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Chapter 1

What Is Organizational

Behavior?

ما هو السلوك التنظيمي؟

Class Agenda

©McGraw-Hill Education.

What is organizational behavior? ما هو السلوك التنظيمي؟

Does it matter? هل يهم؟

How do we “know” things about OB? أشياء عن " نعرف"كيف

What Is Organizational Behavior? 1 of 2

©McGraw-Hill Education.

Think of the single worst coworker you’ve ever had. فكر في أسوأ زميل عمل واجهته على اإلطالق

• What did he or she do that was so bad? ما الذي فعله هو أو هي وكان ذلك سيئًا للغاية؟

Think of the single best coworker you’ve ever had. فكر في أفضل .زميل عمل حصلت عليه على اإلطالق

• What did he or she do that was so good? ما الذي فعله هو أو هي كان جيًدا جًدا؟

What Is Organizational Behavior? 2 of 2

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A field of study devoted to understanding, explaining,

and ultimately improving the attitudes and behaviors of

individuals and groups in organizations مجال دراسة مكرس لفهم وشرح وتحسين مواقف وسلوكيات األفراد والجماعات في المنظمات في نهاية المطاف

©McGraw-Hill Education.

An Integrative Roadmap خارطة طريق تكاملية

Jump to Appendix 1 Long

Description

Does OB Matter? هل OB

مهمة؟

©McGraw-Hill Education.

Do firms who do a good job managing OB concepts

become more profitable as a result? هل الشركات التي تصبح أكثر ربحية نتيجة لذلك؟ OBتقوم بعمل جيد في إدارة مفاهيم

Does OB Matter?

Figure 1-2 What Makes a Resource Valuable? ما الذي يجعل المورد ذا قيمة

The resource-based view

of the firm وجهة نظر الشركة القائمة على الموارد

Jump to Appendix 2 long image

description ©McGraw-Hill Education.

©McGraw-Hill Education.

Table 1-2 Survey Questions Designed to Assess High-

Performance Work Practices أسئلة استبيان مصممة لتقييم ممارسات العمل األداءعالية

Survey Questions about OB Practice Covered in Chapter

What is the proportion of the workforce whose jobs have been

subjected to a formal job analysis? 2

What is the proportion of the workforce who are administered

attitude surveys on a regular basis? 4

What is the proportion of the workforce who have access to

company incentive plans, profit-sharing plans, and/or gain-sharing

plans?

What is the average number of hours of training received by a

typical employee over the last 12 months? 8, 10

What is the proportion of the workforce who have access to a

formal grievance procedure and/or complaint resolution system? 7

What proportion of the workforce are administered an

employment test prior to hiring? 9, 10

What is the proportion of the workforce whose performance

appraisals are used to determine compensation? 6

Source: From M.A. Huselid. “The Impact of Human Resource Management Practices on Turnover,

Productivity, and Corporate Financial Performance.” Academy of Management Journal, Vol. 38, pp. 635-72.

Table 1-3 The “100 Best Companies

to Work For” in 2015

©McGraw-Hill Education.

1. Google

2. Boston Consulting

3. Acuity

4. SAS

5. Robert W. Baird

7. Wegman’s

9. Genentech

24. Twitter

27. Container Store

32. St. Jude

47. Four Seasons

49. Aflac

50. Goldman Sachs

51. American Express

53. Marriott

54. QuickTrip

55. Whole Foods

63. KPMG

70. Cisco

73. Mayo Clinic

74. PWC

78. Hyatt

79. Ernst & Young

80. General Mills

81. Publix

82. Bright Horizons

83. TDIndustries

85. Mars

86. Zappos

88. Cheesecake

Factory

90. Adobe

91. Capital One

93. Nordstrom

95. Nationwide

97. Deloitte

98. Accenture

Source: From M. Moskowitz and R. Levering. “The 100 Best Companies to Work For.” Fortune, Mary 15, 2015.

So What’s So Hard? إذن ما هو األمر الصعب؟

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The Rule of 1/8th

“One must bear in mind that 1/2 of organizations won’t believe the

connection between how they manage their people and the

profits they earn. 1/2 of those who do see the connection will do

what many organizations have done—try to make a single

change to solve their problems, not realizing that the effective

management of people requires a more comprehensive and

systematic approach. يجب على المرء أن يضع في اعتباره أن نصف المؤسسات لن تصدق العالقة بين " محاولة -نصف أولئك الذين يرون االتصال سيفعلون ما فعلته العديد من المنظمات . كيفية إدارة موظفيها واألرباح التي تكسبها

.إجراء تغيير واحد لحل مشاكلهم ، دون إدراك أن اإلدارة الفعالة لألفراد تتطلب نهًجا أكثر شموالً ومنهجية

Of the firms that make comprehensive changes, probably only

about 1/2 will persist with their practices long enough to actually

derive economic benefits.” من بين الشركات التي تجري تغييرات شاملة ، من المحتمل أن يستمر حوالي "فقط في ممارساتها لفترة كافية لجني الفوائد االقتصادية 1/2

How Do We Know Things about OB? كيف نعرف أشياء ؟OBعن

1 of 7

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Where does the knowledge in this textbook come from? من أين تأتي المعرفة في هذا الكتاب المدرسي؟

Understanding that requires an understanding of how we

know things in general يتطلب فهم ذلك فهماً لكيفية معرفة األشياء بشكل عام

How Do We Know Things about OB? 2 of 7

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How do we know about what causes:كيف نعرف األسباب • People to stay healthy? الناس للبقاء بصحة جيدة

• Children to grow up happy? األطفال يكبرون سعداء؟

• Employees to be satisfied with their jobs? الموظفين ليكونوا راضين عن وظائفهم؟

How Do We Know Things about OB? 3 of 7

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Methods of Knowingطرق المعرفة

• Experience تجربة

• Intuition حدس

• Authority السلطة

• Science علم

Figure 1-3 The Scientific Method العلمية الطريقة

©McGraw-Hill Education.

Scientific Interests االهتمامات العلمية

1. I think being a scientist would be an interesting career path. أعتقد أن كونك عالًما ا ً لالهتمامسيكون مساًرا وظيفًيا مثير

2. Working as a scientist is something I could see myself enjoying. ء ي العمل كعالم هو ش

ي أن أرى نفسي أستمتع به .يمكنن

3.A scientific career path could be engaging, even if the work took a long time to

finish. ي العلمي ممتًعا ، حنى لو استغرق العمل وقًتا طوياًل حنى ينتهي يمكن أن يكون المسار الوظيف

4.Working with other scientists to make important discoveries would offer

meaning. معن إن العمل مع علماء آخرين إلجراء اكتشافات مهمة سيوفر

5.Studying scientific knowledge to solve problems would be intrinsically

satisfying. ي جوهرها إن دراسة المعرفة العلمية لحل المشكالت ستكون مرضية ف

Average Score: 15 ©McGraw-Hill Education.

How Do We Know Things about OB? 4 of 7

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Theory نظرية

A collection of assertions (both verbal and symbolic) that

specify how and why variables are related, as well as the

conditions in which they should (and should not) be related

التي تحدد كيف ولماذا ترتبط المتغيرات ( اللفظية والرمزية)مجموعة من التأكيدات أن ترتبط بها( وال ينبغي)، وكذلك الشروط التي يجب

How Do We Know Things about OB? 5 of 7

In groups, build a theory similar to the one below, for each

outcome. ي مجموعات ، قم ببناء نظرية مشابهة للنظرية أدناه ، لكل ف

.نتيجة

• Job satisfaction ي الرضا الوظيف

• Strain التواء • Motivation التحفير • Trust in supervisor ي

ف الثقة ف المش

Is OB Common Sense? هل OB ؟ الحس السليم

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How Do We Know Things about OB? 6 of 7

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To test our theory, we gather data on the variables included

in our hypotheses. .الختبار نظريتنا ، نقوم بجمع بيانات عن المتغيرات المدرجة في فرضياتنا

We then use variants of the correlation coefficient to test

hypotheses, to see if they verify our theory. ثم نستخدم متغيرات معامل .االرتباط الختبار الفرضيات لمعرفة ما إذا كانت تتحقق من نظريتنا

The correlation is as follows: االرتباط كما يلي

Perfect positive relationship: 1

Perfect negative relationship: -1

1-: عالقة سلبية كاملة 1: عالقة إيجابية كاملة

• Strength of the correlation inferred from judging the

compactness of a scatterplot of the X-Y values قوة االرتباط X-Yالمستنتج من الحكم على انضغاط مخطط تشتت لقيم

• More compact = stronger correlation ارتباط أقوى= أكثر إحكاما

• Less compact = weaker correlation ارتباط أضعف= أقل إحكاما

Figure 1-4 Three Different Correlation Sizes مختلفة ثالثة أحجام ارتباط

1 of 3

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description

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Figure 1-4 Three Different Correlation Sizes 2 of 3

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description ©McGraw-Hill Education.

Figure 1-4 Three Different Correlation Sizes 3 of 3

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description ©McGraw-Hill Education.

The Correlation االرتباط 1 of 2

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How big is “big”? كبير "ما هو حجم

• What’s the correlation between height and weight? ما هي العالقة بين الطول والوزن؟

• Will the correlation between job satisfaction and job

performance be higher or lower? هل ستكون العالقة بين الرضا الوظيفي واألداء الوظيفي أعلى أم أقل؟

The Correlation 2 of 2

©McGraw-Hill Education.

Important disclaimer إخالء مهمة • Correlation does not prove causation. االرتباط ال يثبت

السببية

Proving causation requires: يتطلب إثبات السببية

• Correlation عالقه مترابطه

• Temporal precedence األسبقية الزمنية

• Elimination of alternative explanations استبعاد التفسيرات البديلة

How Do We Know Things about OB? 7 of 7

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The correlations from multiple studies get averaged together

using meta-analysis. يتم حساب متوسط االرتباطات من دراسات متعددة معًا باستخدام التحليل .التلوي

Meta-analyses can then form the foundation for evidence-

based management—the use of scientific findings to inform

management practice. يمكن أن تشكل التحليالت التلوية بعد ذلك األساس لإلدارة القائمة على .استخدام النتائج العلمية إلبالغ ممارسات اإلدارة -األدلة

Well-supported theories become helpful tools for answering

why questions, like: :تصبح النظريات المدعومة جيًدا أدوات مفيدة لإلجابة عن األسئلة ، مثل

• Why your best and worst coworkers act so differently لماذا يتصرف أفضل وأسوأ زمالئك في العمل بشكل مختلف

• Why you sometimes think, feel, and act a certain way لماذا تفكر أحيانًا وتشعر وتتصرف بطريقة معينة

OB on Screen

©McGraw-Hill Education.

Moneyball

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Introspection

From A. Fenigstein, M.F. Scheir, and A.h. Buss, “Public and Private Self-

Consciousness: Assessment and Theory,” Journal of Consulting and Clinical

Psychological Association. Adapted with permission. No further reproduction or

distribution is permitted without written permission from the American

Psychological Association. Jump to Appendix 6 long image description

Average Score: 26

Chapter 2

Job Performance

اداء وظيفى

Class Agenda جدول أعمال الفصل

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Job performance االداء الوظيفي

• Task performance المهمة أداء

• Citizenship behavior المواطنة سلوك

• Counterproductive behavior السلوك العكسي

Application تطبيق • Tools for managing job performance

الوظيفيأدوات إلدارة األداء

An Integrative Roadmap خارطة طريق تكاملية

©McGraw-Hill Education.

Job Performance 1 of 2

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The value of the set of behaviors that contribute, either

positively or negatively, to organizational goal

accomplishment قيمة مجموعة السلوكيات التي تساهم ، بشكل إيجابي التنظيميأو سلبي ، في تحقيق الهدف

• Not the consequences or results of behavior—the

behavior itself نفسهالسلوك -ال عواقب أو نتائج السلوك

• What’s good about this distinction? ؟ما الجيد في هذا التمييز

• What’s bad about this distinction? ؟ما هو السيئ في هذا التمييز

Task Performance 1 of 3

©McGraw-Hill Education.

The behaviors directly involved in transforming

organizational resources into the goods or services an

organization produces (i.e., the behaviors included in

one’s job description) السلوكيات المتضمنة مباشرة في تحويل أي السلوكيات المدرجة )الموارد التنظيمية إلى سلع أو خدمات تنتجها المنظمة

(في الوصف الوظيفي للفرد

Typically a mix of: منعادة مزيج

• Routine task performance الروتينيةأداء المهام

• Adaptive task performance التكيفيةأداء المهام

• Creative task performance اإلبداعيأداء المهمة

Task Performance 2 of 3

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How do we identify relevant behaviors? كيف نحدد ؟السلوكيات ذات الصلة

Job analysis الوظيفةتحليل

• Divide a job into major dimensions قسّم الوظيفة إلى أبعاد رئيسية

• List 2 key tasks within each of those major dimensions

الرئيسيةأدرج مهمتين رئيسيتين في كل من تلك األبعاد

• Rate the tasks on frequency and importance قيم المهام واألهميةحسب التكرار

• Use most frequent and important tasks to define task

performance استخدم المهام األكثر تكرارا واألكثر أهمية لتحديد أداء المهمة

Task Performance

©McGraw-Hill Education.

3 of 3

Exercise: Performance of a server

Do a job analysis أداء الخادم قم : تمرين

وظيفيبإجراء تحليل

• Four major dimensions أربعة رئيسيةأبعاد

• Two tasks per dimension

بُعدمهمتان لكل

©McGraw-Hill Education.

Figure 2-1 O*NET Results for Flight Attendants

Jump to Appendix 1 for long

description

Job Performance 2 of 2

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Although task performance behaviors vary across jobs,

all jobs contain two other performance dimensions: على الرغم من اختالف سلوكيات أداء المهام عبر الوظائف ، إال أن جميع الوظائف :تحتوي على بعدين آخرين لألداء

• Citizenship behavior المواطنةسلوك

• Counterproductive behavior العكسيالسلوك

Citizenship Behavior

©McGraw-Hill Education.

Academic origin األكاديمياألصل

A future professor’s account of an experience in a paper

mill: وصف أستاذ المستقبل لتجربة في مصنع الورق:

“…while the man’s assistance was not part of his job and gained

him no formal credits, he undeniably contributed in a small way

to the functioning of the group and, by extension, to the plant

and the organization as a whole. By itself, of course, his aid to

me might not have been perceptible in any conventional calculus

of efficiency, production, or profits. But repeated many times

over, by himself and others, over time, the aggregate of such

actions must certainly have made that paper mill a more

smoothly functioning organization than would have been the

case had such actions been rare.”

Figure 2-2 Types of Citizenship Behaviors

أنواع سلوكيات المواطنة Voluntary activities that may

or may not be rewarded but

that contribute to the

organization by improving the

quality of the setting where

work occurs

األنشطة التطوعية التي قد تكافأ أو ال تكافأ ولكنها تساهم في المنظمة من خالل تحسين جودة البيئة التي يحدث فيها العمل

©McGraw-Hill Education.

Helping

Average score: 40

Jump to Appendix 2 for long description.

Source: L.V. Van Dyne and J.A. LePine, “Helping and Voice Extra-Role Behaviors: Evidence of Construct and Predictive Validity,” Academy of Management Journal 41 (1998), pp. 108–19.

Sportsmanship

روح رياضية

1. I never complain about “the small stuff .” ة"أنا ال أشتكي أبًدا من ".األشياء الصغير

2. I voice support for what’s going on in the organization. ي المنظمة .أعير عن دعمي لما يحدث ف

3. I focus on maintaining a positive attitude at work. ي العمل ي ف .أركز عىل الحفاظ عىل موقف إيجابر

4. I tend to dwell on what’s going well, not what’s going poorly. ي ي األمور الت أميل إىل التفكير ف

ء .تسير عىل ما يرام ، وليس ما يحدث بشكل سي

5. I focus on “being a good sport” even when negative things happen. أن أكون "أركز عىل .حت عندما تحدث أشياء سلبية" رياضة جيدة

©McGraw-Hill Education.

Average score: 18

Figure 2-3

Types of Counterproductive Behavior

العكسيأنواع السلوك

Employee behaviors

that intentionally hinder

organizational goal

accomplishment

سلوكيات الموظفين التي تعيق التنظيميعمدا تحقيق الهدف

Jump to Appendix 3 long image

description ©McGraw-Hill Education.

Political Deviance

السياسياالنحراف

1. I have, at times, undermined a coworker. ي العمل ي بعض األحيان ، بتقويض زميل ف

.لقد قمت ، ف

2. I have, at times, blamed a coworker for something that I did. ، ي بعض األحيان لقد ألقت ، ف

ء فعلته ي ي العمل لش .باللوم عىل زميل ف

3. I sometimes gossip about colleagues at work. ي العمل ي ف .أحياًنا أتحدث عن زمالب

4. I sometimes distract my coworkers when they’re trying to get things done. أحياًنا أرصف ي العمل عندما يحاولون إنجاز األمور

ي ف .انتباه زمالب

5. I enjoy playing “pranks” on others at work. ي العمل" المقالب"أنا أستمتع بلعب .عىل اآلخرين ف

6. I have, at times, kept colleagues “in the dark” about things they needed to know. ي بعض ف

ي ي يحتاجون إىل معرفتها" عىل علم"األحيان ، أبقيت زمالب .باألشياء الت

©McGraw-Hill Education.

Average Score: 12

OB on Screen

©McGraw-Hill Education.

Sully

Counterproductive Behavior

العكسيالسلوك 1 of 2

©McGraw-Hill Education.

Key questions: الرئيسيةاألسئلة

• Are these all examples of the same general behavior

pattern? If you do one, are you likely to do most of the

others as well? هل هذه كلها أمثلة على نفس نمط السلوك العام؟ إذا ؟قمت بعمل واحد ، فهل من المحتمل أن تفعل معظم اآلخرين أيًضا

• How does counterproductive behavior relate to task

performance and citizenship behavior? كيف يرتبط ؟السلوك العكسي بأداء المهام وسلوك المواطنة

Counterproductive Behavior 2 of 2

©McGraw-Hill Education.

Answers:

• Research using both anonymous self-reports and

supervisor ratings tends to find strong correlations

between the categories. من كل باستخدام البحث يميل قوية ارتباطات إيجاد إلى المشرفين وتقييمات المجهولة الذاتية التقارير

.الفئات بين

• Counterproductive behavior has a strong negative

correlation with citizenship behavior, but is only weakly

related to task performance. يرتبط السلوك العكسي ارتباًطا سلبيًا .قويًا بسلوك المواطنة ، ولكنه يرتبط ارتباًطا ضعيفًا فقط بأداء المهام

Application

تطبيق

©McGraw-Hill Education.

What tools do organizations use to manage job

performance among employees? ما األدوات التي تستخدمها الموظفين؟المؤسسات إلدارة األداء الوظيفي بين

• Management by Objectives (MBO) باألهداف اإلدارة

• 360-degree feedback الفعل درجة ردود 360

• Social networking systems االجتماعية أنظمة الشبكات

• Behaviorally anchored rating scales (BARS) مقاييس التصنيف السلوكالمرتكزة على

• Forced rankings القسريالترتيب

Table 2-2 BARS Example for “Planning, Organizing, and Scheduling” 1 of 2

©McGraw-Hill Education.

Rating Rating Behavioral Anchors

[7] Excellent • Develops a comprehensive project plan, documents it well, obtains required

approval, and distributes the plan to all concerned.

[6] Very Good • Plans, communicates, and observes milestones; states week by week where

the project stands relative to plans. Maintains up-to-date charts of project

accomplishment and backlogs and uses these to optimize any schedule

modifications.

• Experiences occasional minor operational problems but communicates

effectively.

[5] Good • Lays out all the parts of a job and schedules each part to beat schedule; will

allow for slack.

• Satisfies customer’s time constraints; time and cost overruns occur

infrequently.

[4] Average • Makes a list of due dates and revises them as the project progresses, usually

adding unforeseen events; investigates frequent customer complaints.

• May have a sound plan but does not keep track of milestones; does not

report slippages in schedule or other problems as they occur.

Table 2-2 BARS Example for “Planning, Organizing, and Scheduling” 2 of 2

©McGraw-Hill Education.

Rating Rating Behavioral Anchors

[3] Below

Average

• Plans are poorly defined; unrealistic time schedules are common.

• Cannot plan more than a day or two ahead; has no concept of a realistic

project due date.

[2] Very Poor • Has no plan or schedule of work segments to be performed.

• Does little or no planning for project assignments.

[1] Unacceptable • Seldom, if ever, completes project because of lack of planning and does not

seem to care.

• Fails consistently due to lack of planning and does not inquire about how to

improve.

Source: D.G. Shaw, C.E. Schneier, and R.W. Beatty. “Managing Performance with a Behaviorally Based Appraisal

System,” in Applying Psychology in Business: The Handbook for Managers and Human Resource Professionals, ed.

J.W. Jones, B.D. Steffy, and D.W. Bray (Lexington, MA: Lexington Books, 2001), pp. 314-25

Figure 2-5 Jack Welch’s Vitality Curve

Forced ranking under Jack Welch at GE

Jump to Appendix 4 long image

description ©McGraw-Hill Education.

Chapter 3

Organizational Commitment

االلتزام التنظيمي

Class Agenda

©McGraw-Hill Education.

Organizational commitment التنظيميااللتزام

• Types of commitmen أنواع االلتزام

Reactions to negative events السلبيةردود الفعل على األحداث

• Types of employees الموظفينأنواع

• Withdrawal behaviors االنسحابسلوكيات

Application تطبيق • Organizational support التنظيميالدعم

An Integrative Roadmap

خارطة طريق تكاملية

©McGraw-Hill Education.

Organizational Commitment 1 of 2

©McGraw-Hill Education.

Consider this scenario: السيناريوضع في اعتبارك هذا

• You’ve worked at your current employer for 5 years and

have recently been approached by a competing

organization. سنوات وتم 5لقد عملت لدى صاحب العمل الحالي لمدة .االتصال بك مؤخًرا من قبل منظمة منافسة

What would cause you to stay? ؟ما الذي يجعلك تبقى

• Do those reasons fit into different kinds of categories? هل ؟تندرج هذه األسباب في فئات مختلفة

Organizational commitment is a desire on the part of an

employee to remain a member of an organization. االلتزام .التنظيمي هو رغبة من جانب الموظف للبقاء عضوا في المنظمة

• It comes in three forms. أشكاليأتي في ثالثة

Affective Commitment

©McGraw-Hill Education.

A desire on the part of an employee to remain a member

of an organization because of an emotional attachment

to, and involvement with, that organization رغبة من جانب الموظف في أن يظل عضًوا في منظمة بسبب ارتباطه العاطفي بهذه المنظمة

فيهاوالمشاركة

• You stay because you want to. تريدأنت تبقى ألنك

• What would you feel if you left anyway? بماذا ستشعر إذا غادرت ؟على أي حال

Assessment on Affective Commitment

تقييم االلتزام العاطفي

Average Score: 20

Jump to Appendix 1 for long description. From N.J. Allen and J.P. Meyer, “The Measurement and Antecedents

of Affective, Continuance, and Normative Commitment to the

Organization,” Journal of Occupational Psychology 63 (1990), pp. 1-18 ©McGraw-Hill Education.

Figure 3-3 A Social Network Diagram

©McGraw-Hill Education.

Continuance Commitment

of 2 1 التزام استمرار

©McGraw-Hill Education.

A desire on the part of an employee to remain a member

of an organization because of an awareness of the costs

associated with leaving it يظل أن في الموظف جانب من رغبة بتركها المرتبطة بالتكاليف وعيه بسبب منظمة في عضًوا

• You stay because you need to. إلى بحاجة ألنك تبقى أنت

• What would you feel if you left anyway? غادرت إذا ستشعر بماذا ؟حال أي على

Continuance Commitment 2 of 2

1. Quitting my job would bring with it major personal sacrifice. ي سيجلب ترك وظيفت ة .معه تضحية شخصية كبير

2. I don’t have enough employment options to consider leaving right now. ليس لدي ي المغادرة اآلن

.خيارات عمل كافية ألفكر ف

3. It’s difficult to leave the organization because I don’t have anywhere else to go. إليهمن الصعب مغادرة المنظمة ألنه ليس لدي أي مكان آخر أذهب

4. Staying in my current job is more a product of circumstances than preference. ي الحالية هو نتاج الظروف أكير من التفضيل ي وظيفت

.البقاء ف

5. Leaving my job now would bring significant personal disruption. ي اآلن ترك وظيفت .سيؤدي إىل اضطراب شخصي كبير

6. Frankly, I couldn’t quit my job now, even if it’s what I wanted to do. برصاحة ، لم ي اآلن ، حت لو كان هذا ما أردت القيام به .أستطع ترك وظيفت

©McGraw-Hill Education. Average Score: 19

Table 3-2 Embedded and Continuance

Commitment االلتزام المتضمن والمستمر

©McGraw-Hill Education.

“Embedded” People Feel ":المضمنون"األشخاص يشعر

FACET FOR THE ORGANIZATION: FOR THE COMMUNITY:

Links • I’ve worked here for such a

long time.

• I’m serving on so many teams

and committees.

• Several close friends and family

live nearby.

• My family’s roots are in this

community.

Fit • My job utilizes my skills and

talents well.

• I like the authority and

responsibility I have at this

company.

• The weather where I live is

suitable for me.

• I think of the community

where I live as home.

Sacrifice • The retirement benefits

provided by the organization

are excellent.

• I would sacrifice a lot if I left

this job.

• People respect me a lot in my

community.

• Leaving this community would

be very hard.

Source: Adapted from T.R. Mitchell, B.C. Holtom, T.W. Lee, C.J. Sablynski, and M. Erez, “Why People Stay: Using Job

Embeddedness to Predict Voluntary Turnover,” Academy of Management Journal 44 (2001), pp. 1102-21.

Normative Commitment المعياريااللتزام 1 of 2

©McGraw-Hill Education.

A desire on the part of an employee to remain a member

of an organization because of a feeling of obligation رغبة بااللتزاممن جانب الموظف في البقاء عضًوا في منظمة بسبب الشعور

• You stay because you ought to. عليكعليك البقاء ألنه يجب

• What would you feel if you left anyway? بماذا ستشعر إذا غادرت ؟على أي حال

Normative Commitment 2 of 2

1. I have an obligation to stay with my company. ام بالبقاء مع ز كت لدي الت شر

2. I wouldn’t quit my job right now because I owe the company too much. ي اآلن لن أترك وظيفت ا ً كة كثير ي مدين للشر .ألنت

3. I owe this company for the things it’s given me. ي منحتها كة باألشياء الت ىلي أنا مدين لهذه الشر

4. Leaving my job now would fill me with significant guilt. ي بالذنب ي اآلن سيشعرن الشديدترك وظيفت

5. It just wouldn’t be right to think about quitting my job. ي ترك ي لن يكون من الصواب التفكير ف وظيفت

6. Staying with my organization is just something that I ought to do. ء ي ي هو مجرد شر البقاء مع منظمت

.يجب أن أفعله

©McGraw-Hill Education.

Average Score: 16

©McGraw-Hill Education.

Figure 3-2 Drivers of Overall

Organizational Commitment محركات االلتزام التنظيمي العام

Jump to Appendix 2 long image

description

Organizational Commitment 2 of 2

©McGraw-Hill Education.

Exercise: Reacting to Negative Events الرد على : تمرين السلبيةاألحداث

• Consider the three scenarios depicted on the following

slide. خذ بعين االعتبار السيناريوهات الثالثة الموضحة في الشريحة .التالية

• Come to consensus on two specific behaviors that

capture your likely response (that is, what you would

probably do, as opposed to what you wish you would do). أي ما قد )توصل إلى إجماع حول سلوكين محددين يجسدان رد فعلك المحتمل

(.تفعله على األرجح ، على عكس ما تتمنى أن تفعله

Organizational Commitment Scenarios

©McGraw-Hill Education.

Scenario Description Likely behaviors

Annoying Boss You’ve been working at your current company for about a year. Over

time, your boss has become more and more annoying to you. It’s not

that your boss is a bad person, or even necessarily a bad boss. It’s more a personality conflict–the way your boss talks, the way your

boss manages every little thing, even the facial expressions your boss

uses. The more time passes, the more you just can’t stand to be

around your boss.

Two likely behaviors:

Boring Job You’ve been working at your current company for about a year.

You’ve come to realize that your job is pretty boring. It’s the first real

job you’ve ever had, and at first it was nice to have some money and

something to do every day. But the “new job” excitement has worn

off, and things are actually quite monotonous. Same thing every day.

It’s to the point that you check your watch every hour, and

Wednesdays feel like they should be Fridays.

Two likely behaviors:

Pay and Seniority You’ve been working at your current company for about a year. The

consensus is that you’re doing a great job-you’ve gotten excellent

performance evaluations and have emerged as a leader on many

projects. As you’ve achieved this high status, however, you’ve come to feel that you’re underpaid. Your company’s pay procedures

emphasize seniority much more than job performance. As a result,

you look at other members of your project teams and see poor

performers making much more than you, just because they’ve been

with the company longer.

Two likely behaviors:

Exit-Voice-Loyalty-Neglect إهمال-والء-صوت-خروج 1 of 2

©McGraw-Hill Education.

A framework that includes potential responses to

negative events إطار عمل يتضمن االستجابات المحتملة السلبيةلألحداث

Exit خروج

• Ending or restricting organizational membership إنهاء أو تقييد التنظيميةالعضوية

Voice صوت

• A constructive response where individuals attempt to improve

the situation الوضعاستجابة بناءة حيث يحاول األفراد تحسين

Exit-Voice-Loyalty-Neglect 2 of 2

©McGraw-Hill Education.

A framework that includes potential responses to

negative events

Loyalty والء

• A passive response where the employee remains supportive

while hoping for improvement استجابة سلبية حيث يظل الموظف داعًما التحسينبينما يأمل في

Neglect إهمال • Reduced interest and effort in the job انخفاض االهتمام والجهد في

الوظيفة

OB on Screen

©McGraw-Hill Education.

Chef

©McGraw-Hill Education.

Table 3-3 Four Types of Employees

الموظفينأربعة أنواع من

Organizational

commitment ام التنظيم ز االلت

High task

performance أداء مهام عال

Low task

performance أداء مهام منخفض

High

organizational

commitment ام التنظيمي العاىلي االلي

Stars النجوم

Citizens المواطنير

Low

organizational

commitment ام التنظيمي المنخفض االلي

Lone wolves الذئاب وحيد

Apathetics الالمباالة

Source: Adapted from R.W. Griffeth, S. Gaertner, and J.K. Sager,

“Taxonomic Model of Withdrawal Behaviors: the Adaptive Response

Model,” Human Resource Management Review 9 (1999), pp. 577-90

©McGraw-Hill Education.

Withdrawal انسحاب 1 of 3

A set of actions that employees perform to avoid the

work situation مجموعة من اإلجراءات التي يقوم بها الموظفون العمللتجنب موقف

• One study found that 51% of employees’ time was spent

working. ٪ من وقت الموظفين يقضون في 51وجدت إحدى الدراسات أن .العمل

• The other 49% was allocated to coffee breaks, late starts,

early departures, personal, and other forms of withdrawal. ٪ المتبقية الستراحات القهوة ، والتأخر في البدء ، 49وخصصت نسبة الـ

.والمغادرة المبكرة ، واالنسحاب الشخصي ، وأشكال أخرى من االنسحاب

Figure 3-1 Organizational Commitment and

Employee Withdrawal

Jump to Appendix 3 long image

description ©McGraw-Hill Education.

Figure 3-4

Psychological and Physical Withdrawal

Jump to Appendix 4 long image

description ©McGraw-Hill Education.

Withdrawal 2 of 3

©McGraw-Hill Education.

Key question:

How exactly are the different forms of withdrawal related

to one another? ما مدى ارتباط أشكال االنسحاب المختلفة ببعضها ؟البعض

• Independent forms مستقلة أشكال

• Compensatory forms التعويض أشكال

• Progression التقدم

Withdrawal 3 of 3

©McGraw-Hill Education.

Answer:

• The various forms of withdrawal are almost always

moderately to strongly correlated. غالبًا ما تكون األشكال .المختلفة لالنسحاب مترابطة بشكل معتدل إلى قوي

• Those correlations suggest a progression, as lateness is

strongly related to absenteeism, and absenteeism is

strongly correlated to quitting. تشير هذه االرتباطات إلى حدوث تقدم ، حيث يرتبط التأخير ارتباًطا وثيقًا بالتغيب ، ويرتبط التغيب ارتباًطا وثيقًا .باإلقالع عن العمل

Application

©McGraw-Hill Education.

Employees are more committed when employers are

committed to them. يصبح الموظفون أكثر التزاًما عندما يلتزم تجاههمأصحاب العمل

Perceived organization support is fostered when

organizations: عندمايتم تعزيز دعم المنظمة الملحوظ

• Protect job security الوظيفي حماية األمن

• Provide rewards المكافآت امنح

• Improve work conditions العمل تحسين ظروف

• Minimize politics السياسةالتقليل من

Chapter 4

Job Satisfaction

الرضا الوظيفي

©McGraw-Hill Education.

Agenda جدول أعمال

Job satisfaction defined Value-percept theory

الرضا الوظيفي المحدد نظرية القيمة

Job characteristics theory Mood and emotions

نظرية خصائص الوظيفة المزاج والعواطف

How important is job satisfaction? Application ما هي أهمية

الرضا الوظيفي؟ تطبيق

• Tracking satisfaction levels تتبع مستويات الرضا

©McGraw-Hill Education.

An Integrative Roadmap خارطة طريق تكاملية

Image: Copyright: McGraw-Hill Education. Permission required for reproduction or display.

Job Satisfaction 1 of 2

©McGraw-Hill Education.

A pleasurable emotional state resulting from the

appraisal of one’s job or job experiences حالة عاطفية الوظيفيةممتعة ناتجة عن تقييم الوظيفة أو الخبرة

Based on how you think about your job and how you feel

about your job استناًدا إلى طريقة تفكيرك في وظيفتك وكيف تشعر حيال وظيفتك

Job Satisfaction 2 of 2

©McGraw-Hill Education.

What kinds of things do you value in a job? What is it

that makes you satisfied? ما أنواع األشياء التي تقدرها في الوظيفة؟ ما الذي يجعلك راضيا؟

Value-Percept Theory

Does your job supply what you value?

؟هل تقدم وظيفتك ما تقدره

©McGraw-Hill Education.

Table 4-1

Commonly

Assessed

Work Values

قيم العمل المقدرة بشكل مشترك

Categories Specific Values

Pay دفع • High Salary راتب مرتفع

• Secure Salary راتب آمن

Promotions

قيات التر • Frequent Promotions قيات المتكررة التر • Promotions based on ability قيات عىل التر أساس القدرة

Supervision اف • إشر Good supervisory relations افية عالقات إشر جيدة

• Praise for good work الحمد عىل العمل الجيد Coworkers زمالء عمل • Enjoyable coworkers زمالء العمل الممتعة

• Responsible coworkers زمالء العمل المسؤولي

Work Itself يعمل بنفسه • Utilization of ability االستفادة من القدرة • Freedom and independence الحرية واالستقالل

• Intellectual stimulation التحفت الفكري • Creative expression التعبت اإلبداع • Sense of achievement الشعور باإلنجاز

Altruism اإليثار

• Helping others مساعدة اآلخرين

• Moral causes األسباب األخالقية Status الحالة • Prestige هيبة

• Power over others القوة عىل اآلخرين • Fame شهرة

Environment بيئة • Comfort راحة

• Safety سالمة

Key Question:

Which of these things are

most important to you? أي من هذه األشياء هو األكثر أهمية بالنسبة لك؟

©McGraw-Hill Education.

Figure 4-1

The Value-Percept Theory of Job Satisfaction نظرية إدراك القيمة الوظيفيللرضا

Jump to Appendix 1 long image description Image: Copyright McGraw-Hill Education: Permission required for reproduction or display.

©McGraw-Hill Education.

Figure 4-2 Correlations between Satisfaction

Facets and Overall Job Satisfaction

Jump to Appendix 2 long image description

Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.

©McGraw-Hill Education.

The Work Itself

العمل نفسه

Job Characteristics Theory نظرية خصائص الوظيفة • Jobs are more intrinsically enjoyable when work tasks are

challenging and fulfilling. تكون الوظائف أكثر متعة في جوهرها عندما .تكون مهام العمل صعبة ومرضية

• Five “core job characteristics” combine to make some jobs

more rewarding than others. خصائص وظيفية أساسية"تتحد خمس " .لتجعل بعض الوظائف مجزية أكثر من غيرها

©McGraw-Hill Education.

Figure 4-3 Job Characteristics

Theoryنظرية خصائص الوظيفة

Growth Need Strength النمو يحتاج القوةإلى

Assessing Growth Need Strength

1. A feeling of doing something meaningful with my job شعور بفعل شيء ذي مغزى في وظيفتي

2. A chance to “spread my wings” and grow as an employee والنمو " لفرد جناحي"فرصة كموظف

3. An opportunity to be inventive and creative with what I do فرصة ألكون مبدًعا ومبدًعا فيما أفعله

4. A change to gain new know and skill تغيير الكتساب معرفة ومهارات جديدة

5. An opportunity to structure my work my own way فرصة لهيكلة عملي بطريقتي الخاصة

6. A feeling of challenge and self-expression شعور بالتحدي والتعبير عن الذات

18, in this case is the average score. ©McGraw-Hill Education.

Figure 4-4 Growth Need Strength as a Moderator of

Job Characteristic Effects يحتاج النمو إلى القوة كوسيط للتأثيرات للوظيفةالمميزة

Image: Copyright McGraw-Hill Education. Permission required for reproduction or display. Adapted from B.T. Loher, R.A. Noe, N.L. Moeller, and M.P. Fitzgerald,”

A Meta-Analysis of the Relation of Job Characteristics to Job Satisfaction,” Journal of Applied Psychology 70 (1985), pp. 280-89 ©McGraw-Hill Education.

Core Job Characteristics

V1. The job requires me to use a number of complex or high-level skills. Response:

V2. The job is quite simple and repetitive. Response:

I1. The job is arranged so that I can do an entire piece of work from beginning to

end.

Response:

I2. The job provides me the chance to completely finish the pieces of work I begin. Response:

S1. This job is one where a lot of other people can be affected by how well the work gets done. Response:

S2. The job itself is very significant and important in the broader scheme of things. Response:

A1. The job gives me a chance to use my personal initiative and judgement is

carrying out the work.

Response:

A2. The job gives me considerable opportunity for independence and freedom I how I do the work. Response:

F1. Just doing the work required by the job provides many changes for me to figure

out how well I am doing.

Response:

F2. After I finish a job, I know whether I performed well. Response:

150 is the

average

score.

©McGraw-Hill Education. Jump to Appendix 4 long image description

Job Characteristics Theory

الوظيفةنظرية خصائص

©McGraw-Hill Education.

Exercise: Job Satisfaction across Jobs الرضا : تمرين الوظيفي عبر الوظائف

Come to consensus on an SPS for: توصل إلى توافق في اآلراء بشأن SPS من أجل:

• A third-grade public school teacher مدرس مدرسة عامة بالصف الثالث

• A stand-up comedianممثل كوميدي

• A computer programmer (who replaces “98” with “1998” in computer

code) (في كود الكمبيوتر" 1998"بـ " 98"يستبدل )مبرمج كمبيوتر

• A president of the United States رئيس الواليات المتحدة

Mood and Emotions المتحدةرئيس الواليات 1 of 2

©McGraw-Hill Education.

Even the most satisfied employees aren’t satisfied every

minute of every day. حتى الموظفين األكثر رضاًءا ال يشعرون بالرضا في .كل دقيقة من كل يوم

Satisfaction levels wax and wane as a function of mood

and emotions. مستويات الرضا تتضاءل وتتالشى كدالة للمزاج .والعواطف

©McGraw-Hill Education.

Figure 4-6 Different Kinds of Moods أنواع المزاجيةمختلفة من الحاالت

Jump to Appendix 5 long image

description Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.

©McGraw-Hill Education.

Figure 4-5 Hour-by-Hour Fluctuations in Job

Satisfaction During the Workday تقلبات الرضا بساعةالوظيفي خالل يوم العمل ساعة

Jump to Appendix 6 long image description Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.

©McGraw-Hill Education.

Table 4-2 Different Kinds of Emotions أنواع مختلفة من المشاعر

1 of 2

Positive Emotions Description

Joy الفرح A feeling of great pleasure شعور برسور كبت

Pride فخر Enhancement of identity by taking credit for

achievement اإلنجاز تعزيز الهوية بأخذ الفضل ف

Relief ارتياح A distressing condition has changed for the

better ت حالة مؤلمة لألفضل لقد تغت Hope أمل Fearing the worst but wanting better الخوف من

األفضل األسوأ ولكن الرغبة ف

Love حب Desiring or participating in affection الرغبة أو المودة

المشاركة ف Compassionتعاطف Being moved by another’s situation التأثر بحالة

اآلخرين

Source: Adapted from R.S. Lazarus, Emotion and Adaptation (New York: Oxford University, 1991.)

Table 4-2 Different Kinds of Emotions 2 of 2

©McGraw-Hill Education.

Negative Emotions Description

Anger الغضب A demeaning offense against me and mine إهانة مهينة ضدي وضدي

Anxiety القلق Facing an uncertain or vague threat مواجهة تهديد غت مؤكد أو غامض

Fear الخوف Facing an immediate and concrete danger مواجهة خطر فوري وملموس

Guilt الذنب Having broken a moral code بعد كرس مدونة أخالقية Shame عار Failing to live up to your ideal self عدم االرتقاء إىل

مستوى الذات المثالية

Sadness حزن Having experienced an irreversible loss بعد أن تعرضت لخسارة ال رجعة فيها

Envy الحسد Wanting what someone else has تريد ما لديه شخص آخر

Disgust از أثار Revulsion aroused by something offensive االشمت ء ء مس

از من شر االشمت

Mood and Emotions والعواطفالمزاج 2 of 2

©McGraw-Hill Education.

Feeling vs. showing الشعور مقابل العرض • Emotional labor العمل العاطفي

• Emotional contagionعدوى العاطفي

Emotional Laborالعمل العاطفي

Bonus Assessment: Emotional Labor

My job requires me to:

1. Make myself feel the things I need to express at work اجعل نفس أشعر باألشياء التر أحتاج للتعبت . العمل

.عنها ف

2. Attempt to actually experience the feeling that I need to display. محاولة تجربة الشعور الذي أحتاج .لعرضه

3. Try to feel the things that I need to show to others. حاول أن تشعر باألشياء التر أحتاج أن أعرضها .لآلخرين

4. Conceal the emotions that I actually experience. إخفاء المشاعر التر أشعر بها بالفعل.

5. Pretend that I’m feeling things that I’m not. تظاهر بأنت أشعر بأشياء لست كذلك.

6. Avoid showing the true emotions that I’m experiencing. تجنب إظهار المشاعر الحقيقية التر أشعر بها.

©McGraw-Hill Education.

Figure 4-8 Effects of Job Satisfaction on Performance

and Commitment وااللتزامآثار الرضا الوظيفي على األداء

Jump to Appendix 7 long image description

Image: Copyright McGraw-Hill Education. Permission required for reproduction or display.

©McGraw-Hill Education.

OB on Screen

Paterson

©McGraw-Hill Education.

Application

Image: Copyright: McGraw-Hill Education. Permission required for reproduction or display.

Jump to Appendix 8 long image description

Chapter 5

Stress ضغط

Class Agenda

©McGraw-Hill Education.

Stress defined

Types of stressors

What can you do?

What can organizations do?

How important is stress?

Application

An Integrative Roadmap

©McGraw-Hill Education.

Stress ضغط

©McGraw-Hill Education.

Definition: A psychological response to demands where

there is something at stake and where coping with the

demands taxes or exceeds a person’s capacity or

resources استجابة نفسية للمطالب عندما يكون هناك شيء على : التعريف المحك وحيث يكون التعامل مع المطالب ضرائب أو يتجاوز قدرة الشخص أو موارده

Do you want a stress-free job? هل تريد وظيفة خالية من التوتر؟

Which jobs are more and less stressful? ما هي الوظائف التي تكون مرهقة أكثر فأكثر؟

©McGraw-Hill Education.

Table 5-1

Jobs Rated from Least Stressful to Most Stressful

LEAST STRESSFUL JOBS STRESS LEVEL MOST STRESSFUL JOBS STRESS LEVEL

1. Tenured University Professor 5.03 143. Elementary School Teacher 27.37

2. Audiologist 6.33 148. Management Consultant 28.24

3. Medical Records Technician 7.48 150. Air Traffic Controller 28.58

4. Jeweler 8.10 154. Surgeon 28.90

8. Librarian 10.61 163. Construction Foreman 30.92

14. Software Engineer 12.13 166. Lumberjack 32.00

18. Computer Service Technician 12.64 172. Attorney 36.40

24. Occupational Therapist 13.14 175. Sales Representative 36.95

29. Chiropractor 13.55 179. Real Estate Agent 38.57

30. Actuary 14.09 180. Social Media 38.60

35. Multimedia Artist 14.40 183. Stockbroker 39.97

39. Hair Stylist 14.59 185. Advertising Account

Executive

43.24

40. Meteorologist 14.65 189. Taxi Driver 46.18

42. Loan Officer 14.73 191. Senior Corporate Executive 47.55

47. Biologist 15.10 194. Event Coordinator 49.73

50. Optician 15.57 195. Police Officer 50.81

53. Veterinarian 15.83 196. Airline Pilot 59.12

63. Chemist 17.00 198. Newspaper Reporter 69.67

74. Sustainability 18.50 199. Firefighter 71.64

84. Accountant 19.85 200. Enlisted Military Personnel 74.83

Source: Adapted from L. Krantz and

T. Lee. "The Jobs Rated Almanac"

(Lake Geneva, WI: iFocus Books,

2015). The stress level score is

calculated by summing points in 10 categories: deadlines, working in the

public eye, competitiveness, physical

demands, environmental conditions,

hazards, own life at risk, another’s life

at risk, public encounters, and employment change.

©McGraw-Hill Education.

Figure 5-1 Transactional Theory of Stress نظرية المعامالت للتوتر

Jump to Appendix 1 long image

description

Challenge Stressors

تحدي الضغوطات

How much stress do you feel because of the following aspects of your coursework? ما مقدار الضغط ؟الذي تشعر به بسبب الجوانب التالية من واجباتك الدراسية

1. The pressures I have to finish assignments on time ي الوقت ّ إلنهاء المهام ف ي علي المحددالضغوط الت

2. The sheer amount of stuff I have to do ي يجب أن أفعلهاالكم الهائل من األشياء الت

3. The complexity of the material on exams and assignments ي االختبارات والواجباتمدى تعقيد المواد ف

4. The time I have to devote to getting everything done ءالوقت الذي يجب أن أخصصه إلنجاز كل ي ش

5. The number of “balls in the air” as I balance all my responsibilities ي الهواء"عدد وأنا وازن " الكرات ف

ي بي جميع مسؤوليات

Average score: 16 ©McGraw-Hill Education.

Hindrance Stressors

العائقضغوطات

1. The sense that I’m not making progress in mastering the material ي إتقان ي ال أحقق تقدًما ف الشعور بأنت

المواد

2. The hassles I have to go through when doing class assignments ي يجب أن أواجهها عند القيام المتاعب الت الفصلبمهام

3. A sense of uncertainty about what’s expected of me by professors شعور بعدم اليقي بشأن ما يتوقعه ي األساتذة مت

4. A belief that my professors play favorites when grading exams and assignments ي اعتقاد بأن أساتذت

والواجباتيفضلون عند تصحيح االمتحانات

5. The amount of “busy work” I have that winds up wasting my time الذي أقوم " العمل المزدحم"إن مقدار ي به ينتهي بإهدار وقت

Average Score: 12 ©McGraw-Hill Education.

Work Stressors العملضغوطات 1 of 2

©McGraw-Hill Education.

Challenge stressors تحدي الضغوطات • Time pressure ضغط الوقت

• Work complexity تعقيد العمل

• Work responsibility مسؤولية العمل

OB on Screen

©McGraw-Hill Education.

Deepwater Horizon

Work Stressors ضغوطات العمل 2 of 2

©McGraw-Hill Education.

Hindrance stressors ضغوطات العوائق

• Role conflict صراع الدور

• Role ambiguity غموض الدور

• Role overload دور زائد

• Daily hassles متاعب اليومية

Family Stressors األسرةضغوط 1 of 2

©McGraw-Hill Education.

Challenge stressors تحدي الضغوطات • Family time demands يتطلب وقت األسرة

• Personal development تطوير الذات

• Positive life events أحداث الحياة اإليجابية

Family Stressors 2 of 2

©McGraw-Hill Education.

Hindrance stressors ضغوطات العوائق

• Work-family conflict الصراع بين العمل واألسرة

• Financial uncertainty عدم اليقين المالي

• Negative life events أحداث الحياة السلبية

Table 5-2 Stressful Life Events أحداث الحياة المجهدة

Source: Adapted from T.H. Holmes and R.H. Rahe, “The Social Re-Adjustment Rating Scale,” Journal of Psychosomatic Research 11 (1967), pp. 213–18. ©McGraw-Hill Education.

LIFE EVENT STRESS SCORE LIFE EVENT STRESS SCORE

Death of a spouse 100 Trouble with in-laws 29

Divorce 73 Outstanding

achievement

Marital separation 65 Begin or end school 26

Jail term 63 Change in living

conditions

Death of close family

member

63 Trouble with boss 23

Personal illness 53 Change in work hours 20

Marriage 50 Change in residence 20

Fired at work 47 Change in schools 20

Marital reconciliation 45 Change in social

activities

Retirement 45 Change in sleeping

habits

Pregnancy 40 Change in family get-

togethers

Gain of new family

member

39 Change in eating habits 15

Death of a close friend 37 Vacations 13

Change in occupation 36 The holiday season 12

Child leaving home 29 Minor violations of the

law

Table 5-3 Examples of Coping with Stressors أمثلة على التعامل مع الضغوطات

©McGraw-Hill Education.

Methods طرق Problem-Focused ز عىل كت التر المشكلة

Emotion-Focused ز عىل كت التر العاطفة

Behavioral Methods الطرق السلوكية

• Working harder العمل بجدية أكب

• Seeking assistance طلب المساعدة

• Acquiring additional

resources الحصول عل موارد إضافية

• Engaging in alternative

activities ي االنخراط ف

أنشطة بديلة • Seeking support التماس

الدعم • Venting anger التنفيس

عن الغضب

Cognitive Methods الطرق المعرفية

• Strategizing التخطيط • Self-motivating تحفب

الذات • Changing priorities تغيب

األولويات

• Avoiding, distancing,

and ignoring التجنب واالبتعاد والتجاهل

• Looking for the

positive in the

negative البحث ي ي ف عن اإليجات السلبية

• Reappraising إعادة تقييم

Accounting for Individuals المحاسبة لألفراد

©McGraw-Hill Education.

People differ in their ability to cope with stressors, as a

function of: ، يختلف الناس في قدرتهم على التعامل مع الضغوطات :كوظيفة لـ

• Social support دعم اجتماعي • Instrumental support دعم فعال

• Emotional support الدعم العاطفي

• Type A Behavior Pattern اكتب نمط السلوك

Type A Behavior Pattern

السلوكاكتب نمط

The average score is 60.

©McGraw-Hill Education.

Source: Adapted from R.H. Friedman & R. H. Rosenman, “Association of Specific Overt

Behavior Pattern with Blood and Cardiovascular Findings,” Journal of the American Medical

Association 169 (1959), pp. 1286–69. Jump to Appendix 2 for long description.

©McGraw-Hill Education.

Figure 5-2 Examples of Strain أمثلة على اإلجهاد

Jump to Appendix 3 long image

description

Figure 5-4 Effects of Hindrance Stressors on Performance

and Commitment آثار ضغوطات العائق على األداء وااللتزام

Jump to Appendix 4 Long

Description ©McGraw-Hill Education.

Figure 5-5 Effects of Challenge Stressors on

Performance and Commitment

Jump to Appendix 5 Long

Description ©McGraw-Hill Education.

Application

©McGraw-Hill Education.

Stress Management ادارة االجهاد • Managing hindrance stressors إدارة ضغوطات العوائق

• Improving work-life balance تحسين التوازن بين العمل والحياة

• Improving hardinessتحسين الصالبة

Exercise: Managing Stress

Jump to Appendix 6 for long description.

©McGraw-Hill Education.

Waking Hours

ساعات اإلستيقاظ

Jump to Appendix 7 long image description.

©McGraw-Hill Education.

Improving Hardiness

Jump to Appendix 8 for long

description.

Chapter 6

Motivation التحفيز

Class Agenda

©McGraw-Hill Education.

Motivation defined Theories of motivation تعريف

الدافع نظريات الدافع

• Expectancy theoryنظرية التوقع

• Goal setting theoryنظرية تحديد الهدف

• Equity theoryنظرية العدالة

• Psychological empowerment How important is

motivation? Applicationالتمكين النفسي ما هي أهمية الدافع؟ تطبيق

An Integrative Roadmap

©McGraw-Hill Education.

Motivation Defined تعريف الدافع

©McGraw-Hill Education.

A set of energetic forces that originate within and outside

an employee that initiates work-related effort and

determines its direction, intensity, and persistence مجموعة من القوى النشطة التي تنشأ داخل الموظف وخارجه والتي تبدأ الجهد المرتبط بالعمل وتحدد اتجاهه وكثافته ومثابرته

• What do you do? ماذا تعمل؟

• How hard do you do it? ما مدى صعوبة القيام بذلك؟

• How long do you do it? كم من الوقت تفعل ذلك؟

Engagement االرتباط

Consider your approach to your classes this semester: ي فصولك الدراسية هذا الفصل ي اعتبارك نهجك ف

ضع ف :الدراسي

1. I give my assignments my utmost attention. أعطي مهامي أقىص قدر من االهتمام.

2. I really concentrate on the things my classes demand. ي تطلبها ي أنا أركز حًقا عىل األشياء الت صف

3. I find myself absorbed in the content of my classes. ي محتوى فصولي أجد نفسي منغمسًا ف

4. I really focus my attention on the things I’m learning. ي أتعلمهاأركز انتباهي حًقا عىل األشياء الت

5. I rarely get distracted when I’m working on my class stuff. ي نادًرا ما يتشتت انتباهي عندما أعمل عىل مواد صف

6. In general, I approach my class work with focus. ي الفصل مع كت بشكل عام ، أتعامل مع عمىلي ف الت

Average Score: 24

©McGraw-Hill Education.

Theories of Motivationنظريات التحفيز

©McGraw-Hill Education.

Several theories attempt to summarize the key factors that

foster high motivation: تحاول عدة نظريات تلخيص العوامل الرئيسية التي :تعزز الدافع العالي

• Expectancy theory نظرية التوقع

• Goal setting theory نظرية تحديد الهدف

• Equity theory نظرية العدالة

• Psychological empowerment التمكين النفسي

Expectancy Theory التوقعنظرية 1 of 3

©McGraw-Hill Education.

Motivation is fostered when the employee believes three

things: يتم تعزيز الدافع عندما يؤمن الموظف بثالثة أشياء • That effort will result in performance هذا الجهد سيؤدي إلى األداء

• That performance will result in outcomes هذا األداء سيؤدي إلى نتائج

• That those outcomes will be valuable أن تلك النتائج ستكون ذات قيمة

©McGraw-Hill Education.

Figure 6-2 Expectancy Theory

Jump to Appendix 1 long image

description

Expectancy Theory 2 of 3

©McGraw-Hill Education.

Effort → Performance Can be hindered by: يمكن

:األداء من خالل← إعاقة الجهد

• Lack of necessary resources نقص الموارد الالزمة

• Lack of supportive leadership عدم وجود قيادة داعمة

• Low self-efficacy انخفاض الكفاءة الذاتية

Self-Efficacy الذاتيةالكفاءة

1. I can succeed, even when the going gets tough. ي أن أنجح ، حت عندما تصبح األمور صعبةيمكنت

2. I do most things well, relative to my peers. ي أقوم بمعظم األشياء بشكل جيد ، مقارنة بزمالئ

3. I have a sense of confidence on a lot of different tasks. ي الكثت من المهام المختلفةلدي شعور بالثقة ف

4. I know that I can overcome challenges when I encounter them. ي التغلب عىل التحديات عندما أواجهها .أعلم أنه يمكنت

5. If I set my mind to certain goals, I’m confident I can achieve them. ي قادر عىل إذا ركزت عىل أهداف معينة ، فأنا واثق من أنت .تحقيقها

6. I am able to succeed at the things I want to be good at. ي أريد أن أكون جيًدا فيها ي األشياء الت .أنا قادر عىل النجاح ف

7. I’m confident in my ability, even when I face difficult tasks. ي ، حت عندما أواجه مهام صعبة .أنا واثق من قدرئ

8. When I set a goal for myself, I believe I can meet it. ي أستطيع تحقيقه .عندما أضع هدًفا لنفسي ، أعتقد أنت

©McGraw-Hill Education.

Figure 6-3 Sources of Self-Efficacy

Jump to Appendix 2 long image

description

Instrumentality الوسيلة

©McGraw-Hill Education.

Performance → Outcomes Can be

hindered by: النتائج يمكن أن يعيقها→ األداء:

• Poor methods for measuring performance, as Instrumentality

could actually be rewritten to be Performance → Evaluation →

Outcomes طرق ضعيفة لقياس األداء ، حيث يمكن في الواقع إعادة كتابة األداة لتكون النتائج -التقييم -األداء

• Inadequate budget to provide outcomes, even when performance is

high ميزانية غير كافية لتوفير النتائج ، حتى عندما يكون األداء مرتفعًا

• Use of policies that reward things besides performance, such as

attendance or seniority استخدام السياسات التي تكافئ األشياء إلى جانب األداء ، مثل الحضور أو األقدمية

• Time delays in doling out rewards تأخير الوقت في توزيع المكافآت

Valence التكافؤ 1 of 2

©McGraw-Hill Education.

Anticipated value of outcomes القيمة المتوقعة للنتائج • Extrinsic خارجي

• Intrinsic حقيقي

Table 6-2 Extrinsic and Intrinsic Outcomes النتائج والجوهريةالخارجية

©McGraw-Hill Education.

EXTRINSIC OUTCOMES النتائج الخارجية

INTRINSIC OUTCOMES النتائج الداخلية

Pay دفع Enjoyment التمتع Bonuses المكافآت Interestingness تشويق Promotions قيات إنجاز Accomplishment الت Benefits and perks الفوائد واالمتيازات

Knowledge gain اكتساب المعرفة

Spot awardsجوائز سبوت Skill development تطوير المهارة Praise مديح Personal expression التعبت

الشخىصي Job security ي

الملل( قلة) Boredom (Lack of) األمن الوظيف

Support الدعم (Lack of) Anxiety (قلة )القلق

Free time وقت فراغ (Lack of) Frustration (قلة )اإلحباط

(Lack of) Disciplinary actions

إجراءات تأديبية( عدم وجود)

(Lack of) Demotions (عدم وجود ) تخفيضات (Lack of) Terminations ( عدم

اإلنهاءات( وجود

Valence التكافؤ

©McGraw-Hill Education.

2 of 2

Why does pay have such a high valence? The meaning of

money لماذا دفع مثل هذا التكافؤ العالي؟ معنى المال

• Achievement إنجاز

• Respect احترام

• Freedom حرية

©McGraw-Hill Education.

Meaning of Money معنى المال

Average

Score: 13

Average

Score: 15

Average

Score: 20

Jump to Appendix 3 long image

description

Expectancy Theory التوقعنظرية 3 of 3

©McGraw-Hill Education.

Motivation = (E → P) × ฀[ ( P → O) × V]

Key aspect: multiplicative effects التأثيرات : الجانب الرئيسي المضاعفة

• Motivation is zero if either expectancy, instrumentality,

or valence is zero الدافع هو صفر إذا كان التوقع أو الوسيلة أو التكافؤ صفًرا

Goal Setting Theory نظرية تحديد الهدف

©McGraw-Hill Education.

Motivation is fostered when employees are given specific

and difficult goals rather than no goals, easy goals, or “do

your best” goals. محددة أهدافًا الموظفين إعطاء يتم عندما الحافز تعزيز يتم قصارى بذل" أهداف أو سهلة أهداف أو أهداف وجود عدم من بدالً وصعبة

."جهدك

Figure 6-4

Goal Difficulty and Task Performance صعوبة الهدف وأداء المهمة

Jump to Appendix 4 long image

description ©McGraw-Hill Education.

Figure 6-5 Goal Setting Theory

Jump to Appendix 5 long image

description ©McGraw-Hill Education.

Equity Theory نظرية العدالة

©McGraw-Hill Education.

Motivation is maximized when an employee’s ratio of

“outcomes” to “inputs” matches those of some

“comparison other.” يتم تعظيم الحافز عندما تتطابق نسبة الموظف ".المقارنة األخرى"مع تلك الخاصة ببعض " المدخالت"إلى " النتائج"من

Thus motivation also depends on the outcomes received

by other employees. وبالتالي يعتمد الدافع أيًضا على النتائج التي يتلقاها .الموظفون اآلخرون

Figure 6-6 Equity Theory Comparisons

اإلنصافمقارنات نظرية 1 of 3

Are these really equal?

هل هذه متساوية حقا؟

Source: Adapted from J.S. Adams, “Inequity in Social Exchange,” in Advances in Experimental Social Psychology, Vol. 2, ed. L.

Berkowitz (New York: Academic Press, 1965), pp. 267–99 ©McGraw-Hill Education.

Figure 6-6 Equity Theory Comparisons 2 of 3

What emotion do you feel in this case? ما هي المشاعر التي تشعر بها في هذه الحالة؟

What methods can be used to restore equity?

ما هي األساليب التي يمكن استخدامها الستعادة العدالة؟

Jump to Appendix 6 long image

description ©McGraw-Hill Education.

Figure 6-6 Equity Theory Comparisons 3 of 3

What emotion do you feel in this case? ما هي المشاعر التي تشعر بها في هذه الحالة؟

What methods can be used to restore equity ما هي األساليب التي يمكن ? استخدامها الستعادة العدالة؟

Jump to Appendix 7 long image

description ©McGraw-Hill Education.

Psychological Empowerment التمكين النفسي

©McGraw-Hill Education.

An intrinsic form of motivation derived from the belief that

one’s work tasks are contributing to some larger purpose

تحقيق في تساهم الفرد عمل مهام بأن االعتقاد من مشتق التحفيز من جوهري شكل أكبر غرض

Fostered by four beliefs: معتقدات أربع تعززها

• Meaningfulness المغزى

• Self-Determination تقرير المصير

• Competence مهارة

• Impact تأثير

OB on Screen

©McGraw-Hill Education.

Star Trek Beyond

Figure 6-8 Effects of Motivation on

Performance and Commitment

وااللتزامآثار التحفيز على األداء

Jump to Appendix 8 long image

description ©McGraw-Hill Education.

Table 6-7 Compensation Plan Elements عناصر التعويضخطة

©McGraw-Hill Education.

Individual-

Focusedكت عىل الفرد الت Description وصف

Piece-rateمعدل القطعة A specified rate is paid for each unit produced, each unit sold, or each service provided. يتم .دفع سعر محدد لكل وحدة منتجة ، أو كل وحدة مباعة ، أو كل خدمة مقدمة

Merit payأجر الجدارة An increase to base salary is made in accordance with performance evaluation ratings. تتم .زيادة الراتب األساسي وفًقا لتصنيفات تقييم األداء

Lump-sum bonuses مكافآت المبلغ المقطوع

A bonus is received for meeting individual goals but no change is made to base salary. The

potential bonus represents “at risk” pay that must be re-earned each year. Base salary may

be lower in cases in which potential bonuses may be large. يتم استالم مكافأة لتحقيق األهداف الذي يجب " المعرض للخطر"تمثل المكافأة المحتملة األجر . الفردية ولكن ال يتم إجراء أي تغيت عىل الراتب األساسي

داده كل عام ة. است ي قد تكون فيها المكافآت المحتملة كبت ي الحاالت الت .قد يكون الراتب األساسي أقل ف

Recognition awards جوائز التقدير

Tangible awards (gift cards, merchandise, trips, special events, time off, plaques) or

intangible awards (praise) are given on an impromptu basis to recognize achievement.

( بطاقات الهدايا ، والبضائع ، والرحالت ، والمناسبات الخاصة ، واإلجازات ، واللوحات)ُتمنح الجوائز الملموسة .عىل أساس مرتجل لتقدير اإلنجاز( الثناء)أو الجوائز غت الملموسة

Table 6-7 Compensation Plan

Elements عناصر خطة التعويض

Organization-Focused

منظمة تركز

Description وصف

Profit Sharingمشاركة األرباح

A bonus is received when the publically reported earnings of a company exceed some minimum

level, with the magnitude of the bonus contingent on the magnitude of the profits. No change is

made to base salary. The potential bonus represents “at risk” pay that must be re-earned each year.

Base salary may be lower in cases in which potential bonuses may be large. عندما المكافأة استالم يتم كة أرباح تتجاوز .األساسي الراتب عىل تغيت أي يطرأ لم .األرباح حجم عىل المكافأة حجم ويتوقف ، معيًنا أدئ حًدا علًنا المعلنة الشر داده يجب الذي "للخطر المعرض" األجر المحتملة المكافأة تمثل ي أقل األساسي الراتب يكون قد .عام كل است

ي الحاالت ف قد الت ة المحتملة المكافآت فيها تكون .كبت

Unit-Focused كت عىل الت الوحدة

Description وصف

Gainsharing تقاسم المنافع

A bonus is received for meeting unit goals (department goals, plant goals, business unit

goals) for criteria controllable by employees (labor costs, use of materials, quality). No

change is made to base salary. The potential bonus represents “at risk” pay that must be

re-earned each year. Base salary may be lower in cases in which potential bonuses may be

large. للمعايت ( أهداف القسم ، وأهداف المصنع ، وأهداف وحدة العمل)يتم استالم مكافأة لتحقيق أهداف الوحدة ي يمكن للموظفي التحكم فيها . لم يطرأ أي تغيت عىل الراتب األساسي (. تكاليف العمالة ، استخدام المواد ، الجودة)الت

داده كل عام" المعرض للخطر"تمثل المكافأة المحتملة األجر ي . الذي يجب است قد يكون الراتب األساسي أقل ف ة ي قد تكون فيها المكافآت المحتملة كبت .الحاالت الت

Chapter 7

Trust, Justice, and Ethics

الثقة والعدالة واألخالق

Class Agenda

©McGraw-Hill Education.

Trust defined

Types of trust

Using justice to gauge trust

Using ethics to gauge trust

How important is trust?

Application

An Integrative Roadmap

©McGraw-Hill Education.

Trust Defined محددة ثقة

©McGraw-Hill Education.

The willingness to be vulnerable to an authority based on positive expectations about the authority’s actions and intentions الرغبة في أن تكون ضعيفًا أمام سلطة بناًء على توقعات إيجابية حول تصرفات السلطة ونواياها

• Trust = willing to be vulnerable الرغبة في أن تكون عرضة = الثقة للخطر

• Risk = actually becoming vulnerable تصبح في = المخاطرة الواقع عرضة للخطر

Figure 7-1 Factors That Influence Trust Levels العوامل التي الثقةتؤثر على مستويات

Jump to Appendix 1 long image description

©McGraw-Hill Education.

Disposition-Based Trust الثقة القائمة على التصرف

©McGraw-Hill Education.

Trust Propensity نزعة الثقة

• A general expectation that the words, promises, and statements of individuals and groups can be relied upon توقع عام بأنه يمكن االعتماد على كلمات ووعود وبيانات األفراد والجماعات

• Which is more damaging in organizational life: being too trusting or being too suspicious? أيهما أكثر ضرًرا في الحياة

الثقة الزائدة أم الشك الشديد؟: التنظيمية

©McGraw-Hill Education.

Trust Propensityنزعة الثقة

Sources: R.C. Mayer and J.H. Davis, “The Effect of the Performance Appraisal System on Trust for Management: A Field Quasi-Experiment,” Journal of Applied Psychology 84 (1999), pp.

123–36. Jump to Appendix 2 for long

description.

Average

Score: 21

©McGraw-Hill Education.

Cognition-Based Trust الثقة القائمة على المعرفة

Trustworthiness الجدارة بالثقة

The characteristics of a trustee that inspire trust are: خصائص الوصي التي تلهم الثقة هي

• Ability القدرة

• Benevolence اإلحسان

• Integrity النزاهة

©McGraw-Hill Education.

Figure 7-3 Types of Trust Over Time أنواع الثقة بمرور الوقت

Jump to Appendix 3 long image

description

Justice عدالة

©McGraw-Hill Education.

Trustworthiness can sometimes be difficult to judge, especially early in work relationships. قد يكون الحكم على الجدارة بالثقة أمًرا صعبًا في بعض األحيان ، خاصة في عالقات العمل .في وقت مبكر

Justice-relevant acts can serve as behavioral evidence of trustworthiness. يمكن أن تكون األعمال المتعلقة بالعدالة بمثابة دليل .سلوكي على الجدارة بالثقة

• Distributive justice عدالة التوزيع

• Procedural justice العدالة اإلجرائية

• Interpersonal justice العدالة الشخصية

• Informational justice العدالة المعلوماتية

Table 7-2 Distributive and Procedural Justice العدالة التوزيعية واإلجرائية

Distributive Justice

Rules قواعد العدالة التوزيعية

Description وصف

Equity vs. equality vs. Need العدالة مقابل المساواة مقابل الحاجة

Are rewards allocated according to the proper norm? هل المكافآت موزعة حسب القاعدة الصحيحة؟

Procedural Justice

Rules قواعد العدالة اإلجرائية Description وصف

Voice صوت Do employees get to provide input into procedures? ي اإلجراءات؟

ن تقديم مدخالت فن ن عىل الموظفي هل يتعي

Correctabilityالقابلية للتصحيح Do procedures build in mechanisms for appeals? هل ي اإلجراءات آليات لالستئناف؟ تبنن

Consistency التناسق Are procedures consistent across people and time? هل اإلجراءات متسقة عبر الناس والوقت؟

Bias Suppression ن ?Are procedures neutral and unbiased قمع التحب هل اإلجراءات ة؟ ن محايدة وغب متحب

Representativenessالتمثيلية Do procedures consider the needs of all groups? هل تراعي اإلجراءات احتياجات جميع الفئات؟

Accuracy صحة Are procedures based on accurate information? هل اإلجراءات مبنية عىل معلومات دقيقة؟

Procedural Justice العدالة اإلجرائية

The items below reference the procedures instructors use for grading at your school. تشب العنارص ي مدرستك

ي يستخدمها المعلمون للتصنيف فن .الواردة أدناه إىل اإلجراءات الن

1. Those procedures are moral and ethical. وأخالقيةهذه اإلجراءات معنوية

2. I can appeal the grades that result from those procedures, if I need to. ي الدرجات ي الطعن فن يمكننن

.الناتجة عن تلك اإلجراءات ، إذا كنت بحاجة إىل ذلك

3. Those procedures are based on accurate information. دقيقةتستند هذه اإلجراءات عىل معلومات

4. Those procedures are unbiased and balanced. ة ن ومتوازنةهذه اإلجراءات غب متحب

5. Those procedures are consistent across students. الطالبهذه اإلجراءات متسقة عبر

6. I can influence the grades that result from those procedures, if I try to. ي التأثب عىل الدرجات يمكننن .الناتجة عن تلك اإلجراءات ، إذا حاولت ذلك

7. I can express my voice regarding those procedures, if I want to. ي فيما يتعلق ي التعبب عن صوت يمكننن

.بهذه اإلجراءات ، إذا أردت ذلك

Average Score: 27 ©McGraw-Hill Education.

©McGraw-Hill Education.

Figure 7-4 Combined Effects of Distributive and Procedural Justice اآلثار المشتركة للعدالة

واإلجرائيةالتوزيعية

Jump to Appendix 4 long image

description

©McGraw-Hill Education.

Table 7-2 Interpersonal and Informational Justice العدالة الشخصية

والمعلوماتية Interpersonal Justice Rules قواعد العدالة الشخصية

Descriptionوصف

Respect ام ?Do authorities treat employees with sincerity احب هل ن بصدق؟ تعامل السلطات الموظفي

Propriety استقامة Do authorities refrain from improper remarks? هل تمتنع السلطات عن الترصيحات غب الالئقة؟

Informational Justice Rules قواعد العدالة المعلوماتية

Descriptionوصف

Justification ير ?Do authorities explain procedures thoroughly التبر هل ح السلطات اإلجراءات بدقة؟ تشر

Truthfulness الصدق Are those explanations honest? ات هل هذه التفسب صادقة؟

©McGraw-Hill Education.

Figure 7-5 The Effects of Justice on Theft During a Pay Cut آثار العدالة على السرقة أثناء خفض األجور

Jump to Appendix 5 long image

description

Ethics أخالق 1 of 7

©McGraw-Hill Education.

The degree to which the behaviors of an authority are in accordance with generally accepted moral norms. الدرجة .التي تتوافق بها سلوكيات السلطة مع المعايير األخالقية المقبولة عموًما

• Unethical behavior سلوك غير أخالقي

• “Merely ethical” behavior مجرد أخالقي"سلوك"

• “Especially ethical” behavior األخالقي بشكل خاص"السلوك"

Ethics 2 of 7

©McGraw-Hill Education.

Exercise تدريب

Read the scenario on the next four slides. اقرأ السيناريو في الشرائح .األربع التالية

Come up with three ideas for reducing theft in this grocery store. ابتكر ثالث أفكار لتقليل السرقة في متجر البقالة هذا.

Ethics 3 of 7

©McGraw-Hill Education.

Alex Grant recently graduated from college and is excited to be starting his first job as a store manager for The Grocery Cart, a large supermarket chain. The company has a very good management training program, and it is one of the fastest growing chains in the nation. تخرج Alex Grant ـ وهي سلسلة ، The Grocery Cartمؤخًرا من الكلية وهو متحمس لبدء وظيفته األولى كمدير متجر ل

.تمتلك الشركة برنامًجا تدريبيًا إداريًا جيًدا للغاية ، وهي واحدة من أسرع السالسل نمًوا في الدولة. سوبر ماركت كبيرة

If Alex does well managing his first store, there are a number of promising advancement opportunities in the company. After completing the store management training program, Alex met with Regina Hill, his area supervisor. She informed Alex that he would be taking charge of a medium- volume store ($250,000 in sales/week) in an upper-class neighborhood. This store had been operating without a store manager for the past six months. The store had also not made a profit in any of the monthly financial reports for the last year. إذا كان أليكس يدير متجره األول بشكل جيد ، فهناك عدد من فرص

. بعد االنتهاء من برنامج التدريب على إدارة المتجر ، التقى أليكس مع ريجينا هيل ، مشرف منطقته. التقدم الواعدة في الشركة ً 250)أخبرت أليكس أنه سيتولى مسؤولية متجر متوسط الحجم كان هذا . في حي من الطبقة العليا( ألف دوالر في المبيعات أسبوعيا

كما أن المتجر لم يحقق ربًحا في أي من التقارير المالية الشهرية للعام . المتجر يعمل بدون مدير متجر خالل األشهر الستة الماضية .الماضي

Ethics 4 of 7

©McGraw-Hill Education.

Hill also shared the following information with Alex: Because the store has been without a store manager for the last six months, the assistant manager (Drew Smith) has been in charge. Drew is known for being highly competent and a solid performer. However, there have been complaints that he is frequently rude to employees and insults and ridicules them whenever they make mistakes. Turnover among sales clerks and cashiers at this store has been somewhat higher than in other stores in the area. The average pay of clerks and cashiers is $7.25/hour. The last two semiannual inventories at this store showed significant losses. There has been a large amount of theft from the store stockroom (an area where only employees are allowed). شاركHill أيًضا المعلومات التالية معAlex: نظًرا ألن المتجر كان بدون مدير )متجر على مدار األشهر الستة الماضية ، فقد كان المدير المساعد Drew Smith) يشتهر درو بكفاءته العالية وأداءه القوي. هو المسؤول .

كان معدل الدوران بين كتبة . ومع ذلك ، كانت هناك شكاوى من أنه كثيًرا ما يكون وقًحا مع الموظفين ويهينهم ويسخر منهم كلما ارتكبوا أخطاء دوالر في 7.25متوسط أجر الكتبة والصرافين هو . المبيعات والصرافين في هذا المتجر أعلى إلى حد ما منه في المتاجر األخرى في المنطقة

منطقة يُسمح فيها )كان هناك قدر كبير من السرقة من مخزن المخزن . أظهر آخر مخزون نصف سنوي في هذا المتجر خسائر كبيرة. الساعة (.فقط للموظفين

Given that the store has generally done well in sales (compared with others in the area) and that most expenses seem well under control, Hill believes that the profitability problem for this store is primarily due to theft. Therefore, she suggested that Alex’s plans for the store should focus on this priority over any others. بالنظر إلى أن

وأن معظم النفقات تبدو تحت السيطرة ، يعتقد هيل أن مشكلة الربحية ( مقارنةً باآلخرين في المنطقة)المتجر حقق أداًء جيًدا بشكل عام في المبيعات .لذلك ، اقترحت أن تركز خطط أليكس للمتجر على هذه األولوية على أي خطط أخرى. لهذا المتجر ترجع أساًسا إلى السرقة

Ethics 5 of 7

©McGraw-Hill Education.

When Alex arrived for his first day of work in his new store, he saw that Drew

was in the process of terminating an employee (Rudy Johnson) who had been

caught stealing. Alex immediately went to the break room of the store where

the termination interview was being conducted to learn more about the

situation. رودي )عندما وصل أليكس في أول يوم عمل له في متجره الجديد ، رأى أن درو كان بصدد إنهاء خدمة موظف ذهب أليكس على الفور إلى غرفة االستراحة في المتجر حيث كانت تجري مقابلة إنهاء الخدمة . تم ضبطه وهو يسرق( جونسون

.لمعرفة المزيد عن الموقف

Drew informed Alex that Rudy had been a grocery clerk for the past six weeks

and that he had apparently figured out how to tell if the alarms to the

stockroom doors were off. Rudy would then open the back stockroom doors

and stack cases of beer outside the store to pick up after his shift. After Drew

caught Rudy doing this, Drew had a conversation with one of his friends who

works as a restaurant manager down the street. Drew’s friend noted that he

had hired Rudy a few months ago and that he’d been caught stealing there

too. ار في نذأخبر درو أليكس أن رودي كان كاتب بقالة على مدار األسابيع الستة الماضية وأنه على ما يبدو اكتشف كيفية معرفة ما إذا كانت أجهزة اإل بعد أن ضبط درو رودي وهو . بعد ذلك ، يفتح رودي أبواب المخزن الخلفية ويكدس علب البيرة خارج المتجر اللتقاطها بعد نوبته. أبواب المخزن قد توقفت

الحظ صديق درو أنه وظف رودي قبل بضعة أشهر وأنه تم القبض عليه . يفعل ذلك ، أجرى درو محادثة مع أحد أصدقائه الذي يعمل كمدير مطعم في الشارع .وهو يسرق هناك أيًضا

Ethics 6 of 7

©McGraw-Hill Education.

Turning to Rudy, Drew asked, “So, Rudy, what do you have to say for yourself?” Rudy quickly replied: “Look here, [expletive], you don’t pay me enough to work here and put up with this garbage. In fact, you’re always riding everyone like they’re your personal servant or something. So I was trying to get some beer. I’ve seen you let stockers take home damaged merchandise a dozen times. So just because they cut open a box of cookies, which we all know they do on purpose, they get to take stuff home for free. For that matter, we’ve all seen you do the same thing! I’ve never seen you make a big deal about this stuff before. Why can’t I get a few cases of beer? What’s the big deal?”

انظر هنا : "أجاب رودي بسرعة" إذن ، رودي ، ماذا لديك لتقول لنفسك؟"باالنتقال إلى رودي ، سأل درو ، في الواقع ، إنك دائًما ما تقود الجميع . ، أنت ال تدفع لي ما يكفي للعمل هنا وتحمل هذه القمامة[ كلمة بذيئة]،

لقد . لذلك كنت أحاول الحصول على بعض البيرة. كما لو كانوا خادمك الشخصي أو شيء من هذا القبيل لذلك فقط ألنهم قاموا بفتح . رأيت أنك سمحت للمخزون بأخذ البضائع التالفة إلى المنزل عشرات المرات

صندوق من ملفات تعريف االرتباط ، والذي نعلم جميعًا أنهم يفعلونه عن قصد ، يمكنهم أخذ األشياء إلى لم يسبق لي أن رأيتك تقوم بعمل كبير ! في هذا الصدد ، رأينا جميعًا أنك تفعل الشيء نفسه. المنزل مجانًا

"؟لماذا ال يمكنني الحصول على بضع علب من البيرة؟ ما هي الصفقة الكبيرة. حول هذه األشياء من قبل

OB on Screen

©McGraw-Hill Education.

The Founder

©McGraw-Hill Education.

Figure 7-6 The Four-Component Model of Ethical Decision Making النموذج المكون من أربعة مكونات

األخالقيالتخاذ القرار

Jump to Appendix 6 long image

description Photos: (top): ©Siede Preis/Getty Images; (bottom): ©C Squared Studios/Getty Images.

Moral Attentiveness األخالقياالنتباه

1. I enjoy pondering ethical matters. ي األمور األخالقية .أنا أستمتع بالتفكب فن

2. I often think about the ethical implications of my actions. ي اآلثار األخالقية ألفعاىلي .غالًبا ما أفكر فن

3. I reflect on moral issues rather frequently. ي القضايا األخالقية بشكل متكرر .أنا أفكر فن

4. I encounter morally charged situations rather often. ي كثب من األحيان .أواجه مواقف مشحونة أخالقيا فن

5. Moral dilemmas are a frequent part of my week. المعضالت األخالقية جزء متكرر من أسبوعي.

6. I think about how ethical I’m being almost every day. ي كل يوم تقريًبا ي مدى أخالف

.أفكر فن

7. I carefully consider the morality of my decision making. ي أخالقيات اتخاذ قراري .أنا أفكر بعناية فن

8. Many of the actions I take have some moral quality to them. ي أقوم بها لها بعض الصفة األخالقية بالنسبة لهم .العديد من اإلجراءات الن

9. I have experienced several ethical predicaments in my life. ي ي حيات

.لقد واجهت العديد من المآزق األخالقية فن

10. I often face situations that have some moral implication. غالًبا ما أواجه مواقف لها بعض اآلثار األخالقية.

©McGraw-Hill Education.

11 . I feel like I have to choose between moral and immoral fairly frequently ن األخالق وغب . . ي يجب أن أختار بي أشعر أننن ي بشكل متكرر

.األخالف

12 . Day in and day out, ethical dilemmas are something I have to consider. ء المعضالت ي األخالقية يوًما بعد يوم شر .يجب أن أفكر فيه

Average

Score: 19

Table 7-3 The Dimensions of Moral Intensity أبعاد الشدة األخالقية

©McGraw-Hill Education.

General Dimension: Potential for Harm ر: البعد العام احتمالية حدوث ضر

Specific Effect تأثب محدد

Description وصف

Magnitude of

Consequences حجم العواقب

How much harm would be done to other people? ر الذي يمكن أن يلحق ما مقدار الرصن باآلخرين؟

Probability effect تأثب االحتمالية

How likely is it that the act will actually occur and that the assumed

consequences will match predictions? ما مدى احتمالية أن يحدث الفعل بالفعل وأن النتائج ضة ستطابق التوقعات؟ المفب

Temporal

immediacy اآلنية الزمنية

How much time will pass between the act and the onset of its consequences? كم من ن الفعل وبدء نتائجه؟ الوقت سيمر بي

Concentration of

effect ن التأثب تركب Will the consequences be concentrated on a limited set of people, or will they be

more far-reaching? كز العواقب عىل مجموعة محدودة من الناس أم ستكون بعيدة المدى؟ هل ستب

General Dimension: Social Pressure الضغط االجتماع : البعد العام

Specific Effect تأثب محدد

Description

Social consensus اإلجماع االجتماعي

How much agreement is there that the proposed act would be unethical? ما مقدار ؟ ي ح سيكون غب أخالف االتفاق عىل أن القانون المقب

Proximityالقرب How near (in a psychological or physical sense) is the authority to those who will

be affected? ألولئك الذين سيتأثرون؟( بالمعنن النفسي أو الجسدي)ما مدى قرب السلطة

Ethics 7 of 7

©McGraw-Hill Education.

Can companies benefit from having better moral awareness and moral judgment, even if their costs rise as a result? How? هل يمكن للشركات االستفادة من وجود وعي أخالقي ؟أفضل وحكم أخالقي أفضل ، حتى لو ارتفعت تكاليفها نتيجة لذلك؟ كيف

Figure 7-8 Effects of Trust on Performance and Commitment

Sources: K.T. Dirks and D.L. Ferrin, “Trust in Leadership: Meta-Analytic Findings and Implications for Research and Practice,” Journal of Applied

Psychology 87 (2002), pp. 611–28; and J.A. Colquitt, B.A. Scott, and J.A. LePine, “Trust, Trustworthiness, and Trust Propensity: A Meta-Analytic Test

of Their Unique Relationships with Risk Taking and Job Performance,” Journal of Applied Psychology 92 (2007), pp. 909–27.

©McGraw-Hill Education.

Application تطبيق

©McGraw-Hill Education.

Corporate social responsibilityالمسؤولية االجتماعية للشركات • Legal component القانونيالمكون

• Ethical component األخالقيالمكون

• Social component المكون االجتماعي

Chapter 8

Learning and Decision Making

التعلم واتخاذ القرار

Class Agenda

©McGraw-Hill Education.

Learning defined

Methods of learning

Decision making defined

Decision-making problems

How important is learning?

Application

An Integrative Roadmap

©McGraw-Hill Education.

Learning Defined التعلمتعريف

©McGraw-Hill Education.

Permanent changes in an employee’s knowledge or skill

that result from experience تغييرات دائمة في معرفة الموظف أو مهارته الناتجة عن الخبرة

Employees learn two types of knowledge: يتعلم الموظفون :نوعين من المعرفة

• Explicit - easy to communicate and teach سهل -صريح التواصل والتعليم

• Tacit - more difficult to communicate; gained with

experience أكثر صعوبة في التواصل ؛ اكتسبت من -ضمني خالل الخبرة

Workplace Learning Potential إمكانات التعلم العملفي مكان

1. At work, I get enough time to find my own solutions to task-related issues. ي العمل ، أحصل عىل ف

ي للمشكالت المتعلقة بالمهام .وقت كاٍف إليجاد حلول خاصة ب

2. At work, I have the freedom to explore new ways to be more effective. At work, I have the

freedom to explore new ways to be more effective.

3. At work, I can experiment with different methods even if it might slow me down. ي العمل ، لدي ف

ي استكشاف طرق جديدة ألكون أكثر فعالية .الحرية ف

4. At work, I get the opportunity to learn how to cope with difficulties my way. ي العمل ، أحظ ف

ي ي طريق

.بفرصة تعلم كيفية التعامل مع الصعوبات ف

5. At work, I get the chance to reflect on how to do my job better. ي ي العمل ، أحظ بفرصة التفكثر ف

ف .كيفية القيام بعمىلي بشكل أفضل

6. At work, I have the freedom to compare different approaches to my work. ي العمل ، لدي الحرية ف

.لمقارنة األساليب المختلفة لعمىلي ©McGraw-Hill Education.

Methods of Learning التعلمطرق 1 of 3

©McGraw-Hill Education.

How do employees learn? كيف يتعلم الموظفون؟ • Reinforcement تعزيز

©McGraw-Hill Education.

Figure 8-2 Contingencies of Reinforcement حاالت الطوارئ للتعزيز

Jump to Appendix 1 long image

description

Table 8-2 Schedules of Reinforcement جداول التعزيز

©McGraw-Hill Education.

Reinforcement

Schedule جدول التعزيز

Reward Given

Following المكافأة المقدمة التالية

Potential Level of

Performance مستوى األداء المحتمل

Example مثال

Continuousمستمر Every desired

Behavior كل سلوك مطلوب High, but difficult to

Maintain مرتفع ، ولكن يصعب الحفاظ عليه

Praise مديح

Fixed interval ات زمنية فث ثابتة

Fixed time periods ات فث زمنية ثابتة

Averageمعدل Paycheck الراتب

Variable interval الفاصل المتغثر

Variable time periods

ة ات زمنية متغثر فث Moderately high مرتفعة بشكل معتدل

Supervisor walk-by مرور ف المشر

Fixed ratio نسبة ثابتة Fixed number of

desired behaviors

عدد ثابت من السلوكيات المرغوبة

High عالي Piece-rate pay دفع سعر القطعة

Variable ratio ة Variable number of نسبة متغثر

desired

behaviors عدد متغثر

من السلوكيات المرغوبة

Very high عالي جدا Commission pay دفع العمولة

Methods of Learning 2 of 3

©McGraw-Hill Education.

How do employees learn? كيف يتعلم الموظفون؟

• Reinforcement تعزيز

• Observation المالحظة

©McGraw-Hill Education.

Figure 8-1 Operant Conditioning Components مكونات الفعالةالتكييف

Jump to Appendix 2 long image

description

Methods of Learning 3 of 3

©McGraw-Hill Education.

Some people learn differently, as a function of the goals

and activities that they prioritize. يتعلم بعض الناس بشكل مختلف .، كدالة لألهداف واألنشطة التي يعطونها األولوية

Goal orientation توجيه الهدف • Learningتعلم

• Performance-prove إثبات األداء

• Performance-avoid تجنب األداء

Goal Orientation توجيه الهدف

Average

Score: 16

Average

Score: 11

Average

Score: 11

Source: Adapted from J.F. Brett and D. VandeWalle, “Goal Orientation and Goal Content Performance in a

Psychological Associated.

©McGraw-Hill Education.

Jump to Appendix 3 long image

description

Decision Making اتخاذ قرار

©McGraw-Hill Education.

The process of generating and choosing from a set of

alternatives to solve a problem عملية التوليد واالختيار من بين مجموعة من البدائل لحل مشكلة ما

Learning has a significant impact on decision making.

.التعلم له تأثير كبير على اتخاذ القرار

©McGraw-Hill Education.

Figure 8-4

Programmed and Nonprogrammed Decisions قرارات مبرمجة وغير مبرمجة

Jump to Appendix 4 long image

description

Rational Decision Making صنع القرار العقالني

1. I act based on my heart, not my head. ي وليس رأسي أنا أترصف بناًء عىل قلب

2. I think feelings should be the guide in most decisions. ي معظم القرارات .أعتقد أن المشاعر يجب أن تكون المرشد ف

3. I listen to logic when acting, not my emotions. أستمع إل المنطق عند التمثيل وليس مشاعري.

4. Most of my life decisions are governed by how I feel. ي لما أشعر به .تخضع معظم قرارات حياب

5. I do what inspires me. Now that’s logical. ي ي اآلن هذا . أفعل ما يلهمب منطق

6. When it comes to decisions, I do what is logical. ي .عندما يتعلق األمر بالقرارات ، أفعل ما هو منطق

7. My feelings are my compass when there are choices to be made. ي عندما تكون هناك خيارات يتعير القيام مشاعري هي بوصلب .بها

8. I believe key decisions should be reasoned carefully and rationally. أعتقد أن القرارات الرئيسية يجب أن تكون منطقية وعقالنية.

9. Important decisions should be based on the facts, not on emotions. يجب أن تستند القرارات المهمة إل الحقائق وليس عىل .العواطف

©McGraw-Hill Education.

OB on Screen

©McGraw-Hill Education.

The Big Short

Decision-Making Problems القرارمشاكل اتخاذ

©McGraw-Hill Education.

Common reasons for making bad decisions: األسباب الشائعة :التخاذ قرارات سيئة

• Limited information معلومات محدودة

• Faulty perceptions تصورات خاطئة

• Faulty attributions الصفات الخاطئة

• Escalation of commitment تصعيد االلتزام

Table 8-3 Rational Decision Making vs.

Bounded Rationality اتخاذ القرار العقالني مقابل العقالنية المحدودة

©McGraw-Hill Education.

To be rational decision makers, we

should لكي نكون صناع قرار عقالنيين ، يجب … ...علينا

Identify the problem by thoroughly examining the

situation and considering all interested parties.

ي جميع تحديد المشكلة من خالل دراسة الموقف بدقة والنظر ف

.األطراف المعنية

Develop an exhaustive list of alternatives to consider

as solutions. ضع قائمة شاملة بالبدائل للنظر فيها كحلول.

Evaluate all the alternatives simultaneously. تقييم جميع ي وقت واحد

.البدائل ف

Use accurate information to evaluate alternatives.

.استخدم معلومات دقيقة لتقييم البدائل

Pick the alternative that maximizes value. اخث البديل .الذي يزيد القيمة

Bounded rationality says we are

likely to… تقول العقالنية المقيدة أننا على ...األرجح

Boil down the problem to something that is easily

understood. ء يسهل فهمه ي ي سر اخترص المشكلة ف

Come up with a few solutions that tend to be

straightforward, familiar, and similar to what is

currently being done. ي تميل ابتكر بعض الحلول الب ة ومألوفة ومماثلة لما يتم القيام به حالًيا .إل أن تكون مباشر

Evaluate each alternative as soon as we think of it. قم .بتقييم كل بديل بمجرد أن نفكر فيه

Use distorted and inaccurate information during the

evaluation process. استخدم معلومات مشوهة وغثر دقيقة .أثناء عملية التقييم

Pick the first acceptable alternative (sacrifice). اخث (.التضحية)البديل األول المقبول

Faulty Perceptions تصورات خاطئة

©McGraw-Hill Education.

Heuristics and biases االستدالل والتحيزات • Availability التوفر

• Anchoring حصره

• Framing (اطار –صياغه ) تأطير

• Representativeness التمثيلية

• Contract عقد

• Recency حداثة

• Ratio bias تحيز النسبة

©McGraw-Hill Education.

Figure 8-5 Consensus, Distinctiveness, and

Consistency واالتساقاإلجماع والتميز

Jump to Appendix 5 long image

description

Escalation of Commitment االلتزامتصعيد

©McGraw-Hill Education.

The decision to continue to follow a failing course of

actionقرار االستمرار في اتباع مسار عمل فاشل

Throwing good money after badرمي المال الجيد بعد السيئ

Figure 8-7 Effects of Learning on Performance and

Commitment وااللتزامآثار التعلم على األداء

©McGraw-Hill Education.

Application تطبيق

©McGraw-Hill Education.

Training تدريب • Behavior modelingنمذجة السلوك

• Communities of practice مجتمعات التدرب

Transfer of training نقل التدريب • Climate for transferالمناخ للنقل

Chapter 9

Personality and Cultural Values

©McGraw-Hill Education.

Class Agenda

Personality defined

The dimensions of personality

Personality effects

Integrity tests

Cultural values

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Personality 1 of 4

The structures and propensities inside a person that

explain his or her characteristic patterns of thought,

emotion, and behavior

• Where does your personality come from?

©McGraw-Hill Education.

Personality 2 of 4

Nature versus Nurture

• Are you extraverted or introverted? How does that

compare to your parents?

• Do such similarities represent nature or nurture?

©McGraw-Hill Education.

Personality 3 of 4

Nature versus Nurture

Twin Studies

• Scientists study identical twins reared apart in order to

separate nature and nurture effects.

• This research suggests that between 35% and 49% of

the variation in personality is due to genetics.

©McGraw-Hill Education.

Personality 4 of 4

While we could come up with thousands of adjectives,

most of them would cluster around five general

dimensions.

We call these dimensions the “Big Five.”

©McGraw-Hill Education.

Figure 9-1 Trait Adjectives

Associated with the Big Five

G. Saucier, “Mini-Markers: A Brief Version of Goldberg’s Unipolar Big-Five Markers,” Journal of Personality Assessment 63 (1994), pp. 506-16; L.R. Goldberg, “The Development of Markers for the Big-Five Factor Structure,” Psychological Assessment 4 (1992), pp. 26-42; R.R. McCrae and P.T. Costa Jr., “Validation of the Five-Factor Model of Personality across Instruments and Observers,” Journal of Personality and Social Psychology 52 (1987), pp. 81-90; and C.M. Bill and B.P. Hodgkinson, “Development and Validation of the Five-Factor Model Questionnaire (FFMQ): An Adjectival-Based Personality Inventory for Use in Occupational Settings,” Personnel Psychology 60 (2007), pp. 731-66.

Jump to Appendix 1 long image description

©McGraw-Hill Education.

The Big Five

Jump to Appendix 2 long image description

©McGraw-Hill Education.

Personality Norms

Source: M.B. Donnellan, F.L. Oswald, B.M. Baird, and R.E. Lucas, “The Mini-IPIP Scales: Tiny-Yet-Effective Measures of the Big Five Factors of Personality,” Psychological Assessment 18 (2006), pp. 192–203. American Psychological Association.

Jump to Appendix 3 long image description

©McGraw-Hill Education.

Conscientiousness

Relevant adjectives:

• Dependable, organized, reliable, ambitious, hardworking,

persevering

• What’s your score?

©McGraw-Hill Education.

OB on Screen

La La Land

©McGraw-Hill Education.

Agreeableness

Relevant adjectives:

• Kind, cooperative, sympathetic, helpful, courteous, warm

• What’s your score?

©McGraw-Hill Education.

Neuroticism

Relevant adjectives:

• Nervous, moody, emotional, insecure, jealous, unstable

• What’s your score?

©McGraw-Hill Education.

Figure 9-3 Extraversion, Neuroticism, and

Typical Moods

Jump to Appendix 4 long image description

©McGraw-Hill Education.

Extraversion

Relevant adjectives:

• Talkative, sociable, passionate, assertive, bold, dominant

• What’s your score?

©McGraw-Hill Education.

Openness to Experience

Relevant adjectives:

• Curious, imaginative, creative, complex, refined,

sophisticated

• What’s your score?

©McGraw-Hill Education.

Other Personality Variables 1 of 3

Locus of control

• Strongly correlated with neuroticism

• Reflects the distinction between believing that events are

driven by luck, chance, or fate, versus people’s own

behaviors

©McGraw-Hill Education.

Other Personality Variables 2 of 3

Myers-Briggs Type Indicator

• Extraversion versus Introversion

• Sensing versus Intuition

• Thinking versus Feeling

• Judging versus Perceiving

©McGraw-Hill Education.

Figure 9-6 Holland’s RIASEC Model

Adapted from J.L. Holland, Making Vocational Choices: A Theory of Careers (Englewood Cliffs, NJ: Prentice Hall, 1973).

Jump to Appendix 5 long image description

©McGraw-Hill Education.

Other Personality Variables 3 of 3

An increasing number of organizations are attempting to

measure “honesty” or “integrity” for use in hiring. Why?

Such measures tap three of the Big Five:

• High conscientiousness

• Low neuroticism

• High agreeableness

©McGraw-Hill Education.

Table 9.5 Sample Integrity Test Items

Sample Items in a Clear Purpose Test

• Did you ever think about taking money from where you worked, but didn’t go through with it?

• Have you ever borrowed something from work without telling anyone?

• Is it OK to get around the law if you don’t break it

• If you were sent an extra item with an order, would you send it back?

• Do most employees take small items from work?

• What dollar value would a worker have to steal before you would fire them?

Sample Items in a Veiled Purpose Test

• I like to plan things carefully ahead of time.

• I often act quickly without stopping to think things through.

• I’ve never hurt anyone’s feelings. • I have a feeling someone is out to

get me. • I don’t feel I’ve had control over my

life.

Source: From J.E. Wanek, P.R. Sackett, and D.S. Ones, “Towards an Understanding of Integrity Test Similarities and Differences: AN Item-Level Analysis of Seven Tests,” Personnel Psychology

56 (2003), pp. 873-94. Reprinted with permission of John Wiley & Sons, Inc.

©McGraw-Hill Education.

Integrity Tests

The fact that integrity tests work may be surprising

because we would expect that people would lie about (or

at least exaggerate) their integrity.

Such concerns over “faking” also apply to measures of

the Big Five.

©McGraw-Hill Education.

Cultural Values 1 of 2

Shared beliefs about desirable end states or modes of

conduct in a given culture

Cultural values provide societies with their own

distinctive personalities.

©McGraw-Hill Education.

Table 9-3 Hofstede’s Dimensions of Cultural Values 1 of 2

Jump to Appendix 6 long image description

©McGraw-Hill Education.

Table 9-3 Hofstede’s Dimensions of Cultural Values 2 of 2

Sources: G. Hofstede, Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations (Thousand Oaks, CA: Sage, 2001): G. Hofstede, “Cultural Constraints in Management Theories,”

Academy of Management Executive 7 (1993), pp. 81-94; and G. Hofstede and M.H. Bond, “The Confucius Connection: From Cultural Roots to Economic Growth,” Organizational Dynamics 16 (1988), pp. 5-21.

Jump to Appendix 7 long image description

©McGraw-Hill Education.

Power Distance

1. A company’s norms should be followed, even if an employee disagrees with them.

2. Letting employees have a say in decisions eats away at managerial authority.

3. A good manager should be able to make decisions without consulting employees.

4. If employees disagree with the company’s actions, they should keep it to themselves.

5. Employees should not question the decisions that top management makes.

6. Managers lose effectiveness when employees second-guess their actions.

7. Managers have a right to expect employees to listen to them.

8. Efficient managerial decision making requires little employee input.

Average Score: 20

©McGraw-Hill Education.

Cultural Values 2 of 2

Project GLOBE

• Power distance

• Uncertainty avoidance

• Institutional collectivism

• In-group collectivism

• Gender egalitarianism

• Assertiveness

• Future orientation

• Performance orientation

• Humane orientation

©McGraw-Hill Education.

Figure 9-8 Effects of Personality on

Performance and Commitment

Sources: M.R. Barrick, M.K. Mount, and T.A. Judge, “Personality and Performance at the Beginning of the New Millennium: What Do We Know and

Where Do We Go Next?” International Journal of Selection and Assessment 9 (2001), pp. 9–30; C.M. Berry, D.S. Ones, and P.R. Sackett, “Interpersonal

Deviance, Organizational Deviance, and Their Common Correlates: A Review and Meta-Analysis,” Journal of Applied Psychology 92 (2007), pp. 410–24;

A. Cooper-Hakim and C. Viswesvaran, “The Construct of Work Commitment: Testing an Integrative Framework,” Psychological Bulletin 131 (2005),

B. pp. 241–59; L.M. Hough and A. Furnham, “Use of Personality Variables in Work Settings,” in Handbook of Psychology, Vol. 12, ed. W.C. Borman,

C. D.R. Ilgen, and R.J. Klimoski (Hoboken, NJ: Wiley, 2003), pp. 131–69; J.E. Mathieu and D.M. Zajac, “A Review and Meta-Analysis of the Antecedents,

D. Correlates, and Consequences of Organizational Commitment,” Psychological Bulletin 108 (1990), pp. 171–94; and J.F. Salgado, “The Big Five

E. Personality Dimensions and Counterproductive Behaviors,” International Journal of Selection and Assessment 10 (2002), pp. 117–25.

©McGraw-Hill Education.

Figure 9-9 The Effects of Faking on

Correlations with Integrity Tests

Jump to Appendix 8 long image description

©McGraw-Hill Education.

Next Time

Chapter 10: Ability

Chapter 10

Ability

©McGraw-Hill Education.

Class Agenda

Ability defined

Cognitive ability

Emotional intelligence

Physical abilities

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Ability

The relatively stable capabilities people have to perform

a particular range of different, but related, activities

• In contrast to skills, which are more trainable and

improvable

• As with personality, about half of the variation in ability

levels is due to genetics.

©McGraw-Hill Education.

Cognitive Ability 1 of 4

Capabilities related to the acquisition and application of

knowledge in problem solving

• Verbal

• Quantitative

• Reasoning

• Spatial

• Perceptual

©McGraw-Hill Education.

Cognitive Ability 2 of 4

One of the most widely used measures of cognitive

ability is the Wonderlic Personnel Test

• 50 questions in 12 minutes

• A score of 20 is equivalent to an IQ of 100, which is

average

• A score of 10 indicates literacy

©McGraw-Hill Education.

Figure 10-4 Sample Wonderlic Questions 1 of 2

Source: Wonderlic WPT—Sample Questions. Reprinted with permission of Wonderlic, Inc.

Jump to Appendix 1 long image description

©McGraw-Hill Education.

Figure 10-4 Sample Wonderlic Questions 2 of 2

Source: Wonderlic WPT—Sample Questions. Reprinted with permission of Wonderlic, Inc.

Jump to Appendix 2 long image description

©McGraw-Hill Education.

Cognitive Ability 3 of 4

Average NFL Wonderlic scores:

Offensive tackles: 26

Centers: 25

Quarterbacks: 24

Guards: 23

Tight ends: 22

Safeties: 19

Linebackers: 19

Cornerbacks: 18

Wide receivers: 17

Running backs: 16

©McGraw-Hill Education.

Table 10-3 Suggested Minimum Wonderlic

Scores for Various Jobs Job Minimum Scores

Mechanical Engineer 30

Attorney 29

Executive 28

Teacher 27

Nurse 26

Office Manager 25

Advertising Sales 24

Manager/Supervisor 23

Police Officer 22

Firefighter 21

Cashier 20

Hospital Orderly 19

Machine Operator 18

Unskilled Laborer 17

Maid-Matron 16

Source: Wonderlic Cognitive Ability Test and Scholastic Level Exam: User’s Manual (Vernon

Hills, IL: Wonderlic Cognitive Ability Test, Inc., 1992), pp. 28–29. Reprinted with permission.

©McGraw-Hill Education.

OB on Screen:

Hidden Figures

©McGraw-Hill Education.

Cognitive Ability 4 of 4

Think of the people you know who are exceptionally

smart. Are all of them successful?

Those who are not successful—why aren’t they? What

holds them back?

©McGraw-Hill Education.

Emotional Intelligence 1 of 5

Capabilities related to the management and use of

emotions when interacting with others

• Sometimes labeled EQ or EI

• Especially vital in jobs that require a lot of “emotional labor”

• Comes in four varieties

©McGraw-Hill Education.

Emotional Intelligence Assessment

Average

Score: 19

Average

Score: 19

Average

Score: 19

Average

Score: 19

Sources: K.S. Law, C.S. Wong, and L.J. Song, “The Construct and Criterion Validity of Emotional Intelligence and Its Potentia l Utility for Management

Studies,” Journal of Applied Psychology 89 (2004), pp. 483–96; and C.S. Wong and K.S. Law, “The Effects of Leader and Follower Emotional Intelligence on

Performance and Attitude,” The Leadership Quarterly 13 (2002), pp. 243–74.

Jump to Appendix 3 long image description

©McGraw-Hill Education.

Emotional Intelligence 2 of 5

Self awareness

• The ability of an individual to understand the types of

emotions he/she is experiencing, the willingness to

acknowledge them, and the capability to express them

accurately

• What’s your score?

©McGraw-Hill Education.

Emotional Intelligence 3 of 5

Other awareness

• The ability of an individual to recognize and understand

the emotions that other individuals are feeling

• What’s your score?

©McGraw-Hill Education.

Emotional Intelligence 4 of 5

Emotion regulation

• The ability to quickly recover from emotional experiences

and control one’s feelings

• What’s your score?

©McGraw-Hill Education.

Emotional Intelligence 5 of 5

Use of emotions

• The ability of an individual to harness emotions and use

them to improve their chances of being successful in a

given area

• What’s your score?

©McGraw-Hill Education.

Physical Ability

Importance varies according to the nature of the job

• Strength

• Stamina

• Flexibility and coordination

• Psychomotor

• Sensory

©McGraw-Hill Education.

Figure 10-3 Effects of General Cognitive Ability

on Performance and Commitment

Sources: J.W. Boudreau, W.R. Boswell, T.A. Judge, and R.D Bretz, “Personality and Cognitive Ability as Predictors of Job Searc among Employed

Managers,” Personnel Psychology 54(2001), pp. 25–50; S.M. Colarelli, R.A. Dean, and C. Konstans, “Comparative Effects of Personal and

Situational Influences on Job Outcomes of New Professionals,” Journal of Applied Psychology 72 (1987), pp. 558–66; D.N. Dickter, M.

Roznowski, and D.A. Harrison, “Temporal Tempering: An Event History Analysis of the Process of Voluntary Turnover,” Journal o f Applied Psychology

81 (1996), pp. 705–16; and F.L. Schmidt and J. Hunter, “General Mental Ability in the World of Work: Occupational Attainment and Job Performance,

” Journal of Personality and Social Psychology 86 (2004), pp. 162–73.

©McGraw-Hill Education.

Next Time

Chapter 11: Team Characteristics and Diversity

Chapter 11

Team Characteristics and

Diversity

©McGraw-Hill Education.

Class Agenda

Teams defined

Team types

Variations within team types

Team interdependence

Team composition

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Team Characteristics

A team consists of two or more people who work

interdependently over some time period to accomplish

common goals related to some task-oriented purpose.

• A special type of “group”

• The interactions among members within teams revolve

around a deeper dependence on one another than the

interactions within groups.

• The interactions within teams occur with a specific task-

related purpose in mind.

©McGraw-Hill Education.

Table 11-1 Types of Teams

Type of Team Purpose and Activities Life Span Member Involvement

Specific Examples

Work team Produce goods or provide services

Long High

Self-managed work team Production team Maintenance team Sales team

Management team

Integrate activities of subunits across business functions

Long Moderate Top management team

Parallel team Provide recommendations and resolve issues

Varies Low Quality circle Advisory council Committee

Project team Produce a one-time output (product, service, plan, design, etc.)

Varies Varies Product design team Research group Planning team

Action team

Perform complex tasks that vary in duration and take place in highly visible or challenging circumstances

Varies Varies

Surgical team Musical group Expedition team Sports team

Sources: S.G. Cohen and D.E. Bailey, “What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite,” Journal of Management 27 (1997), pp. 239-90; and E. Sundstrom, K.P.

De Meuse, and D. Futrell, “Work Teams: Applications and Effectiveness,” American Psychologist 45 (1990), pp. 120-33.

Figure 11-1 Types of Teams

Variations within Team Types

Virtual teams are teams in which the members are

geographically dispersed, and interdependent activity

occurs through electronic communications—primarily e-

mail, instant messaging, and Web conferencing.

Teams also vary in how experienced they are.

Figure 11-2 Two Models of Team Development

Jump to Appendix 1 long image description

Team Interdependence 1 of 3

Task interdependence refers to the degree to which

team members interact with and rely on other team

members for the information, materials, and resources

needed to accomplish work for the team.

Figure 11-3 Task Interdependence and

Coordination Requirements

Jump to Appendix 2 long image description

Team Interdependence 2 of 3

Goal interdependence exists when team members have

a shared vision of the team’s goal and align their

individual goals with that vision as a result.

The Mission Statement Development Process

For a similar take on how to develop mission statements, see P.S. MacMillan The Performance Factor: Unlocking the Secrets of Teamwork, Nashville,

Broadman & Holman Publishers, 2001, pp. 51–53.

Jump to Appendix 3 long

Image description

Team Interdependence 3 of 3

Outcome interdependence exists when team members

share in the rewards that the team earns.

OB on Screen

Arrival

Interdependence

Average score: 14

Source: From M.A. Campion, E.M. Papper, and G.J. Medsker, “Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,”

Personnel Psychology 49 (1996), pp. 429–52. John Wiley & Sons, Inc.

Jump to Appendix 4 long image description

Figure 11-4 Five Aspects of Team Composition

Table 11-3 Team and Individualistic Roles

Team Task Roles Description

Initiator-contributor Proposes new ideas

Coordinator Tries to coordinate activities among team members

Orienter Determines the direction of the team’s discussion

Devil’s advocate Offers challenges to the team’s status quo

Energizer Motivates the team to strive to do better

Procedural-technician Performs routine tasks needed to keep progress moving

Team-Building Roles Description

Encourager Praises the contributions of other team members

Harmonizer Mediates differences between group members

Compromiser Attempts to find the halfway point to end conflict

Gatekeeper-expediter Encourages participation from teammates

Standard setter Expresses goals for the team to achieve

Follower Accepts the ideas of teammates

Individualistic Roles Description

Aggressor Deflates teammates, expresses disapproval with hostility

Blocker Acts stubbornly resistant and disagrees beyond reason

Recognition seeker Brags and calls attention to himself or herself

Self-confessor Discloses personal opinions inappropriately

Slacker Acts cynically, or nonchalantly, or goofs off

Dominator Manipulates team members for personal control Source: Adapted from K. Benne and P. Sheats, “Functional Roles of Group Members,” Journal of Social Issues 4 (1948), pp. 41-49

Member Ability

Cognitive and physical abilities needed in a team

depend on the nature of the team’s task.

• Disjunctive tasks

• Conjunctive tasks

• Additive tasks

Member Personality

Three traits are especially critical in teams:

• Agreeable people tend to be more cooperative and

trusting, tendencies that promote positive attitudes about

the team and smooth interpersonal interactions.

• Conscientious people tend to be dependable and work

hard to achieve goals.

• Extraverted people tend to perform more effectively in

interpersonal contexts and are more positive and optimistic

in general.

Team Diversity

Degree to which members are different from one another

in terms of any attribute that might be used by someone

as a basis of categorizing people

• Value in diversity problem-solving approach

• Similarity-attraction approach

• Surface-level diversity

• Deep-level diversity

Team Size

Having a greater number of members is beneficial for

management and project teams but not for teams

engaged in production tasks.

Team members tend to be most satisfied with their team

when the number of members is 4 or 5.

Team Viability

1. What the team has accomplished is more than I could have accomplished.

2. My team has done an excellent job.

3. I am happy about this team’s overall effectiveness.

4. I’ve enjoyed working with the people on this team.

5. If the situation arose, I would choose to work on this team again.

6. Working with this team has been something I’ve enjoyed.

Average Score: 22

Figure 11-6 Effects of Task Interdependence on

Performance and Commitment

Sources: M.A. Campion, G.J. Medsker, and A.C. Higgs, “Relations between Work Group Characteristics and Effectiveness: Implications for

Designing Effective Work Groups,” Personnel Psychology 46 (1993), pp. 823–49; M.A. Campion, E.M. Papper, and G.J. Medsker,

“Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,” Personnel Psychology 49 (1996), pp. 429–52; S.H.

Courtright, G.R. Thurgood, G.L. Stewart, and A.J. Pierotti, "Structural Interdependence in Teams: An Integrative Framework and Meta-Analysis,

" Journal of Applied Psychology 100 (2015), pp. 1825-1846; and G.L. Stewart, “A Meta-Analytic Review of Relationships between Team Design

Features and Team Performance,” Journal of Management 32 (2006), pp. 29–54.

Next Time

Chapter 12: Team Processes and Communication

Chapter 12

Teams: Processes and

Communication

Class Agenda

Team process defined

Taskwork processes

Teamwork processes

Communication

Team states

An Integrative Roadmap

Team Processes 1 of 3

Reflects the different types of activities and interactions

that occur within teams and contribute to their ultimate

end goals

• Team characteristics, like member diversity, task

interdependence, team size, and so forth, affect team

processes.

• Team processes, in turn, have a strong impact on team

effectiveness.

Team Processes 2 of 3

Process gain is getting more from the team than you

would expect according to the capabilities of its

individual members.

Process loss is getting less from the team than you

would expect based on the capabilities of its individual

members.

Team Processes 3 of 3

Causes of process loss

Coordination loss

• Production blocking

Motivational loss

• Social loafing

Figure 12-1 Taskwork Processes

Table 12-1 IDEO’s Secrets for Brainstorming

What To Do Description

Have a sharp focus Begin the brainstorming with a clearly stated problem.

Playful rules Encourage playfulness, but don’t debate or critique ideas.

Number the ideas Make it easier to jump back and forth between ideas.

Build and jump Build on and explore variants of ideas.

The space remembers Use space to keep track of the flow of ideas in a visible way.

Stretch your brain Warm up for the session by doing word games.

Get physical Use drawings and props to make the ideas three-dimensional.

What Not To Do Description

The boss speaks first. Boss’s ideas limit what people will say afterwards.

Give everybody a turn. Forcing equal participation reduces spontaneity.

Only include experts. Creative ideas come from unexpected places.

Do it off-site. You want creativity at the office too.

Limit the silly stuff. Silly stuff might trigger useful ideas.

Write down everything. The writing process can reduce spontaneity.

Source: T. Kelley and J. Littman, The Art of Innovation (New York: Doubleday, 2001).

Decision Making

Decision informity reflects whether members possess

adequate information about their own task

responsibilities.

Staff validity refers to the degree to which members

make good recommendations to the leader.

Hierarchical sensitivity reflects the degree to which the

leader effectively weighs the recommendations of the

members.

Boundary Spanning

Ambassador activities refer to communications that

are intended to protect the team, persuade others to

support the team, or obtain important resources for the

team.

Task coordinator activities involve communications

that are intended to coordinate task-related issues with

people or groups in other functional areas.

Scout activities refer to things team members do to

obtain information about technology, competitors, or the

broader marketplace.

OB on Screen

Spotlight

Figure 12-2 Teamwork Processes

Transition Processes

Mission analysis involves an analysis of the team’s task,

the challenges that face the team, and the resources

available for completing the team’s work.

Strategy formulation refers to the development of

courses of action and contingency plans, and then

adapting those plans in light of changes that occur in the

team’s environment.

Goal specification involves the development and

prioritization of goals related to the team’s mission and

strategy.

Action Processes

Monitoring progress toward goals

Systems monitoring involves keeping track of things that

the team needs to accomplish its work.

Helping behavior involves members going out of their

way to help or back up other team members.

Coordination refers to synchronizing team members’

activities in a way that makes them mesh effectively and

seamlessly.

Interpersonal Processes

Motivating and confidence building refers to things team

members do or say that affect the degree to which

members are motivated to work hard on the task.

Conflict management involves activities that the team

uses to manage conflicts that arise in the course of its

work.

• Relationship conflict

• Task conflict

Relationship Conflict

1. How much conflict do your members have from an emotional perspective?

2. How much tension do you see within your team between members?

3. How many “personality clashes” do you observe between folks on your team?

4. How much friction do you see between members on your team?

Average Score: 9

Figure 12-3 The Communication Process

Jump to Appendix 1 long image description

Communication

Communicator issues

Information richness

Network structure

Figure 12-4 Communication Network

Structures

Jump to Appendix 2 long image description

Figure 12-5 Team States

Cohesion

Exists when members of teams develop strong

emotional bonds to other members of their team and to

the team itself.

Groupthink happens in highly cohesive teams when

members may try to maintain harmony by striving toward

consensus on issues without ever offering, seeking, or

seriously considering alternative viewpoints and

perspectives.

Cohesion Assessment

Source: Items adapted from E. R. Crawford. “Team Network Multiplexity, Synergy and Performance.” Doctoral dissertation. University of Florida, 2011.

Average Score: 45

Jump to Appendix 3 long image description

Potency

Refers to the degree to which members believe that the

team can be effective across a variety of situations and

tasks

Mental Model

Refers to the level of common understanding among

team members with regard to important aspects of the

team and its task

Transactive Memory 1 of 2

Refers to how specialized knowledge is distributed

among members in a manner that results in an effective

system of memory for the team

Transactive Memory 2 of 2

1. I know who knows what on my team.

2. We can’t complete our work without each member’s specialized knowledge base.

3. On this team, different members cover different knowledge areas.

4. There are things I know about on my team’s task that no one else does.

5. Each of our team’s members has some specialty, from a knowledge perspective.

Average Score: 15

Figure 12-7 Effects of Teamwork Processes on

Performance and Commitment

Source: J.A. LePine, R.F. Piccolo, C.L. Jackson, J.E. Mathieu, and J.R. Saul, “A Meta-Analysis of Team Process: Towards a Better Understanding of the

Dimensional Structure and Relationships with Team Effectiveness Criteria,” Personnel Psychology 61 (2008), pp. 356–76.

Next Time

Chapter 13: Leadership: Power and Negotiation

Chapter 13

Leadership: Power and

Negotiation

Class Agenda

Leadership defined

Types of power

Influence tactics

Organizational politics

Conflict resolution

Negotiation

An Integrative Roadmap

Leadership

The use of power and influence to direct the activities of

followers toward goal achievement

• When you think of “effective leaders,” who do you think

of?

Power

The ability to influence the behavior of others and resist

unwanted influence in return

• What made the leaders you named powerful, exactly?

Figure 13-1 Types of Power

Jump to Appendix 1 long image description

Expert Power

1. I can provide others with the technical details that they need in their work.

2. I can give others advice that flows from my unique expertise.

3. I have skills and training that I can share with others to improve their work.

4. I am able to provide sound technical suggestions to my colleagues.

Average Score: 14

Referent Power

1. I can make others feel a sense of pride.

2. I can give others a sense of importance.

3. I can make others feel a sense of value.

4. I can serve as a positive role model to others.

Average Score: 12

Contingency Factors

Leaders are better able to use their power to influence

others when they have:

• Low substitutability

• High discretion

• High centrality

• High visibility

Influence

The use of an actual behavior that causes behavioral or

attitudinal changes in others

• Most frequently occurs downward (managers influencing

employees) but can also be lateral (peers influencing

peers) or upward (employees influencing managers)

Figure 13-2 Influence Tactics and

Their Effectiveness

Jump to Appendix 2 long image description

Figure 13-3 Responses to Influence Attempts

Jump to Appendix 3 long image description

Power and Influence in Action

Leaders can use their power and influence in a number

of ways, including:

• Navigating the political environment in the organization

• Resolving conflicts within the organization

Organizational Politics

Actions by individuals that are directed toward the goal

of furthering their own self-interests

• Political skill is the ability to effectively understand others

at work and use that knowledge to influence others in

ways that enhance personal and/or organizational

objectives.

Political Skill

Average Score: 23

Source: For a more detailed measure of political skill,

see G.R. Ferris, D.C. Treadway, R.W. Kolodinsky, W.A. Hochwarter, C.J. Kacmar, C. Douglas, and D.D. Frink,

“Development and Validation of the Political Skill Inventory,” Journal of Management 31 (2005), pp. 126–52.

Jump to Appendix 4 long image description

Figure 13-4 The Causes and Consequences of

Organizational Politics

Jump to Appendix 5 long image description

Conflict Resolution

There are five different styles a leader can use when

handling conflict, each of which is appropriate in different

circumstances.

• The five styles can be viewed as combinations of two

separate factors:

• How assertive leaders want to be in pursuing their own goals

• How cooperative they are with regard to the concerns of others

Figure 13-5 Styles of Conflict Resolution

Jump to Appendix 6 long image description

Negotiation 1 of 2

A process in which two or more interdependent

individuals discuss and attempt to come to an

agreement about their different preferences

• Distributive bargaining: win-lose style with fixed pie, zero

sum conditions

• Integrative bargaining: win-win style utilizing mutual

respect and problem solving

Negotiation 2 of 2

Negotiation Stages

• Preparation

• Exchanging information

• Bargaining

• Closing and commitment

OB on Screen

Bridge of Spies

Figure 13-7 Effects of Power and Influence on

Performance and Commitment

Source: R.T. Sparrowe, B.W. Soetjipto, and M.L. Kraimer, “Do Leaders’ Influence Tactics Relate to Members’ Helping Behavior? It Depends on the

Quality of the Relationship,” Academy of Management Journal 49 (2006), pp. 1194–1208; G. Yukl, H. Kim, and C.M. Falbe, “Antecedents of Influence

Outcomes,” Journal of Applied Psychology 81 (1996), pp. 309–17; and P.P. Carson, K.D. Carson, and C.W. Rowe, “Social Power Bases: A Meta-Analytic

Examination of Interrelationships and Outcomes,” Journal of Applied Social Psychology 23 (1993), pp. 1150–69.

Next Time

Chapter 14: Leadership: Styles and Behaviors

Chapter 14

Leadership: Styles and

Behaviors

Class Agenda

Leadership defined

Who becomes a leader?

What styles does a leader use?

What behaviors does a leader exhibit?

• Day-to-Day

• Transformational

An Integrative Roadmap

Leadership

The use of power and influence to direct the activities of

followers toward goal achievement

Figure 14-1 Leader-Member Exchange Theory

Jump to Appendix 1 long image description

Leader-Member Exchange Quality

1. I have a close working relationship with my supervisor.

2. I have confidence in the actions and intentions of my supervisor.

3. My supervisor and I are close enough to back each other up when needed.

4. I would use my power to help my supervisor, and I know he/she would do the same.

5. My supervisor and I both understand each other’s likes and dislikes.

6. My supervisor understands my needs, and vice versa.

7. My supervisor and I always know where we stand with one another.

Average Score: 24

Table 14-2 Traits/Characteristics Related to

Leader Emergence and Effectiveness

Description of Trait/Characteristic Linked to Emergence?

Linked to Effectiveness?

High conscientiousness yes no

Low agreeableness yes no

Low neuroticism no no

High openness to experience yes yes

High extraversion yes yes

High general cognitive ability yes yes

High energy level yes yes

High stress tolerance yes yes

High self-confidence yes yes

Sources: Adapted from T.A. Judge, J.E. Bono, R. Ilies, and M.W. Gerhardt, “Personality and Leadership: A Qualitative

and Quantitative Review,” Journal of Applied Psychology 87 (2002), pp. 765–80; T.A. Judge, A.E. Colbert, and R. Ilies,

“Intelligence and Leadership: A Quantitative Review and Test of Theoretical Propositions,” Journal of Applied Psychology

89 (2004), pp. 542–52; and G. Yukl, Leadership in Organizations, 4th ed. (Englewood Cliffs, NJ: Prentice Hall, 1998).

Leadership Styles

Leaders can be separated by the style they use when

making important decisions.

These styles vary in how much control is retained by the

leader and how much control is given to the followers.

Figure 14-2 Leader Decision-Making Styles

Is there likely to be one best style?

What factors might impact the

appropriateness of the various styles?

Jump to Appendix 2 long image description

Figure 14-3 The Time-Driven Model of

Leadership

Jump to Appendix 3 long image description

Time-Driven Model

Scientific support:

• In one study, following the model resulted in effective

decisions 68% of the time. Not following the model

resulted in effective decisions 22% of the time.

Leaders’ instincts usually violate the model.

• Leaders overuse consultative styles and underutilize

autocratic and facilitative.

OB on Screen

The Martian

Leadership Behaviors

In addition to making decisions, leaders engage in a

number of behaviors.

• What are some of those behaviors?

Day-to-Day Behaviors 1 of 2

There are two broad dimensions that encompass day-to-

day leadership behaviors:

Initiating Structure

• Defining and structuring the roles of employees for goal

attainment

Consideration

• Creating job relationships characterized by mutual trust, respect,

and consideration of employees’ feelings

Initiating Structure and Consideration

Average

Score: 38

Average

Score: 40

Source: R.M. Stogdill, Manual for the Leader Behavior Description

Questionnaire–Form XII (Columbus, OH: Bureau of Business Research,

The Ohio State University, 1963).

Jump to Appendix 4 for long description.

Day-to-Day Behaviors 2 of 2

Might the importance of initiating structure and

consideration vary across followers and situations?

Figure 14-4 The Life Cycle

Theory of Leadership

Jump to Appendix 5 long image description

Something Is Missing

Think about the most effective leaders you can name.

Do the leader behaviors and styles discussed thus far

capture what it was that made these leaders so

effective?

So what’s missing?

Transformational Leadership 1 of 3

Transformational leadership involves a pattern of

behaviors that inspires followers to commit to a shared

vision that provides meaning to their work and sets the

leader up as a role model who helps followers reach

their potential.

It is most often contrasted with so-called “transactional

leadership,” which is built around exchanges of rewards

and punishments, or “laissez-faire” leadership, which is

the absence of action.

Figure 14-5 Laissez-Faire, Transactional, and

Transformational Leadership

Jump to Appendix 6 long image description

Transformational Leadership 2 of 3

Idealized influence

Inspirational motivation

Intellectual stimulation

Individualized consideration

Transformational Leadership 3 of 3

1. I inspire others through my actions.

2. I serve as a role model for the values that I hold.

3. I encourage others to come at problems from new angles.

4. I act in a way that builds a sense of trustworthiness.

5. I do things to encourage the development of the people around me.

6. I communicate an optimistic vision for our work.

Average Score: 18

Figure 14-7 Effects of Transformational

Leadership on Performance and Commitment

Sources: T.A. Judge and R.F. Piccolo, “Transformational and Transactional Leadership: A Meta-Analytic Test of Their Relative Validity,” Journal of

Applied Psychology 89 (2004), pp. 755–68; J.P. Meyer, D.J. Stanley, L. Herscovitch, and L. Topolnytsky, “Affective, Continuance, and Normative

Commitment to the Organization: A Meta-Analysis of Antecedents, Correlates, and Consequences,” Journal of Vocational Behavior 61 (2002),

pp. 20–52; and P.M. Podsakoff, S.B. MacKenzie, J.B. Paine, and D.G. Bachrach, “Organizational Citizenship Behaviors: A Critical Review of the

Theoretical and Empirical Literature and Suggestions for Future Research,” Journal of Management 26 (2000), pp. 513–63.

Next Time

Chapter 15: Organizational Structure

Chapter 15

Organizational Structure

Class Agenda

Organizational structure defined

Types and elements of structure

Organizational design

Common organizational forms

An Integrative Roadmap

Organizational Structure 1 of 2

Formally dictates how jobs and tasks are divided and

coordinated between individuals and groups within the

company

An organizational chart is a drawing that represents

every job in the organization and the formal reporting

relationships between those jobs.

• Such charts vary in five elements of structure shown in

Table 15-1 on the next slide.

Table 15-1 Elements of

Organizational Structure

Organizational Structure Dimension

Definition

Work specialization The degree to which tasks in an organization are divided into separate jobs

Chain of command Answers the question of “who reports to whom?” and signifies formal authority relationships

Span of control Represents how many employees each manager in the organization has responsibility for

Centralization Refers to where decisions are formally made in organizations

Formalization The degree to which rules and procedures are used to standardize behaviors and decisions in an organization

OB on Screen

The Imitation Game

Centralization

Average Score:

>20

Average Score:

Jump to Appendix 1 long image description

Formalization

1. New hires in this company go through a formal orientation program.

2. Formal files are kept on all employee job performances in this company.

3. All of the jobs in this company are summarized with a written job description.

4. There is a company handbook available to all employees here.

5. There are a lot of written policies and procedures in the company.

Average Score: 18

Organizational Structure 2 of 2

When considered in combination, the five dimensions of

organizational structure create at least two types of

firms:

• Mechanistic organizations are efficient, rigid, predictable,

and standardized organizations that thrive in stable

environments.

• Organic organizations are flexible, adaptive, outward-

focused organizations that thrive in dynamic environments.

Table 15-2 Characteristics of

Mechanistic vs. Organic Structures

Mechanistic Organizations Organic Organizations

High degree of work specialization; employees are given a very narrow view of the tasks they are to perform.

Low degree or work specialization; employees are encouraged to take a broad view of the tasks they are to perform.

Very clear lines of authority; employees know exactly whom they report to.

Although there might be a specified chain of command, employees think more broadly in terms of where their responsibilities lie.

High levels of hierarchical control; employees are not encouraged to make decisions without their manager’s consent.

Knowledge and expertise are decentralized; employees are encouraged to make their own decisions when appropriate.

Information is passed through vertical communication between an employee and his or her supervisor.

Lateral communication is encouraged, focusing on information and advice as opposed to orders.

Employees are encouraged to develop firm- specific knowledge and expertise within their area of specialization.

Employees are encouraged to develop knowledge and expertise outside of their specialization.

Source: Adapted from T. Burns and G.M. Stalker, The Management of Innovation (London: Tavistock, 1961).

Organizational Design

The process of creating, selecting, or changing the

structure of an organization

Depends on:

• Business environment

• Company strategy

• Technology

• Company size

Common Organizational Forms

Simple structures Bureaucratic structures

• Functional structures

• Multi-divisional structures

• Product structures

• Geographic structures

• Client-based structures

• Matrix structures

Figure 15-3 An Organizational Structure for a

Small Restaurant

Figure 15-4 Functional and Multi-Divisional

Structures 1 of 2

Jump to Appendix 2 long image description

Figure 15-4 Functional and Multi-Divisional

Structures 2 of 2

Jump to Appendix 3 long image description

Figure 15-5 Matrix Structure

Jump to Appendix 4 long image description

How Important Is Structure?

Changes to an organization’s structure can have

negative effects on the employees who work for the

company, at least in the short term.

• The process of changing an organization’s structure is

called restructuring.

Figure 15-7 Effects of Organizational Structure

on Performance and Commitment

Source: K.P. DeMeuse, M.L. Marks, and G. Dai, “Organizational Downsizing, Mergers and Acquisitions, and Strategic Alliances: Using Theory and

Research to Enhance Practice,” in APA Handbook of Industrial and Organizational Psychology, Vol. 3, ed. S. Zedeck (Washington: APA, 2011),

pp. 729–68; C. Gopinath and T.E. Becker, “Communication, Procedural Justice, and Employee Attitudes: Relationships under Conditions of Divestiture,

” Journal of Management 26 (2000), pp. 63–83; D. van Dierendonck and G. Jacobs, "Survivors and Victims, a meta-analytical review of fairness and

organizational commitment after downsizing," in British Journal of Management 23 (2012), pp. 96-109; and J. Brockner, G. Spreitzer, A. Mishra, W.

Hockwarter, L. Pepper, and J. Weinberg, “Perceived Control as an Antidote to the Negative Effects of Layoffs on Survivors’ Organizational Commitment

and Job Performance,” Administrative Science Quarterly 49 (2004), pp. 76–100.

Next Time

Chapter 16: Organizational Culture

Chapter 16

Organizational Culture

Class Agenda

Organizational culture

Culture components

Culture types

Culture strength

Maintaining an organizational culture

Changing an organizational culture

An Integrative Roadmap

Organizational Culture

The shared social knowledge within an organization

regarding the rules, norms, and values that shape the

attitudes and behaviors of its employees

Figure 16-1 The Three Components of

Organizational Culture

Observable Artifacts

The manifestations of an organization’s culture that

employees can easily see or talk about

• Symbols

• Physical structures

• Language

• Stories

• Rituals

• Ceremonies

Espoused Values

The beliefs, philosophies, and norms that a company

explicitly states

Table 16-1 The Espoused Values

of Whole Foods

Jump to Appendix 1 long image description

Basic Underlying Assumptions

Taken-for-granted beliefs and philosophies that are so

ingrained that employees simply act on them rather than

questioning the validity of their behavior in a given

situation

Figure 16-2

A Typology of Organizational Culture

Jump to Appendix 2 long image description

Specific Culture Types

Customer service culture

Safety culture

Diversity culture

Sustainability culture

Creativity culture

Creativity Culture

Average

Score: >22

Average

Score: <22

Source: From Malcolm G. Patterson, Michael A. West, Viv J. Shackleton, Jeremy F. Dawson, Rebecca Lawthom, Sally Maitlis, David L. Robinson, and

Alison M. Wallace, “Validating the Organizational Climate Measure: Links to Managerial Practices, Productivity and Innovation,” Journal of

Organizational Behavior 26 (2005), pp. 379–408.

Jump to Appendix 3 for long image description.

Culture Strength

Exists when employees definitively agree about the way

things are supposed to happen within the organization

(high consensus) and when their subsequent behaviors

are consistent with those expectations (high intensity)

Figure 16-4 Culture Strength and Subcultures

Jump to Appendix 4 long image description

Maintaining an Organizational Culture

Attraction-Selection-Attrition (ASA)

Socialization

• Anticipatory stage

• Encounter stage

• Understanding and adaptation

OB on Screen

The Circle

Changing an Organizational Culture

• Changes in leadership

• Mergers and acquisitions

Change Cynicism

1. I grow bored and weary of change efforts in this organization.

2. The plans we have for the future won’t work any better than our past plans.

3. The people in charge of change efforts here don’t care about their jobs very much.

4. There’s no point in offering suggestions for solving problems here.

5. The “change agents” here aren’t qualified to do their jobs.

6. Attempts to improve things around here won’t accomplish much.

7. The things we’re planning to alter here aren’t really going to work.

8. Most of the change attempts around here won’t amount to anything.

Average Score: 20

How Important Is Culture?

Person–organization fit is the degree to which a person’s

personality and values match the culture of an

organization.

Table 16-3 Values Used to Judge

Fit with a Culture

Efficient

Predictable

Opportunistic

Detailed

Informal

Free thinking

Optimistic

Compassionate

Learning oriented

Flexible

Risk taking

Innovative

Customer oriented

Supportive

Ethical

Diverse

Team-based

Competitive

For a more detailed list of values used in research, see: C.A. O’Reilly, J.A. Chatman, and D.F. Caldwell, “People and Organizational Culture: A Profile Comparison Approach to Assessing Person-Organization Fit,” Academy of Management Journal, Vol. 34, 1991, pp. 487-516. Copyright © 1991. Reproduced with permission of via Copyright Clearance Center.

Person-Organization Fit

1. My values fit with my organization’s culture.

2. My organization and I are a match in terms of our values.

3. The things that are important to me are also important to my organization.

Average Score: 10

Figure 16-7 Effects of Person-Organization Fit

on Performance and Commitment

Sources: W. Arthur Jr., S.T. Bell, A.J. Villado, and D. Doverspike, “The Use of Person–Organization Fit in Employment-Related Decision Making: An

Assessment of Its Criterion-Related Validity,” Journal of Applied Psychology 91 (2007), pp. 786–801; and A.L. Kristof-Brown, R.D. Zimmerman, and

E.C. Johnson, “Consequences of Individuals’ Fit at Work: A Meta-Analysis of Person–Job, Person–Organization, Person–Group, and Person–Supervisor

Fit,” Personnel Psychology 58 (2005), pp. 281–342.