?
Application
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Motivation Defined
A set of energetic forces that originate within and outside
an employee that initiates work-related effort and
determines its direction, intensity, and persistence
• What do you do?
• How hard do you do it?
• How long do you do it?
©McGraw-Hill Education.
Engagement
Consider your approach to your classes this semester:
1. I give my assignments my utmost attention.
2. I really concentrate on the things my classes demand.
3. I find myself absorbed in the content of my classes.
4. I really focus my attention on the things I’m learning.
5. I rarely get distracted when I’m working on my class stuff.
6. In general, I approach my class work with focus.
Average Score: 24
©McGraw-Hill Education.
Theories of Motivation
Several theories attempt to summarize the key factors
that foster high motivation:
• Expectancy theory
• Goal setting theory
• Equity theory
• Psychological empowerment
©McGraw-Hill Education.
Expectancy Theory
1 of 3
Motivation is fostered when the employee believes three
things:
• That effort will result in performance
• That performance will result in outcomes
• That those outcomes will be valuable
©McGraw-Hill Education.
Figure 6-2 Expectancy Theory
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
Expectancy Theory
2 of 3
Effort → Performance
Can be hindered by:
• Lack of necessary resources
• Lack of supportive leadership
• Low self-efficacy
©McGraw-Hill Education.
Self-Efficacy
1. I can succeed, even when the going gets tough.
2. I do most things well, relative to my peers.
3. I have a sense of confidence on a lot of different tasks.
4. I know that I can overcome challenges when I encounter them.
5. If I set my mind to certain goals, I’m confident I can achieve them.
6. I am able to succeed at the things I want to be good at.
7. I’m confident in my ability, even when I face difficult tasks.
8. When I set a goal for myself, I believe I can meet it.
Average Score: 31
©McGraw-Hill Education.
Figure 6-3 Sources of Self-Efficacy
Jump to Appendix 2 long image
description
©McGraw-Hill Education.
Instrumentality
Performance → Outcomes
Can be hindered by:
• Poor methods for measuring performance, as
Instrumentality could actually be rewritten to be
Performance → Evaluation → Outcomes
• Inadequate budget to provide outcomes, even when
performance is high
• Use of policies that reward things besides performance,
such as attendance or seniority
• Time delays in doling out rewards
©McGraw-Hill Education.
Valence
1 of 2
Anticipated value of outcomes
• Extrinsic
• Intrinsic
©McGraw-Hill Education.
Table 6-2 Extrinsic and Intrinsic Outcomes
EXTRINSIC OUTCOMES
Pay
Bonuses
Promotions
Benefits and perks
Spot awards
Praise
Job security
Support
Free time
(Lack of) Disciplinary actions
(Lack of) Demotions
(Lack of) Terminations
INTRINSIC OUTCOMES
Enjoyment
Interestingness
Accomplishment
Knowledge gain
Skill development
Personal expression
(Lack of) Boredom
(Lack of) Anxiety
(Lack of) Frustration
Sources: Adapted from E.E. Lawler III and J.L. Suttle, “Expectancy Theory and Job Behavior,” Organizational Behavior and Human Performance 9 (1973), pp. 482–503; J. Galbraith and
L.L. Cummings, “An Empirical Investigation of the Motivational Determinants of Task Performance: Interactive Effects between Instrumentality–Valence and Motivation–Ability,”
Organizational Behavior and Human Performance 2 (1967), pp. 237–57; E. McAuley, S. Wraith, and T.E. Duncan, “Self-Efficacy, Perceptions of Success, and Intrinsic Motivation for
Exercise,” Journal of Applied Social Psychology 21 (1991), pp. 139–55; and A.S. Waterman, S.J. Schwartz, E. Goldbacher, H. Green, C. Miller, and S. Philip, “Predicting the Subjective
Experience of Intrinsic Motivation: The Roles of Self-Determination, the Balance of Challenges and Skills, and Self-Realization Values,” Personality and Social Psychology Bulletin 29
(2003), pp. 1447–58.
©McGraw-Hill Education.
Valence
2 of 2
Why does pay have such a high valence?
The meaning of money
• Achievement
• Respect
• Freedom
©McGraw-Hill Education.
Meaning of Money
Average
Score: 13
Average
Score: 15
Average
Score: 20
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Expectancy Theory
3 of 3
Motivation = (E → P) × ෍[(P → O) × V]
Key aspect: multiplicative effects
• Motivation is zero if either expectancy, instrumentality,
or valence is zero
©McGraw-Hill Education.
Goal Setting Theory
Motivation is fostered when employees are given specific
and difficult goals rather than no goals, easy goals, or “do
your best” goals.
©McGraw-Hill Education.
Figure 6-4
Goal Difficulty and Task Performance
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Figure 6-5 Goal Setting Theory
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
Equity Theory
Motivation is maximized when an employee’s ratio of
“outcomes” to “inputs” matches those of some
“comparison other.”
Thus motivation also depends on the outcomes received
by other employees.
©McGraw-Hill Education.
Figure 6-6 Equity Theory Comparisons
1 of 3
Are these really equal?
©McGraw-Hill Education.
Source: Adapted from J.S. Adams, “Inequity in Social Exchange,”
in Advances in Experimental Social Psychology, Vol. 2, ed. L.
Berkowitz (New York: Academic Press, 1965), pp. 267–99
Figure 6-6 Equity Theory Comparisons
2 of 3
What emotion do you feel in this case?
What methods can be used to restore equity?
©McGraw-Hill Education.
Jump to Appendix 6 long image
description
Figure 6-6 Equity Theory Comparisons
3 of 3
What emotion do you feel in this case?
What methods can be used to restore equity?
©McGraw-Hill Education.
Jump to Appendix 7 long image
description
Psychological Empowerment
An intrinsic form of motivation derived from the belief
that one’s work tasks are contributing to some larger
purpose
Fostered by four beliefs:
• Meaningfulness
• Self-Determination
• Competence
• Impact
©McGraw-Hill Education.
OB on Screen
Star Trek Beyond
©McGraw-Hill Education.
Figure 6-8 Effects of Motivation on
Performance and Commitment
Jump to Appendix 8 long image
description
©McGraw-Hill Education.
Table 6-7 Compensation Plan Elements
Individual-Focused
Description
Piece-rate
A specified rate is paid for each unit produced, each unit sold, or each service provided.
Merit pay
An increase to base salary is made in accordance with performance evaluation ratings.
Lump-sum bonuses
A bonus is received for meeting individual goals but no change is made to base salary. The
potential bonus represents “at risk” pay that must be re-earned each year. Base salary
may be lower in cases in which potential bonuses may be large.
Recognition awards
Tangible awards (gift cards, merchandise, trips, special events, time off, plaques) or
intangible awards (praise) are given on an impromptu basis to recognize achievement.
Unit-Focused
Description
Gainsharing
A bonus is received for meeting unit goals (department goals, plant goals, business unit
goals) for criteria controllable by employees (labor costs, use of materials, quality). No
change is made to base salary. The potential bonus represents “at risk” pay that must be
re-earned each year. Base salary may be lower in cases in which potential bonuses may be
large.
Organization-Focused
Description
Profit Sharing
A bonus is received when the publically reported earnings of a company exceed some
minimum level, with the magnitude of the bonus contingent on the magnitude of the
profits. No change is made to base salary. The potential bonus represents “at risk” pay
that must be re-earned each year. Base salary may be lower in cases in which potential
bonuses may be large.
©McGraw-Hill Education.
Next Time
Chapter 7: Trust, Justice and Ethics
©McGraw-Hill Education.
Chapter 7
Trust, Justice, and Ethics
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Trust defined
Types of trust
Using justice to gauge trust
Using ethics to gauge trust
How important is trust?
Application
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Trust Defined
The willingness to be vulnerable to an authority based
on positive expectations about the authority’s actions
and intentions
• Trust = willing to be vulnerable
• Risk = actually becoming vulnerable
©McGraw-Hill Education.
Figure 7-1 Factors That Influence Trust Levels
Jump to Appendix 1 long image description
©McGraw-Hill Education.
Disposition-Based Trust
Trust Propensity
• A general expectation that the words, promises, and
statements of individuals and groups can be relied upon
• Which is more damaging in organizational life: being too
trusting or being too suspicious?
©McGraw-Hill Education.
Trust Propensity
Average
Score: 21
©McGraw-Hill Education.
Jump to Appendix 2 for long
description.
Sources: R.C. Mayer and J.H. Davis, “The Effect of the
Performance Appraisal System on Trust for Management: A Field
Quasi-Experiment,” Journal of Applied Psychology 84 (1999), pp.
123–36.
Cognition-Based Trust
Trustworthiness
The characteristics of a trustee that inspire trust are:
• Ability
• Benevolence
• Integrity
©McGraw-Hill Education.
Figure 7-3 Types of Trust Over Time
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Justice
Trustworthiness can sometimes be difficult to judge,
especially early in work relationships.
Justice-relevant acts can serve as behavioral evidence
of trustworthiness.
• Distributive justice
• Procedural justice
• Interpersonal justice
• Informational justice
©McGraw-Hill Education.
Table 7-2 Distributive and Procedural Justice
Distributive Justice Rules
Description
Equity vs. equality vs. need
Are rewards allocated according to the proper norm?
Procedural Justice Rules
Description
Voice
Do employees get to provide input into procedures?
Correctability
Do procedures build in mechanisms for appeals?
Consistency
Are procedures consistent across people and time?
Bias Suppression
Are procedures neutral and unbiased?
Representativeness
Do procedures consider the needs of all groups?
Accuracy
Are procedures based on accurate information?
Sources: J.S. Adams, “Inequity in Social Exchange,” in Advances in Experimental Social Psychology, Vol. 2, ed. L. Berkowitz (New York: Academic Press, 1965), pp. 267-99; R.J. Bies and J.F. Moag, “Interactional Justice:
Communication Criteria of Fairness,” in Research on Negotiations in Organizations, Vol. 1, ed. R.J. Lewicki, B.H. Sheppard, and M.H. Bazerman (Greenwich CT: JAI Press, 1986), pp. 43-55; G.S. Leventhal, “The Distribution
of Rewards and Resources in Groups and Organizations,” in Advances in Experimental Social Psychology, Vol.9, ed. L. Berkowitz and W. Walster (New York: Academic Press, 1976), pp. 91-131; G.S. Leventhal, “What
Should Be Done with Equity Theory? New Approaches to the Study of Fairness in Social Relationships,” in Social Exchange: Advances in Theory and Research, ed. K. Gergen, M. Greenberg, and R. Willis (New York: Plenum
Press, 1980), pp. 27-55; and J. Thibaut and L. Walker, Procedural Justice: A Psychological Analysis (Hillsdale, NJ: Erlbaum, 1975).
©McGraw-Hill Education.
Procedural Justice
The items below reference the procedures instructors use for grading at your school.
1. Those procedures are moral and ethical.
2. I can appeal the grades that result from those procedures, if I need to.
3. Those procedures are based on accurate information.
4. Those procedures are unbiased and balanced.
5. Those procedures are consistent across students.
6. I can influence the grades that result from those procedures, if I try to.
7. I can express my voice regarding those procedures, if I want to.
Average Score: 27
©McGraw-Hill Education.
Figure 7-4 Combined Effects of Distributive and
Procedural Justice
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Table 7-2
Interpersonal and Informational Justice
Interpersonal Justice Rules
Description
Respect
Propriety
Do authorities treat employees with sincerity?
Do authorities refrain from improper remarks?
Informational Justice Rules
Description
Justification
Truthfulness
Do authorities explain procedures thoroughly?
Are those explanations honest?
Sources: J.S. Adams, “Inequity in Social Exchange,” in Advances in Experimental Social Psychology, Vol. 2, ed. L. Berkowitz (New York: Academic Press, 1965), pp. 267-99; R.J. Bies and J.F. Moag, “Interactional Justice:
Communication Criteria of Fairness,” in Research on Negotiations in Organizations, Vol. 1, ed. R.J. Lewicki, B.H. Sheppard, and M.H. Bazerman (Greenwich CT: JAI Press, 1986), pp. 43-55; G.S. Leventhal, “The Distribution of
Rewards and Resources in Groups and Organizations,” in Advances in Experimental Social Psychology, Vol.9, ed. L. Berkowitz and W. Walster (New York: Academic Press, 1976), pp. 91-131; G.S. Leventhal, “What Should Be
Done with Equity Theory? New Approaches to the Study of Fairness in Social Relationships,” in Social Exchange: Advances in Theory and Research, ed. K. Gergen, M. Greenberg, and R. Willis (New York: Plenum Press,
1980), pp. 27-55; and J. Thibaut and L. Walker, Procedural Justice: A Psychological Analysis (Hillsdale, NJ: Erlbaum, 1975).
©McGraw-Hill Education.
Figure 7-5 The Effects of Justice on Theft
During a Pay Cut
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
Ethics
1 of 7
The degree to which the behaviors of an authority are in
accordance with generally accepted moral norms.
•
Unethical behavior
•
“Merely ethical” behavior
•
“Especially ethical” behavior
©McGraw-Hill Education.
Ethics
2 of 7
Exercise
Read the scenario on the next four slides.
Come up with three ideas for reducing theft in this
grocery store.
©McGraw-Hill Education.
Ethics
3 of 7
Alex Grant recently graduated from college and is excited to be
starting his first job as a store manager for The Grocery Cart, a
large supermarket chain. The company has a very good
management training program, and it is one of the fastest growing
chains in the nation.
If Alex does well managing his first store, there are a number of
promising advancement opportunities in the company. After
completing the store management training program, Alex met with
Regina Hill, his area supervisor. She informed Alex that he would be
taking charge of a medium-volume store ($250,000 in sales/week)
in an upper-class neighborhood. This store had been operating
without a store manager for the past six months. The store had also
not made a profit in any of the monthly financial reports for the last
year.
©McGraw-Hill Education.
Ethics
4 of 7
Hill also shared the following information with Alex: Because the store
has been without a store manager for the last six months, the assistant
manager (Drew Smith) has been in charge. Drew is known for being
highly competent and a solid performer. However, there have been
complaints that he is frequently rude to employees and insults and
ridicules them whenever they make mistakes. Turnover among sales
clerks and cashiers at this store has been somewhat higher than in
other stores in the area. The average pay of clerks and cashiers is
$7.25/hour. The last two semiannual inventories at this store showed
significant losses. There has been a large amount of theft from the
store stockroom (an area where only employees are allowed).
Given that the store has generally done well in sales (compared with
others in the area) and that most expenses seem well under control,
Hill believes that the profitability problem for this store is primarily due
to theft. Therefore, she suggested that Alex’s plans for the store should
focus on this priority over any others.
©McGraw-Hill Education.
Ethics
5 of 7
When Alex arrived for his first day of work in his new store, he saw that
Drew was in the process of terminating an employee (Rudy Johnson)
who had been caught stealing. Alex immediately went to the break
room of the store where the termination interview was being
conducted to learn more about the situation.
Drew informed Alex that Rudy had been a grocery clerk for the past six
weeks and that he had apparently figured out how to tell if the alarms
to the stockroom doors were off. Rudy would then open the back
stockroom doors and stack cases of beer outside the store to pick up
after his shift. After Drew caught Rudy doing this, Drew had a
conversation with one of his friends who works as a restaurant
manager down the street. Drew’s friend noted that he had hired Rudy
a few months ago and that he’d been caught stealing there too.
©McGraw-Hill Education.
Ethics
6 of 7
Turning to Rudy, Drew asked, “So, Rudy, what do you have to say
for yourself?” Rudy quickly replied: “Look here, [expletive], you don’t
pay me enough to work here and put up with this garbage. In fact,
you’re always riding everyone like they’re your personal servant or
something. So I was trying to get some beer. I’ve seen you let
stockers take home damaged merchandise a dozen times. So just
because they cut open a box of cookies, which we all know they do
on purpose, they get to take stuff home for free. For that matter,
we’ve all seen you do the same thing! I’ve never seen you make a
big deal about this stuff before. Why can’t I get a few cases of beer?
What’s the big deal?”
©McGraw-Hill Education.
OB on Screen
The Founder
©McGraw-Hill Education.
Figure 7-6 The Four-Component Model of
Ethical Decision Making
©McGraw-Hill Education.
Jump to Appendix 6 long image
description
Photos: (top): ©Siede Preis/Getty Images; (bottom): ©C Squared Studios/Getty Images.
Moral Attentiveness
1. I enjoy pondering ethical matters.
2. I often think about the ethical implications of my actions.
3. I reflect on moral issues rather frequently.
4. I encounter morally charged situations rather often.
5. Moral dilemmas are a frequent part of my week.
6. I think about how ethical I’m being almost every day.
7. I carefully consider the morality of my decision making.
8. Many of the actions I take have some moral quality to them.
9. I have experienced several ethical predicaments in my life.
10. I often face situations that have some moral implication.
Average
Score: 19
11. I feel like I have to choose between moral and immoral fairly frequently.
12. Day in and day out, ethical dilemmas are something I have to consider.
©McGraw-Hill Education.
Table 7-3 The Dimensions of Moral Intensity
General Dimension: Potential for Harm
Specific Effect
Description
Magnitude of
consequences
How much harm would be done to other people?
Probability effect
How likely is it that the act will actually occur and that the assumed
consequences will match predictions?
Temporal
immediacy
How much time will pass between the act and the onset of its consequences?
Concentration of
effect
Will the consequences be concentrated on a limited set of people, or will they
be more far-reaching?
General Dimension: Social Pressure
Specific Effect
Description
Social consensus
How much agreement is there that the proposed act would be unethical?
Proximity
How near (in a psychological or physical sense) is the authority to those who will
be affected?
Sources: Adapted from T.M. Jones, “Ethical Decision Making by Individuals in Organizations: An Issue-Contingent Model,” Academy of Management Review 16 (1991), pp 366-95; and A. Singhapakdi, S.J. Vitell, and K.L.
Kraft, “Moral Intensity and Ethical Decision-Making of Marketing Professionals,” Journal of Business Research 36 (1996), pp. 245-55
©McGraw-Hill Education.
Ethics
7 of 7
Can companies benefit from having better moral
awareness and moral judgment, even if their costs rise
as a result? How?
©McGraw-Hill Education.
Figure 7-8 Effects of Trust on
Performance and Commitment
Sources: K.T. Dirks and D.L. Ferrin, “Trust in Leadership: Meta-Analytic Findings and Implications for Research and Practice,” Journal of Applied
Psychology 87 (2002), pp. 611–28; and J.A. Colquitt, B.A. Scott, and J.A. LePine, “Trust, Trustworthiness, and Trust Propensity: A Meta-Analytic Test
of Their Unique Relationships with Risk Taking and Job Performance,” Journal of Applied Psychology 92 (2007), pp. 909–27.
©McGraw-Hill Education.
Application
Corporate social responsibility
• Legal component
• Ethical component
• Social component
©McGraw-Hill Education.
Next Time
Chapter 8: Learning and Decision Making
©McGraw-Hill Education.
Chapter 8
Learning and Decision Making
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Learning defined
Methods of learning
Decision making defined
Decision-making problems
How important is learning?
Application
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Learning Defined
Permanent changes in an employee’s knowledge or skill
that result from experience
Employees learn two types of knowledge:
• Explicit – easy to communicate and teach
• Tacit – more difficult to communicate; gained with
experience
©McGraw-Hill Education.
Workplace Learning Potential
1. At work, I get enough time to find my own solutions to task-related issues.
2. At work, I have the freedom to explore new ways to be more effective.
3. At work, I can experiment with different methods even if it might slow me down.
4. At work, I get the opportunity to learn how to cope with difficulties my way.
5. At work, I get the chance to reflect on how to do my job better.
6. At work, I have the freedom to compare different approaches to my work.
Average Score: 19
©McGraw-Hill Education.
Methods of Learning
1 of 3
How do employees learn?
• Reinforcement
©McGraw-Hill Education.
Figure 8-2 Contingencies of Reinforcement
Jump to Appendix 1 long image
description
©McGraw-Hill Education.
Table 8-2 Schedules of Reinforcement
Reinforcement
Schedule
Reward Given
Following
Potential Level of
Performance
Example
Continuous
Every desired
behavior
High, but difficult to
maintain
Praise
Fixed interval
Fixed time periods
Average
Paycheck
Variable interval
Variable time periods
Moderately high
Supervisor walk-by
Fixed ratio
Fixed number of
desired behaviors
High
Piece-rate pay
Variable ratio
Variable number of
desired behaviors
Very high
Commission pay
©McGraw-Hill Education.
Methods of Learning
2 of 3
How do employees learn?
• Reinforcement
• Observation
©McGraw-Hill Education.
Figure 8-1 Operant Conditioning Components
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Methods of Learning
3 of 3
Some people learn differently, as a function of the goals
and activities that they prioritize.
Goal orientation
• Learning
• Performance-prove
• Performance-avoid
©McGraw-Hill Education.
Goal Orientation
Average
Score: 16
Average
Score: 11
Average
Score: 11
Source: Adapted from J.F. Brett and D. VandeWalle, “Goal Orientation and Goal Content Performance in a
Training Program,” Journal of Applied Psychology 84 (1999), pp. 863–73. Copyright (c) 1999 by the American
Psychological Associated.
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Decision Making
The process of generating and choosing from a set of
alternatives to solve a problem
Learning has a significant impact on decision making.
©McGraw-Hill Education.
Figure 8-4
Programmed and Nonprogrammed Decisions
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Rational Decision Making
1. I act based on my heart, not my head.
2. I think feelings should be the guide in most decisions.
3. I listen to logic when acting, not my emotions.
4. Most of my life decisions are governed by how I feel.
5. I do what inspires me. Now that’s logical.
6. When it comes to decisions, I do what is logical.
7. My feelings are my compass when there are choices to be made.
8. I believe key decisions should be reasoned carefully and rationally.
9. Important decisions should be based on the facts, not on emotions.
Average Score: 27
©McGraw-Hill Education.
OB on Screen
The Big Short
©McGraw-Hill Education.
Decision-Making Problems
Common reasons for making bad decisions:
• Limited information
• Faulty perceptions
• Faulty attributions
• Escalation of commitment
©McGraw-Hill Education.
Table 8-3 Rational Decision Making vs.
Bounded Rationality
To be rational decision makers, we
should…
Bounded rationality says we are
likely to…
Identify the problem by thoroughly examining the
situation and considering all interested parties.
Boil down the problem to something that is easily
understood.
Develop an exhaustive list of alternatives to consider
as solutions.
Come up with a few solutions that tend to be
straightforward, familiar, and similar to what is
currently being done.
Evaluate all the alternatives simultaneously.
Evaluate each alternative as soon as we think of it.
Use accurate information to evaluate alternatives.
Use distorted and inaccurate information during the
evaluation process.
Pick the alternative that maximizes value.
Pick the first acceptable alternative (sacrifice).
Sources: Adapted from H.A. Simon, “Rational Decision Making in Organizations,” American Economic Review 69 (1979), pp. 493-513; D. Kahneman, “Maps of Bounded Rationality:
Psychology for Behavioral Economics,” The American Economic Review 93 (2003), pp. 1449-75; and S.W. Williams, Making Better Business Decisions (Thousand Oaks, CA: Sage, 2002
©McGraw-Hill Education.
Faulty Perceptions
Heuristics and biases
• Availability
• Anchoring
• Framing
• Representativeness
• Contract
• Recency
• Ratio bias
©McGraw-Hill Education.
Figure 8-5 Consensus,
Distinctiveness, and Consistency
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
Escalation of Commitment
The decision to continue to follow a failing course of
action
Throwing good money after bad
©McGraw-Hill Education.
Figure 8-7 Effects of Learning on Performance
and Commitment
Sources: G.M. Alliger, S.I. Tannenbaum, W. Bennett Jr., H. Traver, and A. Shotland, “A Meta-Analysis of the Relations among Training Criteria,” Personnel
Psychology 50 (1997), pp. 341–58; J.A. Colquitt, J.A. LePine, and R.A. Noe, “Toward an Integrative Theory of Training Motivation: A Meta-Analytic
Path Analysis of 20 Years of Research,” Journal of Applied Psychology 85 (2000), pp. 678–707; and J.P. Meyer, D.J. Stanley, L. Herscovitch, and L.
Topolnytsky, “Affective, Continuance, and Normative Commitment to the Organization: A Meta-Analysis of Antecedents, Correlates, and Consequences,”
Journal of Vocational Behavior 61 (2002), pp. 20–52.
©McGraw-Hill Education.
Application
Training
• Behavior modeling
• Communities of practice
Transfer of training
• Climate for transfer
©McGraw-Hill Education.
Next Time
Chapter 9: Personality and Cultural Values
©McGraw-Hill Education.
Chapter 9
Personality and Cultural Values
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Personality defined
The dimensions of personality
Personality effects
Integrity tests
Cultural values
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Personality
1 of 4
The structures and propensities inside a person that
explain his or her characteristic patterns of thought,
emotion, and behavior
• Where does your personality come from?
©McGraw-Hill Education.
Personality
2 of 4
Nature versus Nurture
• Are you extraverted or introverted? How does that
compare to your parents?
• Do such similarities represent nature or nurture?
©McGraw-Hill Education.
Personality
3 of 4
Nature versus Nurture
Twin Studies
• Scientists study identical twins reared apart in order to
separate nature and nurture effects.
• This research suggests that between 35% and 49% of
the variation in personality is due to genetics.
©McGraw-Hill Education.
Personality
4 of 4
While we could come up with thousands of adjectives,
most of them would cluster around five general
dimensions.
We call these dimensions the “Big Five.”
©McGraw-Hill Education.
Figure 9-1 Trait Adjectives
Associated with the Big Five
G. Saucier, “Mini-Markers: A Brief Version of Goldberg’s Unipolar Big-Five Markers,” Journal of Personality Assessment 63 (1994), pp. 506-16; L.R. Goldberg, “The Development of Markers for the Big-Five Factor Structure,”
Psychological Assessment 4 (1992), pp. 26-42; R.R. McCrae and P.T. Costa Jr., “Validation of the Five-Factor Model of Personality across Instruments and Observers,” Journal of Personality and Social Psychology 52 (1987), pp. 81-90;
and C.M. Bill and B.P. Hodgkinson, “Development and Validation of the Five-Factor Model Questionnaire (FFMQ): An Adjectival-Based Personality Inventory for Use in Occupational Settings,” Personnel Psychology 60 (2007), pp.
731-66.
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
The Big Five
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Personality Norms
Source: M.B. Donnellan, F.L. Oswald, B.M. Baird, and R.E. Lucas, “The Mini-IPIP Scales: Tiny-Yet-Effective Measures of
the Big Five Factors of Personality,” Psychological Assessment 18 (2006), pp. 192–203. American Psychological
Association.
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Conscientiousness
Relevant adjectives:
• Dependable, organized, reliable, ambitious, hardworking,
persevering
• What’s your score?
©McGraw-Hill Education.
OB on Screen
La La Land
©McGraw-Hill Education.
Agreeableness
Relevant adjectives:
• Kind, cooperative, sympathetic, helpful, courteous, warm
• What’s your score?
©McGraw-Hill Education.
Neuroticism
Relevant adjectives:
• Nervous, moody, emotional, insecure, jealous, unstable
• What’s your score?
©McGraw-Hill Education.
Figure 9-3 Extraversion, Neuroticism, and
Typical Moods
Jump to Appendix 4 long image
description
©McGraw-Hill Education.
Extraversion
Relevant adjectives:
• Talkative, sociable, passionate, assertive, bold, dominant
• What’s your score?
©McGraw-Hill Education.
Openness to Experience
Relevant adjectives:
• Curious, imaginative, creative, complex, refined,
sophisticated
• What’s your score?
©McGraw-Hill Education.
Other Personality Variables
1 of 3
Locus of control
• Strongly correlated with neuroticism
• Reflects the distinction between believing that events are
driven by luck, chance, or fate, versus people’s own
behaviors
©McGraw-Hill Education.
Other Personality Variables
2 of 3
Myers-Briggs Type Indicator
• Extraversion versus Introversion
• Sensing versus Intuition
• Thinking versus Feeling
• Judging versus Perceiving
©McGraw-Hill Education.
Figure 9-6 Holland’s RIASEC Model
Adapted from J.L. Holland, Making Vocational Choices: A Theory of Careers (Englewood Cliffs, NJ: Prentice Hall, 1973).
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
Other Personality Variables
3 of 3
An increasing number of organizations are attempting to
measure “honesty” or “integrity” for use in hiring. Why?
Such measures tap three of the Big Five:
• High conscientiousness
• Low neuroticism
• High agreeableness
©McGraw-Hill Education.
Table 9.5 Sample Integrity Test Items
Sample Items in a Clear Purpose Test
Sample Items in a Veiled Purpose
Test
•
•
•
•
•
•
•
Did you ever think about taking
money from where you worked, but
didn’t go through with it?
Have you ever borrowed something
from work without telling anyone?
Is it OK to get around the law if you
don’t break it
If you were sent an extra item with
an order, would you send it back?
Do most employees take small items
from work?
What dollar value would a worker
have to steal before you would fire
them?
•
•
•
•
I like to plan things carefully ahead
of time.
I often act quickly without stopping
to think things through.
I’ve never hurt anyone’s feelings.
I have a feeling someone is out to
get me.
I don’t feel I’ve had control over my
life.
Source: From J.E. Wanek, P.R. Sackett, and D.S. Ones, “Towards an Understanding of Integrity Test Similarities and Differences: AN Item-Level Analysis of Seven Tests,” Personnel Psychology
56 (2003), pp. 873-94. Reprinted with permission of John Wiley & Sons, Inc.
©McGraw-Hill Education.
Integrity Tests
The fact that integrity tests work may be surprising
because we would expect that people would lie about (or
at least exaggerate) their integrity.
Such concerns over “faking” also apply to measures of
the Big Five.
©McGraw-Hill Education.
Cultural Values
1 of 2
Shared beliefs about desirable end states or modes of
conduct in a given culture
Cultural values provide societies with their own
distinctive personalities.
©McGraw-Hill Education.
Table 9-3 Hofstede’s Dimensions of Cultural Values
1 of 2
©McGraw-Hill Education.
Jump to Appendix 6 long image
description
Table 9-3 Hofstede’s Dimensions of Cultural Values
2 of 2
Sources: G. Hofstede, Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations (Thousand Oaks, CA: Sage, 2001): G. Hofstede, “Cultural Constraints in Management Theories,”
Academy of Management Executive 7 (1993), pp. 81-94; and G. Hofstede and M.H. Bond, “The Confucius Connection: From Cultural Roots to Economic Growth,” Organizational Dynamics 16 (1988), pp. 5-21.
©McGraw-Hill Education.
Jump to Appendix 7 long image
description
Power Distance
1. A company’s norms should be followed, even if an employee disagrees with them.
2. Letting employees have a say in decisions eats away at managerial authority.
3. A good manager should be able to make decisions without consulting employees.
4. If employees disagree with the company’s actions, they should keep it to themselves.
5. Employees should not question the decisions that top management makes.
6. Managers lose effectiveness when employees second-guess their actions.
7. Managers have a right to expect employees to listen to them.
8. Efficient managerial decision making requires little employee input.
Average Score: 20
©McGraw-Hill Education.
Cultural Values
2 of 2
Project GLOBE
• Power distance
• Uncertainty avoidance
• Institutional collectivism
• In-group collectivism
• Gender egalitarianism
• Assertiveness
• Future orientation
• Performance orientation
• Humane orientation
©McGraw-Hill Education.
Figure 9-8 Effects of Personality on
Performance and Commitment
Sources: M.R. Barrick, M.K. Mount, and T.A. Judge, “Personality and Performance at the Beginning of the New Millennium: What Do We Know and
Where Do We Go Next?” International Journal of Selection and Assessment 9 (2001), pp. 9–30; C.M. Berry, D.S. Ones, and P.R. Sackett, “Interpersonal
Deviance, Organizational Deviance, and Their Common Correlates: A Review and Meta-Analysis,” Journal of Applied Psychology 92 (2007), pp. 410–24;
A. Cooper-Hakim and C. Viswesvaran, “The Construct of Work Commitment: Testing an Integrative Framework,” Psychological Bulletin 131 (2005),
B. pp. 241–59; L.M. Hough and A. Furnham, “Use of Personality Variables in Work Settings,” in Handbook of Psychology, Vol. 12, ed. W.C. Borman,
C. D.R. Ilgen, and R.J. Klimoski (Hoboken, NJ: Wiley, 2003), pp. 131–69; J.E. Mathieu and D.M. Zajac, “A Review and Meta-Analysis of the Antecedents,
D. Correlates, and Consequences of Organizational Commitment,” Psychological Bulletin 108 (1990), pp. 171–94; and J.F. Salgado, “The Big Five
E. Personality Dimensions and Counterproductive Behaviors,” International Journal of Selection and Assessment 10 (2002), pp. 117–25.
©McGraw-Hill Education.
Figure 9-9 The Effects of Faking on
Correlations with Integrity Tests
©McGraw-Hill Education.
Jump to Appendix 8 long image
description
Next Time
Chapter 10: Ability
©McGraw-Hill Education.
Chapter 10
Ability
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Ability defined
Cognitive ability
Emotional intelligence
Physical abilities
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Ability
The relatively stable capabilities people have to perform
a particular range of different, but related, activities
• In contrast to skills, which are more trainable and
improvable
• As with personality, about half of the variation in ability
levels is due to genetics.
©McGraw-Hill Education.
Cognitive Ability
1 of 4
Capabilities related to the acquisition and application of
knowledge in problem solving
• Verbal
• Quantitative
• Reasoning
• Spatial
• Perceptual
©McGraw-Hill Education.
Cognitive Ability
2 of 4
One of the most widely used measures of cognitive
ability is the Wonderlic Personnel Test
• 50 questions in 12 minutes
• A score of 20 is equivalent to an IQ of 100, which is
average
• A score of 10 indicates literacy
©McGraw-Hill Education.
Figure 10-4 Sample Wonderlic Questions
1 of 2
Source: Wonderlic WPT—Sample Questions. Reprinted with permission of Wonderlic, Inc.
Copyright 2007 Wonderlic, Inc with permission.
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
Figure 10-4 Sample Wonderlic Questions
2 of 2
Source: Wonderlic WPT—Sample Questions. Reprinted with permission of Wonderlic, Inc.
Copyright 2007 Wonderlic, Inc with permission.
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Cognitive Ability
3 of 4
Average NFL Wonderlic scores:
Offensive tackles: 26
Safeties: 19
Centers: 25
Linebackers: 19
Quarterbacks: 24
Cornerbacks: 18
Guards: 23
Wide receivers: 17
Tight ends: 22
Running backs: 16
©McGraw-Hill Education.
Table 10-3 Suggested Minimum Wonderlic
Scores for Various Jobs
Job
Minimum Scores
Mechanical Engineer
30
Attorney
29
Executive
28
Teacher
27
Nurse
26
Office Manager
25
Advertising Sales
24
Manager/Supervisor
23
Police Officer
22
Firefighter
21
Cashier
20
Hospital Orderly
19
Machine Operator
18
Unskilled Laborer
17
Maid-Matron
16
Source: Wonderlic Cognitive Ability Test and Scholastic Level Exam: User’s Manual (Vernon
Hills, IL: Wonderlic Cognitive Ability Test, Inc., 1992), pp. 28–29. Reprinted with permission.
©McGraw-Hill Education.
OB on Screen:
Hidden Figures
©McGraw-Hill Education.
Cognitive Ability
4 of 4
Think of the people you know who are exceptionally
smart. Are all of them successful?
Those who are not successful—why aren’t they? What
holds them back?
©McGraw-Hill Education.
Emotional Intelligence
1 of 5
Capabilities related to the management and use of
emotions when interacting with others
• Sometimes labeled EQ or EI
• Especially vital in jobs that require a lot of “emotional labor”
• Comes in four varieties
©McGraw-Hill Education.
Emotional Intelligence Assessment
Average
Score: 19
Average
Score: 19
Average
Score: 19
Average
Score: 19
Sources: K.S. Law, C.S. Wong, and L.J. Song, “The Construct and Criterion Validity of Emotional Intelligence and Its Potentia l Utility for Management
Studies,” Journal of Applied Psychology 89 (2004), pp. 483–96; and C.S. Wong and K.S. Law, “The Effects of Leader and Follower Emotional Intelligence on
Performance and Attitude,” The Leadership Quarterly 13 (2002), pp. 243–74.
Jump to Appendix 3 long image description
©McGraw-Hill Education.
Emotional Intelligence
2 of 5
Self awareness
• The ability of an individual to understand the types of
emotions he/she is experiencing, the willingness to
acknowledge them, and the capability to express them
accurately
• What’s your score?
©McGraw-Hill Education.
Emotional Intelligence
3 of 5
Other awareness
• The ability of an individual to recognize and understand
the emotions that other individuals are feeling
• What’s your score?
©McGraw-Hill Education.
Emotional Intelligence
4 of 5
Emotion regulation
• The ability to quickly recover from emotional experiences
and control one’s feelings
• What’s your score?
©McGraw-Hill Education.
Emotional Intelligence
5 of 5
Use of emotions
• The ability of an individual to harness emotions and use
them to improve their chances of being successful in a
given area
• What’s your score?
©McGraw-Hill Education.
Physical Ability
Importance varies according to the nature of the job
• Strength
• Stamina
• Flexibility and coordination
• Psychomotor
• Sensory
©McGraw-Hill Education.
Figure 10-3 Effects of General Cognitive Ability
on Performance and Commitment
Sources: J.W. Boudreau, W.R. Boswell, T.A. Judge, and R.D Bretz, “Personality and Cognitive Ability as Predictors of Job Searc among Employed
Managers,” Personnel Psychology 54(2001), pp. 25–50; S.M. Colarelli, R.A. Dean, and C. Konstans, “Comparative Effects of Personal and
Situational Influences on Job Outcomes of New Professionals,” Journal of Applied Psychology 72 (1987), pp. 558–66; D.N. Dickter, M.
Roznowski, and D.A. Harrison, “Temporal Tempering: An Event History Analysis of the Process of Voluntary Turnover,” Journal o f Applied Psychology
81 (1996), pp. 705–16; and F.L. Schmidt and J. Hunter, “General Mental Ability in the World of Work: Occupational Attainment an d Job Performance,
” Journal of Personality and Social Psychology 86 (2004), pp. 162–73.
©McGraw-Hill Education.
Next Time
Chapter 11: Team Characteristics and Diversity
©McGraw-Hill Education.
Chapter 11
Team Characteristics and
Diversity
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Class Agenda
Teams defined
Team types
Variations within team types
Team interdependence
Team composition
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An Integrative Roadmap
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Team Characteristics
A team consists of two or more people who work
interdependently over some time period to accomplish
common goals related to some task-oriented purpose.
• A special type of “group”
• The interactions among members within teams revolve
around a deeper dependence on one another than the
interactions within groups.
• The interactions within teams occur with a specific taskrelated purpose in mind.
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Table 11-1 Types of Teams
Type of Team
Purpose and Activities
Life Span
Member
Involvement
Specific Examples
Work team
Produce goods or provide
services
Long
High
Self-managed work team
Production team
Maintenance team
Sales team
Management
team
Integrate activities of
subunits across business
functions
Long
Moderate
Top management team
Parallel team
Provide recommendations
and resolve issues
Varies
Low
Quality circle
Advisory council
Committee
Project team
Produce a one-time output
(product, service, plan,
design, etc.)
Varies
Varies
Product design team
Research group
Planning team
Action team
Perform complex tasks that
vary in duration and take
place in highly visible or
challenging circumstances
Varies
Surgical team
Musical group
Expedition team
Sports team
Varies
Sources: S.G. Cohen and D.E. Bailey, “What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite,” Journal of Management 27 (1997), pp. 239-90; and E. Sundstrom, K.P.
De Meuse, and D. Futrell, “Work Teams: Applications and Effectiveness,” American Psychologist 45 (1990), pp. 120-33.
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Figure 11-1 Types of Teams
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Variations within Team Types
Virtual teams are teams in which the members are
geographically dispersed, and interdependent activity
occurs through electronic communications—primarily email, instant messaging, and Web conferencing.
Teams also vary in how experienced they are.
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Figure 11-2 Two Models of Team Development
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description
Team Interdependence
1 of 3
Task interdependence refers to the degree to which
team members interact with and rely on other team
members for the information, materials, and resources
needed to accomplish work for the team.
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Figure 11-3 Task Interdependence and
Coordination Requirements
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description
Team Interdependence
2 of 3
Goal interdependence exists when team members have
a shared vision of the team’s goal and align their
individual goals with that vision as a result.
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The Mission Statement Development Process
For a similar take on how to develop mission statements, see P.S. MacMillan The Performance Factor: Unlocking the Secrets of Teamwork, Nashville,
Broadman & Holman Publishers, 2001, pp. 51–53.
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Image description
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Team Interdependence
3 of 3
Outcome interdependence exists when team members
share in the rewards that the team earns.
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OB on Screen
Arrival
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Interdependence
Average
score: 14
Average
score: 14
Average
score: 14
Source: From M.A. Campion, E.M. Papper, and G.J. Medsker, “Relations between Work Team Characteristics and Effectiveness: A R eplication and Extension,”
Personnel Psychology 49 (1996), pp. 429–52. John Wiley & Sons, Inc.
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description
Figure 11-4 Five Aspects of Team Composition
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Table 11-3 Team and Individualistic Roles
Team Task Roles
Description
Initiator-contributor
Proposes new ideas
Coordinator
Tries to coordinate activities among team members
Orienter
Determines the direction of the team’s discussion
Devil’s advocate
Offers challenges to the team’s status quo
Energizer
Motivates the team to strive to do better
Procedural-technician
Performs routine tasks needed to keep progress moving
Team-Building Roles
Description
Encourager
Praises the contributions of other team members
Harmonizer
Mediates differences between group members
Compromiser
Attempts to find the halfway point to end conflict
Gatekeeper-expediter
Encourages participation from teammates
Standard setter
Expresses goals for the team to achieve
Follower
Accepts the ideas of teammates
Individualistic Roles
Description
Aggressor
Deflates teammates, expresses disapproval with hostility
Blocker
Acts stubbornly resistant and disagrees beyond reason
Recognition seeker
Brags and calls attention to himself or herself
Self-confessor
Discloses personal opinions inappropriately
Slacker
Acts cynically, or nonchalantly, or goofs off
Dominator
Manipulates team members for personal control
Source: Adapted from K. Benne and P. Sheats, “Functional Roles of Group Members,” Journal of Social Issues 4 (1948), pp. 41-49
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Member Ability
Cognitive and physical abilities needed in a team
depend on the nature of the team’s task.
• Disjunctive tasks
• Conjunctive tasks
• Additive tasks
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Member Personality
Three traits are especially critical in teams:
• Agreeable people tend to be more cooperative and
trusting, tendencies that promote positive attitudes about
the team and smooth interpersonal interactions.
• Conscientious people tend to be dependable and work
hard to achieve goals.
• Extraverted people tend to perform more effectively in
interpersonal contexts and are more positive and optimistic
in general.
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Team Diversity
Degree to which members are different from one another
in terms of any attribute that might be used by someone
as a basis of categorizing people
• Value in diversity problem-solving approach
• Similarity-attraction approach
• Surface-level diversity
• Deep-level diversity
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Team Size
Having a greater number of members is beneficial for
management and project teams but not for teams
engaged in production tasks.
Team members tend to be most satisfied with their team
when the number of members is 4 or 5.
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Team Viability
1. What the team has accomplished is more than I could have accomplished.
2. My team has done an excellent job.
3. I am happy about this team’s overall effectiveness.
4. I’ve enjoyed working with the people on this team.
5. If the situation arose, I would choose to work on this team again.
6. Working with this team has been something I’ve enjoyed.
Average Score: 22
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Figure 11-6 Effects of Task Interdependence on
Performance and Commitment
Sources: M.A. Campion, G.J. Medsker, and A.C. Higgs, “Relations between Work Group Characteristics and Effectiveness: Implications for
Designing Effective Work Groups,” Personnel Psychology 46 (1993), pp. 823–49; M.A. Campion, E.M. Papper, and G.J. Medsker,
“Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,” Personnel Psychology 49 (1996), pp. 429–52; S.H.
Courtright, G.R. Thurgood, G.L. Stewart, and A.J. Pierotti, “Structural Interdependence in Teams: An Integrative Framework and Meta-Analysis,
” Journal of Applied Psychology 100 (2015), pp. 1825-1846; and G.L. Stewart, “A Meta-Analytic Review of Relationships between Team Design
Features and Team Performance,” Journal of Management 32 (2006), pp. 29–54.
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Next Time
Chapter 12: Team Processes and Communication
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Chapter 12
Teams: Processes and
Communication
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Team process defined
Taskwork processes
Teamwork processes
Communication
Team states
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An Integrative Roadmap
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Team Processes
1 of 3
Reflects the different types of activities and interactions
that occur within teams and contribute to their ultimate
end goals
• Team characteristics, like member diversity, task
interdependence, team size, and so forth, affect team
processes.
• Team processes, in turn, have a strong impact on team
effectiveness.
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Team Processes
2 of 3
Process gain is getting more from the team than you
would expect according to the capabilities of its
individual members.
Process loss is getting less from the team than you
would expect based on the capabilities of its individual
members.
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Team Processes
3 of 3
Causes of process loss
Coordination loss
• Production blocking
Motivational loss
•
Social loafing
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Figure 12-1 Taskwork Processes
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Table 12-1 IDEO’s Secrets for Brainstorming
What To Do
Description
Have a sharp focus
Begin the brainstorming with a clearly stated problem.
Playful rules
Encourage playfulness, but don’t debate or critique ideas.
Number the ideas
Make it easier to jump back and forth between ideas.
Build and jump
Build on and explore variants of ideas.
The space remembers
Use space to keep track of the flow of ideas in a visible way.
Stretch your brain
Warm up for the session by doing word games.
Get physical
Use drawings and props to make the ideas three-dimensional.
What Not To Do
Description
The boss speaks first.
Boss’s ideas limit what people will say afterwards.
Give everybody a turn.
Forcing equal participation reduces spontaneity.
Only include experts.
Creative ideas come from unexpected places.
Do it off-site.
You want creativity at the office too.
Limit the silly stuff.
Silly stuff might trigger useful ideas.
Write down everything.
The writing process can reduce spontaneity.
Source: T. Kelley and J. Littman, The Art of Innovation (New York: Doubleday, 2001).
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Decision Making
Decision informity reflects whether members possess
adequate information about their own task
responsibilities.
Staff validity refers to the degree to which members
make good recommendations to the leader.
Hierarchical sensitivity reflects the degree to which the
leader effectively weighs the recommendations of the
members.
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Boundary Spanning
Ambassador activities refer to communications that
are intended to protect the team, persuade others to
support the team, or obtain important resources for the
team.
Task coordinator activities involve communications
that are intended to coordinate task-related issues with
people or groups in other functional areas.
Scout activities refer to things team members do to
obtain information about technology, competitors, or the
broader marketplace.
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OB on Screen
Spotlight
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Figure 12-2 Teamwork Processes
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Transition Processes
Mission analysis involves an analysis of the team’s task,
the challenges that face the team, and the resources
available for completing the team’s work.
Strategy formulation refers to the development of
courses of action and contingency plans, and then
adapting those plans in light of changes that occur in the
team’s environment.
Goal specification involves the development and
prioritization of goals related to the team’s mission and
strategy.
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Action Processes
Monitoring progress toward goals
Systems monitoring involves keeping track of things that
the team needs to accomplish its work.
Helping behavior involves members going out of their
way to help or back up other team members.
Coordination refers to synchronizing team members’
activities in a way that makes them mesh effectively and
seamlessly.
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Interpersonal Processes
Motivating and confidence building refers to things team
members do or say that affect the degree to which
members are motivated to work hard on the task.
Conflict management involves activities that the team
uses to manage conflicts that arise in the course of its
work.
• Relationship conflict
• Task conflict
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Relationship Conflict
1. How much conflict do your members have from an emotional perspective?
2. How much tension do you see within your team between members?
3. How many “personality clashes” do you observe between folks on your team?
4. How much friction do you see between members on your team?
Average Score: 9
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Figure 12-3 The Communication Process
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Communication
Communicator issues
Information richness
Network structure
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Figure 12-4 Communication Network
Structures
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Figure 12-5 Team States
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Cohesion
Exists when members of teams develop strong
emotional bonds to other members of their team and to
the team itself.
Groupthink happens in highly cohesive teams when
members may try to maintain harmony by striving toward
consensus on issues without ever offering, seeking, or
seriously considering alternative viewpoints and
perspectives.
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Cohesion Assessment
Source: Items adapted from E. R. Crawford. “Team Network Multiplexity, Synergy and Performance.” Doctoral dissertation. University of Florida, 2011.
Average Score: 45
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Potency
Refers to the degree to which members believe that the
team can be effective across a variety of situations and
tasks
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Mental Model
Refers to the level of common understanding among
team members with regard to important …
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