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: 16953
Academic Year:2024-25
For Instructor’s Use only
Instructor’s Name: Dr. Syed Akmal
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?
‫ما هو السلوك التنظيمي؟‬
©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? ‫ما هو السلوك التنظيمي؟‬
Does it matter? ‫هل يهم؟‬
How do we “know” things about OB? ‫كيف “نعرف” أشياء عن‬
©McGraw-Hill Education.
What Is Organizational Behavior?
1 of 2
Think of the single worst coworker you’ve ever had. ‫فكر في‬
‫أسوأ زميل عمل واجهته على اإلطالق‬
• What did he or she do that was so bad? ‫ما الذي فعله هو أو هي وكان‬
‫ذلك سيئًا للغاية؟‬
Think of the single best coworker you’ve ever had. ‫فكر في أفضل‬
.‫زميل عمل حصلت عليه على اإلطالق‬
• What did he or she do that was so good? ‫ما الذي فعله هو أو هي كان‬
‫جيدًا جدًا؟‬
©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 ‫مجال دراسة مكرس‬
‫لفهم وشرح وتحسين مواقف وسلوكيات األفراد والجماعات في المنظمات في‬
‫نهاية المطاف‬
©McGraw-Hill Education.
An Integrative Roadmap ‫خارطة‬
‫طريق تكاملية‬
©McGraw-Hill Education.
Jump to Appendix 1 Long
Description
Does OB Matter? ‫ هل‬OB
‫مهمة؟‬
Do firms who do a good job managing OB concepts
become more profitable as a result? ‫هل الشركات التي‬
‫تقوم بعمل جيد في إدارة مفاهيم‬OB ‫تصبح أكثر ربحية نتيجة لذلك؟‬
©McGraw-Hill Education.
Does OB Matter?
Figure 1-2 What Makes a Resource Valuable?
‫ما الذي يجعل المورد ذا قيمة‬
The resource-based view
of the firm ‫وجهة نظر الشركة‬
‫القائمة على الموارد‬
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Table 1-2 Survey Questions Designed to Assess HighPerformance Work Practices ‫أسئلة استبيان مصممة لتقييم ممارسات العمل‬
‫عالية األداء‬
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?
What is the proportion of the workforce who have access to a
formal grievance procedure and/or complaint resolution system?
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.
8, 10
7
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? ‫إذن ما هو‬
‫األمر الصعب؟‬
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. ‫”يجب على المرء أن يضع في اعتباره أن نصف المؤسسات لن تصدق العالقة بين‬
‫ محاولة‬- ‫ نصف أولئك الذين يرون االتصال سيفعلون ما فعلته العديد من المنظمات‬.‫كيفية إدارة موظفيها واألرباح التي تكسبها‬
.‫ دون إدراك أن اإلدارة الفعالة لألفراد تتطلب نه ًجا أكثر شموالً ومنهجية‬، ‫إجراء تغيير واحد لحل مشاكلهم‬
Of the firms that make comprehensive changes, probably only
about 1/2 will persist with their practices long enough to actually
derive economic benefits.” ‫ من المحتمل أن يستمر حوالي‬، ‫من بين الشركات التي تجري تغييرات شاملة‬
” ‫ فقط في ممارساتها لفترة كافية لجني الفوائد االقتصادية‬1/2
©McGraw-Hill Education.
How Do We Know Things about OB? ‫كيف نعرف أشياء‬
‫عن‬OB‫؟‬
1 of 7
Where does the knowledge in this textbook come from?
‫من أين تأتي المعرفة في هذا الكتاب المدرسي؟‬
Understanding that requires an understanding of how we
know things in general ‫يتطلب فهم ذلك فهما ً لكيفية معرفة األشياء بشكل‬
‫عام‬
©McGraw-Hill Education.
How Do We Know Things about OB?
2 of 7
How do we know about what causes:‫كيف نعرف األسباب‬
• People to stay healthy? ‫الناس للبقاء بصحة جيدة‬
• Children to grow up happy? ‫األطفال يكبرون سعداء؟‬
• Employees to be satisfied with their jobs? ‫الموظفين ليكونوا‬
‫راضين عن وظائفهم؟‬
©McGraw-Hill Education.
How Do We Know Things about OB?
3 of 7
Methods of Knowing‫طرق المعرفة‬
• Experience ‫تجربة‬
• Intuition ‫حدس‬
• Authority ‫السلطة‬
• Science ‫علم‬
©McGraw-Hill Education.
Figure 1-3 The Scientific Method
‫الطريقة العلمية‬
©McGraw-Hill Education.
Scientific Interests ‫االهتمامات‬
‫العلمية‬
ً ‫أعتقد أن كونك‬
1. I think being a scientist would be an interesting career path. ‫عالما‬
ً
ً
ً ‫وظيفيا ر‬
‫مثيا لالهتمام‬
‫مسارا‬
‫سيكون‬
2. Working as a scientist is something I could see myself enjoying. ‫شء‬
‫العمل كعالم هو ي‬
‫يمكنن أن أرى‬
.‫نفس أستمتع به‬
‫ي‬
‫ي‬
3.A scientific career path could be engaging, even if the work took a long time to
ً
ً
ً
‫ ى‬، ‫ممتعا‬
‫طويال ى‬
‫الوظيف‬
‫يمكن أن يكون المسار‬
‫العلم‬
‫حن لو استغرق العمل وقتا‬
‫حن‬
finish. ‫ينته‬
‫ي‬
‫ي‬
‫ي‬
4.Working with other scientists to make important discoveries would offer
meaning. ‫إن العمل مع علماء آخرين إلجراء اكتشافات مهمة سيوفر معن‬
5.Studying scientific knowledge to solve problems would be intrinsically
satisfying. ‫إن دراسة المعرفة العلمية لحل المشكالت ستكون مرضية يف جوهرها‬
Average Score: 15
©McGraw-Hill Education.
How Do We Know Things about OB?
4 of 7
Theory ‫نظرية‬
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
‫مجموعة من التأكيدات (اللفظية والرمزية) التي تحدد كيف ولماذا ترتبط المتغيرات‬
‫ وكذلك الشروط التي يجب (وال ينبغي) أن ترتبط بها‬،
©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. ‫ لكل‬، ‫ قم ببناء نظرية مشابهة للنظرية أدناه‬، ‫يف مجموعات‬
.‫نتيجة‬
• Job satisfaction ‫الوظيف‬
‫الرضا‬
‫ي‬
• Strain ‫التواء‬
• Motivation ‫التحفي‬
‫ر‬
• Trust in supervisor ‫الثقة يف المشف‬
Is OB Common Sense? ‫ هل‬OB ‫الحس السليم؟‬
©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..‫ نقوم بجمع بيانات عن المتغيرات المدرجة في فرضياتنا‬، ‫الختبار نظريتنا‬
We then use variants of the correlation coefficient to test
hypotheses, to see if they verify our theory. ‫ثم نستخدم متغيرات معامل‬
.‫االرتباط الختبار الفرضيات لمعرفة ما إذا كانت تتحقق من نظريتنا‬
The correlation is as follows: ‫االرتباط كما يلي‬
Perfect positive relationship: 1
Perfect negative relationship: -1
1- :‫ عالقة سلبية كاملة‬1 :‫عالقة إيجابية كاملة‬
• Strength of the correlation inferred from judging the
compactness of a scatterplot of the X-Y values ‫قوة االرتباط‬
‫المستنتج من الحكم على انضغاط مخطط تشتت لقيم‬X-Y
• More compact = stronger correlation‫أكثر إحكاما = ارتباط أقوى‬
©McGraw-Hill Education.
• Less compact = weaker correlation‫أقل إحكاما = ارتباط أضعف‬
Figure 1-4 Three Different Correlation Sizes
‫ثالثة أحجام ارتباط مختلفة‬
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 ‫االرتباط‬
1 of 2
How big is “big”? ‫ما هو حجم “كبير‬
• What’s the correlation between height and weight?
‫ما هي العالقة بين الطول والوزن؟‬
• Will the correlation between job satisfaction and job
performance be higher or lower? ‫هل ستكون العالقة بين‬
‫الرضا الوظيفي واألداء الوظيفي أعلى أم أقل؟‬
©McGraw-Hill Education.
The Correlation
2 of 2
Important disclaimer ‫إخالء مهمة‬
• Correlation does not prove causation. ‫االرتباط ال يثبت‬
‫السببية‬
Proving causation requires:‫يتطلب إثبات السببية‬
• Correlation ‫عالقه مترابطه‬
• Temporal precedence ‫األسبقية الزمنية‬
• Elimination of alternative explanations ‫استبعاد التفسيرات‬
‫البديلة‬
©McGraw-Hill Education.
How Do We Know Things about OB?
7 of 7
The correlations from multiple studies get averaged together
using meta-analysis. ‫يتم حساب متوسط االرتباطات من دراسات متعددة معًا باستخدام التحليل‬
.‫التلوي‬
Meta-analyses can then form the foundation for evidencebased management—the use of scientific findings to inform
management practice. ‫يمكن أن تشكل التحليالت التلوية بعد ذلك األساس لإلدارة القائمة على‬
.‫ استخدام النتائج العلمية إلبالغ ممارسات اإلدارة‬- ‫األدلة‬
Well-supported theories become helpful tools for answering
why questions, like::‫ مثل‬، ‫تصبح النظريات المدعومة جيدًا أدوات مفيدة لإلجابة عن األسئلة‬
• Why your best and worst coworkers act so differently ‫لماذا يتصرف أفضل‬
‫وأسوأ زمالئك في العمل بشكل مختلف‬
• Why you sometimes think, feel, and act a certain way ‫لماذا تفكر أحيانًا‬
‫وتشعر وتتصرف بطريقة معينة‬
©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.
Chapter 2
Job Performance
‫اداء وظيفى‬
©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 ‫جدول‬
‫أعمال الفصل‬
Job performance ‫االداء الوظيفي‬
• Task performance ‫أداء المهمة‬
• Citizenship behavior ‫سلوك المواطنة‬
• Counterproductive behavior ‫السلوك‬
‫العكسي‬
Application ‫تطبيق‬
• Tools for managing job performance
‫أدوات إلدارة األداء الوظيفي‬
©McGraw-Hill Education.
An Integrative Roadmap
‫خارطة طريق تكاملية‬
©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 ‫ بشكل إيجابي‬، ‫قيمة مجموعة السلوكيات التي تساهم‬
‫ في تحقيق الهدف التنظيمي‬، ‫أو سلبي‬
• Not the consequences or results of behavior—the
behavior itself ‫ السلوك نفسه‬- ‫ال عواقب أو نتائج السلوك‬
• What’s good about this distinction? ‫ما الجيد في هذا التمييز؟‬
• What’s bad about this distinction? ‫ما هو السيئ في هذا التمييز؟‬
©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) ‫السلوكيات المتضمنة مباشرة في تحويل‬
‫الموارد التنظيمية إلى سلع أو خدمات تنتجها المنظمة (أي السلوكيات المدرجة‬
)‫في الوصف الوظيفي للفرد‬
Typically a mix of:‫عادة مزيج من‬
• Routine task performance ‫أداء المهام الروتينية‬
• Adaptive task performance ‫أداء المهام التكيفية‬
• Creative task performance ‫أداء المهمة اإلبداعي‬
©McGraw-Hill Education.
Task Performance
2 of 3
How do we identify relevant behaviors? ‫كيف نحدد‬
‫السلوكيات ذات الصلة؟‬
Job analysis ‫تحليل الوظيفة‬
• Divide a job into major dimensions ‫قسّم الوظيفة إلى أبعاد‬
‫رئيسية‬
• List 2 key tasks within each of those major dimensions
‫أدرج مهمتين رئيسيتين في كل من تلك األبعاد الرئيسية‬
• Rate the tasks on frequency and importance ‫قيم المهام‬
‫حسب التكرار واألهمية‬
• Use most frequent and important tasks to define task
performance ‫استخدم المهام األكثر تكرارا واألكثر أهمية لتحديد أداء‬
‫المهمة‬
©McGraw-Hill Education.
Task Performance
3 of 3
Exercise: Performance of a server
Do a job analysis ‫ أداء الخادم قم‬:‫تمرين‬
‫بإجراء تحليل وظيفي‬
• Four major dimensions ‫أربعة‬
‫أبعاد رئيسية‬
• Two tasks per dimension
‫مهمتان لكل بُعد‬
©McGraw-Hill Education.
Figure 2-1 O*NET Results for Flight Attendants
©McGraw-Hill Education.
Jump to Appendix 1 for long
description
Job Performance
2 of 2
Although task performance behaviors vary across jobs,
all jobs contain two other performance dimensions: ‫على‬
‫ إال أن جميع الوظائف‬، ‫الرغم من اختالف سلوكيات أداء المهام عبر الوظائف‬
:‫تحتوي على بعدين آخرين لألداء‬
• Citizenship behavior ‫سلوك المواطنة‬
• Counterproductive behavior ‫السلوك العكسي‬
©McGraw-Hill Education.
Citizenship Behavior
Academic origin‫األصل األكاديمي‬
A future professor’s account of an experience in a paper
mill: :‫وصف أستاذ المستقبل لتجربة في مصنع الورق‬
“…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
‫أنواع سلوكيات المواطنة‬
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
‫األنشطة التطوعية التي قد تكافأ أو ال تكافأ‬
‫ولكنها تساهم في المنظمة من خالل‬
‫تحسين جودة البيئة التي يحدث فيها العمل‬
©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
‫روح رياضية‬
ً
‫أنا ال‬
‫أشتك أبدا من “األشياء‬
1. I never complain about “the small stuff”. .”‫الصغية‬
‫ر‬
‫ي‬
2. I voice support for what’s going on in the organization. .‫دعم لما يحدث يف المنظمة‬
‫أعي عن‬
‫ر‬
‫ي‬
‫أركز عىل الحفاظ عىل موقف‬
3. I focus on maintaining a positive attitude at work. .‫إيجاب يف العمل‬
‫ري‬
‫أميل إىل‬
4. I tend to dwell on what’s going well, not what’s going poorly. ‫الت‬
‫ر‬
‫التفكي يف األمور ي‬
.‫سء‬
‫ر‬
‫ وليس ما يحدث بشكل ي‬، ‫تسي عىل ما يرام‬
5. I focus on “being a good sport” even when negative things happen. ‫أركز عىل “أن أكون‬
.‫رياضة جيدة” حت عندما تحدث أشياء سلبية‬
Average score: 18
©McGraw-Hill Education.
Figure 2-3
Types of Counterproductive Behavior
‫أنواع السلوك العكسي‬
Employee behaviors
that intentionally hinder
organizational goal
accomplishment
‫سلوكيات الموظفين التي تعيق‬
‫عمدا تحقيق الهدف التنظيمي‬
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Political Deviance
‫االنحراف السياسي‬
1. I have, at times, undermined a coworker. .‫ بتقويض زميل يف العمل‬، ‫ يف بعض األحيان‬، ‫لقد قمت‬
2. I have, at times, blamed a coworker for something that I did. ، ‫ يف بعض األحيان‬، ‫لقد ألقت‬
.‫لشء فعلته‬
‫باللوم عىل زميل يف العمل ي‬
ً
‫أحيانا أتحدث عن‬
3. I sometimes gossip about colleagues at work. .‫زمالب يف العمل‬
‫ي‬
ً
4. I sometimes distract my coworkers when they’re trying to get things done. ‫أحيانا أرصف‬
‫انتباه‬
.‫زمالب يف العمل عندما يحاولون إنجاز األمور‬
‫ي‬
5. I enjoy playing “pranks” on others at work. .‫أنا أستمتع بلعب “المقالب” عىل اآلخرين يف العمل‬
6. I have, at times, kept colleagues “in the dark” about things they needed to know. ‫يف بعض‬
.‫الت يحتاجون إىل معرفتها‬
‫ أبقيت‬، ‫األحيان‬
‫ي‬
‫زمالب “عىل علم” باألشياء ي‬
Average Score: 12
©McGraw-Hill Education.
OB on Screen
Sully
©McGraw-Hill Education.
Counterproductive Behavior
‫السلوك العكسي‬
Key questions: ‫ األسئلة الرئيسية‬1 of 2
• 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? ‫هل هذه كلها أمثلة على نفس نمط السلوك العام؟ إذا‬
‫ضا؟‬
ً ‫ فهل من المحتمل أن تفعل معظم اآلخرين أي‬، ‫قمت بعمل واحد‬
• How does counterproductive behavior relate to task
performance and citizenship behavior? ‫كيف يرتبط‬
‫السلوك العكسي بأداء المهام وسلوك المواطنة؟‬
©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. ‫يميل البحث باستخدام كل من‬
‫التقارير الذاتية المجهولة وتقييمات المشرفين إلى إيجاد ارتباطات قوية‬
.‫بين الفئات‬
• Counterproductive behavior has a strong negative
correlation with citizenship behavior, but is only weakly
ً ‫يرتبط السلوك العكسي ارتبا‬
related to task performance. ‫طا سلبيًا‬
ً ‫ ولكنه يرتبط ارتبا‬، ‫قويًا بسلوك المواطنة‬
.‫طا ضعيفًا فقط بأداء المهام‬
©McGraw-Hill Education.
Application
‫تطبيق‬
What tools do organizations use to manage job
performance among employees? ‫ما األدوات التي تستخدمها‬
‫المؤسسات إلدارة األداء الوظيفي بين الموظفين؟‬
• Management by Objectives (MBO) ‫اإلدارة باألهداف‬
• 360-degree feedback ‫ درجة ردود الفعل‬360
• Social networking systems ‫أنظمة الشبكات االجتماعية‬
• Behaviorally anchored rating scales (BARS) ‫مقاييس التصنيف‬
‫المرتكزة على السلوك‬
• Forced rankings ‫الترتيب القسري‬
©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
Chapter 3
Organizational Commitment
‫االلتزام التنظيمي‬
©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 ‫االلتزام التنظيمي‬
• Types of commitmen ‫أنواع االلتزام‬
Reactions to negative events ‫ردود الفعل على األحداث السلبية‬
• Types of employees ‫أنواع الموظفين‬
• Withdrawal behaviors ‫سلوكيات االنسحاب‬
Application ‫تطبيق‬
• Organizational support ‫الدعم التنظيمي‬
©McGraw-Hill Education.
An Integrative Roadmap
‫خارطة طريق تكاملية‬
©McGraw-Hill Education.
Organizational Commitment 1 of 2
Consider this scenario: ‫ضع في اعتبارك هذا السيناريو‬
• You’ve worked at your current employer for 5 years and
have recently been approached by a competing
organization. ‫ سنوات وتم‬5 ‫لقد عملت لدى صاحب العمل الحالي لمدة‬
.‫مؤخرا من قبل منظمة منافسة‬
‫االتصال بك‬
ً
What would cause you to stay? ‫ما الذي يجعلك تبقى؟‬
• Do those reasons fit into different kinds of categories? ‫هل‬
‫تندرج هذه األسباب في فئات مختلفة؟‬
Organizational commitment is a desire on the part of an
employee to remain a member of an organization. ‫االلتزام‬
.‫التنظيمي هو رغبة من جانب الموظف للبقاء عضوا في المنظمة‬
• It comes in three forms. ‫يأتي في ثالثة أشكال‬
©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 ‫رغبة من جانب‬
‫عضوا في منظمة بسبب ارتباطه العاطفي بهذه المنظمة‬
‫الموظف في أن يظل‬
ً
‫والمشاركة فيها‬
• You stay because you want to. ‫أنت تبقى ألنك تريد‬
• What would you feel if you left anyway? ‫بماذا ستشعر إذا غادرت‬
‫على أي حال؟‬
©McGraw-Hill Education.
Assessment on Affective Commitment
‫تقييم االلتزام العاطفي‬
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
‫ التزام استمرار‬1 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 ‫رغبة من جانب الموظف في أن يظل‬
‫عضوا في منظمة بسبب وعيه بالتكاليف المرتبطة بتركها‬
ً
• You stay because you need to. ‫أنت تبقى ألنك بحاجة إلى‬
• What would you feel if you left anyway? ‫بماذا ستشعر إذا غادرت‬
‫على أي حال؟‬
©McGraw-Hill Education.
Continuance Commitment
2of 2
1. Quitting my job would bring with it major personal sacrifice. ‫وظيفت سيجلب‬
‫ترك‬
‫ي‬
.‫كبية‬
‫معه تضحية شخصية ر‬
2. I don’t have enough employment options to consider leaving right now. ‫ليس لدي‬
.‫خيارات عمل كافية ألفكر يف المغادرة اآلن‬
3. It’s difficult to leave the organization because I don’t have anywhere else to go.
‫من الصعب مغادرة المنظمة ألنه ليس لدي أي مكان آخر أذهب إليه‬
4. Staying in my current job is more a product of circumstances than preference.
‫البقاء ف وظيفت الحالية هو نتاج الظروف ر‬
.‫أكي من التفضيل‬
‫ي‬
‫ي‬
5. Leaving my job now would bring significant personal disruption. ‫وظيفت اآلن‬
‫ترك‬
‫ي‬
‫شخص‬
‫اب‬
‫ر‬
‫اضط‬
‫إىل‬
‫سيؤدي‬
.‫كبي‬
‫ي ر‬
6. Frankly, I couldn’t quit my job now, even if it’s what I wanted to do. ‫ لم‬، ‫برصاحة‬
‫أستطع ترك‬
.‫ حت لو كان هذا ما أردت القيام به‬، ‫وظيفت اآلن‬
‫ي‬
Average Score: 19
©McGraw-Hill Education.
Table 3-2 Embedded and Continuance
Commitment ‫االلتزام المتضمن والمستمر‬
“Embedded” People Feel:”‫يشعر األشخاص “المضمنون‬
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 ‫االلتزام المعياري‬
1 of 2
A desire on the part of an employee to remain a member
of an organization because of a feeling of obligation ‫رغبة‬
‫عضوا في منظمة بسبب الشعور بااللتزام‬
‫من جانب الموظف في البقاء‬
ً
• You stay because you ought to. ‫عليك البقاء ألنه يجب عليك‬
• What would you feel if you left anyway? ‫بماذا ستشعر إذا غادرت‬
‫على أي حال؟‬
©McGraw-Hill Education.
Normative Commitment
2of 2
‫لدي ز‬
1. I have an obligation to stay with my company. ‫التام بالبقاء مع رشكت‬
‫لن أترك‬
2. I wouldn’t quit my job right now because I owe the company too much. ‫وظيفت اآلن‬
‫ي‬
ً ‫للشكة ر‬
‫ألنت مدين ر‬
.‫كثيا‬
‫ي‬
‫ر‬
3. I owe this company for the things it’s given me. ‫الت منحتها يىل‬
‫أنا مدين لهذه الشكة باألشياء ي‬
‫ترك‬
‫وظيفت اآلن‬
4. Leaving my job now would fill me with significant guilt. ‫سيشعرن بالذنب الشديد‬
‫ي‬
‫ي‬
5. It just wouldn’t be right to think about quitting my job. ‫وظيفت‬
‫التفكي يف ترك‬
‫لن يكون من الصواب‬
‫ر‬
‫ي‬
‫ر‬
6. Staying with my organization is just something that I ought to do. ‫شء‬
‫البقاء مع‬
‫منظمت هو مجرد ي‬
‫ي‬
.‫يجب أن أفعله‬
Average Score: 16
©McGraw-Hill Education.
Figure 3-2 Drivers of Overall
Organizational Commitment ‫محركات‬
‫االلتزام التنظيمي العام‬
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Organizational Commitment 2 of 2
Exercise: Reacting to Negative Events ‫ الرد على‬:‫تمرين‬
‫األحداث السلبية‬
• Consider the three scenarios depicted on the following
slide. ‫خذ بعين االعتبار السيناريوهات الثالثة الموضحة في الشريحة‬
.‫التالية‬
• 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).
‫توصل إلى إجماع حول سلوكين محددين يجسدان رد فعلك المحتمل (أي ما قد‬
.)‫ على عكس ما تتمنى أن تفعله‬، ‫تفعله على األرجح‬
©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 ‫إهمال‬-‫والء‬-‫صوت‬-‫خروج‬
1 of 2
A framework that includes potential responses to
negative events ‫إطار عمل يتضمن االستجابات المحتملة‬
‫لألحداث السلبية‬
Exit ‫خروج‬
• Ending or restricting organizational membership ‫إنهاء أو تقييد‬
‫العضوية التنظيمية‬
Voice ‫صوت‬
• A constructive response where individuals attempt to improve
the situation ‫استجابة بناءة حيث يحاول األفراد تحسين الوضع‬
©McGraw-Hill Education.
Exit-Voice-Loyalty-Neglect
2 of 2
A framework that includes potential responses to
negative events
Loyalty ‫والء‬
• A passive response where the employee remains supportive
while hoping for improvement ‫استجابة سلبية حيث يظل الموظف داع ًما‬
‫بينما يأمل في التحسين‬
Neglect ‫إهمال‬
• Reduced interest and effort in the job ‫انخفاض االهتمام والجهد في‬
‫الوظيفة‬
©McGraw-Hill Education.
OB on Screen
Chef
©McGraw-Hill Education.
Table 3-3 Four Types of Employees
‫أربعة أنواع من الموظفين‬
Organizational
commitment
‫ز‬
‫االلتام التنظيم‬
High
organizational
commitment
‫التنظيم‬
‫االليام‬
‫العاىل‬
‫ي‬
‫ي‬
Low
organizational
commitment
High task
performance
Low task
performance
‫أداء مهام عال‬
‫أداء مهام منخفض‬
Stars ‫النجوم‬
Citizens ‫المواطني‬
‫ر‬
Lone wolves ‫ الذئاب‬Apathetics ‫الالمباالة‬
‫وحيد‬
‫االليام‬
‫التنظيم المنخفض‬
‫ي‬
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 ‫انسحاب‬
1 of 3
A set of actions that employees perform to avoid the
work situation ‫مجموعة من اإلجراءات التي يقوم بها الموظفون‬
‫لتجنب موقف العمل‬
• One study found that 51% of employees’ time was spent
working. ‫ من وقت الموظفين يقضون في‬٪ 51 ‫وجدت إحدى الدراسات أن‬
.‫العمل‬
• The other 49% was allocated to coffee breaks, late starts,
early departures, personal, and other forms of withdrawal.
، ‫ والتأخر في البدء‬، ‫ المتبقية الستراحات القهوة‬٪ 49 ‫وخصصت نسبة الـ‬
.‫ وأشكال أخرى من االنسحاب‬، ‫ واالنسحاب الشخصي‬، ‫والمغادرة المبكرة‬
©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
2of 3
Key question:
How exactly are the different forms of withdrawal related
to one another? ‫ما مدى ارتباط أشكال االنسحاب المختلفة ببعضها‬
‫البعض؟‬
• Independent forms ‫أشكال مستقلة‬
• Compensatory forms ‫أشكال التعويض‬
• Progression ‫التقدم‬
©McGraw-Hill Education.
Withdrawal
3 of 3
Answer:
• The various forms of withdrawal are almost always
moderately to strongly correlated. ‫غالبًا ما تكون األشكال‬
.‫المختلفة لالنسحاب مترابطة بشكل معتدل إلى قوي‬
• Those correlations suggest a progression, as lateness is
strongly related to absenteeism, and absenteeism is
strongly correlated to quitting. ‫تشير هذه االرتباطات إلى حدوث تقدم‬
ً ‫ حيث يرتبط التأخير ارتبا‬،
ً ‫ ويرتبط التغيب ارتبا‬، ‫طا وثيقًا بالتغيب‬
‫طا وثيقًا‬
.‫باإلقالع عن العمل‬
©McGraw-Hill Education.
Application
Employees are more committed when employers are
committed to them. ‫يصبح الموظفون أكثر التزا ًما عندما يلتزم‬
‫أصحاب العمل تجاههم‬
Perceived organization support is fostered when
organizations: ‫يتم تعزيز دعم المنظمة الملحوظ عندما‬
• Protect job security ‫حماية األمن الوظيفي‬
• Provide rewards ‫امنح المكافآت‬
• Improve work conditions ‫تحسين ظروف العمل‬
• Minimize politics ‫التقليل من السياسة‬
©McGraw-Hill Education.
Chapter 4
Job Satisfaction
‫الرضا الوظيفي‬
©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 ‫جدول أعمال‬
Job satisfaction defined Value-percept theory
‫الرضا الوظيفي المحدد نظرية القيمة‬
Job characteristics theory Mood and emotions
‫نظرية خصائص الوظيفة المزاج والعواطف‬
How important is job satisfaction? Application ‫ما هي أهمية‬
‫الرضا الوظيفي؟ تطبيق‬
• Tracking satisfaction levels ‫تتبع مستويات الرضا‬
©McGraw-Hill Education.
An Integrative Roadmap ‫خارطة‬
‫طريق تكاملية‬
©McGraw-Hill Education.
Image: Copyright: McGraw-Hill Education. Permission required for reproduction or display.
Job Satisfaction
1 of 2
A pleasurable emotional state resulting from the
appraisal of one’s job or job experiences ‫حالة عاطفية‬
‫ممتعة ناتجة عن تقييم الوظيفة أو الخبرة الوظيفية‬
Based on how you think about your job and how you feel
about your job ‫استنادًا إلى طريقة تفكيرك في وظيفتك وكيف تشعر حيال‬
‫وظيفتك‬
©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? ‫ما أنواع األشياء التي تقدرها في‬
‫الوظيفة؟ ما الذي يجعلك راضيا؟‬
©McGraw-Hill Education.
Value-Percept Theory
Does your job supply what you value?
‫هل تقدم وظيفتك ما تقدره؟‬
©McGraw-Hill Education.
Table 4-1
Commonly
Assessed
Work Values
‫قيم العمل المقدرة‬
‫بشكل مشترك‬
Key Question:
Which of these things are
most important to you? ‫أي‬
‫من هذه األشياء هو األكثر أهمية‬
‫بالنسبة لك؟‬
©McGraw-Hill Education.
Categories
Specific Values
Pay ‫دفع‬
• High Salary ‫راتب مرتفع‬
• Secure Salary ‫راتب آمن‬
Promotions
‫ر‬
‫التقيات‬
Supervision ‫رإشاف‬
Coworkers ‫زمالء عمل‬
‫ر‬
• Frequent Promotions ‫التقيات المتكررة‬
‫ر‬
• Promotions based on ability ‫التقيات عىل‬
‫أساس القدرة‬
• Good supervisory relations ‫عالقات رإشافية‬
‫جيدة‬
• Praise for good work ‫الحمد عىل العمل الجيد‬
• Enjoyable coworkers ‫زمالء العمل الممتعة‬
• Responsible coworkers ‫زمالء العمل المسؤولي‬
Work Itself ‫ • يعمل بنفسه‬Utilization of ability ‫االستفادة من القدرة‬
• Freedom and independence ‫الحرية‬
‫واالستقالل‬
• Intellectual stimulation ‫التحفت الفكري‬
• Creative expression ‫التعبت اإلبداع‬
• Sense of achievement ‫الشعور باإلنجاز‬
Altruism ‫اإليثار‬
• Helping others ‫مساعدة اآلخرين‬
• Moral causes ‫األسباب األخالقية‬
Status ‫الحالة‬
• Prestige ‫هيبة‬
• Power over others ‫القوة عىل اآلخرين‬
• Fame ‫شهرة‬
Environment ‫بيئة‬
• Comfort ‫راحة‬
• Safety ‫سالمة‬
Figure 4-1
The Value-Percept Theory of Job Satisfaction ‫نظرية إدراك القيمة‬
‫للرضا الوظيفي‬
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
©McGraw-Hill Education.
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
The Work Itself
‫العمل نفسه‬
Job Characteristics Theory ‫نظرية خصائص الوظيفة‬
• Jobs are more intrinsically enjoyable when work tasks are
challenging and fulfilling. ‫تكون الوظائف أكثر متعة في جوهرها عندما‬
.‫تكون مهام العمل صعبة ومرضية‬
• Five “core job characteristics” combine to make some jobs
more rewarding than others. “‫تتحد خمس “خصائص وظيفية أساسية‬
.‫لتجعل بعض الوظائف مجزية أكثر من غيرها‬
©McGraw-Hill Education.
Figure 4-3 Job Characteristics
Theory‫نظرية خصائص الوظيفة‬
©McGraw-Hill Education.
Growth Need Strength ‫النمو يحتاج‬
‫إلى القوة‬
Assessing Growth Need Strength
1. A feeling of doing something meaningful with my job ‫شعور بفعل شيء ذي مغزى في‬
‫وظيفتي‬
2. A chance to “spread my wings” and grow as an employee ‫فرصة “لفرد جناحي” والنمو‬
‫كموظف‬
3. An opportunity to be inventive and creative with what I do ‫فرصة ألكون مبدعًا ومبدعًا‬
‫فيما أفعله‬
4. A change to gain new know and skill ‫تغيير الكتساب معرفة ومهارات جديدة‬
5. An opportunity to structure my work my own way ‫فرصة لهيكلة عملي بطريقتي الخاصة‬
6. A feeling of challenge and self-expression ‫شعور بالتحدي والتعبير عن الذات‬
©McGraw-Hill Education.
18, in this case is the average score.
Figure 4-4 Growth Need Strength as a Moderator of
Job Characteristic Effects ‫يحتاج النمو إلى القوة كوسيط للتأثيرات‬
‫المميزة للوظيفة‬
©McGraw-Hill Education.
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
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:
150is the
average
score.
©McGraw-Hill Education.
Jump to Appendix 4 long image description
Job Characteristics Theory
‫نظرية خصائص الوظيفة‬
Exercise: Job Satisfaction across Jobs ‫ الرضا‬:‫تمرين‬
‫الوظيفي عبر الوظائف‬
Come to consensus on an SPS for: ‫توصل إلى توافق في اآلراء بشأن‬
SPS :‫من أجل‬
• A third-grade public school teacher ‫مدرس مدرسة عامة بالصف الثالث‬
• A stand-up comedian‫ممثل كوميدي‬
• A computer programmer (who replaces “98” with “1998” in computer
code) )‫” في كود الكمبيوتر‬1998″ ‫” بـ‬98″ ‫مبرمج كمبيوتر (يستبدل‬
• A president of the United States ‫رئيس الواليات المتحدة‬
©McGraw-Hill Education.
Mood and Emotions ‫رئيس الواليات المتحدة‬
1 of 2
Even the most satisfied employees aren’t satisfied every
minute of every day. ‫حتى الموظفين األكثر رضا ًءا ال يشعرون بالرضا في‬
.‫كل دقيقة من كل يوم‬
Satisfaction levels wax and wane as a function of mood
and emotions. ‫مستويات الرضا تتضاءل وتتالشى كدالة للمزاج‬
.‫والعواطف‬
©McGraw-Hill Education.
Figure 4-6 Different Kinds of Moods ‫أنواع‬
‫مختلفة من الحاالت المزاجية‬
©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 ‫تقلبات الرضا‬
‫الوظيفي خالل يوم العمل ساعة بساعة‬
©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 ‫أنواع مختلفة من‬
‫المشاعر‬
1of 2
Positive Emotions
Joy ‫الفرح‬
Pride ‫فخر‬
Relief ‫ارتياح‬
Hope ‫أمل‬
Love ‫حب‬
Compassion‫تعاطف‬
©McGraw-Hill Education.
Description
A feeling of great pleasure ‫شعور برسور كبت‬
Enhancement of identity by taking credit for
achievement ‫تعزيز الهوية بأخذ الفضل ف اإلنجاز‬
A distressing condition has changed for the
better ‫لقد تغتت حالة مؤلمة لألفضل‬
Fearing the worst but wanting better ‫الخوف من‬
‫األسوأ ولكن الرغبة ف األفضل‬
Desiring or participating in affection ‫الرغبة أو‬
‫المشاركة ف المودة‬
Being moved by another’s situation ‫التأثر بحالة‬
‫اآلخرين‬
Source: Adapted from R.S. Lazarus, Emotion and Adaptation (New York: Oxford University, .) 1991
Table 4-2 Different Kinds of Emotions
2 of 2
Negative Emotions
Anger ‫الغضب‬
Anxiety ‫القلق‬
Fear ‫الخوف‬
Guilt ‫الذنب‬
Shame ‫عار‬
Sadness ‫حزن‬
Envy ‫الحسد‬
Disgust ‫االشمتاز‬
Description
A demeaning offense against me and mine ‫إهانة‬
‫مهينة ضدي وضدي‬
Facing an uncertain or vague threat ‫مواجهة تهديد غت‬
‫مؤكد أو غامض‬
Facing an immediate and concrete danger ‫مواجهة‬
‫خطر فوري وملموس‬
Having broken a moral code ‫بعد كرس مدونة أخالقية‬
Failing to live up to your ideal self ‫عدم االرتقاء إىل‬
‫مستوى الذات المثالية‬
Having experienced an irreversible loss ‫بعد أن‬
‫تعرضت لخسارة ال رجعة فيها‬
Wanting what someone else has ‫تريد ما لديه شخص‬
‫آخر‬
Revulsion aroused by something offensive ‫أثار‬
‫االشمتاز من رشء مسء‬
©McGraw-Hill Education.
Mood and Emotions ‫المزاج والعواطف‬
2 of 2
Feeling vs. showing ‫الشعور مقابل العرض‬
• Emotional labor ‫العمل العاطفي‬
• Emotional contagion‫عدوى العاطفي‬
©McGraw-Hill Education.
Emotional Labor‫العمل العاطفي‬
Bonus Assessment: Emotional Labor
My job requires me to:
‫ اجعل نفس أشعر باألشياء ر‬.
1. Make myself feel the things I need to express at work ‫الت أحتاج للتعبت‬
.‫عنها ف العمل‬
2. Attempt to actually experience the feeling that I need to display. ‫محاولة تجربة الشعور الذي أحتاج‬
.‫لعرضه‬
‫حاول أن تشعر باألشياء ر‬
3. Try to feel the things that I need to show to others. ‫الت أحتاج أن أعرضها‬
.‫لآلخرين‬
‫إخفاء المشاعر ر‬
4. Conceal the emotions that I actually experience. .‫الت أشعر بها بالفعل‬
5. Pretend that I’m feeling things that I’m not. .‫تظاهر بأنت أشعر بأشياء لست كذلك‬
‫تجنب إظهار المشاعر الحقيقية ر‬
6. Avoid showing the true emotions that I’m experiencing. .‫الت أشعر بها‬
©McGraw-Hill Education.
Figure 4-8 Effects of Job Satisfaction on Performance
and Commitment ‫آثار الرضا الوظيفي على األداء وااللتزام‬
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.
Chapter 5
Stress
‫ضغط‬
©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
‫ضغط‬
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 ‫ استجابة نفسية للمطالب عندما يكون هناك شيء على‬:‫التعريف‬
‫المحك وحيث يكون التعامل مع المطالب ضرائب أو يتجاوز قدرة الشخص أو‬
‫موارده‬
Do you want a stress-free job?‫هل تريد وظيفة خالية من التوتر؟‬
Which jobs are more and less stressful? ‫ما هي الوظائف التي‬
‫تكون مرهقة أكثر فأكثر؟‬
©McGraw-Hill Education.
Table 5-1
Jobs Rated from Least Stressful to Most Stressful
LEAST STRESSFUL JOBS
STRESS LEVEL
MOST STRESSFUL JOBS
STRESS LEVEL
1. Tenured University Professor
5.03
143. Elementary School Teacher
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
©McGraw-Hill Education.
27.37
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 ‫نظرية‬
‫المعامالت للتوتر‬
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
Challenge Stressors
‫تحدي الضغوطات‬
How much stress do you feel because of the following aspects of your coursework? ‫ما مقدار الضغط‬
‫الذي تشعر به بسبب الجوانب التالية من واجباتك الدراسية؟‬
ّ ‫الضغوط الت‬
1. The pressures I have to finish assignments on time ‫عل إلنهاء المهام يف الوقت المحدد‬
‫ي ي‬
2. The sheer amount of stuff I have to do ‫الت يجب أن أفعلها‬
‫الكم الهائل من األشياء ي‬
3. The complexity of the material on exams and assignments ‫مدى تعقيد المواد يف االختبارات والواجبات‬
4. The time I have to devote to getting everything done ‫شء‬
‫الوقت الذي يجب أن أخصصه إلنجاز كل ي‬
5. The number of “balls in the air” as I balance all my responsibilities ‫عدد “الكرات يف الهواء” وأنا وازن‬
‫بي جميع‬
‫مسؤوليات‬
‫ي‬
Average score: 16
©McGraw-Hill Education.
Hindrance Stressors
‫ضغوطات العائق‬
How much stress do you feel because of the following aspects of your coursework? ‫ما مقدار الضغط‬
‫الذي تشعر به بسبب الجوانب التالية من واجباتك الدراسية؟‬
ً
‫بأنت ال أحقق‬
1. The sense that I’m not making progress in mastering the material ‫تقدما يف إتقان‬
‫الشعور ي‬
‫المواد‬
2. The hassles I have to go through when doing class assignments ‫الت يجب أن أواجهها عند القيام‬
‫المتاعب ي‬
‫بمهام الفصل‬
3. A sense of uncertainty about what’s expected of me by professors ‫شعور بعدم اليقي بشأن ما يتوقعه‬
‫مت‬
‫األساتذة ي‬
‫اعتقاد بأن‬
4. A belief that my professors play favorites when grading exams and assignments ‫أساتذت‬
‫ي‬
‫يفضلون عند تصحيح االمتحانات والواجبات‬
5. The amount of “busy work” I have that winds up wasting my time ‫إن مقدار “العمل المزدحم” الذي أقوم‬
‫به‬
‫وقت‬
‫ي‬
‫ينته بإهدار ي‬
Average Score: 12
©McGraw-Hill Education.
Work Stressors ‫ضغوطات العمل‬
1 of 2
Challenge stressors ‫تحدي الضغوطات‬
• Time pressure ‫ضغط الوقت‬
• Work complexity ‫تعقيد العمل‬
• Work responsibility ‫مسؤولية العمل‬
©McGraw-Hill Education.
OB on Screen
Deepwater Horizon
©McGraw-Hill Education.
Work Stressors ‫ضغوطات العمل‬
2 of 2
Hindrance stressors ‫ضغوطات العوائق‬
• Role conflict ‫صراع الدور‬
• Role ambiguity ‫غموض الدور‬
• Role overload ‫دور زائد‬
• Daily hassles ‫متاعب اليومية‬
©McGraw-Hill Education.
Family Stressors‫ضغوط األسرة‬
1 of 2
Challenge stressors ‫تحدي الضغوطات‬
• Family time demands ‫يتطلب وقت األسرة‬
• Personal development ‫تطوير الذات‬
• Positive life events ‫أحداث الحياة اإليجابية‬
©McGraw-Hill Education.
Family Stressors
2 of 2
Hindrance stressors ‫ضغوطات العوائق‬
• Work-family conflict ‫الصراع بين العمل واألسرة‬
• Financial uncertainty ‫عدم اليقين المالي‬
• Negative life events ‫أحداث الحياة السلبية‬
©McGraw-Hill Education.
Table 5-2 Stressful Life Events ‫أحداث‬
‫الحياة المجهدة‬
©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 ‫أمثلة على‬
‫التعامل مع الضغوطات‬
‫ ر‬Emotion-Focused ‫كت عىل‬
‫ر‬
‫الت ز‬
‫الت ز‬
Problem-Focused ‫كت عىل‬
‫المشكلة‬
‫العاطفة‬
• Engaging in alternative
Behavioral Methods ‫ • الطرق‬Working harder ‫العمل‬
activities ‫االنخراط يف‬
‫السلوكية‬
‫بجدية أكب‬
‫أنشطة بديلة‬
• Seeking assistance ‫طلب‬
• Seeking support ‫التماس‬
‫المساعدة‬
‫الدعم‬
• Acquiring additional
• Venting anger ‫التنفيس‬
resources ‫الحصول عل‬
‫عن الغضب‬
‫موارد إضافية‬
• Avoiding, distancing,
Cognitive Methods ‫ • الطرق‬Strategizing ‫التخطيط‬
and ignoring ‫التجنب‬
‫المعرفية‬
• Self-motivating ‫تحفب‬
‫واالبتعاد والتجاهل‬
‫الذات‬
• Changing priorities ‫ • تغيب‬Looking for the
positive in the
‫األولويات‬
negative ‫البحث‬
‫اإليجات يف‬
‫عن‬
‫ي‬
‫السلبية‬
• Reappraising ‫إعادة تقييم‬
Methods ‫طرق‬
©McGraw-Hill Education.
Accounting for Individuals ‫المحاسبة‬
‫لألفراد‬
People differ in their ability to cope with stressors, as a
function of: ، ‫يختلف الناس في قدرتهم على التعامل مع الضغوطات‬
:‫كوظيفة لـ‬
• Social support ‫دعم اجتماعي‬
• Instrumental support ‫دعم فعال‬
• Emotional support ‫الدعم العاطفي‬
• Type A Behavior Pattern ‫اكتب نمط السلوك‬
©McGraw-Hill Education.
Type A Behavior Pattern
‫اكتب نمط السلوك‬
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
‫أمثلة على اإلجهاد‬
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Figure 5-4 Effects of Hindrance Stressors on Performance
and Commitment ‫آثار ضغوطات العائق على األداء وااللتزام‬
©McGraw-Hill Education.
Jump to Appendix 4 Long
Description
Figure 5-5 Effects of Challenge Stressors on
Performance and Commitment
©McGraw-Hill Education.
Jump to Appendix 5 Long
Description
Application
Stress Management ‫ادارة االجهاد‬
• Managing hindrance stressors ‫إدارة ضغوطات العوائق‬
• Improving work-life balance ‫تحسين التوازن بين العمل والحياة‬
• Improving hardiness‫تحسين الصالبة‬
©McGraw-Hill Education.
Exercise: Managing Stress
Jump to Appendix 6 for long description.
©McGraw-Hill Education.
Waking Hours
‫ساعات اإلستيقاظ‬
Jump to Appendix 7 long image description.
©McGraw-Hill Education.
Improving Hardiness
©McGraw-Hill Education.
Jump to Appendix 8 for long
description.
Chapter 6
Motivation ‫التحفيز‬
©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 ‫تعريف‬
‫الدافع نظريات الدافع‬
• Expectancy theory‫نظرية التوقع‬
• Goal setting theory‫نظرية تحديد الهدف‬
• Equity theory‫نظرية العدالة‬
• Psychological empowerment How important is
motivation? Application‫التمكين النفسي ما هي أهمية الدافع؟ تطبيق‬
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Motivation Defined ‫تعريف الدافع‬
A set of energetic forces that originate within and outside
an employee that initiates work-related effort and
determines its direction, intensity, and persistence ‫مجموعة‬
‫من القوى النشطة التي تنشأ داخل الموظف وخارجه والتي تبدأ الجهد المرتبط‬
‫بالعمل وتحدد اتجاهه وكثافته ومثابرته‬
• What do you do?‫ماذا تعمل؟‬
• How hard do you do it? ‫ما مدى صعوبة القيام بذلك؟‬
• How long do you do it? ‫كم من الوقت تفعل ذلك؟‬
©McGraw-Hill Education.
Engagement ‫االرتباط‬
Consider your approach to your classes this semester: ‫ضع يف اعتبارك نهجك يف فصولك الدراسية هذا الفصل‬
:‫اس‬
‫الدر ي‬
1. I give my assignments my utmost attention. .‫مهام أقىص قدر من االهتمام‬
‫أعط‬
‫ي‬
‫ي‬
ً
2. I really concentrate on the things my classes demand. ‫صف‬
‫أنا أركز حقا عىل األشياء ي‬
‫الت تطلبها ي‬
ً
3. I find myself absorbed in the content of my classes. ‫فصول‬
‫نفس منغمسا يف محتوى‬
‫أجد‬
‫ي‬
‫ي‬
ً
‫أركز‬
4. I really focus my attention on the things I’m learning. ‫الت أتعلمها‬
‫ي‬
‫انتباه حقا عىل األشياء ي‬
ً
5. I rarely get distracted when I’m working on my class stuff. ‫صف‬
‫نادرا ما يتشتت‬
‫ي‬
‫انتباه عندما أعمل عىل مواد ي‬
‫ أتعامل مع‬، ‫بشكل عام‬
6. In general, I approach my class work with focus.‫عمىل يف الفصل مع التكت‬
‫ي‬
Average Score: 24
©McGraw-Hill Education.
Theories of Motivation‫نظريات التحفيز‬
Several theories attempt to summarize the key factors that
foster high motivation: ‫تحاول عدة نظريات تلخيص العوامل الرئيسية التي‬
:‫تعزز الدافع العالي‬
• Expectancy theory ‫نظرية التوقع‬
• Goal setting theory ‫نظرية تحديد الهدف‬
• Equity theory ‫نظرية العدالة‬
• Psychological empowerment ‫التمكين النفسي‬
©McGraw-Hill Education.
Expectancy Theory‫نظرية التوقع‬
1 of 3
Motivation is fostered when the employee believes three
things: ‫يتم تعزيز الدافع عندما يؤمن الموظف بثالثة أشياء‬
• That effort will result in performance ‫هذا الجهد سيؤدي إلى األداء‬
• That performance will result in outcomes ‫هذا األداء سيؤدي إلى‬
‫نتائج‬
• That those outcomes will be valuable ‫أن تلك النتائج ستكون ذات‬
‫قيمة‬
©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: ‫يمكن‬
:‫إعاقة الجهد ← األداء من خالل‬
• Lack of necessary resources ‫نقص الموارد الالزمة‬
• Lack of supportive leadership ‫عدم وجود قيادة داعمة‬
• Low self-efficacy ‫انخفاض الكفاءة الذاتية‬
©McGraw-Hill Education.
Self-Efficacy ‫الكفاءة الذاتية‬
1. I can succeed, even when the going gets tough. ‫ حت عندما تصبح األمور صعبة‬، ‫يمكنت أن أنجح‬
‫ي‬
2. I do most things well, relative to my peers. ‫بزمالئ‬
‫ مقارنة‬، ‫أقوم بمعظم األشياء بشكل جيد‬
‫ي‬
3. I have a sense of confidence on a lot of different tasks. ‫لدي شعور بالثقة يف الكثت من المهام المختلفة‬
4. I know that I can overcome challenges when I encounter them. .‫يمكنت التغلب عىل التحديات عندما أواجهها‬
‫أعلم أنه‬
‫ي‬
5. If I set my mind to certain goals, I’m confident I can achieve them. ‫أنت قادر عىل‬
‫ فأنا واثق من ي‬، ‫إذا ركزت عىل أهداف معينة‬
.‫تحقيقها‬
ً
6. I am able to succeed at the things I want to be good at. .‫الت أريد أن أكون جيدا فيها‬
‫أنا قادر عىل النجاح يف األشياء ي‬
‫أنا واثق من‬
7. I’m confident in my ability, even when I face difficult tasks. .‫ حت عندما أواجه مهام صعبة‬، ‫قدرئ‬
‫ي‬
ً
8. When I set a goal for myself, I believe I can meet it. .‫أنت أستطيع تحقيقه‬
‫عندما أضع هدفا‬
‫ أعتقد ي‬، ‫لنفس‬
‫ي‬
©McGraw-Hill Education.
Figure 6-3 Sources of Self-Efficacy
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Instrumentality ‫الوسيلة‬
Performance → Outcomes Can be
hindered by: :‫األداء → النتائج يمكن أن يعيقها‬
• Poor methods for measuring performance, as Instrumentality
could actually be rewritten to be Performance → Evaluation →
Outcomes ‫ حيث يمكن في الواقع إعادة كتابة األداة لتكون‬، ‫طرق ضعيفة لقياس األداء‬
‫ النتائج‬- ‫ التقييم‬- ‫األداء‬
• Inadequate budget to provide outcomes, even when performance is
high ‫ حتى عندما يكون األداء مرتفعًا‬، ‫ميزانية غير كافية لتوفير النتائج‬
• Use of policies that reward things besides performance, such as
attendance or seniority ‫ مثل الحضور‬، ‫استخدام السياسات التي تكافئ األشياء إلى جانب األداء‬
‫أو األقدمية‬
• Time delays in doling out rewards ‫تأخير الوقت في توزيع المكافآت‬
©McGraw-Hill Education.
Valence ‫التكافؤ‬
1 of 2
Anticipated value of outcomes ‫القيمة المتوقعة للنتائج‬
• Extrinsic ‫خارجي‬
• Intrinsic ‫حقيقي‬
©McGraw-Hill Education.
Table 6-2 Extrinsic and Intrinsic Outcomes ‫النتائج‬
‫الخارجية والجوهرية‬
EXTRINSIC OUTCOMES ‫النتائج‬
‫الخارجية‬
Pay ‫دفع‬
Bonuses ‫المكافآت‬
Promotions ‫التقيات‬
Benefits and perks ‫الفوائد‬
‫واالمتيازات‬
Spot awards‫جوائز سبوت‬
Praise ‫مديح‬
©McGraw-Hill Education.
‫األمن‬
Job security ‫الوظيف‬
‫ي‬
Support ‫الدعم‬
Free time ‫وقت فراغ‬
(Lack of) Disciplinary actions
‫(عدم وجود) إجراءات تأديبية‬
(Lack of) Demotions )‫(عدم وجود‬
‫تخفيضات‬
(Lack of) Terminations ‫(عدم‬
‫وجود) اإلنهاءات‬
INTRINSIC OUTCOMES ‫النتائج‬
‫الداخلية‬
Enjoyment ‫التمتع‬
Interestingness ‫تشويق‬
Accomplishment ‫إنجاز‬
Knowledge gain ‫اكتساب المعرفة‬
Skill development ‫تطوير المهارة‬
Personal expression ‫التعبت‬
‫الشخىص‬
‫ي‬
(Lack of) Boredom ‫(قلة) الملل‬
(Lack of) Anxiety ‫(قلة) القلق‬
(Lack of) Frustration ‫(قلة) اإلحباط‬
Valence ‫التكافؤ‬
2 of 2
Why does pay have such a high valence? The meaning of
money ‫لماذا دفع مثل هذا التكافؤ العالي؟ معنى المال‬
• Achievement ‫إنجاز‬
• Respect ‫احترام‬
• Freedom ‫حرية‬
©McGraw-Hill Education.
Meaning of Money ‫معنى المال‬
Average
Score: 13
Average
Score: 15
Average
Score: 20
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
฀
Expectancy Theory ‫نظرية التوقع‬
3 of 3
Motivation = (E → P) ×
[ ( P → O) × V]
Key aspect: multiplicative effects ‫ التأثيرات‬:‫الجانب الرئيسي‬
‫المضاعفة‬
• Motivation is zero if either expectancy, instrumentality,
or valence is zero ‫الدافع هو صفر إذا كان التوقع أو الوسيلة أو‬
‫صفرا‬
‫التكافؤ‬
ً
©McGraw-Hill Education.
Goal Setting Theory ‫نظرية تحديد الهدف‬
Motivation is fostered when employees are given specific
and difficult goals rather than no goals, easy goals, or “do
your best” goals. ‫يتم تعزيز الحافز عندما يتم إعطاء الموظفين أهدافًا محددة‬
‫وصعبة بدالً من عدم وجود أهداف أو أهداف سهلة أو أهداف “بذل قصارى‬
.”‫جهدك‬
©McGraw-Hill Education.
Figure 6-4
Goal Difficulty and Task Performance ‫صعوبة الهدف وأداء المهمة‬
©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 ‫نظرية العدالة‬
Motivation is maximized when an employee’s ratio of
“outcomes” to “inputs” matches those of some
“comparison other.” ‫يتم تعظيم الحافز عندما تتطابق نسبة الموظف‬
.”‫من “النتائج” إلى “المدخالت” مع تلك الخاصة ببعض “المقارنة األخرى‬
Thus motivation also depends on the outcomes received
by other employees. ‫ضا على النتائج التي يتلقاها‬
ً ‫وبالتالي يعتمد الدافع أي‬
.‫الموظفون اآلخرون‬
©McGraw-Hill Education.
Figure 6-6 Equity Theory Comparisons
‫مقارنات نظرية اإلنصاف‬
1 of 3
Are these really equal?
‫هل هذه متساوية حقا؟‬
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
©McGraw-Hill Education.
Figure 6-6 Equity Theory Comparisons
2 of 3
What emotion do you feel in this case? ‫ما هي‬
‫المشاعر التي تشعر بها في هذه الحالة؟‬
What methods can be used to restore equity?
‫ما هي األساليب التي يمكن استخدامها الستعادة العدالة؟‬
©McGraw-Hill Education.
Jump to Appendix 6 long image
description
Figure 6-6 Equity Theory Comparisons
3of 3
What emotion do you feel in this case? ‫ما هي المشاعر التي تشعر بها في‬
‫هذه الحالة؟‬
What methods can be used to restore equity ‫? ما هي األساليب التي يمكن‬
‫استخدامها الستعادة العدالة؟‬
©McGraw-Hill Education.
Jump to Appendix 7 long image
description
Psychological Empowerment ‫التمكين النفسي‬
An intrinsic form of motivation derived from the belief that
one’s work tasks are contributing to some larger purpose
‫شكل جوهري من التحفيز مشتق من االعتقاد بأن مهام عمل الفرد تساهم في تحقيق‬
‫غرض أكبر‬
Fostered by four beliefs: ‫تعززها أربع معتقدات‬
• Meaningfulness ‫المغزى‬
• Self-Determination ‫تقرير المصير‬
• Competence ‫مهارة‬
• Impact ‫تأثير‬
©McGraw-Hill Education.
OB on Screen
Star Trek Beyond
©McGraw-Hill Education.
Figure 6-8 Effects of Motivation on
Performance and Commitment
‫آثار التحفيز على األداء وااللتزام‬
Jump to Appendix 8 long image
description
©McGraw-Hill Education.
Table 6-7 Compensation Plan Elements ‫عناصر‬
‫خطة التعويض‬
IndividualDescription ‫وصف‬
Focused‫التكت عىل الفرد‬
Piece-rate‫معدل القطعة‬
A specified rate is paid for each unit produced, each unit sold, or each service provided. ‫يتم‬
.‫ أو كل خدمة مقدمة‬، ‫ أو كل وحدة مباعة‬، ‫دفع سعر محدد لكل وحدة منتجة‬
Merit pay‫أجر الجدارة‬
An increase to base salary is made in accordance with performance evaluation ratings. ‫تتم‬
ً
.‫األساس وفقا لتصنيفات تقييم األداء‬
‫زيادة الراتب‬
‫ي‬
Lump-sum bonuses ‫ مكافآت‬A 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
‫المبلغ المقطوع‬
be lower in cases in which potential bonuses may be large. ‫يتم استالم مكافأة لتحقيق األهداف‬
‫الفردية ولكن ال يتم إجراء أي تغيت عىل الراتب‬
‫ تمثل المكافأة المحتملة األجر “المعرض للخطر” الذي يجب‬.‫األساس‬
‫ي‬
‫ قد يكون الراتب‬.‫استداده كل عام‬
.‫الت قد تكون فيها المكافآت المحتملة كبتة‬
‫ي‬
‫األساس أقل يف الحاالت ي‬
Recognition awards ‫ جوائز‬Tangible awards (gift cards, merchandise, trips, special events, time off, plaques) or
‫التقدير‬
intangible awards (praise) are given on an impromptu basis to recognize achievement.
ُ
)‫ واللوحات‬، ‫ واإلجازات‬، ‫ والمناسبات الخاصة‬، ‫ والرحالت‬، ‫ والبضائع‬، ‫تمنح الجوائز الملموسة ( بطاقات الهدايا‬
.‫أو الجوائز غت الملموسة (الثناء) عىل أساس مرتجل لتقدير اإلنجاز‬
©McGraw-Hill Education.
Table 6-7 Compensation Plan
Elements ‫عناصر خطة التعويض‬
Unit-Focused ‫ التكتعىل‬Description ‫وصف‬
‫الوحدة‬
Gainsharing ‫تقاسم المنافع‬
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. ‫ وأهداف وحدة العمل) للمعايت‬، ‫ وأهداف المصنع‬، ‫يتم استالم مكافأة لتحقيق أهداف الوحدة (أهداف القسم‬
‫ لم يطرأ أي تغيت عىل الراتب‬.)‫ الجودة‬، ‫ استخدام المواد‬، ‫الت يمكن للموظفي التحكم فيها (تكاليف العمالة‬
.‫األساس‬
‫ي‬
‫ي‬
‫األساس أقل يف‬
‫ قد يكون الراتب‬.‫تمثل المكافأة المحتملة األجر “المعرض للخطر” الذي يجب استداده كل عام‬
‫ي‬
.‫الت قد تكون فيها المكافآت المحتملة كبتة‬
‫الحاالت ي‬
Organization-Focused Description ‫وصف‬
‫منظمة تركز‬
Profit Sharing‫مشاركة األرباح‬
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. ‫يتم استالم المكافأة عندما‬
ً ً
ً
‫تتجاوز أرباح ر‬
‫ لم يطرأ أي تغيت عىل الراتب‬.‫ ويتوقف حجم المكافأة عىل حجم األرباح‬، ‫الشكة المعلنة علنا حدا أدئ معينا‬
.‫األساس‬
‫ي‬
‫ف‬
‫الت قد‬
‫أقل‬
‫األساس‬
‫اتب‬
‫ر‬
‫ال‬
‫يكون‬
‫قد‬
.
‫عام‬
‫كل‬
‫داده‬
‫است‬
‫يجب‬
‫الذي‬
”
‫للخطر‬
‫المعرض‬
”
‫األجر‬
‫المحتملة‬
‫تمثل المكافأة‬
‫الحاالت‬
‫ي‬
‫ي‬
‫ي‬
.‫تكون فيها المكافآت المحتملة كبتة‬
Chapter 7
Trust, Justice, and Ethics
‫الثقة والعدالة واألخالق‬
©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 ‫ثقة محددة‬
The willingness to be vulnerable to an authority based
on positive expectations about the authority’s actions
and intentions ‫الرغبة في أن تكون ضعيفًا أمام سلطة بنا ًء على توقعات‬
‫إيجابية حول تصرفات السلطة ونواياها‬
• Trust = willing to be vulnerable ‫الثقة = الرغبة في أن تكون عرضة‬
‫للخطر‬
• Risk = actually becoming vulnerable ‫المخاطرة = تصبح في‬
‫الواقع عرضة للخطر‬
©McGraw-Hill Education.
Figure 7-1 Factors That Influence Trust Levels ‫العوامل التي‬
‫تؤثر على مستويات الثقة‬
Jump to Appendix 1 long image description
©McGraw-Hill Education.
Disposition-Based Trust ‫الثقة القائمة على‬
‫التصرف‬
Trust Propensity ‫نزعة الثقة‬
• A general expectation that the words, promises, and
statements of individuals and groups can be relied upon
‫توقع عام بأنه يمكن االعتماد على كلمات ووعود وبيانات األفراد والجماعات‬
• Which is more damaging in organizational life: being too
trusting or being too suspicious? ‫ضررا في الحياة‬
‫أيهما أكثر‬
ً
‫ الثقة الزائدة أم الشك الشديد؟‬:‫التنظيمية‬
©McGraw-Hill Education.
Trust Propensity‫نزعة الثقة‬
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 ‫الثقة القائمة على‬
‫المعرفة‬
Trustworthiness ‫الجدارة بالثقة‬
The characteristics of a trustee that inspire trust
are: ‫خصائص الوصي التي تلهم الثقة هي‬
• Ability ‫القدرة‬
• Benevolence ‫اإلحسان‬
• Integrity ‫النزاهة‬
©McGraw-Hill Education.
Figure 7-3 Types of Trust Over Time ‫أنواع‬
‫الثقة بمرور الوقت‬
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Justice ‫عدالة‬
Trustworthiness can sometimes be difficult to judge,
especially early in work relationships. ‫قد يكون الحكم على‬
‫ خاصة في عالقات العمل‬، ‫أمرا صعبًا في بعض األحيان‬
ً ‫الجدارة بالثقة‬
.‫في وقت مبكر‬
Justice-relevant acts can serve as behavioral evidence
of trustworthiness. ‫يمكن أن تكون األعمال المتعلقة بالعدالة بمثابة دليل‬
.‫سلوكي على الجدارة بالثقة‬
• Distributive justice ‫عدالة التوزيع‬
• Procedural justice ‫العدالة اإلجرائية‬
• Interpersonal justice ‫العدالة الشخصية‬
• Informational justice ‫العدالة المعلوماتية‬
©McGraw-Hill Education.
Table 7-2 Distributive and Procedural Justice ‫العدالة‬
‫التوزيعية واإلجرائية‬
Distributive Justice
Rules ‫قواعد العدالة التوزيعية‬
Description ‫وصف‬
Equity vs. equality vs. Need
‫العدالة مقابل المساواة مقابل الحاجة‬
Are rewards allocated according to the proper norm?
‫هل المكافآت موزعة حسب القاعدة الصحيحة؟‬
Procedural Justice
Rules ‫قواعد العدالة اإلجرائية‬
Description ‫وصف‬
Voice ‫صوت‬
Correctability ‫القابلية للتصحيح‬
Consistency ‫التناسق‬
‫ن‬
Bias Suppression ‫التحب‬
‫قمع‬
Representativeness ‫التمثيلية‬
Accuracy ‫صحة‬
Do employees get to provide input into procedures?
‫ن‬
‫ن‬
‫الموظفي تقديم مدخالت ن يف اإلجراءات؟‬
‫يتعي عىل‬
‫هل‬
Do procedures build in mechanisms for appeals? ‫هل‬
‫ن‬
‫تبن اإلجراءات آليات لالستئناف؟‬
‫ي‬
Are procedures consistent across people and time?
‫عب الناس والوقت؟‬
‫هل اإلجراءات متسقة ر‬
Are procedures neutral and unbiased? ‫هل اإلجراءات‬
‫ن‬
‫متحبة؟‬
‫محايدة وغب‬
Do procedures consider the needs of all groups? ‫هل‬
‫اع اإلجراءات احتياجات جميع الفئات؟‬
‫تر ي‬
Are procedures based on accurate information? ‫هل‬
‫اإلجراءات مبنية عىل معلومات دقيقة؟‬
Procedural Justice‫العدالة اإلجرائية‬
The items below reference the procedures instructors use for grading at your school. ‫تشب العنارص‬
‫ن‬
.‫الن يستخدمها المعلمون للتصنيف يف مدرستك‬
‫الواردة أدناه إىل اإلجراءات ي‬
1. Those procedures are moral and ethical. ‫هذه اإلجراءات معنوية وأخالقية‬
‫ن‬
2. I can appeal the grades that result from those procedures, if I need to. ‫يمكنن الطعن ن يف الدرجات‬
‫ي‬
.‫ إذا كنت بحاجة إىل ذلك‬، ‫الناتجة عن تلك اإلجراءات‬
3. Those procedures are based on accurate information. ‫تستند هذه اإلجراءات عىل معلومات دقيقة‬
‫ن‬
‫هذه اإلجراءات غب‬
4. Those procedures are unbiased and balanced. ‫متحبة ومتوازنة‬
5. Those procedures are consistent across students. ‫عب الطالب‬
‫هذه اإلجراءات متسقة ر‬
‫ن‬
6. I can influence the grades that result from those procedures, if I try to. ‫يمكنن التأثب عىل الدرجات‬
‫ي‬
.‫ إذا حاولت ذلك‬، ‫الناتجة عن تلك اإلجراءات‬
‫ن‬
7. I can express my voice regarding those procedures, if I want to. ‫صوت فيما يتعلق‬
‫يمكنن التعبب عن‬
‫ي‬
‫ي‬
.‫ إذا أردت ذلك‬، ‫بهذه اإلجراءات‬
©McGraw-Hill Education.
Average Score: 27
Figure 7-4 Combined Effects of Distributive and
Procedural Justice ‫اآلثار المشتركة للعدالة‬
‫التوزيعية واإلجرائية‬
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Table 7-2
Interpersonal and Informational Justice ‫العدالة الشخصية‬
‫والمعلوماتية‬
Interpersonal Justice Rules ‫ قواعد‬Description‫وصف‬
‫العدالة الشخصية‬
Respect ‫احبام‬
Propriety ‫استقامة‬
Do authorities treat employees with sincerity? ‫هل‬
‫ن‬
‫الموظفي بصدق؟‬
‫تعامل السلطات‬
Do authorities refrain from improper remarks? ‫هل‬
‫تمتنع السلطات عن الترصيحات غب الالئقة؟‬
Informational Justice Rules ‫ قواعد‬Description‫وصف‬
‫العدالة المعلوماتية‬
Justification ‫التبير‬
‫ر‬
Truthfulness ‫الصدق‬
Do authorities explain procedures thoroughly? ‫هل‬
‫ر‬
‫تشح السلطات اإلجراءات بدقة؟‬
Are those explanations honest? ‫هل هذه التفسبات‬
‫صادقة؟‬
©McGraw-Hill Education.
Figure 7-5 The Effects of Justice on Theft During a
Pay Cut ‫آثار العدالة على السرقة أثناء خفض‬
‫األجور‬
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
Ethics ‫أخالق‬
1 of 7
The degree to which the behaviors of an authority are in
accordance with generally accepted moral norms. ‫الدرجة‬
.‫التي تتوافق بها سلوكيات السلطة مع المعايير األخالقية المقبولة عمو ًما‬
•
Unethical behavior ‫سلوك غير أخالقي‬
•
“Merely ethical” behavior “‫سلوك “مجرد أخالقي‬
•
“Especially ethical” behavior “‫السلوك “األخالقي بشكل خاص‬
©McGraw-Hill Education.
Ethics
2of 7
Exercise ‫تدريب‬
Read the scenario on the next four slides. ‫اقرأ السيناريو في الشرائح‬
.‫األربع التالية‬
Come up with three ideas for reducing theft in this grocery
store. .‫ابتكر ثالث أفكار لتقليل السرقة في متجر البقالة هذا‬
©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. ‫تخرج‬
Alex Grant ‫مؤخرا من الكلية وهو متحمس لبدء وظيفته األولى كمدير متجر لـ‬The
Grocery Cart ‫ وهي سلسلة‬،
ً
.‫نموا في الدولة‬
ً ‫ وهي واحدة من أسرع السالسل‬، ‫ تمتلك الشركة برنام ًجا تدريبيًا إداريًا جيدًا للغاية‬.‫سوبر ماركت كبيرة‬
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 mediumvolume 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. ‫ فهناك عدد من فرص‬، ‫إذا كان أليكس يدير متجره األول بشكل جيد‬
.‫ مشرف منطقته‬، ‫ التقى أليكس مع ريجينا هيل‬، ‫ بعد االنتهاء من برنامج التدريب على إدارة المتجر‬.‫التقدم الواعدة في الشركة‬
‫ كان هذا‬.‫ ألف دوالر في المبيعات أسبوعيا ً) في حي من الطبقة العليا‬250( ‫أخبرت أليكس أنه سيتولى مسؤولية متجر متوسط الحجم‬
‫ كما أن المتجر لم يحقق رب ًحا في أي من التقارير المالية الشهرية للعام‬.‫المتجر يعمل بدون مدير متجر خالل األشهر الستة الماضية‬
.‫الماضي‬
©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). ‫شارك‬Hill ‫أيضًا المعلومات التالية مع‬Alex: ‫نظرا ألن المتجر كان بدون مدير‬
ً
( ‫ فقد كان المدير المساعد‬، ‫ متجر على مدار األشهر الستة الماضية‬Drew Smith) .‫ يشتهر درو بكفاءته العالية وأداءه القوي‬.‫هو المسؤول‬
‫ كان معدل الدوران بين كتبة‬.‫وقحا مع الموظفين ويهينهم ويسخر منهم كلما ارتكبوا أخطاء‬
ً ‫كثيرا ما يكون‬
ً ‫ كانت هناك شكاوى من أنه‬، ‫ومع ذلك‬
‫ دوالر في‬7.25 ‫ متوسط أجر الكتبة والصرافين هو‬.‫المبيعات والصرافين في هذا المتجر أعلى إلى حد ما منه في المتاجر األخرى في المنطقة‬
‫ كان هناك قدر كبير من السرقة من مخزن المخزن (منطقة ي ُسمح فيها‬.‫ أظهر آخر مخزون نصف سنوي في هذا المتجر خسائر كبيرة‬.‫الساعة‬
.)‫فقط للموظفين‬
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. ‫بالنظر إلى أن‬
‫ يعتقد هيل أن مشكلة الربحية‬، ‫المتجر حقق أدا ًء جيدًا بشكل عام في المبيعات (مقارنةً باآلخرين في المنطقة) وأن معظم النفقات تبدو تحت السيطرة‬
.‫ اقترحت أن تركز خطط أليكس للمتجر على هذه األولوية على أي خطط أخرى‬، ‫ لذلك‬.‫لهذا المتجر ترجع أساسًا إلى السرقة‬
©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. ‫ رأ�…
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