1. ORGANIZATIONAL BEHAVIOR S T E P H E N P. R O B B I N S E L E V E N T H E D I T I O N W W W. P R E N H A L L. C O M / R O B B I N S © 2005 Prentice Hall Inc. All rights reserved. PowerPoint Presentation by Charlie Cook Chapter 4 Part II Values, Attitudes, and Job Satisfaction

2. Highlights of the Previous Lecture 5 Importance of Values Provide understanding of the attitudes, motivation, and behaviors of individuals and cultures. Influence our perception of the world around us. Represent interpretations of “right” and “wrong.” Imply that some behaviors or outcomes are preferred over others. Terminal values : Preferred end-states of existence; the goals that a person would like to achieve during his or her lifetime Instrumental values: Preferable modes of conduct/behavior or means of achieving one’s terminal values Organizational stakeholders Power Distance – Individualism and Collectivism, Achievement, Nurturing © 2005 Prentice Hall Inc. All rights reserved. 3–1

3. The GLOBE Framework for Assessing Cultures Highlights 1.Assertiveness – the degree to which individuals are assertive, confrontational, and aggressive in their relationships with others. 2.Future Orientation – the extent to which individuals engage in future-oriented behaviors such as delaying gratification, planning, and investing in the future. 3.Gender egalitarianism (or differentiation) – expressed as the degree a collective minimizes gender inequality. 4.Uncertainty avoidance – the extent the society, organization, or groups rely on norms, rules, and procedures to alleviate the unpredictability of future events. Power Distance, Individual/Institutional collectivism, In-group collectiveness, Performance Orientation, Humane Orientation © 2005 Prentice Hall Inc. All rights reserved. 3–2

4. After studying this chapter, you should be able to: 1.Contrast terminal and instrumental values. 2.List the dominant values in today’s workforce. 3.Identify the five value dimensions of national culture. 4.Contrast the three components of an attitude. 5.Summarize the relationship between attitudes and behavior. 6.Identify the role consistency plays in attitudes. © 2005 Prentice Hall Inc. All rights reserved. 3–3 L E A R N I N G O B J E C T I V E S

5. After studying this chapter, you should be able to: 7.State the relationship between job satisfaction and behavior. 8.Identify four employee responses to dissatisfaction. © 2005 Prentice Hall Inc. All rights reserved. 3–4 L E A R N I N G O B J E C T I V E S (cont’d)

6. Attitudes 3–5 Attitudes Predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation. Component: Affect (emotions or feelings) Measured by: Physiological indicators (say, blood pressure; galvanic skin response i.e. changes in electrical resistance of skin that indicate emotional arousal), verbal statements about feelings e.g. I don’t like my boss, I like this…, I prefer that… Component: Cognition (Thought; reflects a person’s perceptions or beliefs) Measured by: Attitude scales, verbal statements about beliefs (asking about thoughts) e.g. “I believe my boss plays favorites at work”. “I believe Japanese workers are industrious” reflects the cognitive component of an attitude Component: Conative (inclination for actions) Measured by: Observed behavior, verbal statements about intentions e.g. Women as a supervisor; I want to transfer to another department. The ABC Model of an Attitude 4 th Component: Evaluative: Positive or negative response to stimuli.

7. Types of Attitudes © 2005 Prentice Hall Inc. All rights reserved. 3–6 Job Involvement Identifying with the job, actively participating in it, and considering performance important to self-worth. Organizational Commitment Identifying with a particular organization and its goals, and wishing to maintain membership in the organization. Job Satisfaction A collection of positive and/or negative feelings that an individual holds toward his or her job.

8. Types of Organizational Commitment © 2005 Prentice Hall Inc. All rights reserved. 3–7 Organizational Commitment (The strength of an individual’s identification with an organization) Affective Commitment (individual intends to remain in the organization) Affective Commitment (individual intends to remain in the organization) Normative Commitment (individual’s perceived obligation to remain with an organization) Continuance Commitment (individual cannot afford to leave the organization) Three types based on the fact that

9. The Theory of Cognitive Dissonance 3–8 Cognitive Dissonance This is the feeling of uncomfortable tension which comes from holding two conflicting thoughts in the mind at the same time. Dissonance increases with:  The importance of the subject to us.  How strongly the dissonant thoughts conflict.  Our inability to rationalize and explain away the conflict.

10. Cognitive Dissonance (cont’d…) 3–9 Dissonance is often strong when we believe something about ourselves and then do something against that belief. If I believe I am good but do something bad, then the discomfort I feel as a result is cognitive dissonance. Cognitive dissonance is a very powerful motivator which will often lead us to change one or other of the conflicting belief or action. The discomfort often feels like a tension between the two opposing thoughts. To release the tension we can take one of three actions:  Change our behavior.  Justify our behavior by changing the conflicting cognition.  Justify our behavior by adding new cognitions. Dissonance is most powerful when it is about our self-image. Feelings of foolishness, immorality and so on (including internal projections during decision-making) are dissonance in action.

11. Cognitive Dissonance (cont’d…) 3–10 Dissonance is most powerful when it is about our self-image. Feelings of foolishness, immorality and so on (including internal projections during decision-making) are dissonance in action. If an action has been completed and cannot be undone, then the after-the- fact dissonance compels us to change our beliefs. If beliefs are moved, then the dissonance appears during decision-making, forcing us to take actions we would not have taken before. Cognitive dissonance appears in virtually all evaluations and decisions and is the central mechanism by which we experience new differences in the world. When we see other people behave differently to our images of them, when we hold any conflicting thoughts, we experience dissonance. Dissonance increases with the importance and impact of the decision, along with the difficulty of reversing it. Discomfort about making the wrong choice of car is bigger than when choosing a lamp. Self-Perception Theory gives an alternative view.

12. Self-Perception Theory © 2005 Prentice Hall Inc. All rights reserved. 3–11 an alternative explanation for cognitive dissonance effects

13. Self-Perception Theory 3–12 People decide on their own attitudes and feelings from watching themselves behave in various situations. This is particularly true when internal cues are so weak or confusing they effectively put the person in the same position as an external observer. Self-Perception Theory provides an alternative explanation for cognitive dissonance effects. For example Festinger and Carlsmith's experiment where people were paid $1 or $20 to lie. Cognitive dissonance says that people felt bad about lying for $1 because they could not justify the act. Self-perception takes an 'observer's view, concluding that those who were paid $1 must have really enjoyed it (because $1 does not justify the act) whilst those who were paid $20 were just doing it for the money. Note that this indicates how changing people's attitudes happens only when two factors are present:  They are aroused, feeling the discomfort of dissonance.  They attribute the cause of this to their own behaviors and attitudes. Research

14. An Application: Attitude Surveys © 2005 Prentice Hall Inc. All rights reserved. 3–13 Attitude Surveys Eliciting responses from employees through questionnaires about how they feel about their jobs, work groups, supervisors, and the organization.

15. Sample Attitude Survey © 2005 Prentice Hall Inc. All rights reserved. 3–14

16. How Employees Can Express Dissatisfaction © 2005 Prentice Hall Inc. All rights reserved. 3–15 Exit Behavior directed toward leaving the organization. Voice Active and constructive attempts to improve conditions. Neglect Allowing conditions to worsen. Loyalty Passively waiting for conditions to improve.

17. Responses to Job Dissatisfaction © 2005 Prentice Hall Inc. All rights reserved. 3–16 E X H I B I T 3–5 Source: C. Rusbult and D. Lowery, “When Bureaucrats Get the Blues,” Journal of Applied Social Psychology. 15, no. 1, 1985:83. Reprinted with permission.