2. Review Values, Attitudes, and Job Satisfaction (Chap. 4) & Basic Motivation Concepts (Chap. 5) Point - Counterpoint presentations True/False Review Questions (Book) Review Questions (Multiple Choice) New: Foundations of Group Behavior (Chap. 7) Next session: Mid-term Exam OB 5

3. The personality ‚puzzle‘ Hypothetical constructs extra intro

4. Locus of control Time management Drives (IP) Values Leadership (GRID) Attitudes (XY) Big Five Others:.. Self-Esteem (SE)

5. Exhibit 5-5 Matching Achievers and Jobs Achievers prefer jobs that offer personal responsibility feedback moderate risks S. ROBBINS, OB 8th ed., 1998, Prentice Hall

6. Goal -Setting Theory Specific and difficult goals lead to higher performance. Goals tell an employee what needs to be done and how much effort will need to be expended. Specific goals increase performance; that difficult goals, when accepted, result in higher performance than do easy goals; and that feedback leads to higher performance than does nonfeedback. Specific hard goals produce a higher level of output than does the generalized goal of “do your best.” The specificity of the goal itself acts as an internal stimulus. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

7. Reinforcement Theory A counterpoint to the goal-setting theory. In reinforcement theory, a behavioristic approach, which argues that reinforcement conditions behavior. Reinforcement theorists see behavior as being behaviorally caused. Reinforcement theory ignores the inner state of the individual and concentrates solely on what happens to a person when he or she takes some action. Because it does not concern itself with what initiates behavior, it is not, strictly speaking, a theory of motivation. It does however provide a powerful means of analysis of what controls behavior. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

8. Equity Theory Individuals compare their job inputs and outcomes with those of others and then respond so as to eliminate any inequities. Equity theory recognizes that individuals are concerned not only with the absolute amount of rewards for their efforts, but also with the relationship of this amount to what others receive. Historically, equity theory focused on: distributive justice or the perceived fairness of the amount and allocation of rewards among individuals. however, equity should also consider procedural justice or the perceived fairness of the process used to determine the distribution of rewards. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

9. Expectancy Theory The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual. The theory focuses on three relationships: Effort-performance relationship or the probability perceived by the individual that exerting a given amount of effort will lead to performance. Performance-reward relationship or the degree to which the individual believes that performing at a particular level will lead to the attainment of a desired outcome. Rewards-personal goals relationship or the degree to which organizational rewards satisfy an individual’s personal goals or needs and the attractiveness of those potential rewards for the individual. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

10. Exhibit 5-9 Performance Dimensions Ability Performance OpportunityMotivation S. ROBBINS, OB 8th ed., 1998, Prentice Hall

11. Point-CounterPoint (Chap. 4) Point: Employees with high satisfaction have fewer absences, are less likely to resign, have better health. => High satisfaction provides benefit to the individual and to the society. Counterpoint: Managers see it differently. Even if job satisfaction is relevant, it is not equally relevant to all employees. Analysis: In contrast to productivity and other performance dimensions, its importance as a dependent variable is less clear.

12. Point-CounterPoint (Chap. 5) Point: People may not work only for money, but its absence is a problem. Money provides also a symbolic value. Counterpoint: Some conditions must be present for money to motivate. These conditions are frequently missing in practice. Analysis: Money can be a powerful motivator. However, people are motivated by different things.

13. Values, Attitudes & Behavior HOW VALUES INFLLUENCE EMPLOYEE BEHAVIOR? BEHAVIOR ATTITUDES PERCEPTIO N VALUES CLOUD OBJECTIVITY & RATIONALITY Ms.Chung

14. Where Do Our Value Systems Come From? – Genetics (significant portion) – Environmental influences National culture Parental dictates Teachers, friends Values are relatively stable and enduring Individuals’ value differ but tend to reflect the societal values of the period in which they grew up Ms.Chung

15. Attitudes  Components of an attitudes Cognitive component Affective component Behavioral component Genetics Environmental influences  Sources of Attitudes Attitudes are less stable than value People seek consistency among their attitudes & between attitudes and behavior Ms.Chung

16. Job-related Attitudes  Job satisfaction  Job involvement  Organizational commitment Mentally challenging work Equitable rewards Supportive working conditions Supportive colleagues Personality - job fit Genes Ms.Chung

17. Motivation  Motivation is the result of the interaction of the individual and the situation  Organizations motivate its people to get high level of effort toward organizational goals  Motivation is also a need-satisfying process Need for compatibility and consistence between individual’s needs and the organization’s goals Ms.Chung

18. Theories of Motivation  Need theories: Focus on relationship between achievement & productivity Explain & predict job-satisfaction  Goal-setting theories: clear & difficult goals lead to higher level of productivity  Reinforcement theory: reinforcement conditions behavior  Equity theory: role of equity in motivation  Expectancy theory: offer powerful explanation of employee productivity, absenteeism and turnover Ms.Chung

19. Suggestions For Managers It’s important that employee’s value system is compatible with the organization’s value system  Be aware that employees will try to reduce cognitive dissonance  Take into consideration cultural values when trying to understand the behavior of people  Understand employee’s needs & know how to match them with organization’s goals is a decisive factor in motivating people at work Ms.Chung

20. Answer to Review Questions 4 (Q3) Cognitive dissonance (cd) refers to any incompatibility that individuals perceive between 2+ of their attitudes or to behavior that is inconsistent with one’s attitude. Ex: A person who declares to be concerned with her health experiences cd when she smokes. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

21. Answer to Review Questions 4 (Q4) Self-perception theory argues that attitudes are used, after the fact, to make sense out of the action that has already occurred. Ex: If we notice a person carefully recycling aluminum package we might infer that the person has pro- environmental attitudes. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

22. Answer to Review Questions 4 (Q7) Happy workers are not necessarily productive workers. Happy workers are satisfied workers, at a macro level, when data is gathered for the organization as a whole rather than at the individual level. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

23. Answer to Review Questions 4 (Q8) There is a consistent negative relationship between satisfaction and absenteeism (.4 is robust and predictive). The satisfaction-turnover relationship is is even stronger (negative): Turnover can be predicted by job satisfaction even with a greater level of confidence. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

24. Answer to Review Questions 4 (Q9) 1.It must be an explicit expectation from the organization that employees must work with their colleagues. 2.Organizations can offer behavioral training on attitudes and diversity. 3.The reward system can reward employees who work well with colleagues who are different from them. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

25. Answer to Discussion Questions 4 (Q3) Agree, but within limits. The contingency view must be kept in mind. What are the benefits and the costs and to whom? Managers must balance employee satisfaction and the employees’ needs to meet their personal goals with the company’s need to meet company goals. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

26. Answer to Discussion Questions 4 (Q4) Major advantages of surveys: The relationship satisfaction-turnover, absenteeism: correct practices before people get dissatisfied and quit. Regular surveys give a baseline against which their performance can be measured. Disadvantages: Cost and if the organization never puts attention to the results. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

27. Answer to Review Questions 5 (Q1) The level of motivation varies within an individual, depending on the situation. Motivation= willingness to do something, conditioned by the action’s ability to satisfy some need for the individual. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

28. Answer to Review Questions 5 (Q2) Managers who hold Theory X assumptions tend to use an autocratic style: they motivate employees through extrinsic factors: money, punishment... Managers with Theory Y --> more democratic: give challenging job, feedback, encouragement. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

29. Answer to Review Questions 5 (Q9) Performance is a function of: A ability M motivation O opportunity Ex: SAV students’ performance in the class depends on their intelligence and study skills, the willingness to exert a high level of effort and an absence of obstacles i.e. noisy room, poor light. S. ROBBINS, OB 8th ed., 1998, Prentice Hall

30. Answer to Review Questions 5 (Q10) Motivation theories are culture bound. But we cannot assume that there are not cross- cultural consistencies. The desire for interesting work seems important to all workers. Importance of intrinsic factors in motivation- hygiene theory (-> study 92 IBM managers, Africa, Middle East). S. ROBBINS, OB 8th ed., 1998, Prentice Hall

31. Answer to Discussion Questions 5 (Q2) Better way to say: Goal-setting incorporates components of both reinforcement and expectancy theories. Reinforcement: not cognitive but behaviorist approach (outside reward). Expectancy: the employees have a choice, they can decide, ex: DHL, cash or travel incentives? S. ROBBINS, OB 8th ed., 1998, Prentice Hall

32. Answer to Discussion Questions 5 (Q4) Yes. Ex: a person who takes on too much work and “burns out” Ex: the student during a test who tries so hard that she “chokes” S. ROBBINS, OB 8th ed., 1998, Prentice Hall

33. . S A V Dr. Arno Schircks

34. Differentiate between formal and informal groups Compare two models of group development Explain how group interaction can be analyzed Identify the key factors in explaining group behavior Describe how norms exert influence on an individual’s behavior List the strengths and weaknesses of group decision making List behavioral skills related to conducting effective group meetings Learning Objectives

35. Case study Robert Findley, CEO (Chapter 7, page 239) Canadian pulp-and-paper industry under pressure MacBlo closing mills, shutting down machines, cutting workforce Still: Annual losses Difficult labor relations problems S A V Dr. A. Schircks S. ROBBINS, OB 8th ed., 1998, Prentice Hall

36. Case study Robert Findley, CEO (Chapter 7, page 239) S A V Dr. A. Schircks S. ROBBINS, OB 8th ed., 1998, Prentice Hall Management gets workers more involved in company decision making Regular meetings with workers Sharing detailed financial data and production plans

37. Case study Robert Findley, CEO (Chapter 7, page 239) S A V Dr. A. Schircks S. ROBBINS, OB 8th ed., 1998, Prentice Hall The company is now trying to improve its image with its workers, i.e., its unions

38. Groups © The McGraw-Hill Companies, Inc., 1998  “Two or more freely interacting individuals who share collective norms and goals and have a common identity.” Kreitner, 1998 Four Sociological Criteria of a Group: ¶ Two or more freely interacting individuals · Collective norms ¸ Collective goals ¹ Common identity

39. Tuckman’s Five-Stage Theory of Group Development ¶ Forming: “Ice breaking” stage; low trust; holding back; need for leadership · Storming: Power structure is tested; subgroups form ¸ Norming: Questions about power and authority resolved ¹ Performing: Attention devoted to solving task problems º Adjourning: Work is done; return to independence; a sense of loss © The McGraw-Hill Companies, Inc., 1998

40. Role Behavior Roles: “Sets of behaviors that persons expect of occupants of a position.” Role overload: “Occurs when the sum total of what role senders expect of the focal person far exceeds what he or she is able to do.” Role conflict: “Experienced when different members of the role set expect different things of the focal person.” (Knowing what to do but not being able to do it.) Role ambiguity: “Occurs when members of the role set fail to communicate to the focal person expectations they have or information needed to perform the role, either because they do not have the information or because they deliberately withhold it.” (Not knowing what to do.) © The McGraw-Hill Companies, Inc., 1998

41. Social Norms © The McGraw-Hill Companies, Inc., 1998  “An attitude, opinion, feeling, or action -- shared by two or more people -- that guides their behavior.” Kreitner, 1998 Why Norms Are Enforced: Help the group or organization survive Clarify or simplify behavioral expectations Help individuals avoid embarrassing situations Clarify the group’s or organization’s central values and/or unique identity

42. What is cohesiveness? Degree to which group members are attracted to each other and are motivated to stay in the group.

43. © The McGraw-Hill Companies, Inc., 1998 What is synergy? An action of 2 or more substances that results in an effect that is different from the individual summation of the substances. ‘1’ + ‘1’ > ‘2’

44. Rope-pulling experiment 3 people perform 2.5x individual performance 8 people perform 3.9x solo rate --> no synergy Ringelmann

45. Group Decision Making Group vs. Individual Strengths vs. Weaknesses Effectiveness vs. Efficiency

46. Preventing Groupthink ¶ Every group member a critical evaluator · Avoid rubber-stamp decisions ¸ Different groups explore same problems ¹ Rely on subgroup debates and outside experts º Assign role of devil’s advocate » Apply BLACK Hat Thinking

47. Groupshift ¶ A change in decision risk between the group’s decision and the individual decision. · Can be toward conservatism or more risk. ¸ It depends on the personality: conservative type become more careful... ¹ The shift has been shown more often toward greater risk.