MGT 301 Questions

Description

Learning Outcomes:

CLO-Covered

1 Define the impact of company’s culture, structure and design can have on its

organizational behaviour. (CLO3).

2 Assess challenges of effective organizational communication and share information within the team in professional manner. (CLO4).

3 Examine the differences and similarities between leadership, power, and management. (CLO5).

Assignment 3

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.

Case Study: –

Case: MATTEL

Please read the case “Mattel” from Chapter 15 “Organizational Structure” Page: – 505 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (7th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J.

(2021) and answer the following Questions:

Assignment Question(s):

1. If you were a Mattel employee, would you be encouraged by what CEO Ynon Kriez said about how he is following up on restructuring? Is there a way he could have said it better? (02 Marks) (Min words 150-250)

2. Given that Mattel’s structure is still organized around brands (toys), how do you expect a new film division to fit in from a structural standpoint? (02 Marks) (Min words 150200)

3. How might Mattel change its structure to be more efficient or successful? (02 Marks)

(Min words 150-200)

Part: -2

Discussion Questions: – Please read Chapter 13 & 14 “Leadership: Power and Negotiation & Leadership: Styles and Behaviour” carefully and then give your answers based on your understanding.

4. Think about the last serious conflict you had with a coworker or group member. How was that conflict resolved? Which approach did you take to resolve it? (02 Marks) (Min words 150-200)

5. Before reading this chapter, which statement did you feel was more accurate: “Leaders are born” or “Leaders are made”? How do you feel now, and why do you feel that way? (02 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.

Unformatted Attachment Preview

Chapter 1
What Is Organizational
Behavior?
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
What is organizational behavior?
Does it matter?
How do we “know” things about OB?
©McGraw-Hill Education.
What Is Organizational Behavior?
1 of 2
Think of the single worst coworker you’ve ever had.
• What did he or she do that was so bad?
Think of the single best coworker you’ve ever had.
• What did he or she do that was so good?
©McGraw-Hill Education.
What Is Organizational Behavior?
2 of 2
A field of study devoted to understanding, explaining,
and ultimately improving the attitudes and behaviors of
individuals and groups in organizations
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Jump to Appendix 1 Long
Description
Does OB Matter?
Do firms who do a good job managing OB concepts
become more profitable as a result?
©McGraw-Hill Education.
Does OB Matter?
Figure 1-2 What Makes a Resource Valuable?
The resource-based view
of the firm
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Table 1-2 Survey Questions Designed to
Assess High-Performance Work Practices
Survey Questions about OB Practice
Covered in Chapter
What is the proportion of the workforce whose jobs have been
subjected to a formal job analysis?
2
What is the proportion of the workforce who are administered
attitude surveys on a regular basis?
4
What is the proportion of the workforce who have access to
company incentive plans, profit-sharing plans, and/or gain-sharing
plans?
6
What is the average number of hours of training received by a
typical employee over the last 12 months?
8, 10
What is the proportion of the workforce who have access to a
formal grievance procedure and/or complaint resolution system?
7
What proportion of the workforce are administered an
employment test prior to hiring?
What is the proportion of the workforce whose performance
appraisals are used to determine compensation?
©McGraw-Hill Education.
9, 10
6
Source: From M.A. Huselid. “The Impact of Human Resource Management Practices on Turnover,
Productivity, and Corporate Financial Performance.” Academy of Management Journal, Vol. 38, pp. 635-72.
Copyright © 1995. Reproduced with permission of Academy of Management via Copyright Clearance Center.
Table 1-3 The “100 Best Companies
to Work For” in 2015
1. Google
50. Goldman Sachs
81. Publix
2. Boston Consulting
51. American Express
82. Bright Horizons
3. Acuity
53. Marriott
83. TDIndustries
4. SAS
54. QuickTrip
85. Mars
5. Robert W. Baird
55. Whole Foods
86. Zappos
7. Wegman’s
63. KPMG
9. Genentech
70. Cisco
88. Cheesecake
Factory
24. Twitter
73. Mayo Clinic
90. Adobe
27. Container Store
74. PWC
91. Capital One
32. St. Jude
78. Hyatt
93. Nordstrom
47. Four Seasons
79. Ernst & Young
95. Nationwide
49. Aflac
80. General Mills
97. Deloitte
98. Accenture
Source: From M. Moskowitz and R. Levering. “The 100 Best Companies to Work For.” Fortune, Mary 15, 2015.
©McGraw-Hill Education.
So What’s So Hard?
The Rule of 1/8th
“One must bear in mind that 1/2 of organizations won’t
believe the connection between how they manage their
people and the profits they earn. 1/2 of those who do see
the connection will do what many organizations have
done—try to make a single change to solve their problems,
not realizing that the effective management of people
requires a more comprehensive and systematic approach.
Of the firms that make comprehensive changes, probably
only about 1/2 will persist with their practices long enough to
actually derive economic benefits.”
©McGraw-Hill Education.
How Do We Know Things about OB?
1 of 7
Where does the knowledge in this textbook come from?
Understanding that requires an understanding of how we
know things in general
©McGraw-Hill Education.
How Do We Know Things about OB?
2 of 7
How do we know about what causes:
• People to stay healthy?
• Children to grow up happy?
• Employees to be satisfied with their jobs?
©McGraw-Hill Education.
How Do We Know Things about OB?
3 of 7
Methods of Knowing
• Experience
• Intuition
• Authority
• Science
©McGraw-Hill Education.
Figure 1-3 The Scientific Method
©McGraw-Hill Education.
Scientific Interests
1. I think being a scientist would be an interesting career path.
2. Working as a scientist is something I could see myself enjoying.
3. A scientific career path could be engaging, even if the work took a long time
to finish.
4. Working with other scientists to make important discoveries would offer
meaning.
5. Studying scientific knowledge to solve problems would be intrinsically
satisfying.
Average Score: 15
©McGraw-Hill Education.
How Do We Know Things about OB?
4 of 7
Theory
A collection of assertions (both verbal and symbolic) that
specify how and why variables are related, as well as the
conditions in which they should (and should not) be related
©McGraw-Hill Education.
How Do We Know Things about OB?
5 of 7
In groups, build a theory similar to the one below, for each
outcome.
• Job satisfaction
• Strain
• Motivation
• Trust in supervisor
Is OB Common Sense?
©McGraw-Hill Education.
How Do We Know Things about OB?
6 of 7
To test our theory, we gather data on the variables included
in our hypotheses.
We then use variants of the correlation coefficient to test
hypotheses, to see if they verify our theory.
The correlation is as follows:
Perfect positive relationship: 1
Perfect negative relationship: -1
• Strength of the correlation inferred from judging the
compactness of a scatterplot of the X-Y values
• More compact = stronger correlation
• Less compact = weaker correlation
©McGraw-Hill Education.
Figure 1-4 Three Different Correlation Sizes
1 of 3
Jump to Appendix 3 long image
description
©McGraw-Hill Education.
Figure 1-4 Three Different Correlation Sizes
2 of 3
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Figure 1-4 Three Different Correlation Sizes
3 of 3
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
The Correlation
1 of 2
How big is “big”?
• What’s the correlation between height and weight?
• Will the correlation between job satisfaction and job
performance be higher or lower?
©McGraw-Hill Education.
The Correlation
2 of 2
Important disclaimer
• Correlation does not prove causation.
Proving causation requires:
• Correlation
• Temporal precedence
• Elimination of alternative explanations
©McGraw-Hill Education.
How Do We Know Things about OB?
7 of 7
The correlations from multiple studies get averaged
together using meta-analysis.
Meta-analyses can then form the foundation for
evidence-based management—the use of scientific
findings to inform management practice.
Well-supported theories become helpful tools for
answering why questions, like:
• Why your best and worst coworkers act so differently
• Why you sometimes think, feel, and act a certain way
©McGraw-Hill Education.
OB on Screen
Moneyball
©McGraw-Hill Education.
Introspection
Average Score: 26
Jump to Appendix 6 long image description
©McGraw-Hill Education.
From A. Fenigstein, M.F. Scheir, and A.h. Buss, “Public and Private SelfConsciousness: Assessment and Theory,” Journal of Consulting and Clinical
Psychology. Vol. 43. August 1975, pp. 522-27. Copyright 1975 by the American
Psychological Association. Adapted with permission. No further reproduction or
distribution is permitted without written permission from the American
Psychological Association.
Next Time
Chapter 2: Job Performance
©McGraw-Hill Education.
Chapter 2
Job Performance
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Job performance
• Task performance
• Citizenship behavior
• Counterproductive behavior
Application
• Tools for managing job performance
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Job Performance
1 of 2
The value of the set of behaviors that contribute, either
positively or negatively, to organizational goal
accomplishment
• Not the consequences or results of behavior—the
behavior itself
• What’s good about this distinction?
• What’s bad about this distinction?
©McGraw-Hill Education.
Task Performance
1 of 3
The behaviors directly involved in transforming
organizational resources into the goods or services an
organization produces (i.e., the behaviors included in
one’s job description)
Typically a mix of:
• Routine task performance
• Adaptive task performance
• Creative task performance
©McGraw-Hill Education.
Task Performance
2 of 3
How do we identify relevant behaviors?
Job analysis
• Divide a job into major dimensions
• List 2 key tasks within each of those major dimensions
• Rate the tasks on frequency and importance
• Use most frequent and important tasks to define task
performance
©McGraw-Hill Education.
Task Performance
3 of 3
Exercise: Performance of a server
Do a job analysis
• Four major dimensions
• Two tasks per dimension
©McGraw-Hill Education.
Figure 2-1 O*NET Results for Flight Attendants
Jump to Appendix 1 for long
description
©McGraw-Hill Education.
Job Performance
2 of 2
Although task performance behaviors vary across jobs,
all jobs contain two other performance dimensions:
• Citizenship behavior
• Counterproductive behavior
©McGraw-Hill Education.
Citizenship Behavior
Academic origin
A future professor’s account of an experience in a paper
mill:
“…while the man’s assistance was not part of his job and gained
him no formal credits, he undeniably contributed in a small way
to the functioning of the group and, by extension, to the plant
and the organization as a whole. By itself, of course, his aid to
me might not have been perceptible in any conventional calculus
of efficiency, production, or profits. But repeated many times
over, by himself and others, over time, the aggregate of such
actions must certainly have made that paper mill a more
smoothly functioning organization than would have been the
case had such actions been rare.”
©McGraw-Hill Education.
Figure 2-2 Types of Citizenship Behaviors
Voluntary activities that may
or may not be rewarded but
that contribute to the
organization by improving the
quality of the setting where
work occurs
©McGraw-Hill Education.
Helping
Average score: 40
Jump to Appendix 2 for long description.
©McGraw-Hill Education. Source: L.V. Van Dyne and J.A. LePine, “Helping and Voice Extra-Role Behaviors: Evidence of Construct and Predictive Validity,” Academy of Management Journal 41 (1998), pp. 108–19.
Sportsmanship
1. I never complain about “the small stuff.”
2. I voice support for what’s going on in the organization.
3. I focus on maintaining a positive attitude at work.
4. I tend to dwell on what’s going well, not what’s going poorly.
5. I focus on “being a good sport” even when negative things happen.
Average score: 18
©McGraw-Hill Education.
Figure 2-3
Types of Counterproductive Behavior
Employee behaviors
that intentionally hinder
organizational goal
accomplishment
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Political Deviance
1. I have, at times, undermined a coworker.
2. I have, at times, blamed a coworker for something that I did.
3. I sometimes gossip about colleagues at work.
4. I sometimes distract my coworkers when they’re trying to get things done.
5. I enjoy playing “pranks” on others at work.
6. I have, at times, kept colleagues “in the dark” about things they needed to
know.
Average Score: 12
©McGraw-Hill Education.
OB on Screen
Sully
©McGraw-Hill Education.
Counterproductive Behavior
1 of 2
Key questions:
• Are these all examples of the same general behavior
pattern? If you do one, are you likely to do most of the
others as well?
• How does counterproductive behavior relate to task
performance and citizenship behavior?
©McGraw-Hill Education.
Counterproductive Behavior
2 of 2
Answers:
• Research using both anonymous self-reports and
supervisor ratings tends to find strong correlations
between the categories.
• Counterproductive behavior has a strong negative
correlation with citizenship behavior, but is only weakly
related to task performance.
©McGraw-Hill Education.
Application
What tools do organizations use to manage job
performance among employees?
• Management by Objectives (MBO)
• 360-degree feedback
• Social networking systems
• Behaviorally anchored rating scales (BARS)
• Forced rankings
©McGraw-Hill Education.
Table 2-2 BARS Example for “Planning,
Organizing, and Scheduling” 1 of 2
Rating
Rating
Behavioral Anchors
[7]
Excellent
• Develops a comprehensive project plan, documents it well, obtains required
approval, and distributes the plan to all concerned.
[6]
Very Good
• Plans, communicates, and observes milestones; states week by week where
the project stands relative to plans. Maintains up-to-date charts of project
accomplishment and backlogs and uses these to optimize any schedule
modifications.
• Experiences occasional minor operational problems but communicates
effectively.
[5]
Good
• Lays out all the parts of a job and schedules each part to beat schedule; will
allow for slack.
• Satisfies customer’s time constraints; time and cost overruns occur
infrequently.
[4]
Average
• Makes a list of due dates and revises them as the project progresses, usually
adding unforeseen events; investigates frequent customer complaints.
• May have a sound plan but does not keep track of milestones; does not
report slippages in schedule or other problems as they occur.
©McGraw-Hill Education.
Table 2-2 BARS Example for “Planning,
Organizing, and Scheduling” 2 of 2
Rating
Rating
Behavioral Anchors
[3]
Below
Average
• Plans are poorly defined; unrealistic time schedules are common.
• Cannot plan more than a day or two ahead; has no concept of a realistic
project due date.
[2]
Very Poor
• Has no plan or schedule of work segments to be performed.
• Does little or no planning for project assignments.
[1]
Unacceptable • Seldom, if ever, completes project because of lack of planning and does not
seem to care.
• Fails consistently due to lack of planning and does not inquire about how to
improve.
Source: D.G. Shaw, C.E. Schneier, and R.W. Beatty. “Managing Performance with a Behaviorally Based Appraisal
System,” in Applying Psychology in Business: The Handbook for Managers and Human Resource Professionals, ed.
J.W. Jones, B.D. Steffy, and D.W. Bray (Lexington, MA: Lexington Books, 2001), pp. 314-25
©McGraw-Hill Education.
Figure 2-5 Jack Welch’s Vitality Curve
Forced ranking under Jack Welch at GE
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Next Time
Chapter 3: Organizational Commitment
©McGraw-Hill Education.
Chapter 3
Organizational Commitment
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Organizational commitment
• Types of commitment
Reactions to negative events
• Types of employees
• Withdrawal behaviors
Application
• Organizational support
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Organizational Commitment 1 of 2
Consider this scenario:
• You’ve worked at your current employer for 5 years and
have recently been approached by a competing
organization.
What would cause you to stay?
• Do those reasons fit into different kinds of categories?
Organizational commitment is a desire on the part of an
employee to remain a member of an organization.
• It comes in three forms.
©McGraw-Hill Education.
Affective Commitment
A desire on the part of an employee to remain a member
of an organization because of an emotional attachment
to, and involvement with, that organization
• You stay because you want to.
• What would you feel if you left anyway?
©McGraw-Hill Education.
Assessment on Affective Commitment
Average Score: 20
Jump to Appendix 1 for long description.
©McGraw-Hill Education.
From N.J. Allen and J.P. Meyer, “The Measurement and Antecedents
of Affective, Continuance, and Normative Commitment to the
Organization,” Journal of Occupational Psychology 63 (1990), pp. 1-18
Figure 3-3 A Social Network Diagram
©McGraw-Hill Education.
Continuance Commitment 1 of 2
A desire on the part of an employee to remain a member
of an organization because of an awareness of the costs
associated with leaving it
• You stay because you need to.
• What would you feel if you left anyway?
©McGraw-Hill Education.
Continuance Commitment
2 of 2
1. Quitting my job would bring with it major personal sacrifice.
2. I don’t have enough employment options to consider leaving right now.
3. It’s difficult to leave the organization because I don’t have anywhere else to go.
4. Staying in my current job is more a product of circumstances than preference.
5. Leaving my job now would bring significant personal disruption.
6. Frankly, I couldn’t quit my job now, even if it’s what I wanted to do.
Average Score: 19
©McGraw-Hill Education.
Table 3-2 Embedded and Continuance
Commitment
“Embedded” People Feel:
FACET
FOR THE ORGANIZATION:
FOR THE COMMUNITY:
Links
• I’ve worked here for such a
long time.
• I’m serving on so many teams
and committees.
• Several close friends and family
live nearby.
• My family’s roots are in this
community.
Fit
• My job utilizes my skills and
talents well.
• I like the authority and
responsibility I have at this
company.
• The weather where I live is
suitable for me.
• I think of the community
where I live as home.
Sacrifice
• The retirement benefits
provided by the organization
are excellent.
• I would sacrifice a lot if I left
this job.
• People respect me a lot in my
community.
• Leaving this community would
be very hard.
Source: Adapted from T.R. Mitchell, B.C. Holtom, T.W. Lee, C.J. Sablynski, and M. Erez, “Why People Stay: Using Job
Embeddedness to Predict Voluntary Turnover,” Academy of Management Journal 44 (2001), pp. 1102-21.
©McGraw-Hill Education.
Normative Commitment
1 of 2
A desire on the part of an employee to remain a member
of an organization because of a feeling of obligation
• You stay because you ought to.
• What would you feel if you left anyway?
©McGraw-Hill Education.
Normative Commitment
2 of 2
1. I have an obligation to stay with my company.
2. I wouldn’t quit my job right now because I owe the company too much.
3. I owe this company for the things it’s given me.
4. Leaving my job now would fill me with significant guilt.
5. It just wouldn’t be right to think about quitting my job.
6. Staying with my organization is just something that I ought to do.
Average Score: 16
©McGraw-Hill Education.
Figure 3-2 Drivers of Overall
Organizational Commitment
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Organizational Commitment 2 of 2
Exercise: Reacting to Negative Events
• Consider the three scenarios depicted on the following
slide.
• Come to consensus on two specific behaviors that
capture your likely response (that is, what you would
probably do, as opposed to what you wish you would do).
©McGraw-Hill Education.
Organizational Commitment Scenarios
Scenario
Description
Likely behaviors
Annoying Boss
You’ve been working at your current company for about a year. Over
time, your boss has become more and more annoying to you. It’s not
that your boss is a bad person, or even necessarily a bad boss. It’s
more a personality conflict–the way your boss talks, the way your
boss manages every little thing, even the facial expressions your boss
uses. The more time passes, the more you just can’t stand to be
around your boss.
Two likely behaviors:
Boring Job
You’ve been working at your current company for about a year.
You’ve come to realize that your job is pretty boring. It’s the first real
job you’ve ever had, and at first it was nice to have some money and
something to do every day. But the “new job” excitement has worn
off, and things are actually quite monotonous. Same thing every day.
It’s to the point that you check your watch every hour, and
Wednesdays feel like they should be Fridays.
Two likely behaviors:
Pay and Seniority
You’ve been working at your current company for about a year. The
consensus is that you’re doing a great job-you’ve gotten excellent
performance evaluations and have emerged as a leader on many
projects. As you’ve achieved this high status, however, you’ve come
to feel that you’re underpaid. Your company’s pay procedures
emphasize seniority much more than job performance. As a result,
you look at other members of your project teams and see poor
performers making much more than you, just because they’ve been
with the company longer.
Two likely behaviors:
©McGraw-Hill Education.
Exit-Voice-Loyalty-Neglect
1 of 2
A framework that includes potential responses to
negative events
Exit
• Ending or restricting organizational membership
Voice
• A constructive response where individuals attempt to improve
the situation
©McGraw-Hill Education.
Exit-Voice-Loyalty-Neglect
2 of 2
A framework that includes potential responses to
negative events
Loyalty
• A passive response where the employee remains supportive
while hoping for improvement
Neglect
• Reduced interest and effort in the job
©McGraw-Hill Education.
OB on Screen
Chef
©McGraw-Hill Education.
Table 3-3 Four Types of Employees
Organizational
commitment
High
organizational
commitment
Low
organizational
commitment
High task
performance
Stars
Low task
performance
Citizens
Lone wolves
Apathetics
Source: Adapted from R.W. Griffeth, S. Gaertner, and J.K. Sager,
“Taxonomic Model of Withdrawal Behaviors: the Adaptive Response
Model,” Human Resource Management Review 9 (1999), pp. 577-90
©McGraw-Hill Education.
Withdrawal
1 of 3
A set of actions that employees perform to avoid the
work situation
• One study found that 51% of employees’ time was spent
working.
• The other 49% was allocated to coffee breaks, late starts,
early departures, personal, and other forms of withdrawal.
©McGraw-Hill Education.
Figure 3-1 Organizational Commitment and
Employee Withdrawal
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Figure 3-4
Psychological and Physical Withdrawal
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Withdrawal
2 of 3
Key question:
How exactly are the different forms of withdrawal related
to one another?
• Independent forms
• Compensatory forms
• Progression
©McGraw-Hill Education.
Withdrawal
3 of 3
Answer:
• The various forms of withdrawal are almost always
moderately to strongly correlated.
• Those correlations suggest a progression, as lateness is
strongly related to absenteeism, and absenteeism is
strongly correlated to quitting.
©McGraw-Hill Education.
Application
Employees are more committed when employers are
committed to them.
Perceived organization support is fostered when
organizations:
• Protect job security
• Provide rewards
• Improve work conditions
• Minimize politics
©McGraw-Hill Education.
Next Time
Chapter 4: Job Satisfaction
©McGraw-Hill Education.
Chapter 4
Job Satisfaction
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Agenda
Job satisfaction defined
Value-percept theory
Job characteristics theory
Mood and emotions
How important is job satisfaction?
Application
• Tracking satisfaction levels
©McGraw-Hill Education.
An Integrative Roadmap
Image: Copyright: McGraw-Hill Education. Permission required for reproduction or display.
©McGraw-Hill Education.
Job Satisfaction
1 of 2
A pleasurable emotional state resulting from the
appraisal of one’s job or job experiences
Based on how you think about your job and how you feel
about your job
©McGraw-Hill Education.
Job Satisfaction
2 of 2
What kinds of things do you value in a job? What is it
that makes you satisfied?
©McGraw-Hill Education.
Value-Percept Theory
Does your job supply what you value?
©McGraw-Hill Education.
Table 4-1
Commonly
Assessed
Work Values
Key Question:
Which of these things are
most important to you?
©McGraw-Hill Education.
Categories
Specific Values
Pay
• High Salary
• Secure Salary
Promotions
• Frequent Promotions
• Promotions based on ability
Supervision
• Good supervisory relations
• Praise for good work
Coworkers
• Enjoyable coworkers
• Responsible coworkers
Work Itself
•
•
•
•
•
Altruism
• Helping others
• Moral causes
Status
• Prestige
• Power over others
• Fame
Environment
• Comfort
• Safety
Utilization of ability
Freedom and independence
Intellectual stimulation
Creative expression
Sense of achievement
Sources: Adapted from R.V. Dawis, “Vocational Interests Values, and Preferences,” in Handbook of Industrial and Organizational Psychology, Vol. 2, Ed. M.D. Dunnette and L.M.
Hough (Palo Alto, CA: Consulting Psychologists Press, 1991), pp. 834-71; and D.M. Cable and J.R. Edwards, “Complementary and Supplementary Fit: A Theoretical and Empirical
Investigation,” Journal of Applied Psychology 89 (2004), p. 822-34.
Figure 4-1
The Value-Percept Theory of Job Satisfaction
Jump to Appendix 1 long image description
©McGraw-Hill Education.
Image: Copyright McGraw-Hill Education: Permission required for reproduction or display.
Figure 4-2 Correlations between Satisfaction
Facets and Overall Job Satisfaction
Jump to Appendix 2 long image description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
©McGraw-Hill Education.
The Work Itself
Job Characteristics Theory
• Jobs are more intrinsically enjoyable when work tasks are
challenging and fulfilling.
• Five “core job characteristics” combine to make some jobs
more rewarding than others.
©McGraw-Hill Education.
Figure 4-3 Job Characteristics Theory
©McGraw-Hill Education.
Jump to Appendix 3 long image description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Growth Need Strength
Assessing Growth Need Strength
1. A feeling of doing something meaningful with my job
2. A chance to “spread my wings” and grow as an employee
3. An opportunity to be inventive and creative with what I do
4. A change to gain new know and skill
5. An opportunity to structure my work my own way
6. A feeling of challenge and self-expression
18, in this case is the average score.
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Figure 4-4 Growth Need Strength as a
Moderator of Job Characteristic Effects
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display. Adapted from B.T. Loher, R.A. Noe, N.L. Moeller, and M.P. Fitzgerald,”
A Meta-Analysis of the Relation of Job Characteristics to Job Satisfaction,” Journal of Applied Psychology 70 (1985), pp. 280-89
©McGraw-Hill Education.
Core Job Characteristics
V1.
The job requires me to use a number of complex or high-level skills.
Response:
V2.
The job is quite simple and repetitive.
Response:
I1.
The job is arranged so that I can do an entire piece of work from beginning to
end.
Response:
I2.
The job provides me the chance to completely finish the pieces of work I begin.
Response:
S1.
This job is one where a lot of other people can be affected by how well the work
gets done.
Response:
S2.
The job itself is very significant and important in the broader scheme of things.
Response:
A1.
The job gives me a chance to use my personal initiative and judgement is
carrying out the work.
Response:
A2.
The job gives me considerable opportunity for independence and freedom I how
I do the work.
Response:
F1.
Just doing the work required by the job provides many changes for me to figure
out how well I am doing.
Response:
F2.
After I finish a job, I know whether I performed well.
Response:
150 is the
average
score.
©McGraw-Hill Education.
Jump to Appendix 4 long image description
Job Characteristics Theory
Exercise: Job Satisfaction across Jobs
Come to consensus on an SPS for:
• A third-grade public school teacher
• A stand-up comedian
• A computer programmer (who replaces “98” with “1998” in computer
code)
• A president of the United States
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Mood and Emotions
1 of 2
Even the most satisfied employees aren’t satisfied every
minute of every day.
Satisfaction levels wax and wane as a function of mood
and emotions.
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Figure 4-6 Different Kinds of Moods
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Figure 4-5 Hour-by-Hour Fluctuations in Job
Satisfaction During the Workday
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Jump to Appendix 6 long image description
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
Table 4-2 Different Kinds of Emotions
1 of 2
Positive Emotions
Joy
Pride
Relief
Hope
Love
Compassion
Description
A feeling of great pleasure
Enhancement of identity by taking credit
for achievement
A distressing condition has changed for
the better
Fearing the worst but wanting better
Desiring or participating in affection
Being moved by another’s situation
Source: Adapted from R.S. Lazarus, Emotion and Adaptation (New York: Oxford University, 1991).
©McGraw-Hill Education.
Table 4-2 Different Kinds of Emotions
2 of 2
Negative Emotions
Anger
Anxiety
Fear
Guilt
Shame
Sadness
Envy
Disgust
©McGraw-Hill Education.
Description
A demeaning offense against me and mine
Facing an uncertain or vague threat
Facing an immediate and concrete danger
Having broken a moral code
Failing to live up to your ideal self
Having experienced an irreversible loss
Wanting what someone else has
Revulsion aroused by something offensive
Mood and Emotions
2 of 2
Feeling vs. showing
• Emotional labor
• Emotional contagion
©McGraw-Hill Education.
Emotional Labor
Bonus Assessment: Emotional Labor
My job requires me to:
1. Make myself feel the things I need to express at work.
2. Attempt to actually experience the feeling that I need to display.
3. Try to feel the things that I need to show to others.
4. Conceal the emotions that I actually experience.
5. Pretend that I’m feeling things that I’m not.
6. Avoid showing the true emotions that I’m experiencing.
©McGraw-Hill Education.
Figure 4-8 Effects of Job Satisfaction on
Performance and Commitment
Jump to Appendix 7 long image description
©McGraw-Hill Education.
Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.
OB on Screen
Paterson
©McGraw-Hill Education.
Application
Jump to Appendix 8 long image description
©McGraw-Hill Education.
Image: Copyright: McGraw-Hill Education. Permission required for reproduction or display.
Next Time
Chapter 5: Stress
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Appendix
Appendix of Image Long Descriptions
©McGraw-Hill Education.
Chapter 5
Stress
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Stress defined
Types of stressors
What can you do?
What can organizations do?
How important is stress?
Application
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Stress
Definition: A psychological response to demands where
there is something at stake and where coping with the
demands taxes or exceeds a person’s capacity or
resources
Do you want a stress-free job?
Which jobs are more and less stressful?
©McGraw-Hill Education.
Table 5-1
Jobs Rated from Least Stressful to Most Stressful
LEAST STRESSFUL JOBS
©McGraw-Hill Education.
STRESS LEVEL
MOST STRESSFUL JOBS
STRESS LEVEL
1. Tenured University Professor
5.03
143. Elementary School Teacher
27.37
2. Audiologist
6.33
148. Management Consultant
28.24
3. Medical Records Technician
7.48
150. Air Traffic Controller
28.58
4. Jeweler
8.10
154. Surgeon
28.90
8. Librarian
10.61
163. Construction Foreman
30.92
14. Software Engineer
12.13
166. Lumberjack
32.00
18. Computer Service Technician
12.64
172. Attorney
36.40
24. Occupational Therapist
13.14
175. Sales Representative
36.95
29. Chiropractor
13.55
179. Real Estate Agent
38.57
30. Actuary
14.09
180. Social Media
38.60
35. Multimedia Artist
14.40
183. Stockbroker
39.97
39. Hair Stylist
14.59
185. Advertising Account
Executive
43.24
40. Meteorologist
14.65
189. Taxi Driver
46.18
42. Loan Officer
14.73
191. Senior Corporate Executive
47.55
47. Biologist
15.10
194. Event Coordinator
49.73
50. Optician
15.57
195. Police Officer
50.81
53. Veterinarian
15.83
196. Airline Pilot
59.12
63. Chemist
17.00
198. Newspaper Reporter
69.67
74. Sustainability
18.50
199. Firefighter
71.64
84. Accountant
19.85
200. Enlist