BUS7000 Organizational Behavior &Theory - PowerPoint Presentation

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BUS7000 Organizational Behavior &Theory

Week 3Dr Jenne Meyer

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Article Analysis

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Workplace Emotions, Attitudes,and Stress

McGraw-Hill/Irwin

Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.Slide4

Emotions Defined

Psychological, behavioral, and physiological episodes that create a state of readiness.

Most emotions occur without our awareness

Two features of all emotions:

All have some degree of activation

All have core affect –evaluate that something is good/badSlide5

Types of EmotionsSlide6

Attitudes versus Emotions

Attitudes

Emotions

Judgments about an

attitude object

Based mainly on

rational logic

Usually stable for days

or longer

Experiences related to an

attitude object

Based on innate and learned responses to environment

Usually experienced for

seconds or lessSlide7

Traditional Model of Attitudes

Purely cognitive approachBeliefs

: established perceptions of attitude object

Feelings

: calculation of good or bad based on beliefs about the attitude object

Behavioral intentions

: calculated motivation to act in response to the attitude object

Problem: Ignores important role of emotions in shaping attitudesSlide8

Behavior

Attitudes: From Beliefs to Behavior

Perceived Environment

Attitude

Feelings

Beliefs

Behavioral

Intentions

Cognitive process

Emotional process

Emotional EpisodesSlide9

Emotions, Attitudes, and Behavior

How emotions influence attitudes:

Feelings and beliefs are influenced by

cumulative emotional

episodes (not just evaluation of beliefs)

We ‘listen in’ on our

emotions

Potential conflict

between cognitive and emotional processes

Emotions also directly affect

behavior

e.g. facial expressionSlide10

Generating Positive Emotions at Work

LeasePlan USA and other companies apply the dual cognitive-emotional attitude process.

They actively create more positive than negative emotional episodes, which produce more positive work attitudes.Slide11

Cognitive Dissonance

A condition whereby we perceive an inconsistency between our beliefs, feelings, and behavior. This inconsistency generates emotions (e.g., feeling hypocritical) that motivate us to increase consistency.

Easier to increase consistency by changing feelings and beliefs, rather than change behavior.Slide12

Emotional Labor Defined

Effort, planning and control needed to express organizationally desired emotions during interpersonal transactions.

Higher in job requiring:

Frequent/lengthy emotion display

Variety of emotions display

Intense emotions displaySlide13

Emotional Labor Across Cultures

Displaying or hiding emotions varies across cultures

Minimal emotional expression and monotonic voice in Ethiopia, Japan, Austria

Encourage emotional expression in Kuwait, Egypt, Spain, RussiaSlide14

Emotional Labor Challenges

Difficult to display expected emotions accurately, and to hide true emotions

Emotional dissonance

Conflict between true and required emotions

More stressful with surface acting

Less stressful with deep actingSlide15

Emotional Intelligence Defined

Ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in oneself and othersSlide16

Model of Emotional Intelligence

Self-awareness

Awareness of

others’ emotions

Self-management

Management

of others’ emotions

Self

(personal competence)

Other

(social competence)

Recognition of emotions

Regulation

of emotionsSlide17

Awareness of others’ emotions

Self-management

Perceiving and understanding the meaning of others’ emotions

Managing our own emotions

Self-awareness

Perceiving and understanding the meaning of your own emotions

Management of others’ emotions

Managing

other people’s emotions

Lowest

Highest

Emotional Intelligence HierarchySlide18

Improving Emotional Intelligence

Emotional intelligence is a set of abilities/skills

Can be learned, especially through coaching

EI increases with age -- maturitySlide19

Job Satisfaction

A person's evaluation of his or her job and work context

An appraisal of the perceived job characteristics, work environment, and emotional experience at workSlide20

Loyalty

Voice

Exit

Neglect

• Leaving the situation

• Quitting, transferring

• Changing the situation

• Problem solving, complaining

• Patiently waiting for the situation

to improve

• Reducing work effort/quality

• Increasing absenteeism

EVLN: Responses to DissatisfactionSlide21

Job Satisfaction and Performance

Happy workers are

somewhat

more productive workers, but:

General attitude is a poor predictor of specific behaviors

Job satisfaction effect on performance is lower when employees have less control over output

Reverse explanation: Job performance affects satisfaction, but only when rewardedSlide22

Service Profit Chain at Clydesdale Bank

Clydesdale Bank in Scotland improved customer service by applying the service profit chain model. It gave its contact center employees more positive experiences at work.Slide23

Company profitability and growth

Service quality

Customer satisfaction/perceived value

Customer loyalty and referrals

Employee motivation and behavior

Organizational practices

Employee satisfaction and commitment

Employee retention

Service Profit Chain Model

Job satisfaction increases customer satisfaction and profitability because:

Job satisfaction affects mood, leading to positive behaviors toward customers

Job satisfaction reduces employee turnover, resulting in more consistent and familiar serviceSlide24

Organizational Commitment

Affective commitment

Emotional attachment to, identification with, and involvement in an organization

Continuance commitment

Calculative attachment – stay because too costly to quitSlide25

Building Affective Commitment

Shared

Values

• Values congruence

Justice/ Support

• Apply humanitarian values

• Support employee wellbeing

Employee

Involvement

• Employees feel part of company

• Involvement demonstrates trust

Organizational

Comprehension

• Know firm’s past/present/future

• Open and rapid communication

Trust

• Employees trust org leaders

• Job security supports trustSlide26

What is Stress?

Adaptive response to situations perceived as challenging or threatening to well-being

Prepares us to adapt to hostile or noxious environmental conditions

Eustress vs. distressSlide27

Stage 1

Alarm Reaction

Stage 2

Resistance

Stage 3

Exhaustion

Normal

Level of

Resistance

General Adaptation SyndromeSlide28

Behavioral

Psychological

Work performance, accidents, absenteeism, aggression, poor decisions

Dissatisfaction, moodiness, depression, emotional fatigue

Physiological

Cardiovascular disease, hypertension, headaches

Consequences of DistressSlide29

What are Stressors?

Stressors are the causes of stress -- any environmental condition that places a physical or emotional demand on the person.

Some common workplace stressors include:

Harassment an incivility

Work overload

Low task controlSlide30

Psychological Harassment

Repeated and hostile or unwanted conduct, verbal comments, actions or gestures, that affect an employee's dignity or psychological or physical integrity and that result in a harmful work environment for the employee.Slide31

Work Overload and Task Control Stressors

Work Overload

Working more hours, more intensely than one can cope

Affected by globalization, consumerism, ideal worker norm

Task Control

Due to lack control over how and when tasks are performed

Stress increases with responsibilitySlide32

Individual Differences in Stress

Individual differences that minimize distress:

Better physical health – exercise, lifestyle

Appropriate stress coping strategies

Lower neuroticism

Higher extraversion

Positive self-concept

Lower workaholismSlide33

Managing Work-Related Stress

Remove the stressor

Minimize/remove

stressors

Work/life balance initiatives

Withdraw from the stressor

Vacation, rest breaks

Change stress perceptions

Positive self-concept,

humor

Control stress consequences

Healthy lifestyle, fitness, wellness

Receive social supportSlide34

Foundations of Employee Motivation

McGraw-Hill/Irwin

Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved.Slide35

Motivation Defined

The forces within a person that affect the direction, intensity, and persistence of voluntary behavior.

Exerting particular effort level (intensity), for a certain amount of time (persistence), toward a particular goal (direction).Slide36

Employee Engagement

Individual’s emotional and cognitive (rational) motivation, particularly a focused, intense, persistent, and purposive effort toward work-related goals.

High absorption in the work.

High self-efficacy – believe you have the ability, role clarity, and resources to get the job done Slide37

Drives and Needs

Drives (primary needs, fundamental needs, innate motives)

Hardwired brain characteristics (neural states) that energize individuals to maintain balance by correcting deficiencies

Prime movers of behavior by activating

emotions

Needs

Goal-directed forces that people experience.

Drive-generated emotions directed toward goals

Goals formed by self-concept, social norms, and experience

Self-concept, social norms,

and past experience

Drives

and Emotions

Needs

Decisions and BehaviorSlide38

Maslow’s Needs Hierarchy Theory

Seven categories – five in a hierarchy -- capture most needs

Lowest unmet need is strongest. When satisfied, next higher need becomes primary motivator

Self-actualization -- a growth need because people desire more rather than less of it when satisfied

Self-actual-

ization

Physiological

Safety

Belongingness

Esteem

Need to

know

Need for beautySlide39

What’s Wrong with Needs Hierarchy Models?

Maslow’s theory lacks empirical support

People have different hierarchies

Needs change more rapidly than Maslow stated

Hierarchy models wrongly assume that everyone has the same (universal) needs hierarchy

Instead, needs hierarchies are shaped by person’s own values and self-concept

Abraham MaslowSlide40

What Maslow Contributed to Motivation Theory

Holistic perspective

Integrative view of needs

Humanistic perspective

Influence of social dynamics, not just instinct

Positive perspective

Pay attention to strengths (growth needs), not just deficiencies

Abraham MaslowSlide41

Learned Needs Theory

Needs are amplified or suppressed through self-concept, social norms, and past experience

Therefore, needs can be “learned”

strengthened through reinforcement, learning, and social conditionsSlide42

Three Learned Needs

Need for achievement

Need to reach goals, take responsibility

Want reasonably challenging goals

Need for affiliation

Desire to seek approval, conform to others wishes, avoid conflict

Effective executives have lower need for social approval

Need for power

Desire to control one’s environment

Personalized versus socialized powerSlide43

Four-Drive Theory

Drive to Bond

Drive to Learn

• Drive to form relationships and

social commitments

• Basis of social identity

• Drive to satisfy curiosity and

resolve conflicting information

Drive to Defend

• Need to protect ourselves

• Reactive (not proactive) drive

• Basis of fight or flight

Drive to Acquire

• Drive to take/keep objects and

experiences

• Basis of hierarchy and statusSlide44

How Four Drives Affect Motivation

Four drives determine which emotions are automatically tagged to incoming information

Drives generate independent and often competing emotions that demand our attention

Mental skill set relies on social norms, personal values, and experience to transform drive-based emotions into goal-directed choice and effortSlide45

Four Drive Theory of Motivation

Social norms, personal values, and experience transform drive-based emotions into goal-directed choice and effort

Drive to Acquire

Social norms

Drive to Bond

Drive to Learn

Drive to Defend

Personal values

Past experience

Mental skill set resolves competing drive demands

Goal-directed

choice and effortSlide46

Implications of Four Drive Theory

Provide a balanced opportunity for employees to fulfill all four drives

employees continually seek fulfilment of drives

avoid having conditions support one drive more than othersSlide47

E-to-P

Expectancy

P-to-O

Expectancy

Outcomes

& Valences

Outcome 1

+ or -

Effort

Performance

Outcome 3

+ or -

Outcome 2

+ or -

Expectancy Theory of MotivationSlide48

Increasing E-to-P and P-to-O Expectancies

Increasing E-to-P ExpectanciesDevelop employee competencies

Match employee competencies to jobs

Provide role clarity and sufficient resources

Provide behavioral modeling

Increasing P-to-O Expectancies

Measure performance accurately

Increase rewards with desired outcomes

Explain how rewards are linked to performanceSlide49

Increasing Outcome Valences

Ensure that rewards are valued

Individualize rewards

Minimize countervalent outcomesSlide50

A-B-Cs of Behavior Modification

Consequences

What happens

after

behavior

Co-workers

thank

operator

Example

Behavior

What person

says or does

Machine

operator turns

off power

Antecedents

What happens

before

behavior

Warning

light

flashesSlide51

Four OB Mod Consequences

Positive reinforcement – any consequence that, when introduced, increases/maintains the target behavior.

Punishment – any consequence that decreases the target behavior.

Negative reinforcement –any consequence that, when removed, increases/maintains target behavior.

Extinction – when no consequence occurs, resulting in less of the target behaviorSlide52

Reinforcing the Healthy Walk

The British municipality of Stoke-on-Trent, Staffordshire, issued pedometers to its staff and encouraged them to do more walking each day. The pedometers provide instant feedback and positive reinforcement to motivate longer walks. Some organizations also reinforce walking with financial rewards.Slide53

Behavior Modification in Practice

Behavior

modification

applications:

every day

to

influence

behavior

of others

company programs

– attendance, safety

, etc.

Behavior

modification

problems:

Reward inflation

Variable ratio schedule viewed as gambling

Ignores relevance of cognitive processes in motivation and learningSlide54

Social Cognitive Theory

Learning behavior outcomes

Observing consequences that others experience

Anticipate consequences in other situations

Behavior modeling

Observing and modeling behavior of others

Self-regulation

People engage in intentional, purposive action – they develop goals, achievement standards, action plans

People form expectancies (anticipate consequences) from others -- not just from their own experiences

People reinforce their own behavior (self-reinforcement)Slide55

Goal Setting

The process of motivating employees and clarifying their role perceptions by establishing performance objectivesSlide56

Effective Goal Setting Characteristics

Specific

– What, how, where, when, and with whom the task needs to be accomplished

Measurable

– how much, how well, at what cost

Achievable

– challenging, yet accepted (E-to-P)

Relevant

– within employee’s control

Time-framed

– due date and when assessed

Exciting

– employee commitment, not just compliance

Reviewed

– feedback and recognition on goal progress and accomplishment

S

M

A

RT

ERSlide57

Balanced Scorecard

Organizational-level goal setting and feedback

Attempts to include measurable performance goals related to financial, customer, internal, and learning/growth (i.e., human capital) processes

Usually includes several goals within each processSlide58

Characteristics of Effective Feedback

Specific – connected to goal details

Relevant – Relates to person’s behavior

Timely – to improve link from behavior to outcomes

Credible – trustworthy source

Sufficiently frequent

Employee’s knowledge/experience

Task cycleSlide59

Strengths-Based Coaching Feedback

Maximizing the person’s potential by focusing on their strengths rather than weaknesses

Motivational because:

people inherently seek feedback about their strengths, not their flaws

person’s interests, preferences, and competencies stabilize over timeSlide60

Multisource Feedback

Received from a full circle of people around the employeeProvides more complete and accurate information

Several challenges

expensive and time-consuming

ambiguous and conflicting feedback

inflated rather than accurate feedback

stronger emotional reaction to multiple feedbackSlide61

Organizational Justice

Distributive justice

Perceived fairness in outcomes we receive relative to our contributions and the outcomes and contributions of others

Procedural justice

Perceived fairness of the procedures used to decide the distribution of resourcesSlide62

Own outcomes

Your Own

Outcome/Input Ratio

Comparison Other’s

Outcome/Input Ratio

Perceptions of equity or inequity

Equity Theory

Own inputs

Other’s outcomes

Other’s inputs

Compare own ratio with Other’s ratioSlide63

Elements of Equity Theory

Outcome/input ratio

inputs -- what employee contributes (e.g., skill)

outcomes -- what employee receives (e.g., pay)

Comparison other

person/people against whom we compare our ratio

not easily identifiable

Equity evaluation

compare outcome/input ratio with the comparison otherSlide64

Correcting Inequity Tension

Reduce our inputs

Less

organizational

citizenship

Increase our outcomes

Ask for pay increase

Increase other’s inputs

Ask coworker to work harder

Reduce other’s outputs

Ask boss to stop giving

preferred treatment to coworker

Change our perceptions

Start thinking that

coworker’s perks

aren’t really so valuable

Change comparison other

Compare self to someone closer to your situation

Leave the field

Quit job

Actions to correct

underreward inequity

ExampleSlide65

Procedural Justice

Perceived fairness of procedures used to decide the distribution of resourcesHigher procedural fairness with:

Voice

Unbiased decision maker

Decision based on all information

Existing policies consistently

Decision maker listened to all sides

Those who complain are treated respectfully

Those who complain are given full explanationSlide66

Week 3 wrap up

Questions?Assignments for next week