1. Organizational Behavior Attitudes and Job Satisfaction
Robbins & Judge
Chapter 3
Attitudes and Job Satisfaction

2. Summary of Lecture 26 Ability and Dimensions of Ability
Biographical Characteristics
What is learning
Learning Theories
- Classical or respondent conditioning theory
- Operant or instrumental conditioning theory
- Social learning Theory
Process of Influence
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

3. Learning Objectives - Learning Theories - Attitude
- Components of attitude
- Relationship between attitude and behavior
- Job satisfaction and other job attitudes
- Main causes of job satisfaction
- Employees responses to job dissatisfaction
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

4. Operant Conditioning Theory
Classics conditioning theory explains reflexive behavior: elicited in response to identifiable events whereas most behaviors are voluntary or learned rather than elicited
Operant conditioning is the study of the impact of consequences on behavior.
Learning that takes place when the learner recognizes the connection between a behavior and its consequences.
- Behaviors with positive consequences are acquired.
- Behaviors with negative consequences are eliminated
Note: With operant conditioning we are dealing with voluntary behaviors.
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

5. Operant Conditioning Keys
Behaviors: Desirable organizational behaviors and undesirable organizational behaviors.
Consequences of Behavior: Include positive reinforcement and negative reinforcement for desirable organizational behaviors; and extinction and punishment for undesirable organizational behaviors.
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

6. Consequences of Behavior
Positive Reinforcement: Administering positive consequences to workers who perform the desired behavior. P.R. occurs when the introduction of a consequence increases or maintains the frequency or future probability of a behavior. (receiving bonus after successful completion of a project creates positive reinforcement)

7. Consequences of Behavior
Contd…..
Consequences of Behavior
Negative Reinforcement: Removing negative consequences to workers who perform the desired behavior.
- Occurs when the removal or avoidance of consequence increases or maintains the frequency or future probability of a behavior.
- Supervisors apply negative reinforcement when they stop criticizing employees whose substandard performance has improved. (Basically you want the employees to engage in desired behavior to escape or avoid unpleasant consequence.)

8. Social Learning Theory
Learning theory takes into account the fact that
thoughts and feelings influence learning.
Individuals learn by observing others what
happens to other or by telling something or through
direct experience
People response based on how perceive and define
consequence
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

9. Social Learning Theory
Observational Learning (Modeling): People can learn new behaviors by observing the rewards and punishments given to others.
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

10. Social Learning Theory Processes of Model influence
Contd….
Social Learning Theory
Processes of Model influence
Attention Processes: Individual is influenced by model
that are attractive and important to us
Retention Processes: Influence depends on how well
individual remember model 's action
Motor Production Processes: After seen new behavior
by observing the model it must be converted to doing
Reinforcement Processes: Individual will exhibit
modeled behavior if incentives are provided
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

11. Shaping Behavior: A Managerial Tool
Manager shape behavior by systematically reinforcing each successive step that moves an individual closer to the desired response.
Example: If student usually come late in class 20 minutes and if he comes 10 minutes we can reinforce the improvement
Problems with reinforcement theory:
The relationship between stimulus. Response and consequence is never so simple, individual use thinking process to weigh value of different stimulus, consequences and circumstances to choose appropriate behavior
Example: Asking good question given compliment by supervisor
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

12. Attitude Attitudes are evaluative statements
Favorable or unfavorable concerning people, object or events
It reflect how one feel about something
Example: I like my job
My supervisor is good
I like my teacher
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

13. Attitude Components of Attitudes 1 Cognitive Component
- Discrimination is wrong
2 Affective Component
- Emotional and feeling segment
- I don't like A because he discriminates based on ethnicity
3 Behavioral Component
- Intention to behave in certain way toward something or someone
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

14. Attitude Cognitive Statement My supervisor gave promotion to A
Who deserves less than me
Negative attitude
toward supervisor
Affective = Feeling
I dislike my supervisor
Behavioral = action
I am looking for other job
I complained against him
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

15. Attitude Are attitudes consistent?
Why people change attitudes and behavior?
Individual seek to reconcile divergent attitudes and align their behavior and attitudes so they appear rational and consistent
In state of equilibrium, external forces are initiated to return to state of equilibrium again in which behavior and attitudes are consistent
Individual attain state of equilibrium through changing attitude, behavior or by developing rational for discrepancies
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

16. Attitude
Festinger proposed the theory of cognitive dissonance in late 1950s
Theory try to explain link between attitude and behavior
Dissonance mean discrepancy or inconsistency
Cognitive dissonance means inconsistency between two or more attitudes or between attitude and behavior
Inconsistency is discomfort hence individual tries to reduce it
There is tendency in individuals to achieve stable state having minimum dissonance
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

17. Attitude Tendency to minimize dissonance depends on
1 Importance of element
2 Degree of influence over element
3 rewards involved in dissonance
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

18. Attitude
Example:
Mr. Afzal believes that no company should pollute environment
A job require him to dispose off wastage of factory. There is no legal bar on throwing wast in river
Importance of element is high so he can not ignore inconsistency
Option1: Stop polluting environment (change his behavior)
Option 2: dissonant behavior is not important as I got to earn and in my position for me corporate interests are above than environment
Option 3:change his attitude (nothing wrong polluting the river)
Option 4:benefits to society from my company is more than cost to society in terms of polluting the river)
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

19. Attitude 2 Degree of influence:
If dissonance because of something over which no control/choice the pressure to reduce dissonance will be less
3 Rewards
Rewards also influence motivation to reduce dissonance
High reward reduce pressure to overcome dissonance
These moderating factors determine what efforts individual will make to reduce dissonance
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

20. Attitude Behavior always follow from attitude? Moderating variables:
1 Importance of the attitude
2 Attitudes easily remembered are more likely to predict behavior. Attitudes are remembered that are frequently expressed and more likely to shape behavior
3 Social pressure: Anti union attitude but attend pro union meeting
4 Direct experience: Attitudes that are based on having direct experience then there is stronger relationship between attitude and behavior
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

21. Self Perception Theory
Self perception theory explains whether behavior influence attitude or not
Attitudes are based on experience after behavior
Individual tend to infer attitude from behavior
However, when strong attitudes have developed then they direct behavior
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

22. Job Attitudes Job Satisfaction:
- Positive feeling about job based on evaluation of characteristics
Job Involvement:
- Degree of to which people associates with job psychologically and consider perceived performance important for self worth
Psychological empowerment
- Degree to which employee belief that they can influence their work environment and perceived autonomy in their job
- Participation in decision making, independence to schedule their work and discretion to decide how to do work
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

23. Job Attitudes Organizational Commitment
- A state in which employee wish to remain in the organization
a) Affective Commitment
- Emotional attachment to organization and belief in its values
b) Continuance Commitment
- Perceived economic value of being part of the organization as compare to quit
c) Normative Commitment
- Moral or ethical obligation to remain in the organization
- Example: Working on strategically important project
Occupational Commitment
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

24. Others Job Attitudes Perceived Organizational Support
- employee belief that organization value his contribution and efforts and will extend support in case of problem and will do for his well being
Measuring Job Attitudes:
- Attitude Surveys
- Managers should use attitude surveys to get feedback on feelings of employees (about their job, about work conditions, peer support, supervision, about pay, about policies and practices)
- It alerts management what is going in organization and timely feedback allow to take corrective actions or change wrong perceptions
- Think about promotion policies like seniority based promotion you feel just and fair but what employees think
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

25. - Finally personality matters
Job Satisfaction
What causes job satisfaction?
- Pay (highly subjective)
- Job itself
- Co workers
- Promotion opportunities
- Personal and professional development
- Supervisor support
- Policies
- Working conditions and facilities
- Finally personality matters
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

26. Job Dissatisfaction Response
Active
Exit
Voice
Destructive
Constructive
Neglect
Loyalty
Passive
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

27. Job Satisfaction - Job satisfaction and Performance
- Job satisfaction and OCB
- Job satisfaction and Customer satisfaction
- Job satisfaction and Absenteeism
- Job satisfaction and Turnover
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

28. Managerial Implications
- Be aware of attitudes as they influence behavior
- Give warnings for potential problems
- Organizations don't want to loose their employees specially productive workers
- Managers should try to improve job satisfaction
- Make job challenging
- Right pay and reward system
- Person-Job fit
- Understand their cognitive dissonance
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall

29. Summary - Learning Theories - Attitude - Components of attitude
- Relationship between attitude and behavior
- Job satisfaction and other job attitudes
- Main causes of job satisfaction
- Employees responses to job dissatisfaction
Robbins and Judge (2008): Organizational Behavior, Pearson, Prentice Hall