© 2005 Prentice-Hall 2-1 Chapter 2 Foundations of Individual Behavior Essentials of Organizational Behavior, 8/e Stephen P. Robbins Essentials of Organizational Behavior, 8/e Stephen P. Robbins

© 2005 Prentice-Hall 2-2 Psychological Contributions to OB Values Attitudes Perception Learning

© 2005 Prentice-Hall 2-3 Values Represent basic conviction that "a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence."

© 2005 Prentice-Hall 2-4 Value Systems Represent a prioritizing of individual values Identified by the relative importance an individual assigns to such values as freedom, pleasure, self-respect, honesty, obedience, and equality

© 2005 Prentice-Hall 2-5 Rokeach Value Survey Terminal values - refers to desirable end-states of existence Goals that a person would like to achieve during his or her lifetime Instrumental values - refers to preferable modes of behavior, or means of achieving the terminal values

© 2005 Prentice-Hall 2-6 Examples of Terminal Values Terminal Values A comfortable life (a prosperous life)A comfortable life (a prosperous life) A sense of accomplishment (lasting contribution)A sense of accomplishment (lasting contribution) A world of peace (free of war and conflict)A world of peace (free of war and conflict) A world of beauty (beauty of nature and the arts)A world of beauty (beauty of nature and the arts) Equality (brotherhood and equal opportunity for all)Equality (brotherhood and equal opportunity for all) Family security (taking care of loved ones)Family security (taking care of loved ones) Freedom (independence, free choice)Freedom (independence, free choice) Happiness (contentedness)Happiness (contentedness) Inner harmony (freedom from inner conflict)Inner harmony (freedom from inner conflict) Pleasure (an enjoyable, leisurely life)Pleasure (an enjoyable, leisurely life)

© 2005 Prentice-Hall 2-7 Examples of Instrumental Values Instrumental Values Ambitious (hardworking, aspiring)Ambitious (hardworking, aspiring) Capable (competent, effective)Capable (competent, effective) Cheerful (lighthearted, joyful)Cheerful (lighthearted, joyful) Clean (neat, tidy)Clean (neat, tidy) Courageous (standing up for your beliefs)Courageous (standing up for your beliefs) Helpful (working for the welfare of others)Helpful (working for the welfare of others) Honest (sincere, truthful)Honest (sincere, truthful) Imaginative (daring, creative)Imaginative (daring, creative) Logical (consistent, rational)Logical (consistent, rational) Loving (affectionate, tender)Loving (affectionate, tender) Obedient (dutiful, respectful)Obedient (dutiful, respectful) Polite (courteous, well mannered)Polite (courteous, well mannered) Responsible (dependable, reliable)Responsible (dependable, reliable)

© 2005 Prentice-Hall 2-8 People in the same occupations or categories (e.g., corporate managers, union members, parents, students) tend to hold similar values.

© 2005 Prentice-Hall 2-9 Contemporary Work Cohorts Veterans Boomers Xers Nexters

© 2005 Prentice-Hall 2-10 Veterans Tend to be loyal to their employer Likely to place the greatest importance on a comfortable life and family security

© 2005 Prentice-Hall 2-11 Boomers Place a great deal of emphasis on achievement and material success Believe that ends can justify means Sense of accomplishment and social recognition rank high with them

© 2005 Prentice-Hall 2-12 Xers Have been shaped by globalization, two-career parents, MTV, AIDS, and computers Value flexibility, life options, and the achievement of job satisfaction Enjoy team-oriented work Less willing to make personal sacrifices for the sake of their employer

© 2005 Prentice-Hall 2-13 Nexters Grew up during prosperous times Seek financial success Enjoy teamwork but are also self-reliant Emphasize freedom and comfortable life

© 2005 Prentice-Hall 2-14 Ethical Behavior Managers consistently report that the action of their bosses is the most important factor influencing ethical and unethical behavior in their organizations.

© 2005 Prentice-Hall 2-15 Hofstede’s Framework for Assessing Cultures Power distance Individualism vs. collectivism Achievement vs. nurturing Uncertainty avoidance Long-term vs. short-term orientation

© 2005 Prentice-Hall 2-16 GLOBE Framework for Assessing Cultures Assertiveness Future orientation Gender differentiation Uncertainty avoidance Power distance Individualism/ collectivism In-group collectivism Performance orientation Humane orientation

© 2005 Prentice-Hall 2-17 Attitudes Evaluative statements—either favorable or unfavorable—concerning objects, people, or events Reflect how one feels about something

© 2005 Prentice-Hall 2-18 OB Focus Job satisfaction Job involvement Organizational commitment

© 2005 Prentice-Hall 2-19 Job satisfaction refers to a collection of feelings that an individual holds toward his or her job

© 2005 Prentice-Hall 2-20 What Determines Job Satisfaction? Mentally challenging work Equitable rewards Supportive working conditions Supportive colleagues

© 2005 Prentice-Hall 2-21 Are Satisfied Workers More Productive Than Dissatisfied Workers? If satisfaction does have a positive effect on productivity, that effect is fairly small. Productivity is more likely to lead to satisfaction.

© 2005 Prentice-Hall 2-22 Satisfaction and OCB Job satisfaction comes down to conceptions of fair outcomes, treatment, and procedures.

© 2005 Prentice-Hall 2-23 Reducing Dissonance Cognitive dissonance occurs when there are inconsistencies between a person’s attitudes or between a person’s behavior and attitudes

© 2005 Prentice-Hall 2-24 Attitude-Behavior Relationship Examples: Importance of the attitude Its specificity Its accessibility Whether there exist social pressures Whether a person has direct experience with the attitude

© 2005 Prentice-Hall 2-25 Important attitudes are ones that reflect fundamental values, self-interest, or identification with individuals or groups that a person values. The more specific the attitude and the more specific the behavior, the stronger the link between the two.

© 2005 Prentice-Hall 2-26 Perception Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment

© 2005 Prentice-Hall 2-27

© 2005 Prentice-Hall 2-28 Factors Influencing Perception Factors can reside: – in the perceiver – in the object or target being perceived – in the context of the situation in which the perception is made

© 2005 Prentice-Hall 2-29 Attribution Theory When we observe an individual’s behavior, we attempt to determine whether it was internally or externally caused.

© 2005 Prentice-Hall 2-30 Attribution Theory (1)Distinctiveness (2)Consensus (3)Consistency

© 2005 Prentice-Hall 2-31 Fundamental attribution error - tendency to underestimate the influence of external factors and overestimate the influence of internal or personal factors Self-serving bias - tendency for individuals to attribute their own successes to internal factors such as ability or effort while putting the blame for failure on external factors such as luck

© 2005 Prentice-Hall 2-32 Shortcuts to Judging Others Selectivity - choosing bits of data depending on the interests, background, experience, and attitudes of observer Assumed SimilarityAssumed Similarity - perceptions of others more influenced by what the observer is like or thinks

© 2005 Prentice-Hall 2-33 Shortcuts to Judging Others StereotypingStereotyping - basing perception on group membership or association Halo EffectHalo Effect - drawing a general impression on the basis of a single characteristic, such as intelligence, sociability, or appearance

© 2005 Prentice-Hall 2-34 Learning Any relatively permanent change in behavior that occurs as a result of experience

© 2005 Prentice-Hall 2-35 EnvironmentEnvironment Law of Effect ShapingShapingModelingModeling BehaviorBehavior The Learning Process

© 2005 Prentice-Hall 2-36 Key Variables Affecting Individual BehaviorAttitudesAttitudes MotivationMotivation PerceptionPerception LearningLearning Individual Behavior ValuesValues PersonalityPersonality AbilityAbility