Organizational Behavior

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Chapter 1

What Is Organizational

Behavior?

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Class Agenda

What is organizational behavior?

Does it matter?

How do we “know” things about OB?

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What Is Organizational Behavior? 1 of 2

Think of the single worst coworker you’ve ever had. • What did he or she do that was so bad?

Think of the single best coworker you’ve ever had. • What did he or she do that was so good?

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What Is Organizational Behavior? 2 of 2

A field of study devoted to understanding, explaining,

and ultimately improving the attitudes and behaviors of

individuals and groups in organizations

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An Integrative Roadmap

Jump to Appendix 1 Long

Description

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Does OB Matter?

Do firms who do a good job managing OB concepts

become more profitable as a result?

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Does OB Matter?

Figure 1-2 What Makes a Resource Valuable?

The resource-based view

of the firm

Jump to Appendix 2 long image

description

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Table 1-2 Survey Questions Designed to

Assess High-Performance Work Practices

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?

6

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.

Copyright © 1995. Reproduced with permission of Academy of Management via Copyright Clearance Center.

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Table 1-3 The “100 Best Companies to Work For” in 2015

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.

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So What’s So Hard?

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.

Of the firms that make comprehensive changes, probably

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

actually derive economic benefits.”

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How Do We Know Things about OB? 1 of 7

Where does the knowledge in this textbook come from?

Understanding that requires an understanding of how we

know things in general

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How Do We Know Things about OB? 2 of 7

How do we know about what causes:

• People to stay healthy?

• Children to grow up happy?

• Employees to be satisfied with their jobs?

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How Do We Know Things about OB? 3 of 7

Methods of Knowing

• Experience

• Intuition

• Authority

• Science

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Figure 1-3 The Scientific Method

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Scientific Interests

1. I think being a scientist would be an interesting career path.

2. Working as a scientist is something I could see myself enjoying.

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

to finish.

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

meaning.

5. Studying scientific knowledge to solve problems would be intrinsically

satisfying.

Average Score: 15

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How Do We Know Things about OB? 4 of 7

Theory

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

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How Do We Know Things about OB? 5 of 7

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

outcome.

• Job satisfaction • Strain • Motivation • Trust in supervisor

Is OB Common Sense?

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How Do We Know Things about OB? 6 of 7

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

in our hypotheses.

We then use variants of the correlation coefficient to test

hypotheses, to see if they verify our theory.

The correlation is as follows:

Perfect positive relationship: 1

Perfect negative relationship: -1

• Strength of the correlation inferred from judging the compactness of a scatterplot of the X-Y values

• More compact = stronger correlation

• Less compact = weaker correlation

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Figure 1-4 Three Different Correlation Sizes 1 of 3

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description

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Figure 1-4 Three Different Correlation Sizes 2 of 3

Jump to Appendix 4 long image

description

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Figure 1-4 Three Different Correlation Sizes 3 of 3

Jump to Appendix 5 long image

description

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The Correlation 1 of 2

How big is “big”? • What’s the correlation between height and weight?

• Will the correlation between job satisfaction and job performance be higher or lower?

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The Correlation 2 of 2

Important disclaimer

• Correlation does not prove causation.

Proving causation requires:

• Correlation

• Temporal precedence

• Elimination of alternative explanations

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How Do We Know Things about OB? 7 of 7

The correlations from multiple studies get averaged

together using meta-analysis.

Meta-analyses can then form the foundation for

evidence-based management—the use of scientific findings to inform management practice.

Well-supported theories become helpful tools for

answering why questions, like:

• Why your best and worst coworkers act so differently

• Why you sometimes think, feel, and act a certain way

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OB on Screen

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

Psychology. Vol. 43. August 1975, pp. 522-27. Copyright 1975 by the American

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

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Next Time

Chapter 2: Job Performance

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Chapter 2

Job Performance

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Class Agenda

Job performance

• Task performance

• Citizenship behavior

• Counterproductive behavior

Application

• Tools for managing job performance

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An Integrative Roadmap

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Job Performance 1 of 2

The value of the set of behaviors that contribute, either

positively or negatively, to organizational goal

accomplishment

• Not the consequences or results of behavior—the behavior itself

• What’s good about this distinction?

• What’s bad about this distinction?

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Task Performance 1 of 3

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)

Typically a mix of:

• Routine task performance

• Adaptive task performance

• Creative task performance

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Task Performance 2 of 3

How do we identify relevant behaviors?

Job analysis

• Divide a job into major dimensions

• List 2 key tasks within each of those major dimensions

• Rate the tasks on frequency and importance

• Use most frequent and important tasks to define task performance

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Task Performance 3 of 3

Exercise: Performance of a server

Do a job analysis

• Four major dimensions

• Two tasks per dimension

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Figure 2-1 O*NET Results for Flight Attendants

Jump to Appendix 1 for long

description

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Job Performance 2 of 2

Although task performance behaviors vary across jobs,

all jobs contain two other performance dimensions:

• Citizenship behavior

• Counterproductive behavior

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Citizenship Behavior

Academic origin

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

“…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.”

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Figure 2-2 Types of Citizenship Behaviors

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

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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.

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Sportsmanship

1. I never complain about “the small stuff.”

2. I voice support for what’s going on in the organization.

3. I focus on maintaining a positive attitude at work.

4. I tend to dwell on what’s going well, not what’s going poorly.

5. I focus on “being a good sport” even when negative things happen.

Average score: 18

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Figure 2-3

Types of Counterproductive Behavior

Employee behaviors

that intentionally hinder

organizational goal

accomplishment

Jump to Appendix 3 long image

description

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Political Deviance

1. I have, at times, undermined a coworker.

2. I have, at times, blamed a coworker for something that I did.

3. I sometimes gossip about colleagues at work.

4. I sometimes distract my coworkers when they’re trying to get things done.

5. I enjoy playing “pranks” on others at work.

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

Average Score: 12

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OB on Screen

Sully

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Counterproductive Behavior 1 of 2

Key questions:

• 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?

• How does counterproductive behavior relate to task performance and citizenship behavior?

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Counterproductive Behavior 2 of 2

Answers:

• Research using both anonymous self-reports and supervisor ratings tends to find strong correlations

between the categories.

• Counterproductive behavior has a strong negative correlation with citizenship behavior, but is only weakly

related to task performance.

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Application

What tools do organizations use to manage job

performance among employees?

• Management by Objectives (MBO)

• 360-degree feedback

• Social networking systems

• Behaviorally anchored rating scales (BARS)

• Forced rankings

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

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.

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

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

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Figure 2-5 Jack Welch’s Vitality Curve

Forced ranking under Jack Welch at GE

Jump to Appendix 4 long image

description

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Next Time

Chapter 3: Organizational Commitment

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Chapter 3

Organizational Commitment

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Class Agenda

Organizational commitment

• Types of commitment

Reactions to negative events

• Types of employees

• Withdrawal behaviors

Application

• Organizational support

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An Integrative Roadmap

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Organizational Commitment 1 of 2

Consider this scenario:

• You’ve worked at your current employer for 5 years and have recently been approached by a competing

organization.

What would cause you to stay?

• Do those reasons fit into different kinds of categories?

Organizational commitment is a desire on the part of an

employee to remain a member of an organization.

• It comes in three forms.

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Affective Commitment

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

• You stay because you want to.

• What would you feel if you left anyway?

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Assessment on Affective Commitment

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

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Figure 3-3 A Social Network Diagram

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Continuance Commitment 1 of 2

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

• You stay because you need to.

• What would you feel if you left anyway?

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Continuance Commitment 2 of 2

1. Quitting my job would bring with it major personal sacrifice.

2. I don’t have enough employment options to consider leaving right now.

3. It’s difficult to leave the organization because I don’t have anywhere else to go.

4. Staying in my current job is more a product of circumstances than preference.

5. Leaving my job now would bring significant personal disruption.

6. Frankly, I couldn’t quit my job now, even if it’s what I wanted to do.

Average Score: 19

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Table 3-2 Embedded and Continuance

Commitment

“Embedded” People Feel: 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.

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Normative Commitment 1 of 2

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

of an organization because of a feeling of obligation

• You stay because you ought to.

• What would you feel if you left anyway?

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Normative Commitment 2 of 2

1. I have an obligation to stay with my company.

2. I wouldn’t quit my job right now because I owe the company too much.

3. I owe this company for the things it’s given me.

4. Leaving my job now would fill me with significant guilt.

5. It just wouldn’t be right to think about quitting my job.

6. Staying with my organization is just something that I ought to do.

Average Score: 16

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Figure 3-2 Drivers of Overall

Organizational Commitment

Jump to Appendix 2 long image

description

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Organizational Commitment 2 of 2

Exercise: Reacting to Negative Events

• Consider the three scenarios depicted on the following slide.

• 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).

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Organizational Commitment Scenarios

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:

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Exit-Voice-Loyalty-Neglect 1 of 2

A framework that includes potential responses to

negative events

Exit

• Ending or restricting organizational membership

Voice

• A constructive response where individuals attempt to improve the situation

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Exit-Voice-Loyalty-Neglect 2 of 2

A framework that includes potential responses to

negative events

Loyalty

• A passive response where the employee remains supportive while hoping for improvement

Neglect

• Reduced interest and effort in the job

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OB on Screen

Chef

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Table 3-3 Four Types of Employees

Organizational

commitment

High task

performance

Low task

performance

High

organizational

commitment

Stars Citizens

Low

organizational

commitment

Lone wolves Apathetics

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

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Withdrawal 1 of 3

A set of actions that employees perform to avoid the

work situation

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

• The other 49% was allocated to coffee breaks, late starts, early departures, personal, and other forms of withdrawal.

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Figure 3-1 Organizational Commitment and

Employee Withdrawal

Jump to Appendix 3 long image

description

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Figure 3-4

Psychological and Physical Withdrawal

Jump to Appendix 4 long image

description

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Withdrawal 2 of 3

Key question:

How exactly are the different forms of withdrawal related

to one another?

• Independent forms

• Compensatory forms

• Progression

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Withdrawal 3 of 3

Answer:

• The various forms of withdrawal are almost always moderately to strongly correlated.

• Those correlations suggest a progression, as lateness is strongly related to absenteeism, and absenteeism is

strongly correlated to quitting.

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Application

Employees are more committed when employers are

committed to them.

Perceived organization support is fostered when

organizations:

• Protect job security

• Provide rewards

• Improve work conditions

• Minimize politics

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Next Time

Chapter 4: Job Satisfaction

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Chapter 4

Job Satisfaction

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Agenda

Job satisfaction defined

Value-percept theory

Job characteristics theory

Mood and emotions

How important is job satisfaction?

Application

• Tracking satisfaction levels

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An Integrative Roadmap

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

©McGraw-Hill Education.

Job Satisfaction 1 of 2

A pleasurable emotional state resulting from the

appraisal of one’s job or job experiences Based on how you think about your job and how you feel

about your job

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Job Satisfaction 2 of 2

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

that makes you satisfied?

©McGraw-Hill Education.

Value-Percept Theory

Does your job supply what you value?

©McGraw-Hill Education.

Table 4-1

Commonly

Assessed

Work Values

Categories Specific Values

Pay • High Salary • Secure Salary

Promotions • Frequent Promotions • Promotions based on ability

Supervision • Good supervisory relations • Praise for good work

Coworkers • Enjoyable coworkers • Responsible coworkers

Work Itself • Utilization of ability • Freedom and independence • Intellectual stimulation • Creative expression • Sense of achievement

Altruism • Helping others • Moral causes

Status • Prestige • Power over others • Fame

Environment • Comfort • Safety

Key Question:

Which of these things are most important to you?

Sources: Adapted from R.V. Dawis, “Vocational Interests Values, and Preferences,” in Handbook of Industrial and Organizational Psychology, Vol. 2, Ed. M.D. Dunnette and L.M. Hough (Palo Alto, CA: Consulting Psychologists Press, 1991), pp. 834-71; and D.M. Cable and J.R. Edwards, “Complementary and Supplementary Fit: A Theoretical and Empirical

Investigation,” Journal of Applied Psychology 89 (2004), p. 822-34.

©McGraw-Hill Education.

Figure 4-1

The Value-Percept Theory of Job Satisfaction

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

Job Characteristics Theory

• Jobs are more intrinsically enjoyable when work tasks are challenging and fulfilling.

• Five “core job characteristics” combine to make some jobs more rewarding than others.

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Figure 4-3 Job Characteristics Theory

Jump to Appendix 3 long image description

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

©McGraw-Hill Education.

Growth Need Strength

Assessing Growth Need Strength

1. A feeling of doing something meaningful with my job

2. A chance to “spread my wings” and grow as an employee

3. An opportunity to be inventive and creative with what I do

4. A change to gain new know and skill

5. An opportunity to structure my work my own way

6. A feeling of challenge and self-expression

18, in this case is the average score.

©McGraw-Hill Education.

Figure 4-4 Growth Need Strength as a

Moderator of Job Characteristic Effects

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.

Jump to Appendix 4 long image description

©McGraw-Hill Education.

Job Characteristics Theory

Exercise: Job Satisfaction across Jobs

Come to consensus on an SPS for:

• A third-grade public school teacher

• A stand-up comedian

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

• A president of the United States

©McGraw-Hill Education.

Mood and Emotions 1 of 2

Even the most satisfied employees aren’t satisfied every minute of every day.

Satisfaction levels wax and wane as a function of mood

and emotions.

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Figure 4-6 Different Kinds of Moods

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

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 1 of 2

Positive Emotions Description

Joy A feeling of great pleasure

Pride Enhancement of identity by taking credit

for achievement

Relief A distressing condition has changed for

the better

Hope Fearing the worst but wanting better

Love Desiring or participating in affection

Compassion Being moved by another’s situation

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

©McGraw-Hill Education.

Table 4-2 Different Kinds of Emotions 2 of 2

Negative Emotions Description

Anger A demeaning offense against me and mine

Anxiety Facing an uncertain or vague threat

Fear Facing an immediate and concrete danger

Guilt Having broken a moral code

Shame Failing to live up to your ideal self

Sadness Having experienced an irreversible loss

Envy Wanting what someone else has

Disgust Revulsion aroused by something offensive

©McGraw-Hill Education.

Mood and Emotions 2 of 2

Feeling vs. showing

• Emotional labor

• Emotional contagion

©McGraw-Hill Education.

Emotional Labor

Bonus Assessment: Emotional Labor

My job requires me to:

1. Make myself feel the things I need to express at work.

2. Attempt to actually experience the feeling that I need to display.

3. Try to feel the things that I need to show to others.

4. Conceal the emotions that I actually experience.

5. Pretend that I’m feeling things that I’m not.

6. Avoid showing the true emotions that I’m experiencing.

©McGraw-Hill Education.

Figure 4-8 Effects of Job Satisfaction on

Performance and Commitment

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

©McGraw-Hill Education.

Next Time

Chapter 5: Stress

©McGraw-Hill Education.

Appendix

Appendix of Image Long Descriptions

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

Chapter 5

Stress

©McGraw-Hill Education.

Class Agenda

Stress defined

Types of stressors

What can you do?

What can organizations do?

How important is stress?

Application

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Stress

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

Do you want a stress-free job?

Which jobs are more and less stressful?

©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, W I: 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

Jump to Appendix 1 long image

description

©McGraw-Hill Education.

Challenge Stressors

How much stress do you feel because of the following aspects of your coursework?

1. The pressures I have to finish assignments on time

2. The sheer amount of stuff I have to do

3. The complexity of the material on exams and assignments

4. The time I have to devote to getting everything done

5. The number of “balls in the air” as I balance all my responsibilities

Average score: 16

©McGraw-Hill Education.

Hindrance Stressors

How much stress do you feel because of the following aspects of your coursework?

1. The sense that I’m not making progress in mastering the material

2. The hassles I have to go through when doing class assignments

3. A sense of uncertainty about what’s expected of me by professors

4. A belief that my professors play favorites when grading exams and assignments

5. The amount of “busy work” I have that winds up wasting my time

Average Score: 12

©McGraw-Hill Education.

Work Stressors 1 of 2

Challenge stressors

• Time pressure

• Work complexity

• Work responsibility

©McGraw-Hill Education.

OB on Screen

Deepwater Horizon

©McGraw-Hill Education.

Work Stressors 2 of 2

Hindrance stressors

• Role conflict

• Role ambiguity

• Role overload

• Daily hassles

©McGraw-Hill Education.

Family Stressors 1 of 2

Challenge stressors

• Family time demands

• Personal development

• Positive life events

©McGraw-Hill Education.

Family Stressors 2 of 2

Hindrance stressors

• Work-family conflict

• Financial uncertainty

• Negative life events

©McGraw-Hill Education.

Table 5-2 Stressful Life Events

LIFE EVENT STRESS SCORE LIFE EVENT STRESS SCORE

Death of a spouse 100 Trouble with in-laws 29

Divorce 73 Outstanding

achievement

28

Marital separation 65 Begin or end school 26

Jail term 63 Change in living

conditions

25

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

18

Retirement 45 Change in sleeping

habits

16

Pregnancy 40 Change in family get-

togethers

15

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

11

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.

Table 5-3 Examples of Coping with Stressors

Methods Problem-Focused Emotion-Focused

Behavioral Methods • Working harder • Seeking assistance • Acquiring additional

resources

• Engaging in alternative activities

• Seeking support • Venting anger

Cognitive Methods • Strategizing • Self-motivating • Changing priorities

• Avoiding, distancing, and ignoring

• Looking for the positive in the

negative

• Reappraising

Source: Adapted from J.C. Latack and S.J. Havlovic, “Coping with Job Stress: A Conceptual Evaluation Framework for Coping Measures,” Journal of Organizational Behavior 13 (1992), pp. 479–508.

©McGraw-Hill Education.

Accounting for Individuals

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

function of:

• Social support • Instrumental support

• Emotional support

• Type A Behavior Pattern

©McGraw-Hill Education.

Type A Behavior Pattern

The average score is 60. 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

Jump to Appendix 3 long image

description

©McGraw-Hill Education.

Figure 5-4 Effects of Hindrance Stressors on

Performance and Commitment

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

Stress Management

• Managing hindrance stressors

• Improving work-life balance

• Improving hardiness

©McGraw-Hill Education.

Exercise: Managing Stress

Jump to Appendix 6 for long description.

©McGraw-Hill Education.

Waking Hours

Jump to Appendix 7 long image description.

©McGraw-Hill Education.

Improving Hardiness

Jump to Appendix 8 for long

description.

©McGraw-Hill Education.

Next Time

Chapter 6: Motivation

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

Chapter 6

Motivation

©McGraw-Hill Education.

Class Agenda

Motivation defined

Theories of motivation

• Expectancy theory

• Goal setting theory

• Equity theory

• Psychological empowerment

How important is motivation?

Application

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Motivation Defined

A set of energetic forces that originate within and outside

an employee that initiates work-related effort and

determines its direction, intensity, and persistence

• What do you do?

• How hard do you do it?

• How long do you do it?

©McGraw-Hill Education.

Engagement

Consider your approach to your classes this semester:

1. I give my assignments my utmost attention.

2. I really concentrate on the things my classes demand.

3. I find myself absorbed in the content of my classes.

4. I really focus my attention on the things I’m learning.

5. I rarely get distracted when I’m working on my class stuff.

6. In general, I approach my class work with focus.

Average Score: 24

©McGraw-Hill Education.

Theories of Motivation

Several theories attempt to summarize the key factors

that foster high motivation:

• Expectancy theory

• Goal setting theory

• Equity theory

• Psychological empowerment

©McGraw-Hill Education.

Expectancy Theory 1 of 3

Motivation is fostered when the employee believes three

things:

• That effort will result in performance

• That performance will result in outcomes

• That those outcomes will be valuable

©McGraw-Hill Education.

Figure 6-2 Expectancy Theory

Jump to Appendix 1 long image

description

©McGraw-Hill Education.

Expectancy Theory 2 of 3

Effort → Performance

Can be hindered by:

• Lack of necessary resources

• Lack of supportive leadership

• Low self-efficacy

©McGraw-Hill Education.

Self-Efficacy

1. I can succeed, even when the going gets tough.

2. I do most things well, relative to my peers.

3. I have a sense of confidence on a lot of different tasks.

4. I know that I can overcome challenges when I encounter them.

5. If I set my mind to certain goals, I’m confident I can achieve them.

6. I am able to succeed at the things I want to be good at.

7. I’m confident in my ability, even when I face difficult tasks.

8. When I set a goal for myself, I believe I can meet it.

Average Score: 31

©McGraw-Hill Education.

Figure 6-3 Sources of Self-Efficacy

Jump to Appendix 2 long image

description

©McGraw-Hill Education.

Instrumentality

Performance → Outcomes

Can be hindered by:

• Poor methods for measuring performance, as Instrumentality could actually be rewritten to be

Performance → Evaluation → Outcomes

• Inadequate budget to provide outcomes, even when performance is high

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

• Time delays in doling out rewards

©McGraw-Hill Education.

Valence 1 of 2

Anticipated value of outcomes

• Extrinsic

• Intrinsic

©McGraw-Hill Education.

Table 6-2 Extrinsic and Intrinsic Outcomes

EXTRINSIC OUTCOMES INTRINSIC OUTCOMES

Pay Enjoyment

Bonuses Interestingness

Promotions Accomplishment

Benefits and perks Knowledge gain

Spot awards Skill development

Praise Personal expression

Job security (Lack of) Boredom

Support (Lack of) Anxiety

Free time (Lack of) Frustration

(Lack of) Disciplinary actions

(Lack of) Demotions

(Lack of) Terminations

Sources: Adapted from E.E. Lawler III and J.L. Suttle, “Expectancy Theory and Job Behavior,” Organizational Behavior and Human Performance 9 (1973), pp. 482–503; J. Galbraith and L.L. Cummings, “An Empirical Investigation of the Motivational Determinants of Task Performance: Interactive Effects between Instrumentality–Valence and Motivation–Ability,” Organizational Behavior and Human Performance 2 (1967), pp. 237–57; E. McAuley, S. Wraith, and T.E. Duncan, “Self-Efficacy, Perceptions of Success, and Intrinsic Motivation for Exercise,” Journal of Applied Social Psychology 21 (1991), pp. 139–55; and A.S. Waterman, S.J. Schwartz, E. Goldbacher, H. Green, C. Miller, and S. Philip, “Predicting the Subjective Experience of Intrinsic Motivation: The Roles of Self-Determination, the Balance of Challenges and Skills, and Self-Realization Values,” Personality and Social Psychology Bulletin 29 (2003), pp. 1447–58.

©McGraw-Hill Education.

Valence 2 of 2

Why does pay have such a high valence?

The meaning of money

• Achievement

• Respect

• Freedom

©McGraw-Hill Education.

Meaning of Money

Average

Score: 13

Average

Score: 15

Average

Score: 20

Jump to Appendix 3 long image

description

©McGraw-Hill Education.

Expectancy Theory 3 of 3

Motivation = (E → P) × ෍[(P → O) × V] Key aspect: multiplicative effects

• Motivation is zero if either expectancy, instrumentality, or valence is zero

©McGraw-Hill Education.

Goal Setting Theory

Motivation is fostered when employees are given specific

and difficult goals rather than no goals, easy goals, or “do your best” goals.

©McGraw-Hill Education.

Figure 6-4

Goal Difficulty and Task Performance

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

Motivation is maximized when an employee’s ratio of “outcomes” to “inputs” matches those of some “comparison other.”

Thus motivation also depends on the outcomes received

by other employees.

©McGraw-Hill Education.

Figure 6-6 Equity Theory Comparisons 1 of 3

Are these really equal?

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?

What methods can be used to restore equity?

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?

What methods can be used to restore equity?

Jump to Appendix 7 long image

description

©McGraw-Hill Education.

Psychological Empowerment

An intrinsic form of motivation derived from the belief

that one’s work tasks are contributing to some larger purpose

Fostered by four beliefs:

• Meaningfulness

• Self-Determination

• Competence

• Impact

©McGraw-Hill Education.

OB on Screen

Star Trek Beyond

©McGraw-Hill Education.

Figure 6-8 Effects of Motivation on

Performance and Commitment

Jump to Appendix 8 long image

description

©McGraw-Hill Education.

Table 6-7 Compensation Plan Elements

Individual-Focused Description

Piece-rate A specified rate is paid for each unit produced, each unit sold, or each service provided.

Merit pay An increase to base salary is made in accordance with performance evaluation ratings.

Lump-sum bonuses 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.

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

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

Unit-Focused Description

Gainsharing 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.

Organization-Focused Description

Profit Sharing 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.

©McGraw-Hill Education.

Next Time

Chapter 7: Trust, Justice and Ethics

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

Chapter 7

Trust, Justice, and Ethics

©McGraw-Hill Education.

Class Agenda

Trust defined

Types of trust

Using justice to gauge trust

Using ethics to gauge trust

How important is trust?

Application

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Trust Defined

The willingness to be vulnerable to an authority based on positive expectations about the authority’s actions and intentions

• Trust = willing to be vulnerable

• Risk = actually becoming vulnerable

©McGraw-Hill Education.

Figure 7-1 Factors That Influence Trust Levels

Jump to Appendix 1 long image description

©McGraw-Hill Education.

Disposition-Based Trust

Trust Propensity

• A general expectation that the words, promises, and statements of individuals and groups can be relied upon

• Which is more damaging in organizational life: being too trusting or being too suspicious?

©McGraw-Hill Education.

Trust Propensity

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

Trustworthiness

The characteristics of a trustee that inspire trust are:

• Ability

• Benevolence

• Integrity

©McGraw-Hill Education.

Figure 7-3 Types of Trust Over Time

Jump to Appendix 3 long image

description

©McGraw-Hill Education.

Justice

Trustworthiness can sometimes be difficult to judge, especially early in work relationships.

Justice-relevant acts can serve as behavioral evidence of trustworthiness.

• Distributive justice

• Procedural justice

• Interpersonal justice

• Informational justice

©McGraw-Hill Education.

Table 7-2 Distributive and Procedural Justice

Distributive Justice Rules Description

Equity vs. equality vs. need Are rewards allocated according to the proper norm?

Procedural Justice Rules Description

Voice Do employees get to provide input into procedures?

Correctability Do procedures build in mechanisms for appeals?

Consistency Are procedures consistent across people and time?

Bias Suppression Are procedures neutral and unbiased?

Representativeness Do procedures consider the needs of all groups?

Accuracy Are procedures based on accurate information?

Sources: 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; R.J. Bies and J.F. Moag, “Interactional Justice: Communication Criteria of Fairness,” in Research on Negotiations in Organizations, Vol. 1, ed. R.J. Lewicki, B.H. Sheppard, and M.H. Bazerman (Greenwich CT: JAI Press, 1986), pp. 43-55; G.S. Leventhal, “The Distribution of Rewards and Resources in Groups and Organizations,” in Advances in Experimental Social Psychology, Vol.9, ed. L. Berkowitz and W. Walster (New York: Academic Press, 1976), pp. 91-131; G.S. Leventhal, “What Should Be Done with Equity Theory? New Approaches to the Study of Fairness in Social Relationships,” in Social Exchange: Advances in Theory and Research, ed. K. Gergen, M. Greenberg, and R. Willis (New York: Plenum Press, 1980), pp. 27-55; and J. Thibaut and L. Walker, Procedural Justice: A Psychological Analysis (Hillsdale, NJ: Erlbaum, 1975).

©McGraw-Hill Education.

Procedural Justice

The items below reference the procedures instructors use for grading at your school.

1. Those procedures are moral and ethical.

2. I can appeal the grades that result from those procedures, if I need to.

3. Those procedures are based on accurate information.

4. Those procedures are unbiased and balanced.

5. Those procedures are consistent across students.

6. I can influence the grades that result from those procedures, if I try to.

7. I can express my voice regarding those procedures, if I want to.

Average Score: 27

©McGraw-Hill Education.

Figure 7-4 Combined Effects of Distributive and Procedural Justice

Jump to Appendix 4 long image

description

©McGraw-Hill Education.

Table 7-2 Interpersonal and Informational Justice

Interpersonal Justice Rules Description

Respect Do authorities treat employees with sincerity?

Propriety Do authorities refrain from improper remarks?

Informational Justice Rules Description

Justification Do authorities explain procedures thoroughly?

Truthfulness Are those explanations honest?

Sources: 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; R.J. Bies and J.F. Moag, “Interactional Justice: Communication Criteria of Fairness,” in Research on Negotiations in Organizations, Vol. 1, ed. R.J. Lewicki, B.H. Sheppard, and M.H. Bazerman (Greenwich CT: JAI Press, 1986), pp. 43-55; G.S. Leventhal, “The Distribution of Rewards and Resources in Groups and Organizations,” in Advances in Experimental Social Psychology, Vol.9, ed. L. Berkowitz and W. Walster (New York: Academic Press, 1976), pp. 91-131; G.S. Leventhal, “What Should Be Done with Equity Theory? New Approaches to the Study of Fairness in Social Relationships,” in Social Exchange: Advances in Theory and Research, ed. K. Gergen, M. Greenberg, and R. Willis (New York: Plenum Press, 1980), pp. 27-55; and J. Thibaut and L. Walker, Procedural Justice: A Psychological Analysis (Hillsdale, NJ: Erlbaum, 1975).

©McGraw-Hill Education.

Figure 7-5 The Effects of Justice on Theft During a Pay Cut

Jump to Appendix 5 long image

description

©McGraw-Hill Education.

Ethics 1 of 7

The degree to which the behaviors of an authority are in accordance with generally accepted moral norms.

• Unethical behavior

• “Merely ethical” behavior

• “Especially ethical” behavior

©McGraw-Hill Education.

Ethics 2 of 7

Exercise

Read the scenario on the next four slides.

Come up with three ideas for reducing theft in this grocery store.

©McGraw-Hill Education.

Ethics 3 of 7

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.

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.

©McGraw-Hill Education.

Ethics 4 of 7

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).

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.

©McGraw-Hill Education.

Ethics 5 of 7

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.

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.

©McGraw-Hill Education.

Ethics 6 of 7

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?”

©McGraw-Hill Education.

OB on Screen

The Founder

©McGraw-Hill Education.

Figure 7-6 The Four-Component Model of Ethical Decision Making

Jump to Appendix 6 long image

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

©McGraw-Hill Education.

Moral Attentiveness

1. I enjoy pondering ethical matters.

2. I often think about the ethical implications of my actions.

3. I reflect on moral issues rather frequently.

4. I encounter morally charged situations rather often.

5. Moral dilemmas are a frequent part of my week.

6. I think about how ethical I’m being almost every day.

7. I carefully consider the morality of my decision making.

8. Many of the actions I take have some moral quality to them.

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

10. I often face situations that have some moral implication.

11. I feel like I have to choose between moral and immoral fairly frequently.

12. Day in and day out, ethical dilemmas are something I have to consider. Average

Score: 19

©McGraw-Hill Education.

Table 7-3 The Dimensions of Moral Intensity

General Dimension: Potential for Harm

Specific Effect Description

Magnitude of

consequences

How much harm would be done to other people?

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

consequences will match predictions?

Temporal

immediacy

How much time will pass between the act and the onset of its consequences?

Concentration of

effect

Will the consequences be concentrated on a limited set of people, or will they

be more far-reaching?

General Dimension: Social Pressure

Specific Effect Description

Social consensus How much agreement is there that the proposed act would be unethical?

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

be affected?

Sources: Adapted from T.M. Jones, “Ethical Decision Making by Individuals in Organizations: An Issue-Contingent Model,” Academy of Management Review 16 (1991), pp 366-95; and A. Singhapakdi, S.J. Vitell, and K.L. Kraft, “Moral Intensity and Ethical Decision-Making of Marketing Professionals,” Journal of Business Research 36 (1996), pp. 245-55

©McGraw-Hill Education.

Ethics 7 of 7

Can companies benefit from having better moral awareness and moral judgment, even if their costs rise as a result? How?

©McGraw-Hill Education.

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

Corporate social responsibility

• Legal component

• Ethical component

• Social component

©McGraw-Hill Education.

Next Time

Chapter 8: Learning and Decision Making

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

Chapter 8

Learning and Decision Making

©McGraw-Hill Education.

Class Agenda

Learning defined

Methods of learning

Decision making defined

Decision-making problems

How important is learning?

Application

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Learning Defined

Permanent changes in an employee’s knowledge or skill that result from experience

Employees learn two types of knowledge:

• Explicit - easy to communicate and teach

• Tacit - more difficult to communicate; gained with experience

©McGraw-Hill Education.

Workplace Learning Potential

1. At work, I get enough time to find my own solutions to task-related issues.

2. 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.

4. At work, I get the opportunity to learn how to cope with difficulties my way.

5. At work, I get the chance to reflect on how to do my job better.

6. At work, I have the freedom to compare different approaches to my work.

Average Score: 19

©McGraw-Hill Education.

Methods of Learning 1 of 3

How do employees learn?

• Reinforcement

©McGraw-Hill Education.

Figure 8-2 Contingencies of Reinforcement

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description

©McGraw-Hill Education.

Table 8-2 Schedules of Reinforcement

Reinforcement

Schedule

Reward Given

Following

Potential Level of

Performance

Example

Continuous Every desired

behavior

High, but difficult to

maintain

Praise

Fixed interval Fixed time periods Average Paycheck

Variable interval Variable time periods Moderately high Supervisor walk-by

Fixed ratio Fixed number of

desired behaviors

High Piece-rate pay

Variable ratio Variable number of

desired behaviors

Very high Commission pay

©McGraw-Hill Education.

Methods of Learning 2 of 3

How do employees learn?

• Reinforcement

• Observation

©McGraw-Hill Education.

Figure 8-1 Operant Conditioning Components

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description

©McGraw-Hill Education.

Methods of Learning 3 of 3

Some people learn differently, as a function of the goals

and activities that they prioritize.

Goal orientation

• Learning

• Performance-prove

• Performance-avoid

©McGraw-Hill Education.

Goal Orientation

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 Training Program,” Journal of Applied Psychology 84 (1999), pp. 863–73. Copyright (c) 1999 by the American Psychological Associated.

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description

©McGraw-Hill Education.

Decision Making

The process of generating and choosing from a set of

alternatives to solve a problem

Learning has a significant impact on decision making.

©McGraw-Hill Education.

Figure 8-4

Programmed and Nonprogrammed Decisions

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description

©McGraw-Hill Education.

Rational Decision Making

1. I act based on my heart, not my head.

2. I think feelings should be the guide in most decisions.

3. I listen to logic when acting, not my emotions.

4. Most of my life decisions are governed by how I feel.

5. I do what inspires me. Now that’s logical.

6. When it comes to decisions, I do what is logical.

7. My feelings are my compass when there are choices to be made.

8. I believe key decisions should be reasoned carefully and rationally.

9. Important decisions should be based on the facts, not on emotions.

Average Score: 27

©McGraw-Hill Education.

OB on Screen

The Big Short

©McGraw-Hill Education.

Decision-Making Problems

Common reasons for making bad decisions:

• Limited information

• Faulty perceptions

• Faulty attributions

• Escalation of commitment

©McGraw-Hill Education.

Table 8-3 Rational Decision Making vs.

Bounded Rationality

To be rational decision makers, we

should… Identify the problem by thoroughly examining the

situation and considering all interested parties.

Develop an exhaustive list of alternatives to consider

as solutions.

Evaluate all the alternatives simultaneously.

Use accurate information to evaluate alternatives.

Pick the alternative that maximizes value.

Sources: Adapted from H.A. Simon, “Rational Decision Making in Organizations,” American Economic Review 69 (1979), pp. 493-513; D. Kahneman, “Maps of Bounded Rationality: Psychology for Behavioral Economics,” The American Economic Review 93 (2003), pp. 1449-75; and S.W. Williams, Making Better Business Decisions (Thousand Oaks, CA: Sage, 2002

Bounded rationality says we are

likely to… Boil down the problem to something that is easily

understood.

Come up with a few solutions that tend to be

straightforward, familiar, and similar to what is

currently being done.

Evaluate each alternative as soon as we think of it.

Use distorted and inaccurate information during the

evaluation process.

Pick the first acceptable alternative (sacrifice).

©McGraw-Hill Education.

Faulty Perceptions

Heuristics and biases

• Availability

• Anchoring

• Framing

• Representativeness

• Contract

• Recency

• Ratio bias

©McGraw-Hill Education.

Figure 8-5 Consensus,

Distinctiveness, and Consistency

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description

©McGraw-Hill Education.

Escalation of Commitment

The decision to continue to follow a failing course of

action

Throwing good money after bad

©McGraw-Hill Education.

Figure 8-7 Effects of Learning on Performance

and Commitment

Sources: G.M. Alliger, S.I. Tannenbaum, W. Bennett Jr., H. Traver, and A. Shotland, “A Meta-Analysis of the Relations among Training Criteria,” Personnel Psychology 50 (1997), pp. 341–58; J.A. Colquitt, J.A. LePine, and R.A. Noe, “Toward an Integrative Theory of Training Motivation: A Meta-Analytic Path Analysis of 20 Years of Research,” Journal of Applied Psychology 85 (2000), pp. 678–707; and 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.

©McGraw-Hill Education.

Application

Training

• Behavior modeling

• Communities of practice

Transfer of training

• Climate for transfer

©McGraw-Hill Education.

Next Time

Chapter 9: Personality and Cultural Values

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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

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©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.

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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

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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

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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.

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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

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description

©McGraw-Hill Education.

Next Time

Chapter 10: Ability

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

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. Copyright 2007 Wonderlic, Inc with permission.

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description

©McGraw-Hill Education.

Figure 10-4 Sample Wonderlic Questions 2 of 2

Source: Wonderlic WPT—Sample Questions. Reprinted with permission of Wonderlic, Inc. Copyright 2007 Wonderlic, Inc with permission.

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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 Sear c 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 an d Job Performance,

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

©McGraw-Hill Education.

Next Time

Chapter 11: Team Characteristics and Diversity

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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.

©McGraw-Hill Education.

Figure 11-1 Types of Teams

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Figure 11-2 Two Models of Team Development

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description

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Figure 11-3 Task Interdependence and

Coordination Requirements

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description

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Team Interdependence 3 of 3

Outcome interdependence exists when team members

share in the rewards that the team earns.

©McGraw-Hill Education.

OB on Screen

Arrival

©McGraw-Hill Education.

Interdependence

Average

score: 14

Average

score: 14

Average

score: 14

Source: From M.A. Campion, E.M. Papper, and G.J. Medsker, “Relations between Work Team Characteristics and Effectiveness: A R eplication and Extension,” Personnel Psychology 49 (1996), pp. 429–52. John Wiley & Sons, Inc.

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description

©McGraw-Hill Education.

Figure 11-4 Five Aspects of Team Composition

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Next Time

Chapter 12: Team Processes and Communication

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Chapter 12

Teams: Processes and

Communication

©McGraw-Hill Education.

Class Agenda

Team process defined

Taskwork processes

Teamwork processes

Communication

Team states

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Team Processes 3 of 3

Causes of process loss

Coordination loss

• Production blocking

Motivational loss

• Social loafing

©McGraw-Hill Education.

Figure 12-1 Taskwork Processes

©McGraw-Hill Education.

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).

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

OB on Screen

Spotlight

©McGraw-Hill Education.

Figure 12-2 Teamwork Processes

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Figure 12-3 The Communication Process

Jump to Appendix 1 long image

description

©McGraw-Hill Education.

Communication

Communicator issues

Information richness

Network structure

©McGraw-Hill Education.

Figure 12-4 Communication Network

Structures

Jump to Appendix 2 long image

description

©McGraw-Hill Education.

Figure 12-5 Team States

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Potency

Refers to the degree to which members believe that the

team can be effective across a variety of situations and

tasks

©McGraw-Hill Education.

Mental Model

Refers to the level of common understanding among

team members with regard to important aspects of the

team and its task

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Next Time

Chapter 13: Leadership: Power and Negotiation

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

Chapter 13

Leadership: Power and

Negotiation

©McGraw-Hill Education.

Class Agenda

Leadership defined

Types of power

Influence tactics

Organizational politics

Conflict resolution

Negotiation

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

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?

©McGraw-Hill Education.

Power

The ability to influence the behavior of others and resist

unwanted influence in return

• What made the leaders you named powerful, exactly?

©McGraw-Hill Education.

Figure 13-1 Types of Power

Jump to Appendix 1 long image

description

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Contingency Factors

Leaders are better able to use their power to influence

others when they have:

• Low substitutability

• High discretion

• High centrality

• High visibility

©McGraw-Hill Education.

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)

©McGraw-Hill Education.

Figure 13-2 Influence Tactics and

Their Effectiveness

Jump to Appendix 2 long image

description

©McGraw-Hill Education.

Figure 13-3 Responses to Influence Attempts

Jump to Appendix 3 long image

description

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Figure 13-4 The Causes and Consequences of

Organizational Politics

Jump to Appendix 5 long image

description

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Figure 13-5 Styles of Conflict Resolution

Jump to Appendix 6 long image

description

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Negotiation 2 of 2

Negotiation Stages

• Preparation

• Exchanging information

• Bargaining

• Closing and commitment

©McGraw-Hill Education.

OB on Screen

Bridge of Spies

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Next Time

Chapter 14: Leadership: Styles and Behaviors

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

Chapter 14

Leadership: Styles and

Behaviors

©McGraw-Hill Education.

Class Agenda

Leadership defined

Who becomes a leader?

What styles does a leader use?

What behaviors does a leader exhibit?

• Day-to-Day

• Transformational

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Leadership

The use of power and influence to direct the activities of

followers toward goal achievement

©McGraw-Hill Education.

Figure 14-1 Leader-Member Exchange Theory

Jump to Appendix 1 long image

description

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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).

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Figure 14-3 The Time-Driven Model of

Leadership

Jump to Appendix 3 long image

description

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

OB on Screen

The Martian

©McGraw-Hill Education.

Leadership Behaviors

In addition to making decisions, leaders engage in a

number of behaviors.

• What are some of those behaviors?

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Day-to-Day Behaviors 2 of 2

Might the importance of initiating structure and

consideration vary across followers and situations?

©McGraw-Hill Education.

Figure 14-4 The Life Cycle

Theory of Leadership

Jump to Appendix 5 long image

description

©McGraw-Hill Education.

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?

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Figure 14-5 Laissez-Faire, Transactional, and

Transformational Leadership

Jump to Appendix 6 long image

description

©McGraw-Hill Education.

Transformational Leadership 2 of 3

Idealized influence

Inspirational motivation

Intellectual stimulation

Individualized consideration

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Next Time

Chapter 15: Organizational Structure

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

Chapter 15

Organizational Structure

©McGraw-Hill Education.

Class Agenda

Organizational structure defined

Types and elements of structure

Organizational design

Common organizational forms

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

OB on Screen

The Imitation Game

©McGraw-Hill Education.

Centralization

Average

Score:

>20

Average

Score:

<8

Jump to Appendix 1 long image

description

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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).

©McGraw-Hill Education.

Organizational Design

The process of creating, selecting, or changing the

structure of an organization

Depends on:

• Business environment

• Company strategy

• Technology

• Company size

©McGraw-Hill Education.

Common Organizational Forms

Simple structures Bureaucratic structures

• Functional structures

• Multi-divisional structures • Product structures

• Geographic structures

• Client-based structures

• Matrix structures

©McGraw-Hill Education.

Figure 15-3 An Organizational Structure for a

Small Restaurant

©McGraw-Hill Education.

Figure 15-4 Functional and Multi-Divisional

Structures 1 of 2

Jump to Appendix 2 long image

description

©McGraw-Hill Education.

Figure 15-4 Functional and Multi-Divisional

Structures 2 of 2

Jump to Appendix 3 long image

description

©McGraw-Hill Education.

Figure 15-5 Matrix Structure

Jump to Appendix 4 long image

description

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

Next Time

Chapter 16: Organizational Culture

©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.

Chapter 16

Organizational Culture

©McGraw-Hill Education.

Class Agenda

Organizational culture

Culture components

Culture types

Culture strength

Maintaining an organizational culture

Changing an organizational culture

©McGraw-Hill Education.

An Integrative Roadmap

©McGraw-Hill Education.

Organizational Culture

The shared social knowledge within an organization

regarding the rules, norms, and values that shape the

attitudes and behaviors of its employees

©McGraw-Hill Education.

Figure 16-1 The Three Components of

Organizational Culture

©McGraw-Hill Education.

Observable Artifacts

The manifestations of an organization’s culture that employees can easily see or talk about

• Symbols

• Physical structures

• Language

• Stories

• Rituals

• Ceremonies

©McGraw-Hill Education.

Espoused Values

The beliefs, philosophies, and norms that a company

explicitly states

©McGraw-Hill Education.

Table 16-1 The Espoused Values

of Whole Foods

Jump to Appendix 1 long image

description

©McGraw-Hill Education.

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

©McGraw-Hill Education.

Figure 16-2

A Typology of Organizational Culture

Jump to Appendix 2 long image

description

©McGraw-Hill Education.

Specific Culture Types

Customer service culture

Safety culture

Diversity culture

Sustainability culture

Creativity culture

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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)

©McGraw-Hill Education.

Figure 16-4 Culture Strength and Subcultures

Jump to Appendix 4 long image

description

©McGraw-Hill Education.

Maintaining an Organizational Culture

Attraction-Selection-Attrition (ASA)

Socialization

• Anticipatory stage

• Encounter stage

• Understanding and adaptation

©McGraw-Hill Education.

OB on Screen

The Circle

©McGraw-Hill Education.

Changing an Organizational Culture

• Changes in leadership

• Mergers and acquisitions

©McGraw-Hill Education.

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

©McGraw-Hill Education.

How Important Is Culture?

Person–organization fit is the degree to which a person’s personality and values match the culture of an

organization.

©McGraw-Hill Education.

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.

©McGraw-Hill Education.

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

©McGraw-Hill Education.

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.