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         Once during the semester students will be required to submit short written analyses which describe an example of an OB course topic which is receiving or has received press coverage recently. Each student is expected to identify a written article from the popular press (newspapers and magazines) which illustrates one or more of the concepts discussed in the course. The student is asked to include a copy of the article if it is less than two 8.5 x 11 inch pages in length. 

           The written analysis should begin with a paragraph which notes the title of the article being summarized, the author's or authors' names, and the name of the publication in which the article was found. A brief restatement of the content of the article should then comprise the remainder of the first paragraph.                The second paragraph should describe how the content of the article relates to the topic at hand. What about this is important to business operations? Which of the concepts discussed in the course does this article illustrate? How does the situation described in the article relate to topics discussed within the course? 

             The final paragraph(s) should include a discussion of how the situation might be resolved (if it depicts a problem situation), how businesses might be better prepared for such situations in the future, or other "how to cope" advice as the author deems fit. 

             These current events analyses will be graded for spelling, punctuation, grammar and relevance to the topics discussed in the course. If you are unsure whether a specific magazine or newspaper article would be appropriate, feel free to discuss it with the professor. Be advised: points will be deducted for significant spelling and/or grammatical errors. OB IN THE NEWS REPORTS MUST BE SUBMITTED ON THE DATE DUE. MAKEUPS WILL AUTOMATICALLY RECEIVE A LOWER GRADE (MINIMUM OF 20% REDUCTION). These papers will be accepted in HARD COPY ONLY. YOU CANNOT EMAIL ME THIS ASSIGNMENT. Topics which might be covered include the role of organizational culture in mergers or acquisitions, employee morale; employee recruitment or retention; how to make effective hiring decisions; development of training or orientation programs; claims of discrimination or harassment; the role of organizational culture in development of ethical problems (e.g., Enron).  (two page, double space ), Kinicki_Fugate_OB_1e_Ch01 (1).pptx Kinicki_Fugate_OB_1e_Ch01 (2).pptx Kinicki_Fugate_OB_1e_Ch03 (1).pptx Kinicki_Fugate_OB_1e_Ch04.pptx  Kinicki_Fugate_OB_1e_Ch05 (1).pptx   we stop at ch05, 

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Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 1 MAKING OB WORK FOR ME What is OB and Why Is It Important? 1.1 The Value of OB to My Job and Career 1.2 Human and Social Capital 1.3 Right vs. Wrong – Ethics and My Performance 1.4 Applying OB to Solve Problems 1.5 Structure and Rigor in Solving Problems 1.6 The Integrative Framework for Understanding and Applying OB Chapter 1 | Slide 2 The Value of OB to My Job and Career What is OB? • An interdisciplinary field dedicated to understanding and managing people at work Chapter 1 | Slide 3 The Value of OB to My Job and Career OB is based on a contingency perspective • Best course of action depends on the interplay of person and environment factors Chapter 1 | Slide 4 The Value of OB to My Job and Career OB attempts to overcome limits of using common sense • Does not settle for traditional options if another solution is better • Based on systematic science-based approach which makes users more attractive to potential employers and more effective employees Chapter 1 | Slide 5 The Value of OB to My Job and Career Skills most desired by employers are soft skills that can be obtained through the study of OB Personal Attributes Interpersonal Skills • Attitude • Personality • Teamwork • Leadership • Active listening • Positive attitudes • Effective communication Chapter 1 | Slide 6 The Value of OB to My Job and Career What criteria determine which applicant is hired? • Technical skills – • Nuts and bolts of doing a job Ability to get the job done Based on job or function specific knowledge Chapter 1 | Slide 7 The Value of OB to My Job and Career What criteria determine which employee is promoted? • Ability to manage people • Strong team skills • Ability to build and manage relationships Learned from knowledge of OB Chapter 1 | Slide 8 Test Your OB Knowledge The contingency approach to OB calls for all of the following EXCEPT: A. B. C. D. E. Relying on one best way to manage situations Using OB concepts and tools as situationally appropriate Using a pragmatic approach Not relying on simple common sense Being systematic and scientific Chapter 1 | Slide 9 Human and Social Capital What is human capital? • Productive potential of an individual’s: Skills Knowledge Experiences Chapter 1 | Slide 10 Human and Social Capital What is social capital? • Productive potential resulting from Relationships Trust Goodwill Cooperative Effort Chapter 1 | Slide 11 Test Your OB Knowledge Employers that invest in employees’ human capital may realize all of these benefits EXCEPT: A. Lower employee turnover B. Improved financial outcomes C. The potential to give an organization a competitive advantage D. Increased skills and knowledge E. Employees having more friends and better relationships at work Chapter 1 | Slide 12 Right vs. Wrong – Ethics and My Performance Ethics is important • Employees are confronted with ethical challenges throughout their careers • Unethical behavior damages relationships making it difficult to conduct business • Unethical behavior reduces cooperation, loyalty, and performance Chapter 1 | Slide 13 Right vs. Wrong – Ethics and My Performance Unethical Does Not Mean Illegal… • • Very few unethical acts are illegal Can’t rely on the legal system to assure conduct at work is ethical Chapter 1 | Slide 14 Right vs. Wrong – Ethics and My Performance Ethical Dilemmas…No Perfect Solution • • Not always a pure choice between right and wrong Places people in an uncomfortable position Chapter 1 | Slide 15 Right vs. Wrong – Ethics and My Performance What Causes Unethical Behavior? Ill-Conceived Goals Motivated Blindness Indirect Blindness The Slippery Slope Overvaluing Outcomes One’s Personal Motivation to Perform Pressure from a Supervisor Reward Systems that Incentivize Bad Behavior Employees Perception of No Consequences for Crossing the Line Chapter 1 | Slide 16 Right vs. Wrong – Ethics and My Performance What Can be Done About Unethical Behavior? Chapter 1 | Slide 17 Test Your OB Knowledge Which of the following statement about ethics is NOT true? A. Ethical dilemmas occur when neither of two choices ethically resolves a situation. B. Most people working in organizations are good people with good intentions. C. If something is unethical it is also illegal. D. Our conduct is shaped by our environment. E. Reward systems can cause unethical behavior. Chapter 1 | Slide 18 Applying OB to Solve Problems What is a Problem? • • A difference or gap between an actual and desired situation Arises when goals are not being met Use problem solving to fill these gaps Chapter 1 | Slide 19 Applying OB to Solve Problems Problem Solving – A Three-Stop Approach • • • Stop 1: Define The Problem Stop 2: Identify OB Concepts to Solve the Problem Stop 3: Make Recommendations and Take Action Chapter 1 | Slide 20 Test Your OB Knowledge Which one of these is NOT true about defining a problem? A. Managers usually do not spend enough time on defining the problem. B. It is advisable to skip this stop and proceed to making recommendations. C. After defining the problem, OB concepts or theories can be used to solve the problem. D. People often make assumptions. E. Once problems are defined, OB knowledge can produce better performance for an organization. Chapter 1 | Slide 21 Structure and Rigor in Solving Problems The Person-Environment Distinction • • Person factors Environmental characteristics Chapter 1 | Slide 22 Structure and Rigor in Solving Problems Which Influences Behavior More – Person or Environmental Factors? Interactional Perspective Person Environmental Behavior is a function of interdependent person and environmental factors Chapter 1 | Slide 23 Structure and Rigor in Solving Problems People and Environments are Dynamic People Change Situations Change They Both Change Each Other Chapter 1 | Slide 24 Structure and Rigor in Solving Problems Levels Individual Group/Team Organization Chapter 1 | Slide 25 Test Your OB Knowledge Which of the following is more important when using OB to solve problems? A. Person factors B. The interdependence of person factors and environmental characteristics C. Environmental characteristics D. The interdependence of person factors and changes on a group/team level E. The independence of person factors and environmental characteristics Chapter 1 | Slide 26 The Integrative Framework for Understanding and Applying OB Integrated Framework Uses a Systems Approach – Inputs, Processes, and Outcomes Chapter 1 | Slide 27 The Integrative Framework for Understanding and Applying OB Using the Integrative Framework for Problem Solving – Selecting a Solution • Select the most effective solution considering: ― ― ― ― Selection criteria Consequences Choice process Necessary resources Chapter 1 | Slide 28 Test Your OB Knowledge The integrative framework for understanding and applying OB is based upon: A. A systems approach B. Using person and environmental factors as inputs C. Processes including individual level, group/team level, and organizational level D. Outcomes organized into individual level, group/team level, and organizational level E. All of the above Chapter 1 | Slide 29 Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 1 MAKING OB WORK FOR ME What is OB and Why Is It Important? 1.1 The Value of OB to My Job and Career 1.2 Human and Social Capital 1.3 Right vs. Wrong – Ethics and My Performance 1.4 Applying OB to Solve Problems 1.5 Structure and Rigor in Solving Problems 1.6 The Integrative Framework for Understanding and Applying OB Chapter 1 | Slide 2 The Value of OB to My Job and Career What is OB? • An interdisciplinary field dedicated to understanding and managing people at work Chapter 1 | Slide 3 The Value of OB to My Job and Career OB is based on a contingency perspective • Best course of action depends on the interplay of person and environment factors Chapter 1 | Slide 4 The Value of OB to My Job and Career OB attempts to overcome limits of using common sense • Does not settle for traditional options if another solution is better • Based on systematic science-based approach which makes users more attractive to potential employers and more effective employees Chapter 1 | Slide 5 The Value of OB to My Job and Career Skills most desired by employers are soft skills that can be obtained through the study of OB Personal Attributes Interpersonal Skills • Attitude • Personality • Teamwork • Leadership • Active listening • Positive attitudes • Effective communication Chapter 1 | Slide 6 The Value of OB to My Job and Career What criteria determine which applicant is hired? • Technical skills – • Nuts and bolts of doing a job Ability to get the job done Based on job or function specific knowledge Chapter 1 | Slide 7 The Value of OB to My Job and Career What criteria determine which employee is promoted? • Ability to manage people • Strong team skills • Ability to build and manage relationships Learned from knowledge of OB Chapter 1 | Slide 8 Test Your OB Knowledge The contingency approach to OB calls for all of the following EXCEPT: A. B. C. D. E. Relying on one best way to manage situations Using OB concepts and tools as situationally appropriate Using a pragmatic approach Not relying on simple common sense Being systematic and scientific Chapter 1 | Slide 9 Human and Social Capital What is human capital? • Productive potential of an individual’s: Skills Knowledge Experiences Chapter 1 | Slide 10 Human and Social Capital What is social capital? • Productive potential resulting from Relationships Trust Goodwill Cooperative Effort Chapter 1 | Slide 11 Test Your OB Knowledge Employers that invest in employees’ human capital may realize all of these benefits EXCEPT: A. Lower employee turnover B. Improved financial outcomes C. The potential to give an organization a competitive advantage D. Increased skills and knowledge E. Employees having more friends and better relationships at work Chapter 1 | Slide 12 Right vs. Wrong – Ethics and My Performance Ethics is important • Employees are confronted with ethical challenges throughout their careers • Unethical behavior damages relationships making it difficult to conduct business • Unethical behavior reduces cooperation, loyalty, and performance Chapter 1 | Slide 13 Right vs. Wrong – Ethics and My Performance Unethical Does Not Mean Illegal… • • Very few unethical acts are illegal Can’t rely on the legal system to assure conduct at work is ethical Chapter 1 | Slide 14 Right vs. Wrong – Ethics and My Performance Ethical Dilemmas…No Perfect Solution • • Not always a pure choice between right and wrong Places people in an uncomfortable position Chapter 1 | Slide 15 Right vs. Wrong – Ethics and My Performance What Causes Unethical Behavior? Ill-Conceived Goals Motivated Blindness Indirect Blindness The Slippery Slope Overvaluing Outcomes One’s Personal Motivation to Perform Pressure from a Supervisor Reward Systems that Incentivize Bad Behavior Employees Perception of No Consequences for Crossing the Line Chapter 1 | Slide 16 Right vs. Wrong – Ethics and My Performance What Can be Done About Unethical Behavior? Chapter 1 | Slide 17 Test Your OB Knowledge Which of the following statement about ethics is NOT true? A. Ethical dilemmas occur when neither of two choices ethically resolves a situation. B. Most people working in organizations are good people with good intentions. C. If something is unethical it is also illegal. D. Our conduct is shaped by our environment. E. Reward systems can cause unethical behavior. Chapter 1 | Slide 18 Applying OB to Solve Problems What is a Problem? • • A difference or gap between an actual and desired situation Arises when goals are not being met Use problem solving to fill these gaps Chapter 1 | Slide 19 Applying OB to Solve Problems Problem Solving – A Three-Stop Approach • • • Stop 1: Define The Problem Stop 2: Identify OB Concepts to Solve the Problem Stop 3: Make Recommendations and Take Action Chapter 1 | Slide 20 Test Your OB Knowledge Which one of these is NOT true about defining a problem? A. Managers usually do not spend enough time on defining the problem. B. It is advisable to skip this stop and proceed to making recommendations. C. After defining the problem, OB concepts or theories can be used to solve the problem. D. People often make assumptions. E. Once problems are defined, OB knowledge can produce better performance for an organization. Chapter 1 | Slide 21 Structure and Rigor in Solving Problems The Person-Environment Distinction • • Person factors Environmental characteristics Chapter 1 | Slide 22 Structure and Rigor in Solving Problems Which Influences Behavior More – Person or Environmental Factors? Interactional Perspective Person Environmental Behavior is a function of interdependent person and environmental factors Chapter 1 | Slide 23 Structure and Rigor in Solving Problems People and Environments are Dynamic People Change Situations Change They Both Change Each Other Chapter 1 | Slide 24 Structure and Rigor in Solving Problems Levels Individual Group/Team Organization Chapter 1 | Slide 25 Test Your OB Knowledge Which of the following is more important when using OB to solve problems? A. Person factors B. The interdependence of person factors and environmental characteristics C. Environmental characteristics D. The interdependence of person factors and changes on a group/team level E. The independence of person factors and environmental characteristics Chapter 1 | Slide 26 The Integrative Framework for Understanding and Applying OB Integrated Framework Uses a Systems Approach – Inputs, Processes, and Outcomes Chapter 1 | Slide 27 The Integrative Framework for Understanding and Applying OB Using the Integrative Framework for Problem Solving – Selecting a Solution • Select the most effective solution considering: ― ― ― ― Selection criteria Consequences Choice process Necessary resources Chapter 1 | Slide 28 Test Your OB Knowledge The integrative framework for understanding and applying OB is based upon: A. A systems approach B. Using person and environmental factors as inputs C. Processes including individual level, group/team level, and organizational level D. Outcomes organized into individual level, group/team level, and organizational level E. All of the above Chapter 1 | Slide 29 Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 3 INDIVIDUAL DIFFERENCES AND EMOTIONS How Does Who I Am Affect My Performance? 3.1 The Differences Matter 3.2 Intelligences: There is More to the Story Than IQ 3.3 Personality, OB, and My Effectiveness 3.4 Core Self-Evaluations: How My Self-Esteem, Self-Efficacy, Locus of Control, and Emotional Stability Affect My Performance 3.5 The Value of Being Emotionally Intelligent 3.6 Understand Emotions to Influence Performance 3.7 Practice, Luck, and Success Chapter 3 | Slide 2 The Differences Matter What Are Individual Differences (IDs)? • Broad category used to collectively describe the vast number of attributes that describe a person Chapter 3 | Slide 3 The Differences Matter Applying Knowledge about IDs • Some differences are relatively stable over time and across situations and are difficult to change • Other differences are relatively flexible Chapter 3 | Slide 4 The Differences Matter Implications of IDs for Managers • Managers have little or no impact on fixed IDs: – Intelligence – Personality • Managers can help employees manage: – Attitudes – Emotions • Managers have more influence on relatively flexible IDs that influence individual-level work outcomes: – Performance – Job satisfaction Chapter 3 | Slide 5 Test Your OB Knowledge Maria is a manager for Greens and Grits. Maria would like to improve job satisfaction for her employees. She can accomplish this by implementing different policies dealing with: A. B. C. D. E. Personality Intelligence Cognitive ability Emotions and attitudes All of the above Chapter 3 | Slide 6 Intelligence: There is More to the Story than IQ What is Intelligence? • An individual’s capacity for: – Constructive thinking – Reasoning – Problem solving Chapter 3 | Slide 7 Intelligence: There is More to the Story than IQ Intelligence Matters… Intelligence is not purely genetic Intelligence can be altered or modified Intellectual development can be damaged by organic factors (drugs, alcohol, poor nutrition) A steady rise in average intelligence has been observed over the last 70 years Chapter 3 | Slide 8 Intelligence: There is More to the Story than IQ Multiple Intelligences (MI) • • • • • • • • Linguistic Logical-Mathematical Musical Bodily-Kinesthetic Spatial Interpersonal Intrapersonal Naturalist Chapter 3 | Slide 9 Intelligence: There is More to the Story than IQ Practical Intelligence • The ability to solve everyday problems by utilizing knowledge gained from experience in order to purposefully adapt to, shape, and select environments Chapter 3 | Slide 10 Intelligence: There is More to the Story than IQ Implications for Managers • Identify Intelligences Relevant to the Job – Select Individuals – Place Individuals – Develop Individuals Chapter 3 | Slide 11 Test Your OB Knowledge George does not score particularly well on standard IQ tests yet he has a unique ability to deal with complex interpersonal situations. What would explain this phenomenon? A. B. C. D. E. Practical Intelligence Multiple Intelligences Reasoning ability Emotions and attitude All of the above Chapter 3 | Slide 12 Personality, OB, and My Effectiveness What is Personality? • Combination of stable physical, behavioral, and mental characteristics that give individuals their unique identities • Product of interacting genetic and environmental influences Chapter 3 | Slide 13 Personality, OB, and My Effectiveness • Big Five Personality Dimensions • • • • • Extraversion Agreeableness Conscientiousness Emotional Stability Openness to Experience Chapter 3 | Slide 14 Personality, OB, and My Effectiveness What is a Proactive Personality? • Someone who is relatively unconstrained by situational forces and who affects environmental change • • • • Identifies Opportunities Acts on Opportunities Takes Action Perseveres Until Meaningful Change Occurs Chapter 3 | Slide 15 Personality, OB, and My Effectiveness Proactive Managers and Employees Proactive Manager Proactive Employee Increased Level of Job Performance, Satisfaction, and Commitment Chapter 3 | Slide 16 Personality, OB, and My Effectiveness Personality Traits and Performance • Conscientiousness has the strongest effect on job performance and job satisfaction • Extraversion is a stronger predictor of job performance than agreeableness • Employees with proactive personalities are more likely to be engaged Chapter 3 | Slide 17 Personality, OB, and My Effectiveness Personality Testing in the Workplace • Personality testing is commonplace • The typical personality test is not a valid predictor of job success due to: ― Test takers do not describe themselves accurately ― Tests are bought off the shelf and given by untrained employees ― Personality tests are meant to measure personality, not what individual differences are needed to perform a particular job Chapter 3 | Slide 18 Test Your OB Knowledge Martha would like to hire employees who will be strong performers in her organization. Which of the Big Five personality dimensions should she try to make sure the new employees score high on? A. B. C. D. E. Extraversion Agreeableness Conscientiousness Emotional Stability Openness to Experience Chapter 3 | Slide 19 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance What are Core Self-Evaluations (CSEs)? • A broad personality trait comprised of four narrow and positive individual traits: – – – – Generalized self-efficacy Self esteem Locus of control Emotional stability Chapter 3 | Slide 20 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance What is Self-Efficacy? • A person’s belief about his or her chances of successfully accomplishing a specific task • Self-efficacy can be developed Chapter 3 | Slide 21 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance Mechanisms of Self-Efficacy Chapter 3 | Slide 22 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance What is Self-Esteem? • General belief about self-worth Personal Achievement and Praise Raise SelfEsteem Prolonged Unemployment and Destructive Feedback Lower Self-Esteem Chapter 3 | Slide 23 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance Practical Considerations Regarding Self-Esteem • Deemphasize Self-Esteem When Doing Business in Collectivist Cultures • Self-Esteem Remains Fairly Stable Over the Course of a Person’s Life • Differences Between Men and Women are Small Chapter 3 | Slide 24 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance What is Locus of Control? • Relatively stable personality characteristic that describes how much personal responsibility someone takes for their behavior and its consequences Chapter 3 | Slide 25 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance Locus of Control – Internal or External? Why Does Everything Happen To Me? I Make Things Happen Look What I Can Do! Internal Locus of Control I Can Determine My Future You Make Things Happen External Locus of Control Why Bother? There is Nothing I Can Do About My Future Things Happen To You Chapter 3 | Slide 26 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance What is Emotional Stability? Individuals With High Levels of Emotional Stability Tend to be Relaxed, Secure, Unworried, Less Likely to Experience Negative Emotions Under Pressure Have Higher Job Performance, More OCB, Fewer CWBs Chapter 3 | Slide 27 Core Self-Evaluations: How My Self-Efficacy, Self-Esteem, Locus of Control, and Emotional Stability Affect My Performance Practical Considerations Regarding CSEs • Is more always better? – Effect on OCBs – as emotional stability increases OCBs decline – Effect on CWBs – there is a tipping point when stress becomes too much and emotional stability does not protect employees from committing CWBs – Emotional stability is an asset but it only goes so far • The whole of CSE is greater than its parts • CSEs can be used for: – Employee selection – Training Chapter 3 | Slide 28 Test Your OB Knowledge Joe was terminated from his job and believed the reason was his boss did not like him and his hard work was not appreciated. Joe likely has: A. B. C. D. E. High emotional stability An internal locus of control Low self-efficacy An external locus of control Low self-esteem Chapter 3 | Slide 29 The Value of Being Emotionally Intelligent What is Emotional Intelligence (EI)? • Ability to monitor one’s own emotions and those of others, to discriminate among them, and to use this information to guide one’s thinking and actions Chapter 3 | Slide 30 The Value of Being Emotionally Intelligent Key Components of Emotional Intelligence (EI) Personal Competence • SelfAwareness • SelfManagement Social Competence • Social Awareness • Relationship Management Benefits/Drawbacks of EI: • Better Social Relationships • Better Well-Being • Increased Satisfaction • No Clear Link to Improved Job Performance • Research Remains Unclear Chapter 3 | Slide 31 Understand Emotions to Influence Performance What are Emotions? • Complex, relatively brief responses aimed at a particular target: – – – – – Person Information Experience Event Nonevent • Emotions change psychological and /or physiological states Chapter 3 | Slide 32 Understand Emotions to Influence Performance Emotions as Reactions to Goal Achievement Positive Negative Mixed Chapter 3 | Slide 33 Understand Emotions to Influence Performance Past Vs. Future Characteristic of Emotions Anger • People are angry about what happened or did not happen in the past • Anger is a “backward-looking” or retrospective emotion Fear • People are afraid of things that might happen in the future • Fear is a “forward-looking” or prospective emotion Knowing this, managers can guide their own actions as to how they communicate with employees knowing their reactions to events Chapter 3 | Slide 34 Understand Emotions to Influence Performance Managing Negative Emotions at Work • Organizations have emotion display norms, or rules that dictate which types of emotions are expected and appropriate for their members to show Chapter 3 | Slide 35 Test Your OB Knowledge Liu has a goal to work hard and eventually apply for a promotion at the Great Grain Company. Liu is most likely to exhibit positive emotions if: A. B. C. D. E. The emotions are congruent with his goal He has emotional intelligence The emotions are incongruent with his goal He feels inadequate He had a bad experience being promoted at his former company Chapter 3 | Slide 36 Practice, Luck, and Success Why is Practice and Luck Important? • People have far more control over the things they do than over who they are • Deliberate practice and luck have role in an individual’s success Chapter 3 | Slide 37 Practice, Luck, and Success Deliberate Practice and Success • Deliberate practice is a demanding, repetitive, and assisted program to improve one’s performance • Research shows to be successful one must practice about 10,000 hours Chapter 3 | Slide 38 Practice, Luck, and Success Is it Better to Be Lucky or Good? There is a Third Choice …Both • Be Active and Involved • Listen to Your Hunches About Luck • Expect to be Lucky no Matter How Bad the Situation • Turn Your Bad Luck Into Good Fortune Chapter 3 | Slide 39 Test Your OB Knowledge Jessica would like to be a best-selling author. She studied OB and knows this will take at least 10,000 hours of deliberate practice. Jessica should do all of the following EXCEPT: A. B. C. D. E. Identify aspects of performance that need improvement Get a coach to receive feedback Study other writers and their works Take breaks to maintain concentration Only practice as long as it remains fun Chapter 3 | Slide 40 3 Integrative Framework for Understanding and Applying OB Chapter 3 | Slide 41 Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 4 SOCIAL PERCEPTION AND MANAGING DIVERSITY Why Are These Topics Essential for Success? 4.1 A Social Information Processing Model of Perception 4.2 Stereotypes 4.3 Causal Attributions 4.4 Defining and Managing Diversity 4.5 Building the Business Case for Managing Diversity 4.6 Barriers and Challenges to Managing Diversity 4.7 Organizational Practices Used to Effectively Manage Diversity Chapter 4 | Slide 2 A Social Information Processing Model of Perception What is Perception? • A cognitive process that enables us to interpret and understand our surroundings • OB is concerned with social perception • Important in OB because perception affects actions and decisions Chapter 4 | Slide 3 A Social Information Processing Model of Perception Perceptual Errors Can Be Avoided by Understanding the Process that Guides Perception Chapter 4 | Slide 4 A Social Information Processing Model of Perception Stage 1: Selective Attention/Comprehension • Attention is the process of becoming consciously aware of something or someone • People pay attention to salient stimuli: – Something that stands out from its context Chapter 4 | Slide 5 A Social Information Processing Model of Perception Stage 2: Encoding and Simplification • Encoding: – To interpret and evaluate the environment using schemata and cognitive categories – Encoding and schemata help to organize and remember information • Simplification: – Relying on encoding helps us to simplify what might be a bewildering range of inputs – Encoding and schemata make the world more manageable Chapter 4 | Slide 6 A Social Information Processing Model of Perception Stage 3: Storage and Retention • Event Memory • Semantic Memory • Person Memory Chapter 4 | Slide 7 A Social Information Processing Model of Perception Stage 4: Retrieval and Response • Information is retrieved from memory to make judgments and decisions ― Draw on, interpret, and integrate categorical information stored in long-term memory ― Retrieve a summary judgment that was already made Chapter 4 | Slide 8 A Social Information Processing Model of Perception Managerial Implications Hiring • • • • The existence of implicit cognition may lead to biased decisions Managers can be trained to understand and reduce the bias Bias can be reduced by the use of structured interviews Use of virtual interviews Performance Appraisal • Faulty schema about good vs. poor performance leads to inaccurate appraisals and erodes morale • Managers must accurately identify and communicate behavioral characteristics to employees • Managers need a mechanism for remembering behavior Leadership • Employees’ evaluation of leader effectiveness are influenced by their schemata of good and poor leaders Chapter 4 | Slide 9 Test Your OB Knowledge Steven wants to be sure there is no implicit cognition creating bias in his company’s interviewing process. The best course of action is: A. B. C. D. E. To train all interviewers in the interview process To have more than one interviewer conducting interviews To conduct the interviews virtually To use a structured interview approach All of the above Chapter 4 | Slide 10 Stereotypes What is a Stereotype? • An individual’s set of beliefs about the characteristics or attributes of a group • May or may not be accurate • Can lead to poor decisions • Can create barriers for: – – – – Women Older individuals People of color People with disabilities Chapter 4 | Slide 11 Stereotypes Stereotype Formation and Maintenance Categorization Inferences Maintenance Expectations It takes accurate information and motivation to reduce the use of stereotypes Chapter 4 | Slide 12 Stereotypes Managerial Challenges and Recommendations • Educate people about stereotypes and how they influence behavior and decision making • Create opportunities for diverse employees to meet and work with others • Encourage all employees to increase their awareness Chapter 4 | Slide 13 Test Your OB Knowledge All of the following are accurate about stereotypes EXCEPT: A. Stereotypes can lead to poor decisions B. All stereotypes are negative C. Stereotypes are used during the encoding process of perception D. Quality interpersonal contact among mixed groups may reduce the use of stereotypes E. Some people have negative stereotypes about older individuals Chapter 4 | Slide 14 Causal Attributions What are Causal Attributions? • Suspected or inferred causes of behavior • Important because the attributions affect organizational behavior Chapter 4 | Slide 15 Causal Attributions Kelley’s Model of Attribution • Based on Heider’s theory that behavior can be attributed either to internal factors within a person or external factors within the environment • People make causal attributions by observing three dimensions of behavior: – Consensus – Distinctiveness – Consistency Can be high or low Chapter 4 | Slide 16 Causal Attributions How Does Consensus, Distinctiveness, and Consistency Lead to Specific Attributions? • People attribute behavior to either internal causes or external causes based on ranking of consensus, distinctiveness, and consistency Attribution Consensus (People) Distinctiveness (Tasks) Consistency (Time) Internal Low Low High External High High Low Chapter 4 | Slide 17 Causal Attributions Attributional Tendencies Fundamental attribution bias: ― One’s tendency to attribute another person’s behavior to his or her personal characteristics, as opposed to situational factors Self-serving bias: ― One’s tendency to take more personal responsibility for success than for failure Chapter 4 | Slide 18 Causal Attributions Managerial Application and Implications We tend to disproportionately attribute behavior to internal causes Other attributional biases may lead managers to take inappropriate actions Attributional training sessions can help An employee’s attributions for his or her own performance have dramatic effects on subsequent motivation, performance, and personal attitudes Chapter 4 | Slide 19 Test Your OB Knowledge Megan was hurt at work. Megan’s manager concluded that Megan was careless and clumsy. Megan’s manager may have committed an error called: A. B. C. D. E. Fundamental attribution error Ultimate perception error Stereotyping error Self-serving bias error Internal cognition error Chapter 4 | Slide 20 Defining and Managing Diversity What is Diversity? • Represents the multitude of individual differences and similarities that exist among people • Study of demographics helps us to best appreciate diversity – Demographics are the statistical measurements of populations and their qualities over time Chapter 4 | Slide 21 Defining and Managing Diversity Layers of Diversity? – Personality (stable set of characteristics) – Internal or surface-level characteristics are apparent to others (unchangeable) – External influences and organizational dimensions are considered deep-level characteristics that take time to emerge in interactions Chapter 4 | Slide 22 Defining and Managing Diversity What is Discrimination? • Occurs when employment decisions about an individual are due to reasons not associated with performance or are not related to the job Chapter 4 | Slide 23 Defining and Managing Diversity What is Affirmative Action? • An artificial intervention aimed at giving management a chance to correct an imbalance, injustice, mistake, or outright discrimination that occurred in the past Chapter 4 | Slide 24 Defining and Managing Diversity What is Affirmative Action? Can refer to both voluntary and mandatory programs Does not legitimize quotas. Quotas are illegal Does not require companies to hire unqualified people Has created tremendous opportunities for women and minorities Does not foster the type of thinking that is needed to manage diversity effectively Chapter 4 | Slide 25 Defining and Managing Diversity Managing Diversity Managing Diversity Enables People to Perform up to Their Maximum Potential Keys for Managing Diversity -Education -Enforcement -Exposure Chapter 4 | Slide 26 Test Your OB Knowledge As Jasmine got to know Mary, a co-worker of a different ethnicity, Jasmine was surprised to learn how much she actually had in common with Mary such as loving to hike and choice of religion. Jasmine was experiencing which layer of diversity? A. B. C. D. E. Organizational dimensions Personality Surface-level characteristics Deep-level characteristics Internal dimensions Chapter 4 | Slide 27 Building the Business Case for Managing Diversity Business Rationale for Diversity • Managing diversity gives an organization the ability to grow and maintain a business in an increasingly competitive marketplace • An access-and legitimacy perspective on diversity is based in recognition that the organization’s markets and constituencies are culturally diverse Chapter 4 | Slide 28 Building the Business Case for Managing Diversity Trends in Workforce Diversity – Women • Are women breaking the glass ceiling? Positive Change No Change Educational Attainment Continuing Pay Gap Seats on Boards of Directors Pay Gap for Female MBA Graduates Leadership Positions in Gender Discrimination Educational Institutions Chapter 4 | Slide 29 Building the Business Case for Managing Diversity Trends in Workforce Diversity – Racial Groups • The Census Bureau predicts by 2060 57% of the workforce will consist of minority groups • However, current minority groups appear to be stalled at their own glass ceiling: ― Smaller percentage in the professional class ― More discrimination cases ― Lower earnings Chapter 4 | Slide 30 Building the Business Case for Managing Diversity Trends in Workforce Diversity – Generational • The population and workforce is getting older • Four generations of employees are working together (soon to be five) • Managers need to deal with generational differences in values, attitudes, and behavior Chapter 4 | Slide 31 Test Your OB Knowledge Big Bucks Bank is located in a city with a growing Latino population. Jane, the CEO of BBB, believes in the access-legitimacy perspective. Jane will do which of the following? A. B. C. D. E. Hire employees to match the diversity in the population Offer Latino food every Friday Offer international travel services Support the local university’s Spanish Department All of the above Chapter 4 | Slide 32 Barriers and Challenges to Managing Diversity Inaccurate Stereotypes and Prejudice Ethnocentrism Poor Career Planning Negative Diversity Climate Unsupportive and Hostile Environment Lack of Political Savvy of Diverse Employees Difficulty in Balancing Career and Family Issues Fears of Reverse Discrimination Diversity Not Seen as an Organizational Priority Need to Revamp Appraisal and Reward System Resistance to Change Chapter 4 | Slide 33 Organizational Practices Used to Effectively Manage Diversity Generic Options Used to Address Diversity Issues • • • • • • • • Include/Exclude Deny Assimilate Suppress Isolate Tolerate Build Relationships Foster Mutual Adaptation – Only approach that endorses the philosophy behind managing diversity Chapter 4 | Slide 34 4 Integrative Framework for Understanding and Applying OB Chapter 4 | Slide 35 Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5 FOUNDATIONS OF EMPLOYEE MOTIVATION How Can I Apply Motivation Theories? 5.1 The What and Why of Motivation 5.2 Content Theories of Motivation 5.3 Process Theories of Motivation 5.4 Motivating Employees Through Job Design Chapter 5 | Slide 2 The What and Why of Motivation What is Motivation? • Refers to the psychological processes “that underlie the direction, intensity, and persistence of behavior or thought” Direction Intensity Persistence Motivation Chapter 5 | Slide 3 The What and Why of Motivation Types of Motivation • Extrinsic • Intrinsic Chapter 5 | Slide 4 The What and Why of Motivation Why Do Managers Care about Motivation? • Managers care because motivation causes employees to: – Join the organization – Stay with the organization – Be engaged at work – Perform OCBs – Help others Chapter 5 | Slide 5 The What and Why of Motivation Two Fundamental Perspectives on Motivation • Content theories – Focus on identifying internal factors such as needs and satisfaction • Process theories – Focus on explaining the process by which internal factors and environmental characteristics influence employee motivation Chapter 5 | Slide 6 Test Your OB Knowledge Juan is trying to learn how to use advanced spreadsheet features. He is not getting the correct answers but he keeps trying. What is Juan exhibiting? A. B. C. D. E. Direction Extrinsic motivation Persistence Attention to detail Emotional Intelligence Chapter 5 | Slide 7 Content Theories of Motivation McGregor’s Theory X and Theory Y • Theory X – Employees dislike work – Can only be motivated with rewards and punishments • Theory Y – Employees are self-engaged, committed, responsible, and creative Chapter 5 | Slide 8 Content Theories of Motivation Maslow’s Need Hierarchy Theory Self-Actualization Esteem Love Safety Physiological Chapter 5 | Slide 9 Content Theories of Motivation Using Maslow’s Theory • To motivate employees: – Remember employees have needs beyond a paycheck – Focus on satisfying employee needs related to self-concepts: • Self-esteem • Self-actualization – Satisfied needs lose their potential – Be careful when estimating employee’s needs Chapter 5 | Slide 10 Content Theories of Motivation McClelland’s Acquired Needs Theory Need for Achievement Acquired Needs Theory Need for Affiliation Need for Power Chapter 5 | Slide 11 Content Theories of Motivation Using Acquired Needs Theory • Appeal to the preferences associated with each need Achievement • Prefers working on challenges • Situations in which performance is due to effort and ability • Prefers to work with other high achievers Affiliation • Likes to work in teams in with cooperation and collegiality • Tends to avoid conflict • Likes to be praised in private Power • Likes to be in charge • Likes to be in control of people and events • Appreciates being recognized Chapter 5 | Slide 12 Content Theories of Motivation Self-Determination Theory • Needs are learned over time • Assumes that three innate needs influence behavior – Competence – Autonomy – Relatedness • Focuses on the needs that drive intrinsic motivation Need for Competence, Autonomy, Relatedness Intrinsic Motivation Enhance Task Performance Chapter 5 | Slide 13 Content Theories of Motivation Using Self-Determination Theory • Create environments that support and encourage the opportunity to experience the needs – Managers can provide tangible resources, time, contacts, and coaching to improve competence – Managers can empower employees and delegate meaningful assignments and tasks to enhance feelings of autonomy – Can use fun and camaraderie to foster relatedness Chapter 5 | Slide 14 Content Theories of Motivation Motivator-Hygiene Theory • Proposes that job satisfaction and dissatisfaction arise from two different sets of factors: – Satisfaction comes from motivating factors – Dissatisfaction comes from hygiene factors Chapter 5 | Slide 15 Content Theories of Motivation Using Motivator-Hygiene Theory Chapter 5 | Slide 16 Content Theories of Motivation Using Motivator-Hygiene Theory • Research does not support the two-factor aspect of the theory, however, some practical applications of the theory include: – Hygiene first – Motivation next – A few well-chosen words Chapter 5 | Slide 17 Test Your OB Knowledge Self-determination theory focuses on: A. Three innate needs – competence, autonomy, and relatedness B. Extrinsic motivation C. Lower order needs D. Needs for power and affiliation E. None of the above Chapter 5 | Slide 18 Process Theories of Motivation Equity/Justice Theory • Equity theory is a model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take relationships Chapter 5 | Slide 19 Process Theories of Motivation Elements of Equity Theory • Outputs (O): – What a person perceives they are getting out of their job • Inputs (I): – What a person perceives they are putting into their job • Comparison: – How does a person’s O/I ratio compare with relevant others’ O/I ratios Chapter 5 | Slide 20 Process Theories of Motivation The Outcomes of Equity Comparison I/O Ratio is Equal to Relevant Other’s • Satisfaction I/O Ratio is Less than Relevant Other’s • Negative Inequity • May Result in Anger and/or Change in Attitude or Behavior I/O Ratio is Greater than Relevant Other’s • May Result in Satisfaction • May also Result in Feelings of Guilt Chapter 5 | Slide 21 Process Theories of Motivation Justice Theory • Organizational justice refers to the extent to which people perceive that they are treated fairly at work • Three types of justice – Distributive Justice – Procedural Justice – Interactional Justice Chapter 5 | Slide 22 Process Theories of Motivation Using Equity and Justice Theories • • • • • Employee perceptions are what count Employees want a voice in decisions that affect them Employees should be given an appeals process Leader behavior matters A climate for justice makes a difference Chapter 5 | Slide 23 Process Theories of Motivation Expectancy Theory • Holds that people are motivated to behave in ways that produce desired combinations of expected outcomes Chapter 5 | Slide 24 Process Theories of Motivation Major Elements of Expectancy Theory Motivation will be high when all three elements in the model are high. If any element is near zero, motivation will be low. Chapter 5 | Slide 25 Process Theories of Motivation Using Expectancy Theory Chapter 5 | Slide 26 Process Theories of Motivation Goal-Setting Theory • Successful people have one thing in common…their lives are goal oriented • Goal setting helps individual's, teams, and organizations achieve success Chapter 5 | Slide 27 Process Theories of Motivation How Does Goal-Setting Theory Work? • Goals that are specific and difficult lead to higher performance – Goal specificity refers to the quantifiability of a goal • Certain conditions are necessary for goal setting to work – People need ability and resources – People need to be committed to the goal • Performance feedback and participation in deciding how to achieve goals are necessary but not sufficient – Higher performance when use feedback and participation to stay focused and committed • Goal achievement leads to job satisfaction – Reinforces employees to set and commit to even higher levels of performance Chapter 5 | Slide 28 Process Theories of Motivation What are the Mechanisms Behind the Power of Goal-Setting Theory? Goals Direct Attention How do goals affect performance? Goals Regulate Effort Goals Increase Persistence Goals Foster Development & Application of Task Strategies and Action Plans Chapter 5 | Slide 29 Test Your OB Knowledge Jane believes if she works hard and takes an online class she will receive a promotion. What element of motivation does this represent? A. B. C. D. E. Justice theory Equity theory Instrumentality Valence Expectancy Chapter 5 | Slide 30 Motivating Employees Through Job Design What is Job Design (Job Redesign, Work Design) • Any set of activities that involve: – Alteration of specific or interdependent systems of jobs – Intent of improving the quality of employee job experience and on-the-job productivity Chapter 5 | Slide 31 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Scientific Management • Kind of management which conducts a business by standards established by facts or truths gained through systematic observation, experiment, or reasoning Efficiency and productivity increase Repetitive jobs lead to job dissatisfaction, poor mental health, stress, low sense of accomplishment and growth Chapter 5 | Slide 32 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Enlargement • Involves putting more variety into a worker’s job by combining specialized tasks of comparable difficulty Chapter 5 | Slide 33 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Rotation Calls for moving employees from one specialized job to another Increased worker flexibility and easier scheduling Advantages of Job Rotation Chapter 5 | Slide 34 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Enrichment • Entails modifying a job such that an employee has the opportunity to experience: ✓ Achievement ✓ Recognition ✓ Stimulating work ✓ Responsibility ✓ Advancement Chapter 5 | Slide 35 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Characteristics Model Chapter 5 | Slide 36 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Characteristics Model In Practice • Can be used to increase job satisfaction • Managers can enhance employees’ intrinsic motivation • Increases in quality of performance Chapter 5 | Slide 37 Motivating Employees Through Job Design Bottom-Up Approaches to Job Design—Job Crafting • The physical and cognitive changes individuals make in the task or relational boundaries of their work • Represents proactive and adaptive employee behavior aimed at changing tasks, relationships, and cognitions associated with one’s job Chapter 5 | Slide 38 Motivating Employees Through Job Design Idiosyncratic Deals (I-Deals) Approach to Job Design • Employment terms individuals negotiate for themselves, taking myriad forms from flexible schedules to career development Chapter 5 | Slide 39 Test Your OB Knowledge Jorge would like to increase intrinsic motivation by giving his employees independence and discretion in certain aspects of their job. According to the Job Characteristics Model, which core job dimension is he using? A. B. C. D. E. Task identity Task significance Autonomy Feedback Skill variety Chapter 5 | Slide 40 5 Integrative Framework for Understanding and Applying OB Chapter 5 | Slide 41 Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 5 FOUNDATIONS OF EMPLOYEE MOTIVATION How Can I Apply Motivation Theories? 5.1 The What and Why of Motivation 5.2 Content Theories of Motivation 5.3 Process Theories of Motivation 5.4 Motivating Employees Through Job Design Chapter 5 | Slide 2 The What and Why of Motivation What is Motivation? • Refers to the psychological processes “that underlie the direction, intensity, and persistence of behavior or thought” Direction Intensity Persistence Motivation Chapter 5 | Slide 3 The What and Why of Motivation Types of Motivation • Extrinsic • Intrinsic Chapter 5 | Slide 4 The What and Why of Motivation Why Do Managers Care about Motivation? • Managers care because motivation causes employees to: – Join the organization – Stay with the organization – Be engaged at work – Perform OCBs – Help others Chapter 5 | Slide 5 The What and Why of Motivation Two Fundamental Perspectives on Motivation • Content theories – Focus on identifying internal factors such as needs and satisfaction • Process theories – Focus on explaining the process by which internal factors and environmental characteristics influence employee motivation Chapter 5 | Slide 6 Test Your OB Knowledge Juan is trying to learn how to use advanced spreadsheet features. He is not getting the correct answers but he keeps trying. What is Juan exhibiting? A. B. C. D. E. Direction Extrinsic motivation Persistence Attention to detail Emotional Intelligence Chapter 5 | Slide 7 Content Theories of Motivation McGregor’s Theory X and Theory Y • Theory X – Employees dislike work – Can only be motivated with rewards and punishments • Theory Y – Employees are self-engaged, committed, responsible, and creative Chapter 5 | Slide 8 Content Theories of Motivation Maslow’s Need Hierarchy Theory Self-Actualization Esteem Love Safety Physiological Chapter 5 | Slide 9 Content Theories of Motivation Using Maslow’s Theory • To motivate employees: – Remember employees have needs beyond a paycheck – Focus on satisfying employee needs related to self-concepts: • Self-esteem • Self-actualization – Satisfied needs lose their potential – Be careful when estimating employee’s needs Chapter 5 | Slide 10 Content Theories of Motivation McClelland’s Acquired Needs Theory Need for Achievement Acquired Needs Theory Need for Affiliation Need for Power Chapter 5 | Slide 11 Content Theories of Motivation Using Acquired Needs Theory • Appeal to the preferences associated with each need Achievement • Prefers working on challenges • Situations in which performance is due to effort and ability • Prefers to work with other high achievers Affiliation • Likes to work in teams in with cooperation and collegiality • Tends to avoid conflict • Likes to be praised in private Power • Likes to be in charge • Likes to be in control of people and events • Appreciates being recognized Chapter 5 | Slide 12 Content Theories of Motivation Self-Determination Theory • Needs are learned over time • Assumes that three innate needs influence behavior – Competence – Autonomy – Relatedness • Focuses on the needs that drive intrinsic motivation Need for Competence, Autonomy, Relatedness Intrinsic Motivation Enhance Task Performance Chapter 5 | Slide 13 Content Theories of Motivation Using Self-Determination Theory • Create environments that support and encourage the opportunity to experience the needs – Managers can provide tangible resources, time, contacts, and coaching to improve competence – Managers can empower employees and delegate meaningful assignments and tasks to enhance feelings of autonomy – Can use fun and camaraderie to foster relatedness Chapter 5 | Slide 14 Content Theories of Motivation Motivator-Hygiene Theory • Proposes that job satisfaction and dissatisfaction arise from two different sets of factors: – Satisfaction comes from motivating factors – Dissatisfaction comes from hygiene factors Chapter 5 | Slide 15 Content Theories of Motivation Using Motivator-Hygiene Theory Chapter 5 | Slide 16 Content Theories of Motivation Using Motivator-Hygiene Theory • Research does not support the two-factor aspect of the theory, however, some practical applications of the theory include: – Hygiene first – Motivation next – A few well-chosen words Chapter 5 | Slide 17 Test Your OB Knowledge Self-determination theory focuses on: A. Three innate needs – competence, autonomy, and relatedness B. Extrinsic motivation C. Lower order needs D. Needs for power and affiliation E. None of the above Chapter 5 | Slide 18 Process Theories of Motivation Equity/Justice Theory • Equity theory is a model of motivation that explains how people strive for fairness and justice in social exchanges or give-and-take relationships Chapter 5 | Slide 19 Process Theories of Motivation Elements of Equity Theory • Outputs (O): – What a person perceives they are getting out of their job • Inputs (I): – What a person perceives they are putting into their job • Comparison: – How does a person’s O/I ratio compare with relevant others’ O/I ratios Chapter 5 | Slide 20 Process Theories of Motivation The Outcomes of Equity Comparison I/O Ratio is Equal to Relevant Other’s • Satisfaction I/O Ratio is Less than Relevant Other’s • Negative Inequity • May Result in Anger and/or Change in Attitude or Behavior I/O Ratio is Greater than Relevant Other’s • May Result in Satisfaction • May also Result in Feelings of Guilt Chapter 5 | Slide 21 Process Theories of Motivation Justice Theory • Organizational justice refers to the extent to which people perceive that they are treated fairly at work • Three types of justice – Distributive Justice – Procedural Justice – Interactional Justice Chapter 5 | Slide 22 Process Theories of Motivation Using Equity and Justice Theories • • • • • Employee perceptions are what count Employees want a voice in decisions that affect them Employees should be given an appeals process Leader behavior matters A climate for justice makes a difference Chapter 5 | Slide 23 Process Theories of Motivation Expectancy Theory • Holds that people are motivated to behave in ways that produce desired combinations of expected outcomes Chapter 5 | Slide 24 Process Theories of Motivation Major Elements of Expectancy Theory Motivation will be high when all three elements in the model are high. If any element is near zero, motivation will be low. Chapter 5 | Slide 25 Process Theories of Motivation Using Expectancy Theory Chapter 5 | Slide 26 Process Theories of Motivation Goal-Setting Theory • Successful people have one thing in common…their lives are goal oriented • Goal setting helps individual's, teams, and organizations achieve success Chapter 5 | Slide 27 Process Theories of Motivation How Does Goal-Setting Theory Work? • Goals that are specific and difficult lead to higher performance – Goal specificity refers to the quantifiability of a goal • Certain conditions are necessary for goal setting to work – People need ability and resources – People need to be committed to the goal • Performance feedback and participation in deciding how to achieve goals are necessary but not sufficient – Higher performance when use feedback and participation to stay focused and committed • Goal achievement leads to job satisfaction – Reinforces employees to set and commit to even higher levels of performance Chapter 5 | Slide 28 Process Theories of Motivation What are the Mechanisms Behind the Power of Goal-Setting Theory? Goals Direct Attention How do goals affect performance? Goals Regulate Effort Goals Increase Persistence Goals Foster Development & Application of Task Strategies and Action Plans Chapter 5 | Slide 29 Test Your OB Knowledge Jane believes if she works hard and takes an online class she will receive a promotion. What element of motivation does this represent? A. B. C. D. E. Justice theory Equity theory Instrumentality Valence Expectancy Chapter 5 | Slide 30 Motivating Employees Through Job Design What is Job Design (Job Redesign, Work Design) • Any set of activities that involve: – Alteration of specific or interdependent systems of jobs – Intent of improving the quality of employee job experience and on-the-job productivity Chapter 5 | Slide 31 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Scientific Management • Kind of management which conducts a business by standards established by facts or truths gained through systematic observation, experiment, or reasoning Efficiency and productivity increase Repetitive jobs lead to job dissatisfaction, poor mental health, stress, low sense of accomplishment and growth Chapter 5 | Slide 32 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Enlargement • Involves putting more variety into a worker’s job by combining specialized tasks of comparable difficulty Chapter 5 | Slide 33 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Rotation Calls for moving employees from one specialized job to another Increased worker flexibility and easier scheduling Advantages of Job Rotation Chapter 5 | Slide 34 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Enrichment • Entails modifying a job such that an employee has the opportunity to experience: ✓ Achievement ✓ Recognition ✓ Stimulating work ✓ Responsibility ✓ Advancement Chapter 5 | Slide 35 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Characteristics Model Chapter 5 | Slide 36 Motivating Employees Through Job Design Top-Down Approaches to Job Design—Job Characteristics Model In Practice • Can be used to increase job satisfaction • Managers can enhance employees’ intrinsic motivation • Increases in quality of performance Chapter 5 | Slide 37 Motivating Employees Through Job Design Bottom-Up Approaches to Job Design—Job Crafting • The physical and cognitive changes individuals make in the task or relational boundaries of their work • Represents proactive and adaptive employee behavior aimed at changing tasks, relationships, and cognitions associated with one’s job Chapter 5 | Slide 38 Motivating Employees Through Job Design Idiosyncratic Deals (I-Deals) Approach to Job Design • Employment terms individuals negotiate for themselves, taking myriad forms from flexible schedules to career development Chapter 5 | Slide 39 Test Your OB Knowledge Jorge would like to increase intrinsic motivation by giving his employees independence and discretion in certain aspects of their job. According to the Job Characteristics Model, which core job dimension is he using? A. B. C. D. E. Task identity Task significance Autonomy Feedback Skill variety Chapter 5 | Slide 40 5 Integrative Framework for Understanding and Applying OB Chapter 5 | Slide 41 Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
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