Values Attitudes and Moods and Emotions Understanding and

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

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 3 -2

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 3 -3

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. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -4

The Nature of Values are one’s personal convictions about what one should strive for in life and how one should behave Work Values Ethical Values Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -5

Values in the Workplace Exhibit 3. 1 Values Work Values Intrinsic Work Values Extrinsic Work Values Ethical Values Justice Values Utilitarian Values Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall Moral Rights Values 3 -6

A Comparison of Intrinsic and Extrinsic Work Values Extrinsic Values Intrinsic Values High pay Interesting work Job security Challenging work Job benefits Learning new things Status in wider community Making important Social contacts Time with family Time for hobbies contributions Responsibility and autonomy Being creative Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -7

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 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -8

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 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -9

Components of Work Attitudes Exhibit 3. 3 Affective Component Cognitive Component Work Attitudes Behavioral Component Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -10

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 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -11

Work Moods Positive Negative Excited Distressed Enthusiastic Fearful Active Scornful Strong Hostile Peppy Jittery Elated Nervous Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -12

Emotions Intense, short-lived feelings that are linked to specific cause or antecedent Emotions can feed into moods Emotional labor Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -13

Emotional Labor Display Rules Feeling Rules Expression Rules Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -14

Values, Attitudes, Moods, and Emotions Exhibit 3. 4 Values Attitudes (most stable) (moderately stable) Moods and Emotions (most changing) Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -15

Determinants of Job Satisfaction Exhibit 3. 5 Personality Work Situation Job Satisfaction Values Social Influence Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -16

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 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -17

Determinants of Job Satisfaction_2 Work Situation tasks a person performs people a jobholder interacts with surroundings the in which a person works way the organization treats the jobholder Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -18

Determinants of Job Satisfaction_3 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 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -19

Theories of Job Satisfaction The Facet Model Herzberg’s Motivator-Hygiene Theory The Discrepancy Model The Steady-State Theory Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -20

The Facet Model Independence Ability utilization Moral values Achievement Recognition Activity Responsibility Advancement Security Authority Social service Company policies Social status Compensation Variety Coworkers Working conditions Creativity Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -21

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 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -22

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. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -23

Two Views of Job Satisfaction Exhibit 3. 7 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -24

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. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -25

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 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -26

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. Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -27

Job Satisfaction as a Steady State Exhibit 3. 8 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -28

Sample Measures of Job Satisfaction Exhibit 3. 9 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -29

Consequences of Job (Dis)Satisfaction Performance Absenteeism Turnover Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -30

Determinants of Absence from Work Exhibit 3. 10 Ability to attend work Motivation to attend is affected by work is affected by Illness and accidents Job satisfaction Transportation problems Family responsibilities Organization’s absence policy Other factors Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -31

Mobley’s Model of the Turnover Process Exhibit 3. 11 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -32

Consequences of Job Satisfaction Organizational Citizenship Behavior (OCB) Employee Well-Being Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -33

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 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall 3 -34

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