discussion 5

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Chapter  Six  

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Learning  Objec3ves  

LO.1 Explain Schwartz’s value theory, and describe three types of value conflict.

LO.2 Describe the values model of work–family conflict, and specify at least three practical lessons from work–family conflict research.

LO.3 Identify the three components of attitudes and discuss cognitive dissonance.

LO.4 Explain how attitudes affect behavior in terms of Ajzen’s theory of planned behavior.

LO.5 Describe the model of organizational commitment.

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Learning  Objec3ves  (cont.)  

LO.6 Define the work attitudes of employee engagement and job satisfaction.

LO.7 Identify and briefly describe five alternative causes of job satisfaction.

LO.8 Identify eight important correlates/consequences of job satisfaction, and summarize how each one relates to job satisfaction.

LO.9 Identify the causes of counterproductive work behaviors and the measures used to prevent them.

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Schwartz’s  Value  Theory  

!  Schwartz’s Value Theory 9  values are motivational in that they “represent

broad goals that apply across contexts and time

9  there are 10 broad values that guide behavior

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Defini3on  of  Values  and  Mo3ves  in   Schwartz’s  Theory  

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Rela3onship  among  Schwartz’s   Values  

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Value  Conflicts  

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A  Values  Model  of     Work–Family  Conflict  

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A  Values  Model  of     Work–Family  Conflict  

!  Family values involve enduring beliefs about the importance of family and who should play key family roles (e.g., child rearing, housekeeping, and income earning).

!  Work values center on the relative importance of work and career goals in one’s life.

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A  Values  Model  of     Work–Family  Conflict  

!  Value similarity 9  Relates  to  the  degree   of  consensus  among   family  members   about  family  values.  

!  Value congruence 9  involves the amount

of value agreement between employee and employer.

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Prac3cal  Research  Insights  about   Work–Family  Conflict  

!  Work–family balance begins at home !  An employer’s family-supportive philosophy

is more important than specific programs. !  Informal flexibility in work hours and in

allowing people to work at home is essential to promoting work–family balance.

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Prac3cal  Research  Insights  about   Work–Family  Conflict  

!  The importance of work–family balance varies across generations.

!  Take a proactive approach to managing work–family conflict.

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Organiza3onal  Response  to     Work–family  Issues  

!  Organizations have implemented a variety of family-friendly programs and services aimed at helping employees balance the interplay between their work and personal lives.

!  Experts now believe that such efforts are partially misguided because they focus on balancing work – family issues rather than integrating them.

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The  Nature  of  ARtudes  

!  Attitude 9  learned predisposition to respond in a

consistently favorable or unfavorable manner with respect to a given object

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The  Nature  of  ARtudes  

!  Affective component 9  the feelings or emotions one has about an

object or situation !  Cognitive component

9  the evaluation or belief one has about an object or situation

!  Behavioral component 9  how one intends to act or behave toward

someone or something

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When  ARtudes  and  Reality  Collide:   Cogni3ve  Dissonance  

!  Cognitive dissonance 9  psychological discomfort a person experiences

when his or her attitudes or beliefs are incompatible with his or her behavior

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Cogni3ve  Dissonance  

How people reduce dissonance 1. Change your attitude or behavior, or both 2. Belittle the importance of the inconsistent

behavior 3. Find consonant elements that outweigh the

dissonant ones

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How  Stable  are  ARtudes?  

Three factors accounted for middle-age attitude stability:

(1) greater personal certainty (2) perceived abundance of knowledge (3) a need for strong attitudes

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Determinants  of  Inten3on  

!  Attitude toward the behavior 9  the degree to which a person has a favorable

or unfavorable evaluation or appraisal of the behavior in question.

!  Subjective norm 9  refers to the perceived social pressure to

perform or not to perform the behavior

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Determinants  of  Inten3on  

!  Degree of perceived behavior control 9  perceived ease or difficulty of performing the

behavior and it is assumed to reflect past experience as well as anticipated impediments and obstacles

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Ajzen’s  Theory  of  Planned  Behavior  

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Organiza3onal  Commitment  

!  Organizational commitment 9  reflects the extent to which an individual

identifies with an organization and is committed to its goals.

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A  Model  of  Organiza3onal   Commitment  

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Cul3va3ng  Employee  Engagement  

!  Employee engagement 9  “the harnessing of organization members’

selves to their work roles; in engagement, people employ and express themselves physically, cognitively, and emotionally during role performance.”

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What  Contributes  to  Employee   Engagement?  

Employee engagement is caused by a host of variables that can be separated into two categories: !  Personal factors !  Contextual or

work-environment factors.

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What  Contributes  to  Employee   Engagement?  

!  Personal characteristics found or thought to influence employee engagement include positive or optimistic personalities, proactive personality, conscientiousness, PE fit, and being present or mindful.

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What  Contributes  to  Employee   Engagement?  

!  Contextual factors include organizational culture, job security and feelings of psychological safety, leader behavior

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Causes  of  Job  Sa3sfac3on  

!  Job satisfaction 9  an  affec3ve  or   emo3onal  response   toward  various  facets   of  one’s  job  

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Causes  of  Job  Sa3sfac3on  

!  Need fulfillment 9  extent to which the characteristics of a job allow

an individual to fulfill his or her needs !  Discrepancies

9  satisfaction is a result of met expectations !  Value attainment

9  Extent to which a job allows fulfillment of one’s work values

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Causes  of  Job  Sa3sfac3on  

!  Equity: satisfaction 9  is a function of how “fairly” an individual is

treated at work !  Dispositional/Genetic Components

9  satisfaction is partly a function of both personal traits and genetic factors

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Correlates  of  Job  Sa3sfac3on  

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Correlates  of  Job  Sa3sfac3on  

!  Organizational citizenship behavior 9  employee behaviors that exceed work-role

requirements

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Correlates  of  Job  Sa3sfac3on  

!  Withdrawal cognitions 9  Represent  an   individual’s   overall  thoughts   and  feelings  about   quiRng  

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Counterproduc3ve  Work  Behavior  

!  Counterproductive work behavior 9  represent types of behavior that harm

employees, the organization as a whole, or organizational stakeholders such as customers and shareholders.

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Counterproduc3ve  Work  Behavior  

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Causes  and  Preven3on  of  CWBs  

!  Diagnosis of conduct disorder in adolescence was associated with CWBs

!  Personality traits and job conditions also could make CWBs more likely

!  Employees are less likely to engage in CWBs if they had satisfying jobs that offered autonomy—and more likely to engage in CWBs if they had more resource power

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Causes  and  Preven3on  of  CWBs  

!  Organizations can limit CWBs by hiring individuals who are less prone to engage in this type of behavior

!  Organizations should ensure they are motivating desired behaviors and not CWBs

!  If an employee does engage in CWBs, the organization should respond quickly and appropriately