1. Affective Events Theory
Material for this illustration is found on page 59.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

2. Affective Events Theory
Employees react emotionally to things that happen to them at work; this emotional reaction influences their job performance and satisfaction.
Material pertinent to this discussion is found on pages
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

3. Values, Attitudes, and Diversity in the Workplace
Chapter 3
Values, Attitudes, and Diversity in the Workplace
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

4. Values Values Two frameworks for understanding values
Concepts or beliefs that guide how we make decisions about and evaluations of behaviours and events.
Two frameworks for understanding values
Milton Rokeach’s value survey
Kent Hodgson’s general moral principles
Material pertinent to this discussion is found on pages
Values represent basic convictions that "a specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence."
Values have both content and intensity attributes. The content attribute specifies that the mode of conduct is important, and the intensity attribute specifies how important it is.
Values lay the foundation for the understanding of attitudes and motivation as well as influencing our perceptions. Values can cloud objectivity and rationality. Values generally influence attitudes and behaviour.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

5. Rokeach Value Survey Types of values Importance of values
Terminal: Goals that individuals would like to achieve during their lifetime.
Instrumental: Preferable ways of behaving.
Importance of values
Values generally influence attitudes and behaviour.
This material is found on pages
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

6. Exhibit 3-1 Terminal and Instrumental Values in Rokeach Value Survey
This illustration is found on page 80.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

7. Exhibit 3-2 Value Ranking of Executives, Union Members, and Activists (Top Five Only)
This illustration is found on page 80.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

8. Values Exercise
Using the Values list handout, identify (and write down) 5 to 7 key personal values (either instrumental or terminal).
Material pertinent to this is found on page 106.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

9. Values Exercise cont.
Form small groups to discuss the following topics:
Identify the extent to which values overlap in your group.
Where might some of your values come from? (e.g., parents, peer group, teachers, church).
What kind of workplace would be most suitable for the values that you hold most closely?
Material pertinent to this is found on page 106.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

10. Values and the Levels of OB
We’ve been looking at values from the individual perspective
Group values
individual values get aggregated to some degree
group defines values for itself
Organization values
also can aggregate from individuals
significantly influenced by key leaders
sometimes explicitly stated espoused values not always consistent with values that are actively applied
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

11. Ethical Values
Ethics
The study of moral values or principles that guide our behaviour, and inform us whether actions are right or wrong.
Ethical values are related to moral judgments about right and wrong.
This material is found on page 81.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

12. Assessing Cultural Values
GLOBE Dimensions
Assertiveness
Future orientation
Gender differentiation
Uncertainty avoidance
Power distance
Individualism versus collectivism
In-group collectivism
Performance orientation
Humane orientation
Material pertinent to this discussion is found on pages
• Assertiveness. Extent to which a society encourages people to be tough, confrontational, assertive, and competitive vs. modest and tender.
• Future orientation. Extent to which a society encourages and rewards future-oriented behaviours such as planning, investing in the future, and delaying gratification.
• Gender differentiation. Extent to which a society maximizes gender role differences.
• Uncertainty avoidance. Extent to which society relies on social norms and procedures to alleviate the unpredictability of future events.
• Power distance. Extent to which members of a society expect power to be unequally shared.
• Individualism/collectivism. Extent to which individuals are encouraged by societal institutions to be integrated into groups within organizations and society.
• In-group collectivism. Extent to which members of a society take pride in membership in small groups, such as their family and circle of close friends, and the organizations in which they are employed.
• Performance orientation. Extent to which a society encourages and rewards group members for performance improvement and excellence.
• Humane orientation. Extent to which a society encourages and rewards individuals for being fair, altruistic, generous, caring, and kind to others.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

13. GLOBE Highlights This illustration is found on page 83.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

14. Values in the Canadian Workplace
Generational Differences
Cultural Differences
Material pertinent to this discussion is found on pages
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

15. Generational Differences
The Elders (those over 60)
Core values: Belief in order, authority, discipline, and the Golden Rule
Baby Boomers (born mid-1940s to mid-1960s)
Autonomous rebels, anxious communitarians, connected enthusiasts, disengaged Darwinists
Material pertinent to this discussion is found on page 84.
The Elders: These individuals are characterized as “playing by the rules,” and their core values are belief in order, authority, discipline, the Judeo-Christian moral code, and the Golden Rule (do unto others as you would have others do unto you).
The Boomers: Although viewed as a somewhat spoiled, hedonistic, rebellious group, this belies the four categories of boomers: autonomous rebels (25%), anxious communitarians (20%), connected enthusiasts (14%), and disengaged Darwinists (41%). So, unlike the elders, boomers are a bit more fragmented in their views, although all but the disengaged Darwinists reflect to some extent the stereotypes of this generation: rejection of authority, skepticism regarding the motives of big business and government, a strong concern for the environment, and a strong desire for equality in the workplace and society.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

16. Generational Differences
Generation X (born mid-1960s to early 1980s)
Thrill-seeking materialists, aimless dependents, social hedonists, new Aquarians, autonomous post-materialists
The Ne(x)t Generation (born between 1977 and 1997)
“Creators, not recipients”
Curious, contrarian, flexible, collaborative, high in self-esteem
Material pertinent to this discussion is found on pages
Generation X: While this group is quite fragmented in its values, research showed that the common values are experience seeking, adaptability, and concern with personal image among peers. Despite these common values, Gen Xers can be divided into five tribes: thrill-seeking materialists (25%), aimless dependents (27%), social hedonists (15%), new aquarians (13%), and autonomous post-materialists (20%).
Ne(x)t Generation: Labelled the Net Generation, millennials, Generation Y, or the Echo Boomers, this generation, born between 1977 and 1997, consists of “creators, not recipients. And they are curious, contrarian, flexible, collaborative and high in self-esteem.” This generation is defined by its ease with technology, having grown up with cellphones, text messaging, and Internet access (hence the name “Net”). They are team players and optimists with a desire for order.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

17. Think about it…
1. “Thirty-five years ago, young employees we hired were ambitious, conscientious, hard-working, and honest. Today’s young workers don’t have the same values.” Do you agree or disagree with this manager’s comments? Support your position.
Material pertinent to this is found on page 101.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

18. Cultural Differences 2001 immigrant population
44 percent of Toronto’s population
38 percent of Vancouver’s
18.6 percent of Montreal’s
2001 Census findings on language
17 percent spoke neither English nor French. Of these:
Largest majority spoke Chinese (either Mandarin or Cantonese)
Followed by Italian, German, Punjabi, and Spanish
Material pertinent to this discussion is found on pages
Canada is a multicultural country. “One in six Canadians in their 20s are immigrants, and one in five are the children of at least one immigrant parent.”
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

19. Canadian and American Value Differences
This illustration is found on page 86.
There are enough differences in Canadian and American values to suggest that workplaces in the two countries will look and operate a bit differently.
Canadians may be more suited to the teams that many organizations are creating, more willing to work together than be individual stars.
They may follow the directives of their managers more, even as the learning organization suggests that both employees and managers need to take more responsibility to learn and share information.
An awareness of these values may provide understanding of some of the differences observed in Canadian and American businesses.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

20. Francophone and Anglophone Values
Francophone Values
More collectivist or group-oriented
Greater need for achievement
Concerned with interpersonal aspects of workplace
Value affiliation
Anglophone Values
Individualist or I-centred
More task-centred
Take more risks
Value autonomy
Material pertinent to this discussion is found on page 87.
A 1994 study conducted at the University of Ottawa and Laval University suggest that some of the differences reported in previous research may be decreasing. For instance, that study reported that there were no significant differences in individualism and collectivism. While this is only one study, and thus needs further confirmation, the researchers suggest that some of the differences found in previous studies were a function of characteristics unrelated to whether a person was francophone or anglophone. Specifically, once the socioeconomic status of the individuals is controlled, there are no differences due to linguistic background.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

21. Aboriginal Values More collectivist in orientation
More community-oriented
Greater sense of family in the workplace
Greater affiliation and loyalty
Power distance lower than non-Aboriginal culture
Greater emphasis on consensual decision-making
Material pertinent to this discussion is found on pages
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

22. Asian Values North America East and Southeast Asia
Networked relations: based on self-interest
Relationships viewed with immediate gains
Enforcement relies on institutional law
Governed by guilt (internal pressures on performance)
East and Southeast Asia
Guanxi relations: based on reciprocation
Relationships meant to be long-term and enduring
Enforcement relies on personal power and authority
Governed by shame (external pressures on performance)
Material pertinent to this discussion is found on pages
Guanxi refers to the establishment of a connection between two independent individuals to enable a bilateral flow of personal or social transactions where both parties benefit.
1) Based on reciprocal interests rather than self-interests
2) Meant to be long-term and enduring, rather than just yielding immediate gains
3) Relies less on institutional law, and more on personal power and authority, than Western relationships.
4) Governed more by the notion of shame (that is, external pressures on performance), while Western relations often rely on guilt (that is, internal pressures on performance) to maintain agreements.
Guanxi is seen as extremely important for business success in China
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

23. Attitudes
Positive or negative feelings concerning objects, people, or events.
Attitudes are less stable than values.
Material pertinent to this discussion is found on pages
Attitudes are evaluative statements, either favourable or unfavourable, concerning objects, people, or events. They are not the same as values but are more specific although closely related. If a faculty member says, “I like teaching,” he or she is expressing an attitude about his or her work.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

24. Types of Attitudes Job Satisfaction Organizational Commitment
An individual’s general attitude toward his or her job.
Organizational Commitment
A state in which an employee identifies with a particular organization and its goals, and wishes to maintain membership in the organization.
Material pertinent to this discussion is found on pages
In OB the focus is on a limited number of job-related attitudes. The major ones are: Job Satisfaction (a general positive or negative attitude toward a job) and Organizational Commitment (the degree to which an individual identifies with an organization).
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

25. Job Satisfaction and Individual Performance
Satisfaction affects:
Individual productivity
Organizational productivity
Organizational citizenship behaviour
Job satisfaction and customer satisfaction
Material pertinent to this discussion is found on pages
Individual productivity: The evidence suggests that the link between an individual’s job satisfaction and their productivity is slightly positive.
Organizational productivity: The link between satisfaction and productivity is much stronger when we look not at individuals, but the organization as a whole.
Organizational citizenship behaviour (OCB): When employees feel that their employer is behaving fairly, they are more satisfied, and will then engage in OCB.
Job satisfaction and customer satisfaction: Job satisfaction leads to better treatment of customers, which leads to greater customer satisfaction.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

26. Organizational Commitment
Three Types of Commitment
Affective commitment
An individual’s relationship to the organization.
Normative commitment
The obligation an individual feels to staying with an organization.
Continuance commitment
An individual’s calculation that it is in his or her best interest to stay with the organization based on the perceived costs of leaving it.
Material pertinent to this discussion is found on pages
Professor John Meyer at the University of Western Ontario and his colleagues have identified and developed measures for three types of commitment.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

27. Five Reasons Employees Commit Themselves
They are proud of [the company’s] aspirations, accomplishments, and legacy; they share its values.
They know what each person is expected to do, how performance is measured, and why it matters.
They are in control of their own destinies; they savour the high-risk, high-reward work environment.
They are recognized mostly for the quality of their individual performance.
They have fun and enjoy the supportive and highly interactive environment.
Material pertinent to this discussion is found on page 95.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

28. Exhibit 3-6 Major Workforce Diversity Categories
Gender
National Origin
Age
Disability
Domestic Partners
Non-Christian
This illustration is found on pages 96.
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada

29. Video Questions
To what extent does national culture affect the way you interact with others? Consider differences in future orientation, language, values, religion, and your personal power distance.
What can organizations and managers do to promote a greater understanding of cultural differences among employees?
Should managers and organizations attempt to change the values of their employees, the business’s values, or the values of the country they are in? Give reasons for your answer.
Material pertinent to this discussion is found on pages
Chapter 2, Nancy Langton and Stephen P. Robbins, Organizational Behaviour, Fourth Canadian Edition
Copyright © 2007 Pearson Education Canada