Values, Attitudes, and Moods and Emotions

Values, Attitudes, and Moods and Emotions
Understanding and Managing Organizational Behavior Chapter 3 Sixth Edition Jennifer M. George & Gareth R. Jones Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3-1

Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
Learning Objectives Describe the nature of work values and ethical values and why they are of critical importance in organizations Understand why it is important to understand employees’ moods and emotions on the job Appreciate when and why emotional labor occurs in organizations Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Learning Objectives Describe the nature, causes, theories, and consequences of job satisfaction Appreciate the distinction between affective commitment and continuance commitment and their implications for understanding organizational behavior Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Opening Case: Family owned Business
How can a company maintain high levels of employee satisfaction in an industry known for high levels of turnover? Nugget Market is a family owned business that strives to treat their employees with respect. Nugget Market strives to create a family atmosphere in each of its stores. Associates are treated with respect and empowered to provide excellent service to guests and do whatever it takes to make them happy. Managers and associates take time to get to know each other and develop good interpersonal relationships. Managers really care about associates and their well-being.8 As John Sullivan, a Store Director at Nugget Market, indicates, “I wouldn’t ask any associate to do something I wouldn’t do myself, whether it’s mopping up a spill or taking the trash out we have a wonderful relationship in the store. We really are a family.” Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

The Nature of Values Values are one’s personal convictions about what one should strive for in life and how one should behave Work Values Ethical Values Although there are multiple values, work values and ethical values are the two most related to organizational behavior. Work values are employee’s personal convictions about what outcomes one should expect from work and how one should behave at work. Ethical values are one’s personal convictions about what is right and wrong. Outcomes that employees might expect from work include a comfortable existence, family security, and a sense of accomplishment. Ways that people think they should behave at work include being ambitious, imaginative, obedient, self-controlled, and respectful of others. Work values are general and long-lasting feelings and beliefs. Work values reflect what people are trying to achieve through and at work. Work values generally fall into two categories: extrinsic and intrinsic. Ethical values help employees decide on the right and proper course of action and guide decision making and behavior. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Values in the Workplace
Exhibit 3.1 Values Work Values Ethical Values Intrinsic Work Extrinsic Justice Utilitarian Moral Rights This Exhibit illustrates the types of work values and ethical values that relate to the workplace. Intrinsic work values are values that are related to the nature of the work itself. Employees who desire to be challenged, learn new things, make important contributions, and reach their full potential on their jobs have intrinsic work values. Some employees have extrinsic work values, values that are related to the consequences of work. Employees whose primary reason for working is to earn money, for example, have extrinsic work values. They see work primarily as means of providing economic security for themselves and their families. Utilitarian, moral rights, and justice values are complementary guides for decision making and behavior when a decision or action has the potential to benefit or harm others. Utilitarian values dictate that decisions should be made that generate the greatest good for the greatest number of people. Moral rights values indicate that decisions should be made in ways that protect the fundamental rights and privileges of people affected by the decision, such as their freedom, safety, and privacy. Justice values dictate that decisions should be made in ways that allocate benefit and harm among those affected by the decision in a fair, equitable, or impartial manner. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

A Comparison of Intrinsic and Extrinsic Work Values
Extrinsic Values High pay Job security Job benefits Status in wider community Social contacts Time with family Time for hobbies Intrinsic Values Interesting work Challenging work Learning new things Making important contributions Responsibility and autonomy Being creative Intrinsic work values are values that are related to the nature of work itself. Employees with strong intrinsic values will want jobs that use their skills and abilities. Extrinsic work values are those that relate to the consequences of work. Those who primarily value work as a means of earning money and providing economic security have extrinsic work values. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Code of Ethics A code of ethics is a set of formal rules and standards, based on ethical values and beliefs about what is right and wrong, that employees can use to make appropriate decisions when the interests of other individuals or groups are at stake Whistleblowers Recent corporate scandals from companies such as WorldCom, Enron, Tyco, Adelphia, and ImClone have brought more attention to ethical decision making and codes of ethics. The Managing Ethically insert addresses the failure of Enron’s code of ethics. The Sarbannes-Oxley Act requires that organizations have ethics programs in place. Whistleblowers are people who inform those in positions of authority of any wrongdoing, illegal behavior, or unethical behavior in an organization. A good point of discussion is the risks taken by whistleblowers. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Work Attitudes Work attitudes are collections of feelings, beliefs, and thoughts about how to behave that people currently hold about their jobs and organizations Job Satisfaction Organizational Commitment Work attitudes are more specific than values and not as long lasting. The way people experience their jobs and an organization often changes over time. Work attitudes are made up of three components: affective, cognitive, and behavioral. The affective component is the employee’s feelings. The cognitive component is the employee’s beliefs. The behavioral component is the employee’s thoughts about how to behave in his or her job. Two specific work attitudes of concern to organizations are job satisfaction and organizational commitment. Job satisfaction is the collection of feelings and beliefs that people have about their current jobs. Organizational commitment is the collection of feelings and beliefs that people have about their organizations as a whole. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Components of Work Attitudes
Exhibit 3.3 Affective Component Cognitive Component Work Attitudes Work attitudes are made up of three components: affective, cognitive, and behavioral. The affective component is the employee’s feelings. The cognitive component is the employee’s beliefs. The behavioral component is the employee’s thoughts about how to behave in his or her job. Behavioral Component Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Work Moods How people feel at the time they actually perform their jobs More transitory than values and attitudes Determining factors: Personality Work situation Circumstances outside of work Work moods change from hour to hour, day to day, and sometimes minute to minute. Ask students to think about how their moods have varied since they woke up and how their moods differ from yesterday to today. Ask them how their mood affects their ability to perform in class. Moods can be categorized as positive or negative. Employees who are high on the personality trait of positive affectivity are more likely than other employees to experience positive moods at work and employees who are high on the trait of negative affectivity. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Work Moods Positive Excited Enthusiastic Active Strong Peppy Elated Negative Distressed Fearful Scornful Hostile Jittery Nervous Employees in positive moods at work are more likely to be helpful to one another and may be less likely to be absent from work. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Emotions Intense, short-lived feelings that are linked to specific cause or antecedent Emotions can feed into moods Emotional labor It is important for employees to control their expression of certain emotions. The work it takes to control emotions on the job is called emotional labor. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Emotional Labor Display Rules Feeling Rules Expression Rules Emotional labor is governed by display rules. Display rules include feeling rules and expression rules. Feeling rules let employees know what feelings are appropriate in different situations. Expression rules dictate how those feelings can be expressed in different situations. Employees who are high on emotional intelligence are likely to be better able to follow feeling and expression rules. Emotional dissonance occurs when employees are expected to express feelings that are at odds with how the employees are actually feeling. Emotional dissonance can be a significant source of stress for employees. Emotional labor is particularly strenuous in customer service situations. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Values, Attitudes, Moods, and Emotions
Exhibit 3.4 Values (most stable) Attitudes (moderately stable) Moods and Emotions (most changing) Values, attitudes, and moods and emotions capture the range of thoughts and feelings that make up the experience of work. Each one of these determinants of the experience of work has the potential to affect the other two (see Exhibit 3.4). Because work values are the most stable and long lasting, they can strongly affect work attitudes, moods, and emotions. A person whose work values emphasize the importance of being ambitious, for example, may have negative work attitudes toward a job that offers no possibility of promotion. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Determinants of Job Satisfaction
Exhibit 3.5 Job Satisfaction Work Situation Personality Values Social Influence This exhibit depicts the four factors that affect the level of job satisfaction a person experiences: personality, values, the work situation, and social influence. The next three slides describes these factors in depth. Job satisfaction (the collection of feelings and beliefs that people have about their current jobs) has the potential to affect a wide range of behaviors in organizations and contribute to employees’ levels of well-being. Interestingly enough, research suggests that levels of job satisfaction in the United States have declined in the past decade. According to a Conference Board survey, job satisfaction levels have decreased across all income levels and employees tend to be least satisfied with their companies’ promotion and bonus policies and pension and health plans. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Determinants of Job Satisfaction_1
Personality Extraverts tend to have higher levels of job satisfaction than introverts Values A person with strong intrinsic work values is more likely than one with weak intrinsic work values to be satisfied with a job that is meaningful but requires long hours and offers poor pay Personality, the enduring ways a person has of feeling, thinking, and behaving (see Chapter 2), is the first determinant of how people think and feel about their jobs or job satisfaction. An individual’s personality influences the extent to which thoughts and feelings about a job are positive or negative. A person who is high on the Big Five trait of extroversion, for instance, is likely to have a higher level of job satisfaction than a person who is low on this trait. People’s personalities predispose them to choose certain kinds of jobs. Genetic factors account for 30 percent of the differences in levels of job satisfaction. Seventy percent of the variation remains unexplained by personality. Values have an impact on levels of job satisfaction because they reflect employees’ convictions about the outcomes that work should lead to and how one should behave at work. A person with strong intrinsic work values (those related to the nature of the work itself), for example, is more likely than a person with weak intrinsic work values to be satisfied with a job that is interesting and personally meaningful (such as social work) but that also requires long working hours and doesn’t pay well. A person with strong extrinsic work values (those related to the consequences of work) is more likely than a person with weak extrinsic work values to be satisfied with a job that pays well but is monotonous. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Work Situation tasks a person performs people a jobholder interacts with surroundings in which a person works the way the organization treats the jobholder The work situation is affected by many things including tasks, other people, the work environment, and the way a person is treated at work. Any aspect of the job and the employing organization is part of the work situation and can affect job satisfaction. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Social influence is the influence that individuals or groups have on a person’s attitudes and behavior Coworkers Family Other reference groups (unions, religious groups, friends) Culture Reference groups and culture influence employees’ expectations for their jobs as well as employee attitudes. Dr. Hazel Markus of the University of Michigan and Dr. Shinobu Kitayama of the University of Oregon asked Japanese and American students to describe themselves using what the researchers called the “who am I” scale. Americans tended to respond to the scale by describing personal characteristics such as being smart or athletic. Japanese students tended to describe themselves in terms of their roles such as being the second son or oldest child. This illustrates how culture influences our attitudes. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Theories of Job Satisfaction
The Facet Model Herzberg’s Motivator-Hygiene Theory The Discrepancy Model The Steady-State Theory Each theory of job satisfaction takes into account one or more of the four main determinants of job satisfaction (personality, values, the work situation, and social influence). Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

The Facet Model Independence Moral values Recognition Responsibility Security Social service Social status Variety Working conditions Ability utilization Achievement Activity Advancement Authority Company policies Compensation Coworkers Creativity The Facet Model of job satisfaction focuses primarily on work situation factors by breaking a job into its component elements, or job facets, and looking at how satisfied employees are with each facet. Many of the job facets that researchers have investigated are listed and defined in the slide. An employee’s overall job satisfaction is determined by summing his or her satisfaction with each facet of the job. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Herzberg’s Motivator-Hygiene Theory of Job Satisfaction
Focuses on the effects of certain types of job facets Everyone has two sets of needs or requirements Motivator Needs Hygiene Needs According to Herzberg, an employee can experience job satisfaction and dissatisfaction at the same time. An employee can be satisfied because motivator needs are being met by having challenging work, but be dissatisfied because hygiene needs are not being met. Motivator needs are associated with the actual work itself and how challenging it is. The related job facets are interest level of work, autonomy, and responsibility. Hygiene needs are associated with the physical and psychological context in which the work is performed. The related job facets are physical working conditions, pay, and security. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Motivator and Hygiene Needs
When motivator needs are met, workers will be satisfied; when these needs are not met, workers will not be satisfied. When hygiene needs are met, workers will not be dissatisfied; when these needs are not met, workers will be dissatisfied. Herzberg conducted studies to investigate the theory using the critical incidents technique. Using other methods, support was not found for the theory. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Two Views of Job Satisfaction
Exhibit 3.7 The traditional view of satisfaction views the construct as a continuum with satisfaction on one end and dissatisfaction at the other. However, Herzberg proposes that dissatisfaction and satisfaction are two separate dimensions. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

The Discrepancy Model of Job Satisfaction
To determine how satisfied they are with their jobs, workers compare their job to some “ideal job.” This “ideal job” could be What one thinks the job should be like What one expected the job to be like What one wants from a job What one’s former job was like Can be used in combination with the Facet Model. According to the Discrepancy Model of job satisfaction, when employees’ expectations about their ideal job are high, and when these expectations are not met, employees will be dissatisfied. New college graduates may be particularly prone to having overly high expectations for their first jobs. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Determining Satisfaction with the Discrepancy and Facet Models
A) How much (enter job facet) do you currently have at your job? B) How much (enter job facet) do you think your job should have? The difference between A and B indicates the level of satisfaction with that facet The differences are summed for an overall satisfaction score Managers should ask employees what they want their jobs to be like. This information can help managers make meaningful changes to the work situation. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

The Steady-State Theory of Job Satisfaction
Each worker has a typical or characteristic level of job satisfaction, called the steady state or equilibrium level. Different situational factors or events at work may move a worker temporarily from this steady state, but the worker will eventually return to his or her equilibrium level. The finding that job satisfaction tends to be stable over time supports the steady-state view. The influence of personality on job satisfaction is also consistent with the steady-state approach. One implication is that improving the work situation may increase job satisfaction only temporarily. After a period of time, job satisfaction may return to former levels. Some job facets may lead to longer-lasting changes than others. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Sample Measures of Job Satisfaction
Exhibit 3.9 There are several measures of job satisfaction that managers can use. The most popular scales are the Minnesota Satisfaction Questionnaire (based on a facet approach), the Faces Scale, and the Job Descriptive Index. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Consequences of Job (Dis)Satisfaction
Performance Absenteeism Turnover Job satisfaction is not strongly related to job performance. At best, there is a very weak positive relationship. Research indicates that work attitudes affect work behaviors only when employees are free to vary their behaviors and when an employee’s attitude is relevant to the behavior in question. Absenteeism is important due to its cost to organizations. Turnover is the permanent withdrawal of an employee from the employing organization. Job satisfaction shows a weak-to-moderate negative relationship to turnover. High job satisfaction leads to low turnover. Absenteeism is a temporary form of withdrawal from the organization but turnover is permanent. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Determinants of Absence from Work
Exhibit 3.10 Ability to attend work is affected by Illness and accidents Transportation problems Family responsibilities Motivation to attend work is affected by Job satisfaction Organization’s absence policy Other factors Richard Steers and Susan Rhodes provided a model of absenteeism that helps to explain why employees who are satisfied with their jobs are less likely to be absent. They propose that employee attendance is a function not only of employees’ motivation to attend but also of their ability to attend. Job satisfaction is only one of the many factors that affects motivation to attend. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Mobley’s Model of the Turnover Process
Exhibit 3.11 According to this model, job satisfaction triggers the whole turnover process. Job dissatisfaction leads to thoughts of quitting. Other factors eventually come into play and help to determine whether the employee actually quits. The model does not apply to employees who impulsively quit. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Consequences of Job Satisfaction
Organizational Citizenship Behavior (OCB) Employee Well-Being OCB is behavior that is above and beyond the call of duty. The behavior is not required of organizational members but is nonetheless necessary for organizational effectiveness and survival. Employees have considerable discretion over whether or not they engage in acts of OCB. Satisfied workers are more likely to engage in this behavior than dissatisfied workers. Dennis Organ of Indiana University suggests that OCB behaviors are reciprocal behaviors—they are giving back to a company that treats them well. Job satisfaction leads to improved physical and mental health and saves money through reduced health-care costs and improved productive time at work. Satisfied workers are more likely to have strong well-being than dissatisfied workers. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

Organizational Commitment
Feelings and beliefs about the employing organization as a whole Affective commitment Continuance commitment Affective commitment is more positive for organizations than continuance commitment Affective commitment exists when employees are happy to be members of an organization, believe in and feel good about the organization and what it stands for, are attached to the organization, and intend to do what is good for the organization. Continuance commitment exists when employees are committed not so much because they want to be but because they have to be. Continuance commitment occurs when the costs of leaving the organization are to great. Affective commitment shows a weak, negative relationship to absenteeism and lateness. A stronger negative relationship exists between affective commitment and turnover. Employees with high affective commitment are more likely to perform organizational citizenship behaviors. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning Dissemination or sale of any part of this work (including on the Worldwide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

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